Die skool in die spanningsveld tussen gemeenskaplikheid en diversiteit
- Van Loggerenberg, Maria Catharina
- Authors: Van Loggerenberg, Maria Catharina
- Date: 2014-03-25
- Subjects: Community and school. , Educational anthropology. , Schools - Philosophy.
- Type: Thesis
- Identifier: uj:4479 , http://hdl.handle.net/10210/9819
- Description: D.Ed. (Didactic Education) , The school, society (from a cultural perspective) and the tension between forces of commonality and diversity form the theme of this thesis. The problem ofthis research revolves around the question of how the tension between commonality and diversity manifests itself in the school. The aims of the research are as follows: to identify elements which seek commonality and create diversity, which in the cultural context lead to tension in the community; to describe the way in which this tension manifests itself in the school; and to summarise the universal reaction of the school to this tension in categories which may serve as a model according to which the school can be studied. The results are as follows: a full array of elements through the ages could be identified which, because ofchange in the community, caused (causes) tension between commonality and diversity; commonality seeking or diversity creating tendencies influence the school as an instrument of enculturation; the school (of all times) then gives expression to this tension between commonality and diversity by means of dimensions which display specific universal features; these universal features are classifiedanddescribedin four categories: change takes place in the school because ofchange in the community; change gives expression to structuring in the school according to form and content; this takes place to create equilibrium in accordance with tendencies in the community in a situation of tension; and equilibrium is necessary to avert conflict; the four categories arc also interrelated in an equilibrium seeking and conflict averting manner - presumably optimum efficiency AND effectiveness can be reached when the school succeeds in maintaining a balance in the categorial structure; and to be able to do this, the probable option for the school is not an "eitheror" one, but an "and-and" choice - this means that the school should be structured because of changes in the community, in such a manner that it maintains equilibrium between commonality and diversity and simultaneously averts conflict. Finally the categories ofthe reaction ofthe school to the tensions betweencommonality and diversity are described from a South African perspective, in orderto ponray how the South African school adapted to change, how schools arc structured, how the school strives towards equilibrium and how it handles conflict. It again becomes clear that in the South African situation only one school model does not contribute to averting conflict in its equilibrium seeking role. Therefore, a multiple-model approach to both commonality seeking and diversity creating needs of the community, seems probably to be the most desirable option for schools to fulfill their mission.
- Full Text:
- Authors: Van Loggerenberg, Maria Catharina
- Date: 2014-03-25
- Subjects: Community and school. , Educational anthropology. , Schools - Philosophy.
- Type: Thesis
- Identifier: uj:4479 , http://hdl.handle.net/10210/9819
- Description: D.Ed. (Didactic Education) , The school, society (from a cultural perspective) and the tension between forces of commonality and diversity form the theme of this thesis. The problem ofthis research revolves around the question of how the tension between commonality and diversity manifests itself in the school. The aims of the research are as follows: to identify elements which seek commonality and create diversity, which in the cultural context lead to tension in the community; to describe the way in which this tension manifests itself in the school; and to summarise the universal reaction of the school to this tension in categories which may serve as a model according to which the school can be studied. The results are as follows: a full array of elements through the ages could be identified which, because ofchange in the community, caused (causes) tension between commonality and diversity; commonality seeking or diversity creating tendencies influence the school as an instrument of enculturation; the school (of all times) then gives expression to this tension between commonality and diversity by means of dimensions which display specific universal features; these universal features are classifiedanddescribedin four categories: change takes place in the school because ofchange in the community; change gives expression to structuring in the school according to form and content; this takes place to create equilibrium in accordance with tendencies in the community in a situation of tension; and equilibrium is necessary to avert conflict; the four categories arc also interrelated in an equilibrium seeking and conflict averting manner - presumably optimum efficiency AND effectiveness can be reached when the school succeeds in maintaining a balance in the categorial structure; and to be able to do this, the probable option for the school is not an "eitheror" one, but an "and-and" choice - this means that the school should be structured because of changes in the community, in such a manner that it maintains equilibrium between commonality and diversity and simultaneously averts conflict. Finally the categories ofthe reaction ofthe school to the tensions betweencommonality and diversity are described from a South African perspective, in orderto ponray how the South African school adapted to change, how schools arc structured, how the school strives towards equilibrium and how it handles conflict. It again becomes clear that in the South African situation only one school model does not contribute to averting conflict in its equilibrium seeking role. Therefore, a multiple-model approach to both commonality seeking and diversity creating needs of the community, seems probably to be the most desirable option for schools to fulfill their mission.
- Full Text:
The teacher as an educator within a particular culture
- Authors: Baloyi, Douglas Mbhazima
- Date: 2012-08-27
- Subjects: Teachers and community. , Education - Moral and ethical aspects. , Educational anthropology. , Educational change - South Africa. , Education, Secondary - South Africa - Aims and objectives.
- Type: Thesis
- Identifier: uj:3244 , http://hdl.handle.net/10210/6653
- Description: M.Ed. , South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.
- Full Text:
- Authors: Baloyi, Douglas Mbhazima
- Date: 2012-08-27
- Subjects: Teachers and community. , Education - Moral and ethical aspects. , Educational anthropology. , Educational change - South Africa. , Education, Secondary - South Africa - Aims and objectives.
- Type: Thesis
- Identifier: uj:3244 , http://hdl.handle.net/10210/6653
- Description: M.Ed. , South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.
- Full Text:
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