Literature teaching in a multicultural society
- Authors: Wissing, Cornelia
- Date: 2014-04-03
- Subjects: Literature - Study and teaching , English literature - Study and teaching - Afrikaans speakers , Reading comprehension - Study and teaching , Multicultural education
- Type: Thesis
- Identifier: uj:10516 , http://hdl.handle.net/10210/10018
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
- Full Text:
- Authors: Wissing, Cornelia
- Date: 2014-04-03
- Subjects: Literature - Study and teaching , English literature - Study and teaching - Afrikaans speakers , Reading comprehension - Study and teaching , Multicultural education
- Type: Thesis
- Identifier: uj:10516 , http://hdl.handle.net/10210/10018
- Description: M.A. (Applied Linguistics) , Please refer to full text to view abstract
- Full Text:
Indigenous Zulu games as an educational tool for the multicultural schools in South Africa
- Authors: Roux, Charl J.
- Date: 2008-07-14T11:22:29Z
- Subjects: Zulu (African people) games , Physical education and training , Multicultural education , Multiculturalism (South Africa)
- Type: Thesis
- Identifier: uj:10482 , http://hdl.handle.net/10210/797
- Description: Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum. , Prof. C. Burnett-Louw Prof. W.J. Hollander
- Full Text:
- Authors: Roux, Charl J.
- Date: 2008-07-14T11:22:29Z
- Subjects: Zulu (African people) games , Physical education and training , Multicultural education , Multiculturalism (South Africa)
- Type: Thesis
- Identifier: uj:10482 , http://hdl.handle.net/10210/797
- Description: Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum. , Prof. C. Burnett-Louw Prof. W.J. Hollander
- Full Text:
Home literacy practices and their contribution to schooled literacy : a case of Cameroonian families living in Johannesburg
- Authors: Ngoh, Doris Nzole
- Date: 2018
- Subjects: Cameroon - Languages - Political aspects , Cameroon - Emigration and immigration , Linguistic minorities - Education , English language - Study and teaching - Foreign speakers , Multicultural education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402211 , uj:33649
- Description: Abstract : This dissertation is an exploration of the literacy practices of selected French-speaking Cameroonian immigrant families living in Johannesburg, South Africa. Since the dawn of democracy in South Africa, Cameroonians have been migrating to this part of the world, in search of greener pastures. As Francophone Cameroonians migrate to South Africa, their children have to school in a context that is predominantly English or the indigenous languages in which they lack proficiency. Guided by a sociocultural theory of learning and the New Literacy Studies (NLS), and supported by the view that "literacy is a social practice", this study examines some of the literacy practices of Cameroonian immigrant families living in Johannesburg as well as their potential contribution to school literacies. Language was highlighted as a hindrance to communication in the school context as well as a hindrance to academic achievement for these immigrant learners. This study was conducted at the homes of Cameroonian immigrant families as well as in two public schools in Johannesburg. At the homes, six mothers and six children were observed and interviewed. At schools, learners were observed and interviews were conducted with three language educators and one school principal. Qualitative case studies were utilized to establish the literacy practices of Cameroonian immigrant learners in Johannesburg. The data was analyzed using content analysis. The study contributes to enlightening educators on the literacy practices of some of the children they teach. Such knowledge is vital in assisting educators and educational stakeholders to understand why some children are more literate than others. , M.Ed. (Educational Linguistics)
- Full Text:
- Authors: Ngoh, Doris Nzole
- Date: 2018
- Subjects: Cameroon - Languages - Political aspects , Cameroon - Emigration and immigration , Linguistic minorities - Education , English language - Study and teaching - Foreign speakers , Multicultural education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402211 , uj:33649
- Description: Abstract : This dissertation is an exploration of the literacy practices of selected French-speaking Cameroonian immigrant families living in Johannesburg, South Africa. Since the dawn of democracy in South Africa, Cameroonians have been migrating to this part of the world, in search of greener pastures. As Francophone Cameroonians migrate to South Africa, their children have to school in a context that is predominantly English or the indigenous languages in which they lack proficiency. Guided by a sociocultural theory of learning and the New Literacy Studies (NLS), and supported by the view that "literacy is a social practice", this study examines some of the literacy practices of Cameroonian immigrant families living in Johannesburg as well as their potential contribution to school literacies. Language was highlighted as a hindrance to communication in the school context as well as a hindrance to academic achievement for these immigrant learners. This study was conducted at the homes of Cameroonian immigrant families as well as in two public schools in Johannesburg. At the homes, six mothers and six children were observed and interviewed. At schools, learners were observed and interviews were conducted with three language educators and one school principal. Qualitative case studies were utilized to establish the literacy practices of Cameroonian immigrant learners in Johannesburg. The data was analyzed using content analysis. The study contributes to enlightening educators on the literacy practices of some of the children they teach. Such knowledge is vital in assisting educators and educational stakeholders to understand why some children are more literate than others. , M.Ed. (Educational Linguistics)
- Full Text:
Managing and facilitating racial integration in public secondary schools
- Authors: Naidoo, Shantha
- Date: 2016
- Subjects: School management and organization , School integration , Education, Secondary , Multicultural education , Assimilation (Sociology) , School management teams
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/232423 , uj:23706
- Description: Ph.D. , Abstract: Since 1994 desegregation in schools has resulted in school management and governance structures adopting diverse ways of responding to the racially diverse learner population. However, researchers are doubtful as to whether such attempts at proving an equitable and quality education for learners with racially diverse backgrounds, interests and abilities are successful. It is in this context that this research was carried out, with the purpose of investigating the effectiveness of school management and governance structures in managing and facilitating racial integration in public secondary schools. A sequential explanatory mixed method approach involving three phases was used. Phase 1 was quantitative in nature and gathered data from racially diverse Grade 10 learners, educators, members of the school management team (SMT) and school governing body (SGB) in racially mixed schools in the province of Gauteng, South Africa. Purposeful sampling was used to select four schools from Johannesburg Districts (South and Central) within the categories of former departments of education, namely House of Assembly (HoA), House of Delegates (HoD), House of Representatives (HoR), and Department of Education and Training (DET). Although a large number of questionnaires were handed out to the different participants only 336 learner questionnaires were completed and some educator questionnaires were not returned or were incomplete, leaving 88 completed, including those from members of the SMT and SGB. The data was analysed using SPSS 22.0 software for descriptive statistics and factor analysis. Phase 2 was qualitative in nature and focused on obtaining an in-depth view of the issues that had arisen from the quantitative phase by conducting individual interviews with eight learners from racially diverse backgrounds and four focus groups with10 participants in each group, comprising members of the SMT and SGB as well as educators combined. Quantitative results indicated that SMT and SGB were effectively managing racial integration in the previously White, Indian and Coloured schools, whereas in Black schools there was no need for racial integration because there was only one race group. The qualitative results showed that racial integration was not evident in these schools but rather there was heightened racial conflict and racial incidences prevalent in former White, Indian and Coloured schools. The qualitative findings were: that policies were not in line with the country’s Constitution, which advocates racial equality and social justice, and this has a negative impact on effective racial integration at school level; a curriculum that does not accommodate the diverse needs of learners from racially diverse backgrounds, especially in respect of the language of teaching and learning; the dynamics of conflicting interrelationships both amongst learners themselves as well as their educators manifested through name-calling, labelling and stereotypical behaviour on a daily basis; and the need for capacity building of educators to equip them with the necessary knowledge, values, attitudes and skills to manage racial...
- Full Text:
- Authors: Naidoo, Shantha
- Date: 2016
- Subjects: School management and organization , School integration , Education, Secondary , Multicultural education , Assimilation (Sociology) , School management teams
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/232423 , uj:23706
- Description: Ph.D. , Abstract: Since 1994 desegregation in schools has resulted in school management and governance structures adopting diverse ways of responding to the racially diverse learner population. However, researchers are doubtful as to whether such attempts at proving an equitable and quality education for learners with racially diverse backgrounds, interests and abilities are successful. It is in this context that this research was carried out, with the purpose of investigating the effectiveness of school management and governance structures in managing and facilitating racial integration in public secondary schools. A sequential explanatory mixed method approach involving three phases was used. Phase 1 was quantitative in nature and gathered data from racially diverse Grade 10 learners, educators, members of the school management team (SMT) and school governing body (SGB) in racially mixed schools in the province of Gauteng, South Africa. Purposeful sampling was used to select four schools from Johannesburg Districts (South and Central) within the categories of former departments of education, namely House of Assembly (HoA), House of Delegates (HoD), House of Representatives (HoR), and Department of Education and Training (DET). Although a large number of questionnaires were handed out to the different participants only 336 learner questionnaires were completed and some educator questionnaires were not returned or were incomplete, leaving 88 completed, including those from members of the SMT and SGB. The data was analysed using SPSS 22.0 software for descriptive statistics and factor analysis. Phase 2 was qualitative in nature and focused on obtaining an in-depth view of the issues that had arisen from the quantitative phase by conducting individual interviews with eight learners from racially diverse backgrounds and four focus groups with10 participants in each group, comprising members of the SMT and SGB as well as educators combined. Quantitative results indicated that SMT and SGB were effectively managing racial integration in the previously White, Indian and Coloured schools, whereas in Black schools there was no need for racial integration because there was only one race group. The qualitative results showed that racial integration was not evident in these schools but rather there was heightened racial conflict and racial incidences prevalent in former White, Indian and Coloured schools. The qualitative findings were: that policies were not in line with the country’s Constitution, which advocates racial equality and social justice, and this has a negative impact on effective racial integration at school level; a curriculum that does not accommodate the diverse needs of learners from racially diverse backgrounds, especially in respect of the language of teaching and learning; the dynamics of conflicting interrelationships both amongst learners themselves as well as their educators manifested through name-calling, labelling and stereotypical behaviour on a daily basis; and the need for capacity building of educators to equip them with the necessary knowledge, values, attitudes and skills to manage racial...
- Full Text:
Ubuntu as a strategy to promote a multicultural school ethos
- Authors: Moyo, Lisang
- Date: 2019
- Subjects: Multicultural education , Ubuntu (Philosophy)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/450122 , uj:39553
- Description: M.Ed. (Educational Leadership and Management) , Abstract: As South African schools continue to become more integrated in terms of race and culture, school leaders need to find ways to address diversity and create a harmonious school community. This study focused on Ubuntu as a strategy to promote a multicultural ethos in schools. The theoretical framework was Malunga’s (2009:12) five pillars of Ubuntu Leadership and Poovan, du Toit and Engelbrecht’s (2006:18) values of Ubuntu. Data was collected by means of three focus group interviews with the SMTs in three primary schools. Data was analysed by means of thematic analysis and five themes emerged. The first theme was ‘attitudes towards Ubuntu as a strategy to promote multiculturalism’ which indicated that participants were in favour of the Ubuntu approach and agreed that it could work at their schools. However, a condition necessary for Ubuntu philosophy to succeed in schools indicated that the Department of Education needs to endorse the concept of Ubuntu formally. ‘Challenges to multiculturalism in schools’ emerged as the second theme which indicated that the people in the school community avoid conversions about each other religious beliefs and cultural traditions...
- Full Text:
- Authors: Moyo, Lisang
- Date: 2019
- Subjects: Multicultural education , Ubuntu (Philosophy)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/450122 , uj:39553
- Description: M.Ed. (Educational Leadership and Management) , Abstract: As South African schools continue to become more integrated in terms of race and culture, school leaders need to find ways to address diversity and create a harmonious school community. This study focused on Ubuntu as a strategy to promote a multicultural ethos in schools. The theoretical framework was Malunga’s (2009:12) five pillars of Ubuntu Leadership and Poovan, du Toit and Engelbrecht’s (2006:18) values of Ubuntu. Data was collected by means of three focus group interviews with the SMTs in three primary schools. Data was analysed by means of thematic analysis and five themes emerged. The first theme was ‘attitudes towards Ubuntu as a strategy to promote multiculturalism’ which indicated that participants were in favour of the Ubuntu approach and agreed that it could work at their schools. However, a condition necessary for Ubuntu philosophy to succeed in schools indicated that the Department of Education needs to endorse the concept of Ubuntu formally. ‘Challenges to multiculturalism in schools’ emerged as the second theme which indicated that the people in the school community avoid conversions about each other religious beliefs and cultural traditions...
- Full Text:
Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools
- Authors: Marais, Ingrid E.
- Date: 2010-05-13T09:26:23Z
- Subjects: Educational anthropology , Educational change , Multicultural education , Racism in education , Education and state , Elementary schools
- Type: Thesis
- Identifier: uj:6800 , http://hdl.handle.net/10210/3235
- Description: M.A. , In the fourteen years since democracy, there have been many legislative changes in South Africa, especially in the educational sector. Although policies have changed at a macro level, there remains a need to investigate the effect of these policy changes at a micro level. This is an ethnography of two formerly whites-only, Afrikaans-only primary schools. In this study I found that although society and legislation have changed dramatically, what happens in the schools has not necessarily changed. There is widespread resistance to policies such as OBE, the disciplinary code, as well as religious legislation. Furthermore, there is a large element of racism within the schools which is mediated through the personal belief systems of the two headmistresses. Teachers resist legislative change because it does not accord with their own agendas, and is perceived as politically motivated and unworkable in their schools. In some cases, legislative change goes against the teachers’ identity. Teachers respond to this change with resistance—which is often not well articulated or organised. They stay in the profession because of a specific teacher identity that includes a strong religious element.
- Full Text:
- Authors: Marais, Ingrid E.
- Date: 2010-05-13T09:26:23Z
- Subjects: Educational anthropology , Educational change , Multicultural education , Racism in education , Education and state , Elementary schools
- Type: Thesis
- Identifier: uj:6800 , http://hdl.handle.net/10210/3235
- Description: M.A. , In the fourteen years since democracy, there have been many legislative changes in South Africa, especially in the educational sector. Although policies have changed at a macro level, there remains a need to investigate the effect of these policy changes at a micro level. This is an ethnography of two formerly whites-only, Afrikaans-only primary schools. In this study I found that although society and legislation have changed dramatically, what happens in the schools has not necessarily changed. There is widespread resistance to policies such as OBE, the disciplinary code, as well as religious legislation. Furthermore, there is a large element of racism within the schools which is mediated through the personal belief systems of the two headmistresses. Teachers resist legislative change because it does not accord with their own agendas, and is perceived as politically motivated and unworkable in their schools. In some cases, legislative change goes against the teachers’ identity. Teachers respond to this change with resistance—which is often not well articulated or organised. They stay in the profession because of a specific teacher identity that includes a strong religious element.
- Full Text:
Teaching practice in a diverse society
- Janse van Vuuren, Anna Elizabeth
- Authors: Janse van Vuuren, Anna Elizabeth
- Date: 2009-09-16T10:09:56Z
- Subjects: Student teachers' training , Student teaching , Black teachers' training , Multicultural education
- Type: Thesis
- Identifier: uj:8625 , http://hdl.handle.net/10210/2966
- Description: D.Ed.
- Full Text: false
- Authors: Janse van Vuuren, Anna Elizabeth
- Date: 2009-09-16T10:09:56Z
- Subjects: Student teachers' training , Student teaching , Black teachers' training , Multicultural education
- Type: Thesis
- Identifier: uj:8625 , http://hdl.handle.net/10210/2966
- Description: D.Ed.
- Full Text: false
Leerlingleierkontak tussen verskillende bevolkingsgroepe in die primêre skool en die vermindering van vooroordele en stereotipes
- 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.
- Full Text:
- 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.
- Full Text:
Die selfkonsep van adolessente binne 'n multikulturele opvoedingskonteks
- Authors: Blignaut, Monique Carol
- Date: 2008-10-31T09:06:14Z
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Self , Multicultural education , Multiculturalism
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384585 , uj:13857 , http://hdl.handle.net/10210/1417
- Description: M.A. , The political situation in South Africa has changed over the past ten years to that of a democracy. A result of this dramatic change is the assemblage of various cultures within a given context, especially multicultural schools. From this the question arose whether adolescents of different cultures present with different levels of self-concept within multicultural schools. Furthermore, it was to be determined whether cultural identity correlates with self-concept. Literature regarding the self, culture and cultural identity was used to get a better understanding of the study at hand. The theoretical frameworks of Allport and Rogers were studied to determine underlining factors involved in the formation of the self-concept. The various dimensions of the self, including self-esteem and self-labelling, was investigated as well as recent research regarding the self-concept. Research has shown that the self-concept of Black people is directly connected to their cultural norms and reference group (Allen, 2000). Differences between individualistic and collectivist groups have been identified, as well as the effect it has on social roles and the definition of the self. Regarding the issue of self-esteem and cultural identity research has shown a strong positive correlation between the level of self-esteem and cultural identity. Research has also shown that pupils in multicultural schools have a better understanding of cultural diversity and tolerance. The effects of negative stereotyping and labelling on the self within a multicultural environment are however issues to be taken into consideration. Tajfel and Turner’s (1979) Social Identity Theory provided the focus on cultural identity. Research regarding cultural identity within South Africa, contributed to the understanding of in-group and out-group categorization and it has been found that association with a particular group determined definition of the self. From the literature used it thus became apparent that the self- concept and cultural identity is closely linked, although a multicultural environment could have an impact on the self. This formed the basis for conducting the research on the impact of a multicultural context on the self-concept. The instruments used comprised of a cultural identity questionnaire, as well as the Beck and SIP self-concept scales. Participants of three different cultural groups were used namely, Black, White and Coloured individuals. Participants, between the ages of 16-17 were given the questionnaires to complete on cultural identity as to determine their level of association with a particular group. The self-concept scales evaluated their self-concept as either positive or negative. Additionally, the participants’ cultural identity scores were statistically divided to create two groups, one which scored low and another which scored high on cultural identity and these groups were compared on self-concept. Thus, this study attempted to control for cultural identity in terms of its influence on self-concept within a multicultural context. Results have shown that there is a strong positive correlation between self-concept and a cultural identity. Both of the self-concept scales showed this correlation in regards to Cultural Identity. Furthermore, statistically significant difference between the self-concept scores of the different cultural groups namely Black, White and Coloured Participants was found. It can thus be stated that cultural identities have a role to play in the manner in which we perceive ourselves, and more research is needed in this area to fully understand the scope of it. Research in this matter may also have a positive effect on the understanding of integration of different cultures in South Africa, especially within the educational context.
- Full Text:
- Authors: Blignaut, Monique Carol
- Date: 2008-10-31T09:06:14Z
- Subjects: Self-perception in adolescence , Identity (Psychology) in adolescence , Self , Multicultural education , Multiculturalism
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384585 , uj:13857 , http://hdl.handle.net/10210/1417
- Description: M.A. , The political situation in South Africa has changed over the past ten years to that of a democracy. A result of this dramatic change is the assemblage of various cultures within a given context, especially multicultural schools. From this the question arose whether adolescents of different cultures present with different levels of self-concept within multicultural schools. Furthermore, it was to be determined whether cultural identity correlates with self-concept. Literature regarding the self, culture and cultural identity was used to get a better understanding of the study at hand. The theoretical frameworks of Allport and Rogers were studied to determine underlining factors involved in the formation of the self-concept. The various dimensions of the self, including self-esteem and self-labelling, was investigated as well as recent research regarding the self-concept. Research has shown that the self-concept of Black people is directly connected to their cultural norms and reference group (Allen, 2000). Differences between individualistic and collectivist groups have been identified, as well as the effect it has on social roles and the definition of the self. Regarding the issue of self-esteem and cultural identity research has shown a strong positive correlation between the level of self-esteem and cultural identity. Research has also shown that pupils in multicultural schools have a better understanding of cultural diversity and tolerance. The effects of negative stereotyping and labelling on the self within a multicultural environment are however issues to be taken into consideration. Tajfel and Turner’s (1979) Social Identity Theory provided the focus on cultural identity. Research regarding cultural identity within South Africa, contributed to the understanding of in-group and out-group categorization and it has been found that association with a particular group determined definition of the self. From the literature used it thus became apparent that the self- concept and cultural identity is closely linked, although a multicultural environment could have an impact on the self. This formed the basis for conducting the research on the impact of a multicultural context on the self-concept. The instruments used comprised of a cultural identity questionnaire, as well as the Beck and SIP self-concept scales. Participants of three different cultural groups were used namely, Black, White and Coloured individuals. Participants, between the ages of 16-17 were given the questionnaires to complete on cultural identity as to determine their level of association with a particular group. The self-concept scales evaluated their self-concept as either positive or negative. Additionally, the participants’ cultural identity scores were statistically divided to create two groups, one which scored low and another which scored high on cultural identity and these groups were compared on self-concept. Thus, this study attempted to control for cultural identity in terms of its influence on self-concept within a multicultural context. Results have shown that there is a strong positive correlation between self-concept and a cultural identity. Both of the self-concept scales showed this correlation in regards to Cultural Identity. Furthermore, statistically significant difference between the self-concept scores of the different cultural groups namely Black, White and Coloured Participants was found. It can thus be stated that cultural identities have a role to play in the manner in which we perceive ourselves, and more research is needed in this area to fully understand the scope of it. Research in this matter may also have a positive effect on the understanding of integration of different cultures in South Africa, especially within the educational context.
- Full Text:
Cross cultural encounters: key issues in multicultural education
- Authors: Arthur, Mavis L.
- Date: 2008-11-10T08:03:17Z
- Subjects: Multicultural education , Cross cultural encounters , Multicultural classrooms , Cultural differentiation
- Type: Inaugural
- Identifier: uj:14909 , http://hdl.handle.net/10210/1554
- Description: Inaugural lecture--Technikon Witwatersrand, 14 March 2002
- Full Text:
- Authors: Arthur, Mavis L.
- Date: 2008-11-10T08:03:17Z
- Subjects: Multicultural education , Cross cultural encounters , Multicultural classrooms , Cultural differentiation
- Type: Inaugural
- Identifier: uj:14909 , http://hdl.handle.net/10210/1554
- Description: Inaugural lecture--Technikon Witwatersrand, 14 March 2002
- Full Text:
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