Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms
- Authors: Pieterse, Carl
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa Teachers college graduates -- South Africa , Teachers -- Training of -- South Africa Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14499 , vital:27665
- Description: This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
- Full Text:
- Date Issued: 2017
- Authors: Pieterse, Carl
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa Teachers college graduates -- South Africa , Teachers -- Training of -- South Africa Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14499 , vital:27665
- Description: This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
- Full Text:
- Date Issued: 2017
Dambudzo Marechera: a psychobiographical study
- Muchena, Kudakwashe Christopher
- Authors: Muchena, Kudakwashe Christopher
- Date: 2013
- Subjects: Marechera, Dambudzo, 1952-1987 , Developmental psychology , Psychology -- Biographical methods , Authors -- Biography , Authors, African -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9964 , http://hdl.handle.net/10948/d1020777
- Description: Marechera the Zimbabwean writer, poet and novelist emerged in the late 1970s as a new voice in African literature, but his writing career lasted less than a decade. It was his iconoclastic, dense style that expressed the psychological disintegration prevalent in Africa during this period and challenged the central beliefs of both the nationalist and post-independence eras. Defying the limitations of nationality, race and culture, Marechera’s writing explores universal issues, particularly urban existence in the late twentieth century. Marechera’s life and work were closely linked. His outspoken views and unorthodox lifestyle brought him into frequent conflict with the authorities and contributed to him being perceived as a cult figure. Through his work and personality he became a major inspiration and role model for the younger generation of writers in Zimbabwe and other African countries. The present study is a psychobiographical case study with the primary aim being to explore and describe the personality development of Dambudzo Marechera (1952-1987) using Alfred Adler’s theory of Individual Psychology. It was through the use of a theory of psychological development that a better understanding of Marechera’s personality, based on his cultural and historical background was achieved and a new interpretation and explanation was reported. The findings of the study can be generalised to the theory of individual psychology through the process of analytical generalization.
- Full Text:
- Date Issued: 2013
- Authors: Muchena, Kudakwashe Christopher
- Date: 2013
- Subjects: Marechera, Dambudzo, 1952-1987 , Developmental psychology , Psychology -- Biographical methods , Authors -- Biography , Authors, African -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9964 , http://hdl.handle.net/10948/d1020777
- Description: Marechera the Zimbabwean writer, poet and novelist emerged in the late 1970s as a new voice in African literature, but his writing career lasted less than a decade. It was his iconoclastic, dense style that expressed the psychological disintegration prevalent in Africa during this period and challenged the central beliefs of both the nationalist and post-independence eras. Defying the limitations of nationality, race and culture, Marechera’s writing explores universal issues, particularly urban existence in the late twentieth century. Marechera’s life and work were closely linked. His outspoken views and unorthodox lifestyle brought him into frequent conflict with the authorities and contributed to him being perceived as a cult figure. Through his work and personality he became a major inspiration and role model for the younger generation of writers in Zimbabwe and other African countries. The present study is a psychobiographical case study with the primary aim being to explore and describe the personality development of Dambudzo Marechera (1952-1987) using Alfred Adler’s theory of Individual Psychology. It was through the use of a theory of psychological development that a better understanding of Marechera’s personality, based on his cultural and historical background was achieved and a new interpretation and explanation was reported. The findings of the study can be generalised to the theory of individual psychology through the process of analytical generalization.
- Full Text:
- Date Issued: 2013
Factors affecting the use of mobile devices for remote data collection in home community based care
- Authors: Shozi, Nobubele Angel
- Date: 2012
- Subjects: Home care services -- Technological innovations , Medical technology , Home care services -- Organisation and administration
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9806 , http://hdl.handle.net/10948/d1012621 , Home care services -- Technological innovations , Medical technology , Home care services -- Organisation and administration
- Description: The health care systems of developing countries, which are already weak, have to carry an additional strain brought on by the burden of infectious diseases. This added strain means that the health care provided is not of the highest quality. The use of home community based care (HCBC) was introduced as an attempt to provide basic health care services to people through the services of community health care workers (CHCW). With the development of HCBC in developing countries and the CHCW playing a vital role in ensuring that the lives of people living with diseases are improved, the need for information and communication technology (ICT) solutions is increased. The information that is collected by the CHCW is paper-based and it cannot be analysed and used efficiently and effectively. This study embraces the adoption of a socio-technical perspective when an ICT solution is introduced in an environment. A socio-technical perspective focuses on three dimensions: the user, the environment and the technology used. These three need to be in coherence to ensure that the technology is used effectively by the user within the environment. Therefore the objective of this study is to identify a list of socio-technical factors that affect CHCWs when they are using mobile phones for data collection purposes in home community based care. In order to achieve this it was necessary to understand how the socio-technical subsystems of the HCBC environment are constituted. The study followed a qualitative approach, including interviews and observations, to collect the data which will best enable the researcher to understand the home community based care environment, its people and the use of the technology to collect data in this environment, in particular mobile phones. A qualitative content analysis approach was followed to analyse the data and constitute a list of factors affecting the use of mobile devices for remote data collection in home community based care. It is hoped that this research will assist to inform the design of appropriate mobile health applications to both ease the burden of CHCWs (i.e. it should be faster and easier to use than paper) and improve the healthcare service provided through enabling access to patient records to all partners in the care continuum.
- Full Text:
- Date Issued: 2012
- Authors: Shozi, Nobubele Angel
- Date: 2012
- Subjects: Home care services -- Technological innovations , Medical technology , Home care services -- Organisation and administration
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9806 , http://hdl.handle.net/10948/d1012621 , Home care services -- Technological innovations , Medical technology , Home care services -- Organisation and administration
- Description: The health care systems of developing countries, which are already weak, have to carry an additional strain brought on by the burden of infectious diseases. This added strain means that the health care provided is not of the highest quality. The use of home community based care (HCBC) was introduced as an attempt to provide basic health care services to people through the services of community health care workers (CHCW). With the development of HCBC in developing countries and the CHCW playing a vital role in ensuring that the lives of people living with diseases are improved, the need for information and communication technology (ICT) solutions is increased. The information that is collected by the CHCW is paper-based and it cannot be analysed and used efficiently and effectively. This study embraces the adoption of a socio-technical perspective when an ICT solution is introduced in an environment. A socio-technical perspective focuses on three dimensions: the user, the environment and the technology used. These three need to be in coherence to ensure that the technology is used effectively by the user within the environment. Therefore the objective of this study is to identify a list of socio-technical factors that affect CHCWs when they are using mobile phones for data collection purposes in home community based care. In order to achieve this it was necessary to understand how the socio-technical subsystems of the HCBC environment are constituted. The study followed a qualitative approach, including interviews and observations, to collect the data which will best enable the researcher to understand the home community based care environment, its people and the use of the technology to collect data in this environment, in particular mobile phones. A qualitative content analysis approach was followed to analyse the data and constitute a list of factors affecting the use of mobile devices for remote data collection in home community based care. It is hoped that this research will assist to inform the design of appropriate mobile health applications to both ease the burden of CHCWs (i.e. it should be faster and easier to use than paper) and improve the healthcare service provided through enabling access to patient records to all partners in the care continuum.
- Full Text:
- Date Issued: 2012
The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners
- Authors: Geyer, Tracy Colleen
- Date: 2010
- Subjects: Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9882 , http://hdl.handle.net/10948/1239 , Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Description: Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
- Full Text:
- Date Issued: 2010
- Authors: Geyer, Tracy Colleen
- Date: 2010
- Subjects: Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9882 , http://hdl.handle.net/10948/1239 , Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Description: Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
- Full Text:
- Date Issued: 2010
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