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Die Namibiese onderwysstelsel en die eis van multikulturele onderwys

- De Klerk, Edwin Cavin

Authors: De Klerk, Edwin Cavin
Date: 2014-08-27
Subjects: Schools - Namibia , Multicultural education - Namibia - Aims and objectives , School integration - Namibia , Educational law and legislation - Namibia
Type: Thesis
Identifier: uj:12130 , http://hdl.handle.net/10210/11875
Description: M.Ed. , Namibia with its new education system, is confronted like other multicultural countries, by a multicultural education dilemma. For the maintenance of effective education in Namibia, the exigencies of reality, of which multiculturalism is one, should be accommodated in the education system. There are obviously various views of multicultural education. This study attempts on the basis of derived criteria from these various views, to ascertain whether the education system of Namibia satisfies the requirement of multicultural sensitivity. The multicultural education dilemma is presented initial!y, followed by an investigation of the theoretic basis of various society models. Chapter 3 presents a short exposition of the education system before and after the independence of the country. In chapter 4 the new education system is investigated on the basis of the derived criteria and it is concluded that the education system does not meet the requirement of multicultural sensitivity. The final chapter suggests for the sake of curriculum relevance and for improving education practice, broad recommendations in respect of a multicultural sensitive curriculum.
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Blootstelling en die vermindering van vooroordeel en stereotipes : 'n gevalstudie by 'n spesiale skool

- Loubser, Raymond Lawton

Authors: Loubser, Raymond Lawton
Date: 2014-07-29
Subjects: Special education - Psychological aspects , Prejudices in children , Stereotype (Psychology) - Attitudes , Educational psychology
Type: Thesis
Identifier: http://ujcontent.uj.ac.za8080/10210/382888 , uj:11920 , http://hdl.handle.net/10210/11648
Description: M.Ed. (Multiculturalism and Education) , When this special school opened its doors to all races in 1995, it was the first time this exclusively white school was confronted with racial conflict. Both teachers and pupils found themselves in a situation totally new to them. This led the researcher to question whether exposure of groups would, over a period oftime, reduce prejudice and stereotyping. The literature pertains that social contact between members of different racial and ethnic groups as a method of reducing tension is beset with a great many problems. Under certain conditions social contact can increase tension rather than reduce it. According to some studies done in South Africa contact between whites and blacks have had no effect on reducing negative stereotypes and prejudice and in many cases contact between these groups has increased stereotyping and . prejudice. The findings of this study indicate that at this school exposure between children of different racial groups led to an improvement in tolerance and acceptance of one another. The findings also indicate that inter group relations did not improve. The children formed homogeneous groups and kept their social distance. A recommendation for further research is that research should be focused on the problems of inter group relations between pupils at schools.
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Prejudice reduction through contact : a case study in Ermelo

- Zikhali, Amon

Authors: Zikhali, Amon
Date: 2014-05-21
Subjects: Educational equalization - South Africa - Ermelo - Case studies , Prejudices in children - South Africa - Ermelo - Case studies
Type: Thesis
Identifier: uj:11147 , http://hdl.handle.net/10210/10739
Description: M.Ed. (Multiculturalism and Education) , This project will endeavour to turn misconceptions of the past into mutual trust, understanding and respect for each of the population groups involved. It is hypothesized that: Intergroup contact can help refine information related to stereotypes and prejudice (Engels, 1993:1). Engels (1993:1) further argues that "intergroup contact alone is not sufficient to improve intergroup relationships and counter prejudices permanently". This research endeavours to probe into the possibility of reducing prejudice by creating a situation in which juveniles from different population groups will interact and engage in communication. To this, Czula (1979:31), contends that "only the type of contact that leads people to do things together is likely to result in changed attitudes". As a result, non-racial extra-curricula activities have been organised to provide a common ground where interpersonal and intergroup encounters will take place. Such an encounter is meant to instill in the youth (i.e. high school students, black and white) respect and understanding for other cultural groups irrespective of their pigmentation. In preparation for an integrated, multicultural education system which does not deny cultural plurality, it is necessary to prepare our youth for the advent of such a system by exposing them to a situation in which they will learn about each other's perceptions. It is hoped that this will enable students to rid themselves of unfounded misconceptions by laying the ground for them to acquire knowledge about each other and share matters of common concern, in order to bridge the chasm which exists between them.
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The curriculum in Model C schools : an evaluation by parents of black pupils

- Noel, Howard Cedric

Authors: Noel, Howard Cedric
Date: 2014-04-03
Subjects: Blacks - School education - South Africa - Curricula , Schools - Parent participation , Curriculum evaluation - South Africa , Educational equalization - South Africa
Type: Thesis
Identifier: uj:4647 , http://hdl.handle.net/10210/9988
Description: M.Ed. (Curriculum Studies) , The purpose of this study is to get parents of black pupils in the senior primary phase of state-aided (model C) schools to evaluate the curriculum. After a short period of gradually being opened to pupils ,of all races, schools which has obviously been-government schools became state-aided, or semi-private schools. This meant that school had the liberty to decide on their own admissions policy. Most English medium schools became-so called open schools, that is, they decided to admit pupils of all races. Although the target population for the curriculum had thus changed, there was no adjustment to the curriculum. Teaching carried on as it had always done, with there being no mention of any form of multicultural education; the schools became assimilatory schools. In order to determine the attitude of the parents and to gauge what could be done about this problem, this study was embarked upon. A literature study of the curriculum, multicultural education and parental involvement in their child's schooling, with particular reference to the curriculum, was conducted in order to serve as a theoretical background and to act as a yardstick against which conclusions and recommendations could be made.
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Empathy and the teaching of history in secondary schools for blacks in South Africa

- Kekana, Ntsatsi Simon

Authors: Kekana, Ntsatsi Simon
Date: 2015-11-13
Subjects: History - Study and teaching (Secondary) - South Africa , Blacks - Education (Secondary) - South Africa , Empathy
Type: Thesis
Identifier: uj:14577 , http://hdl.handle.net/10210/15109
Description: Ph.D. (Didactics) , This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.
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'n Nuwe "Leitmotiv" vir die onderrig van Suid-Afrikaanse geskiedenis

- Kloppers-Lourens, Junita Carolina

Authors: Kloppers-Lourens, Junita Carolina
Date: 2014-02-11
Subjects: History - Study and teaching - South Africa
Type: Thesis
Identifier: uj:3837 , http://hdl.handle.net/10210/9207
Description: D.Ed. , The era of change in which the Republic of South Africa presently finds itself requires that its past be reconciled with the present as well as future expectations. This situation has a direct bearing on the teaching of history as a subject. History is locked in a battle regarding a true presentation of South Africa's past. It is essential that a new basic motive or "leitmotiv" be identified, which can serve as a nucleous for an historical consciousness and produce a new image of history. A "leitmotiv", such as the one which was operative during the apartheid era, and which not only produced a politically manipulated and ideologically biased version of historical events, but also endeavoured to enforce a singular identity upon the South African population, is presently unacceptable. Research clearly indicates that an alternative historical image, which is acceptable to the entire South African nation, as well as the various population' groups, has become a neccessity. Such new historical image must clothe South African citizenship with a new quality and serve as a thrust for the new democratic dispensation. Communication and consensus are required in order to reconcile the various existing historical images. A charter of human rights in conjunction with a communal value system, should serve as the basis for a new national identity. The effect of the existing obsolete historical image is that sillabus content has thus far not been selected in accordance with accepted curriculum principles. This resulted in a unidimensional approach to syllabus content, and a one-directional teaching orientation which created the opportunity for indoctrination. The development of an historical consciousness in the true sense of the word in the minds of pupils, has also been sacrificed for political objectives. Synopsis 2 It is also clear that a new "leitmotiv" must be chosen with sensitivity to the needs and demands of the South African population as a whole. It must also be synchronised with the shift in the country's future perspective. This perspective is often verbalised by the new leadership as a quest for the establishment of one truly democratic nation in South Africa - a perspective which will not only accommodate the totality but also the diversity of the population. As a result of this study, a "leitmotiv" with a product (content) component on the one hand, and a process (skill) component on the other hand, is proposed for the teaching of history. The process component will act as a continuous internal corrective for the product component. Furthermore, a teaching approach, which will serve as an external corrective for the "leitmotiv" as a whole, is being suggested. It is proposed that democratic nation building constitute the main theme for the teaching of history future South Africa, or serve as the product component new "leitmotiv". This proposed "leitmotiv" implies a purging action on three levels. In addition to the purging action of the process component as internal corrective, and the new teaching approach as external corrective, democratic nation building, as product component, will act as a purgative in itself. In conjunction with its purging qualities, the proposed "leitmotiv" will, for the first time, accommodate the essential nature of history as a subject; in its totality. with such "leitmotiv", history could in future be elevated to a true "magistra vitae".
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Enkele medebepalers van die skool as 'n veranderingsagent in Suid-Afrika

- Du Plessis, Esther Margaretha

Authors: Du Plessis, Esther Margaretha
Date: 2014-03-10
Subjects: Community and school - South Africa , Education - South Africa - Aims and objectives , Schools - Social aspects - Case studies , Community education - South Africa
Type: Thesis
Identifier: uj:4233 , http://hdl.handle.net/10210/9592
Description: M.Ed. (Community Education) , The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.
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Kriteria vir die evaluering van die inhoud van lewensvaardigheidsprogramme vir adolessente in 'n multikulturele samelewing

- Vermaak, Amelia

Authors: Vermaak, Amelia
Date: 2014-03-27
Subjects: Life skills - Study and teaching (Secondary) - South Africa - Evaluation , Social skills - Study and teaching - Evaluation , Self-actualization (Psychology) - Study and teaching (Secondary) - South Africa - Evaluation
Type: Thesis
Identifier: uj:4517 , http://hdl.handle.net/10210/9855
Description: M.Ed. (Multicultural Education) , Adolescents are constantly expected to prepare themselves successfully to fit into a rapidly changing society. To be able to cope with rapidly changing circumstances and fit into a multicultural society, adolescents need to have certain knowledge, skills and attitudes. Adolescence is a time of life which is marked by rapid physical, social, emotional and intellectual changes. As adolescents are easily influenced during this period, it is of the utmost importance that they be taught content which will make it possible for them to acquire the necessary knowledge, skills and attitudes by means of which to fulfil their social, cultural and economical functions within a multicultural societv. A life skills programme in which the multicultural nature of the school and society has been taken into account in selecting its content can be used to teach the adolescent such knowledge, skills and attitudes. The content of such a life skills programme has to meet the criteria applicable to a multicultural curriculum. These life skills can then be taught to adolescents in schools by means of a multicultural life skills programme. This study therefore attempts to identify criteria according to which the evaluation of content for a life skills programme which will be taught in schools in the South African multicultural society, can be undertaken. These criteria have been adapted to form a checklist which can be used by persons who have to evaluate the content of a life skills programme for a multicultural school and society. These criteria should only be seen as a guideline and should be used by persons with a sound knowledge of multicultural education.
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The transition from open schools to multiculturally sensitive schools

- Snelling, H.F.

Authors: Snelling, H.F.
Date: 2014-02-18
Subjects: School integration - South Africa , Multicultural education - South Africa , Educational anthropology - South Africa , Educational equalization - South Africa
Type: Thesis
Identifier: uj:4094 , http://hdl.handle.net/10210/9441
Description: M.Ed. (Multiculturalism and Education) , That we live in a very diverse multicultural society which is in the process of change is a reality. Education, as one of the social systems, needs to contribute to the establishment of sound intergroup relationships and eliminate the educational gap that exists within the south African society. To bring about this change we need a system which "will lead to recognising cultural values and differences among and between ethnic groups and individuals and will develop strategies that enhance communication, develop cross cultural understanding and awareness, which will lead to a more positive learning outcome" (Sieburth, quoted by Goodey, 1989:481). The possibility of opening government schools to pupils from the other population J groups was announced early in 1990. In her survey on private open schools Pam Christie found that the opening up of schools did not bring about a greater understanding of the complexity of the South African situation amongst the pupils (1990:99). To undertake the task of eliminating inequalities and help the people of South Africa to understand each other we need an education system which will be "focusing on the need of all pupils to feel creatively comfortable with 1987:7). The cultural diversity as the norm" The introduction of an educational system which is sensitive to the multicultural composition of the South African population will have to take into consideration the institutionalised discrimination which has become a feature of the South African social system and address this issue in an effort to bring about the enhancement of the self-concept of the disadvantaged pupils. The reduction and eventual elimination of prejudice will have to be a central strategy of a multicultural educational system. The important role to be played by teachers in an educational system of this kind is self-evident. Lynch expresses it as follows,"This task involves teachers in a redefinition of their role and an increased recognition of their responsibility for prejudice reduction and eradication as new goals for education in a democracy (Lynch, 1987:xi).
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Leerlingleierkontak tussen verskillende bevolkingsgroepe in die primêre skool en die vermindering van vooroordele en stereotipes

- Engels, J.J.

Authors: Engels, J.J.
Date: 2014-03-11
Subjects: Multicultural education , Cross-cultural orientation - Research - South Africa - Transvaal , School children - South Africa - Transvaal - Attitudes , Prejudices in children - South Africa - Transvaal
Type: Thesis
Identifier: uj:4281 , http://hdl.handle.net/10210/9636
Description: M.Ed. (Multicultural Education) , With the emphasis of segregation, alienation between population groups in South Africa has come into being. The school thus has a duty as regards the child's civic development and can play a roll in counteracting such alienation between population groups. Education means, amongst other things, to guide pupils towards social interaction and better intergroup relationships. To successfully incorporate social interaction and better intergroup relationships into our multi-cultural society, a better concept regarding individual and cultural differences is necessary. The lack of intergroup contact and the existence of prejudices and stereotypes, especially among juveniles necessitate pilot surveys to establish strategies for changing and counteracting negative and racist attitudes. A great deal of literature indicates that stereotypes and prejudices can be changed by refining information regarding the stereotypes and prejudices. As such, the contact hypothesis is one of the methods employed to bring about these changes. The information which is obtained from other groups and individuals, may be used to change stereotypes and prejudices. However, inter group contact alone is not sufficient to improve inter group relationships and stereotypes and counter prejudices permanently. Consequently, in this short study, research has been initiated as to the possibility of breaking down and counteracting prejudice and stereotypes by issuing direct and indirect instruction on maintained negative attitudes, usages and habits. Group discussions were held to provide more information on the cultural customs of two groups, and roll-play was employed to promote better mutual understanding. Intergroup contact was arranged between pupils of a black primary school and a white primary school. During the visits the pupils acted according to a preset programme. Before any contact or instruction took place, a pre-test in the form of a semantic differentiated scale was conducted to determine the groups' prejudices and stereotypes. At the conclusion of all activities, this assessment was once ageing made with both groups and any change of attitude could be determined. Although stereotypes offered resistance, a clear modification took constant place in the pupils' prejudices and stereotypes. The teaching strategies employed to bring about a greater knowledge and even appreciation of other groups, helped to produce these changes.
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