Dialogic pedagogical innovation for liberating learning practices: a case of one programme in a higher education institution in South Africa
- Authors: Mudehwe, Florence Rutendo
- Date: 2014
- Subjects: Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16225 , http://hdl.handle.net/10353/d1019737 , Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Description: The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the need to enrich experiences of students to enable them to exercise agency and change constraining circumstances in order to succeed. This study reports on one programme, a grounding programme known as the Life, Knowledge and Action (LKA) in one South African university. One of the central purposes of the LKA is to enrich students' first year experiences through liberating dialogue embedded in its pedagogical architecture. A sequential mixed methods study was carried out. A survey of first year students who had been exposed to the LKA was first carried out. This was followed by a case study of purposively selected first year students. Findings show that LKA promoted dialogue in varied ways depending on the level of the pedagogical architecture. At Umzi level students as peers across disciplines exchanged ideas freely about their circumstances and social issues. At the Ekhaya level where the abakwezeli (facilitators) were active, power dynamics emerged between students and the facilitators which had the effect of diminishing dialogical moments. At village level, there was not much discussion; instead there was a lot of lecturing. Dialogue was limited to a few minutes of discussion at the end of the lecture. The other finding was that seen from Archer's lens of morphogenetic analysis, the `articulation gap' can be seen as a structural constraint, that can be addressed through liberating dialogue which enables the students to question the status quo. There was evidence that through dialogue in the LKA, students felt that it liberated them in the sense that it exposed them to different perspectives as well as enabled them to explore alternatives. It can be concluded that through an appropriately designed dialogical pedagogy, students can be empowered to transform the structural constraints to their education and create enablers that can help them succeed in their learning. There is evidence that within the LKA pedagogical architecture, the students have the opportunity to take responsibility for their learning and thus enabled to exercise agency. It is recommended that the processes that take place at each level of the LKA architecture must be further studied with a view to discovering mechanisms at work that may undermine the liberating thrust of the programme. As a liberating core curriculum, LKA must not be limited to first year students; consideration must be given to roll it out across the levels of the undergraduate offerings.
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- Date Issued: 2014
Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
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- Date Issued: 2014