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A study of the suitability of a modern African novel such as "Things fall apart" by Chinua Achebe for black pupils in Ciskeian schools in contrast to a prescribed novel such as "Silas Marner" by George Eliot
- Authors: Daley, Nirmala
- Date: 1991
- Subjects: Eliot, George, 1819-1880. Silas Marner -- Study and teaching , Blacks -- Education -- South Africa , English literature -- Study and teaching -- South Africa , Achebe, Chinua. Things fall apart -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1784 , http://hdl.handle.net/10962/d1003669
- Description: The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.
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- Authors: Daley, Nirmala
- Date: 1991
- Subjects: Eliot, George, 1819-1880. Silas Marner -- Study and teaching , Blacks -- Education -- South Africa , English literature -- Study and teaching -- South Africa , Achebe, Chinua. Things fall apart -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1784 , http://hdl.handle.net/10962/d1003669
- Description: The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.
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An account of second language teaching and learning in a multi-standard farm school classroom, utilising an ethnographic approach
- Authors: Krause, Siobbhan Karen
- Date: 1998
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers , Rural schools -- South Africa , Community and school -- South Africa , English language -- Study and teaching -- Foreign speakers , Education, Rural -- South Africa , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1416 , http://hdl.handle.net/10962/d1003297
- Description: Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.
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- Authors: Krause, Siobbhan Karen
- Date: 1998
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers , Rural schools -- South Africa , Community and school -- South Africa , English language -- Study and teaching -- Foreign speakers , Education, Rural -- South Africa , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1416 , http://hdl.handle.net/10962/d1003297
- Description: Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.
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An investigation into the implementation of participative management in a rural school in the Pietermaritzburg district
- Ngubane, Weekend Sehlulamanye
- Authors: Ngubane, Weekend Sehlulamanye
- Date: 2006
- Subjects: Rural schools -- South Africa -- KwaZulu Natal -- Case studies , Rural schools -- Thailand -- Case studies , Education, Rural -- South Africa -- KwaZulu Natal -- Case studies , Blacks -- Education -- South Africa , School management and organization -- South Africa , School principals -- South Africa , Educational leadership -- South Africa , Educational change -- South Africa , Management -- Employee participation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1607 , http://hdl.handle.net/10962/d1003489
- Description: The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.
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- Authors: Ngubane, Weekend Sehlulamanye
- Date: 2006
- Subjects: Rural schools -- South Africa -- KwaZulu Natal -- Case studies , Rural schools -- Thailand -- Case studies , Education, Rural -- South Africa -- KwaZulu Natal -- Case studies , Blacks -- Education -- South Africa , School management and organization -- South Africa , School principals -- South Africa , Educational leadership -- South Africa , Educational change -- South Africa , Management -- Employee participation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1607 , http://hdl.handle.net/10962/d1003489
- Description: The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.
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Change is not made without inconvenience
- Authors: Bozzoli, G R
- Date: 1980
- Subjects: Academic Freedom -- South Africa , Social change -- South Africa , Education and state -- South Africa , Education -- South Africa -- Aims and objectives , Education -- Standards -- South Africa , Blacks -- Education -- South Africa , Universities and colleges -- South Africa , School integration -- South Africa , Discrimination in education -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/259 , vital:19942
- Description: "Change is not made without inconvenience, even from worse to better". I propose to examine a few of these “inconveniences", some of which may turn out not to be inconvenient at all, while others may mean a complete revision of life style, or abandonment of a cherished ideal. In either case, a most vital issue surrounding change is a quantity well known to scientists and engineers, austronauts and motorists, the quantity known as the rate of change, or alternatively, the acceleration or deceleration. Change comes fastest when great pressures or forces are exerted, either revolutionary forces which are aimed at causing events to move rapidly, or oppositely, when the forces of authority are exerted to prevent matters from developing at all. These latter cause a deceleration of the movement of events, but both conditions represent high rates of change with the concomitant dangers that flow from the existence of inertia in the system and the people. Inertia in the accelerating condition results in the movement passing beyond control. Inertia in the decelerating condition entrenches those who are opposed to change and blocks all the natural outlets through which internal pressure could be relieved. Communication demands as a prerequisite, education, so that the essential link in the control chain lies in the schools and universities, and particularly in the universities. If the feedback is to come into play, then the universities must be the places where people learn to process the information. Universities are also the places where real change could originate as history has shown, so that either way, their role is vital. Paradoxically, although universities have, on the face of it, changed vastly over the centuries, and particularly during this half century, yet they have, by and large, retained their democratic character more successfully than any other institution. As 1 see it therefore, the universities should be and could be, very deeply involved in societal change,
- Full Text:
- Authors: Bozzoli, G R
- Date: 1980
- Subjects: Academic Freedom -- South Africa , Social change -- South Africa , Education and state -- South Africa , Education -- South Africa -- Aims and objectives , Education -- Standards -- South Africa , Blacks -- Education -- South Africa , Universities and colleges -- South Africa , School integration -- South Africa , Discrimination in education -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/259 , vital:19942
- Description: "Change is not made without inconvenience, even from worse to better". I propose to examine a few of these “inconveniences", some of which may turn out not to be inconvenient at all, while others may mean a complete revision of life style, or abandonment of a cherished ideal. In either case, a most vital issue surrounding change is a quantity well known to scientists and engineers, austronauts and motorists, the quantity known as the rate of change, or alternatively, the acceleration or deceleration. Change comes fastest when great pressures or forces are exerted, either revolutionary forces which are aimed at causing events to move rapidly, or oppositely, when the forces of authority are exerted to prevent matters from developing at all. These latter cause a deceleration of the movement of events, but both conditions represent high rates of change with the concomitant dangers that flow from the existence of inertia in the system and the people. Inertia in the accelerating condition results in the movement passing beyond control. Inertia in the decelerating condition entrenches those who are opposed to change and blocks all the natural outlets through which internal pressure could be relieved. Communication demands as a prerequisite, education, so that the essential link in the control chain lies in the schools and universities, and particularly in the universities. If the feedback is to come into play, then the universities must be the places where people learn to process the information. Universities are also the places where real change could originate as history has shown, so that either way, their role is vital. Paradoxically, although universities have, on the face of it, changed vastly over the centuries, and particularly during this half century, yet they have, by and large, retained their democratic character more successfully than any other institution. As 1 see it therefore, the universities should be and could be, very deeply involved in societal change,
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Development of a language policy in a rural school
- Authors: Fumba, Zamumzi Norman
- Date: 2003
- Subjects: Language policy -- South Africa , Language and education -- South Africa , Education, Rural -- South Africa -- Peddie , Blacks -- Education -- South Africa , Native language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1940 , http://hdl.handle.net/10962/d1007798
- Description: The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
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- Authors: Fumba, Zamumzi Norman
- Date: 2003
- Subjects: Language policy -- South Africa , Language and education -- South Africa , Education, Rural -- South Africa -- Peddie , Blacks -- Education -- South Africa , Native language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1940 , http://hdl.handle.net/10962/d1007798
- Description: The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
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Fieldwork as a compensatory teaching strategy for rural black senior secondary schools
- Authors: Boqwana, Eleanor Pindiwe
- Date: 1992
- Subjects: Blacks -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1544 , http://hdl.handle.net/10962/d1003426 , Blacks -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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- Authors: Boqwana, Eleanor Pindiwe
- Date: 1992
- Subjects: Blacks -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1544 , http://hdl.handle.net/10962/d1003426 , Blacks -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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Opaqueness to the light of understanding: an investigation into some of the difficulties experienced by a sample of Transkeian matriculants with the components of the concept of chemical equilibrium
- Authors: Mammen, Kuttickattu John
- Date: 1992
- Subjects: Chemical equilibrium , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Transkei , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1680 , http://hdl.handle.net/10962/d1003563
- Description: The purpose of the study was to collect and collate information pertaining to common misconceptions of components of the concept of chemical equilibrium amongst a sample of Transkeian matriculants. 'Equilibrium' is a fundamental concept in physics and chemistry and 'chemical equilibrium' is an important chemistry topic in both the higher grade and standard grade South African matriculation physical science syllabuses. In recent years, South African teachers have identified chemical equilibrium as the most difficult section of the matric physical science syllabus for both teachers and pupils. It has been shown that teachers themselves lack understanding of the basic concepts underlying chemical equilibrium. Constructivist learning theories arise out of research in cognitive psychology. These theories conceive of cognitive development as the assimilation and accommodation of new ideas into extant, dynamic cognitive structures. An inference from the theories is that a study of the preconceptions and/or misconceptions held by pupils before they are exposed to instruction would enable teachers to avoid generating or reinforcing misconceptions. Hence teachers could also take deliberate steps to eradicate those already existing. The sample consisted of 112 Transkeian matriculants from four government senior secondary schools in the Southern Transkei. All were taking physical science. The test consisted of a 40 item multiple choice battery. Each question had three distracters and the options were randomized to avoid patterns and hence guessing. Questions dealing with closely associated concepts were grouped in the paper but no indication of this was given in the paper. The questions are analyzed singly. A brief introduction and outline of the theory on which the group of questions was based is given in each case. The analysis makes use of the frequency of choice of all options, discrimination indices, although they were generally low and item difficulties. The intent in each analysis is to identify the possible misconception(s) underlying wrong answers. Finally conclusions based on the discussion are drawn and recommendations for teaching and further research made.
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- Authors: Mammen, Kuttickattu John
- Date: 1992
- Subjects: Chemical equilibrium , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Transkei , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1680 , http://hdl.handle.net/10962/d1003563
- Description: The purpose of the study was to collect and collate information pertaining to common misconceptions of components of the concept of chemical equilibrium amongst a sample of Transkeian matriculants. 'Equilibrium' is a fundamental concept in physics and chemistry and 'chemical equilibrium' is an important chemistry topic in both the higher grade and standard grade South African matriculation physical science syllabuses. In recent years, South African teachers have identified chemical equilibrium as the most difficult section of the matric physical science syllabus for both teachers and pupils. It has been shown that teachers themselves lack understanding of the basic concepts underlying chemical equilibrium. Constructivist learning theories arise out of research in cognitive psychology. These theories conceive of cognitive development as the assimilation and accommodation of new ideas into extant, dynamic cognitive structures. An inference from the theories is that a study of the preconceptions and/or misconceptions held by pupils before they are exposed to instruction would enable teachers to avoid generating or reinforcing misconceptions. Hence teachers could also take deliberate steps to eradicate those already existing. The sample consisted of 112 Transkeian matriculants from four government senior secondary schools in the Southern Transkei. All were taking physical science. The test consisted of a 40 item multiple choice battery. Each question had three distracters and the options were randomized to avoid patterns and hence guessing. Questions dealing with closely associated concepts were grouped in the paper but no indication of this was given in the paper. The questions are analyzed singly. A brief introduction and outline of the theory on which the group of questions was based is given in each case. The analysis makes use of the frequency of choice of all options, discrimination indices, although they were generally low and item difficulties. The intent in each analysis is to identify the possible misconception(s) underlying wrong answers. Finally conclusions based on the discussion are drawn and recommendations for teaching and further research made.
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Responses to Western education among the conservative people of Transkei
- Authors: Deliwe, Dumisani
- Date: 1993
- Subjects: Xhosa (African people) -- Attitudes , Xhosa (African people) -- Social life and customs , Blacks -- Education -- South Africa , Xhosa (African people) -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2099 , http://hdl.handle.net/10962/d1002662 , Xhosa (African people) -- Attitudes , Xhosa (African people) -- Social life and customs , Blacks -- Education -- South Africa , Xhosa (African people) -- Education -- South Africa -- Transkei
- Description: This thesis is concerned with the impact of Western education on the social life of the members of a Transkeian village. Various authors in the locally relevant literature, have for a long time commented that, due to Western education and Christianity, African societies became divided into 'school'people, who readily accepted Western education and culture, and 'red' people, who initially resisted these. Whilst the terms 'red' and 'school' became used as analytical constructs for the differing responses to Western culture, they were also used by African people. My findings at Qhude, Transkei, confirmed such a social division. I argue that this social division does not present an absolute distinction, but may best be conceived in terms of a continuum. Whilst the thesis considers interaction between the 'school' and the 'red' people of Qhude in various fields of life such as politics, law, religion (see Chapter Two) and education (see Chapter Six), the main emphasis is on the 'red' people. Thus, the thesis concerns itself, to a large degree, with an analysis of the 'red' people's experience and interpretation of Western education and Western educated people. The main argument is that the 'red' people's perception of Western education and Western educated people is ambiguous. That is, they see them in both positive and negative terms (see Chapter Five). This ambiguity is looked at here as a manifestation of the difficulties encountered by the 'red' people in adjusting to an institution (i.e Western education)that was initially foreign, and to which they were initially opposed. The perception of Western education as positive follows from the fact that it is seen as leading to economic empowerement by the 'red' people of Qhude, who are facing poverty, due to an economic decline (see Chapter Three). However, the economic contribution of the young (who are the ones receiving western education) and the knowledge they gather from school, threaten the authority of elders, as the young become increasingly independent from the elders. As a result of such independence, and other factors, Western education is seen in negative terms by the 'red' people. Such potential dangers of Western education are well recognised by the 'reds' of Qhude, and are dealt with culturally. That is, it is made clear to the young, in particular during occasions such as circumcision rituals, that education has to be made relevant to the building of the homestead, which is under the overlordship of parents whom the young are called upon to respect (see Chapter Six). In conclusion, it is argued that the use of culture in this way, shows how 'tradition' is employed to deal with crisis. Such use of culture necessitates a clarification of the opinion that uneducated Africans rejected Western education (see Chapter Seven).
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- Authors: Deliwe, Dumisani
- Date: 1993
- Subjects: Xhosa (African people) -- Attitudes , Xhosa (African people) -- Social life and customs , Blacks -- Education -- South Africa , Xhosa (African people) -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2099 , http://hdl.handle.net/10962/d1002662 , Xhosa (African people) -- Attitudes , Xhosa (African people) -- Social life and customs , Blacks -- Education -- South Africa , Xhosa (African people) -- Education -- South Africa -- Transkei
- Description: This thesis is concerned with the impact of Western education on the social life of the members of a Transkeian village. Various authors in the locally relevant literature, have for a long time commented that, due to Western education and Christianity, African societies became divided into 'school'people, who readily accepted Western education and culture, and 'red' people, who initially resisted these. Whilst the terms 'red' and 'school' became used as analytical constructs for the differing responses to Western culture, they were also used by African people. My findings at Qhude, Transkei, confirmed such a social division. I argue that this social division does not present an absolute distinction, but may best be conceived in terms of a continuum. Whilst the thesis considers interaction between the 'school' and the 'red' people of Qhude in various fields of life such as politics, law, religion (see Chapter Two) and education (see Chapter Six), the main emphasis is on the 'red' people. Thus, the thesis concerns itself, to a large degree, with an analysis of the 'red' people's experience and interpretation of Western education and Western educated people. The main argument is that the 'red' people's perception of Western education and Western educated people is ambiguous. That is, they see them in both positive and negative terms (see Chapter Five). This ambiguity is looked at here as a manifestation of the difficulties encountered by the 'red' people in adjusting to an institution (i.e Western education)that was initially foreign, and to which they were initially opposed. The perception of Western education as positive follows from the fact that it is seen as leading to economic empowerement by the 'red' people of Qhude, who are facing poverty, due to an economic decline (see Chapter Three). However, the economic contribution of the young (who are the ones receiving western education) and the knowledge they gather from school, threaten the authority of elders, as the young become increasingly independent from the elders. As a result of such independence, and other factors, Western education is seen in negative terms by the 'red' people. Such potential dangers of Western education are well recognised by the 'reds' of Qhude, and are dealt with culturally. That is, it is made clear to the young, in particular during occasions such as circumcision rituals, that education has to be made relevant to the building of the homestead, which is under the overlordship of parents whom the young are called upon to respect (see Chapter Six). In conclusion, it is argued that the use of culture in this way, shows how 'tradition' is employed to deal with crisis. Such use of culture necessitates a clarification of the opinion that uneducated Africans rejected Western education (see Chapter Seven).
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Rural students' local knowledge of learning in formal and informal contexts
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Blacks -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Blacks -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
- Full Text:
- Authors: Visser, Alvin-Jon
- Date: 2000
- Subjects: Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Blacks -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3079 , http://hdl.handle.net/10962/d1002588 , Non-formal education -- South Africa , Education and state -- South Africa , Rural children -- Education -- South Africa , Blacks -- Education -- South Africa , Community and school -- South Africa , Education, Rural -- Social Aspects -- South Africa , Rural schools -- South Africa
- Description: The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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The career development of low socioeconomic status black South African adolescents: a career systems perspective
- Authors: Geijsendorpher, Clare
- Date: 2008
- Subjects: Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9920 , http://hdl.handle.net/10948/670 , Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Description: The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
- Full Text:
- Authors: Geijsendorpher, Clare
- Date: 2008
- Subjects: Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9920 , http://hdl.handle.net/10948/670 , Blacks -- Education -- South Africa , Education and state -- South Africa , Vocational guidance -- South Africa
- Description: The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
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The contact between the early tribal African education and the westernized system of missionary education
- Authors: Van Dyk, D F
- Date: 1967-03-31
- Subjects: Education -- South Africa -- History , Blacks -- Education -- South Africa
- Language: English
- Type: text , lectures , lecture transcripts
- Identifier: http://hdl.handle.net/10353/3012 , vital:28234 , 9048609PEF
- Description: Abstract ending in a full stop. , An Inaugural Lecture given in the University College of Fort Hare on 31st March 1967 , Includes bibliographical references
- Full Text: false
- Authors: Van Dyk, D F
- Date: 1967-03-31
- Subjects: Education -- South Africa -- History , Blacks -- Education -- South Africa
- Language: English
- Type: text , lectures , lecture transcripts
- Identifier: http://hdl.handle.net/10353/3012 , vital:28234 , 9048609PEF
- Description: Abstract ending in a full stop. , An Inaugural Lecture given in the University College of Fort Hare on 31st March 1967 , Includes bibliographical references
- Full Text: false
The development of an in-service training programme for mathematics teachers on the development and use of resource materials in black schools at the standard six-seven level
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa , Blacks -- Education -- South Africa , Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa , Blacks -- Education -- South Africa , Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
The lack of resources as a contributory factor to the high failure rate in Standard 10 History examinations in the Alice circuit
- Sobahle, Wellington Mkhululi
- Authors: Sobahle, Wellington Mkhululi
- Date: 1988
- Subjects: History -- Study and teaching (Secondary) -- South Africa , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1867 , http://hdl.handle.net/10962/d1004677
- Description: As the title of this thesis indicates, the researcher was concerned at the high failure rate in the Standard 10 history examinations in the Alice circuit. This problem is confined neither to history as a subject nor to a single area in the Ciskei.
- Full Text:
- Authors: Sobahle, Wellington Mkhululi
- Date: 1988
- Subjects: History -- Study and teaching (Secondary) -- South Africa , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1867 , http://hdl.handle.net/10962/d1004677
- Description: As the title of this thesis indicates, the researcher was concerned at the high failure rate in the Standard 10 history examinations in the Alice circuit. This problem is confined neither to history as a subject nor to a single area in the Ciskei.
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The role of the educator
- National Union of MetalWorkers of South Africa
- Authors: National Union of MetalWorkers of South Africa
- Date: 19--?
- Subjects: Capitalism and education , Blacks -- Education -- South Africa , Teachers, Black -- Psychology
- Language: English
- Type: text , pamphlet
- Identifier: http://hdl.handle.net/10962/110914 , vital:33350
- Description: In South Africa, like all other capitalist societies, workers are forced to work for wages to buy the things they need to survive. The land, factories, mines, etc are privately owned by the capitalists. Because the capitalists own the land, factories and mines they control the wealth that is produced. With this wealth, as well as with the ownership of several newspapers and investment in radio and television stations, the capitalists can try and influence how people think. The capitalists also use the political rights and the wealth they have to influence how the government behaves. In South Africa, black workers have no political rights, because of apartheid. So they cannot influence the government in the same way as the capitalists. Workers standing on their own are also weak against their employers because the employers do not need any one particular worker. But the employers cannot do without all their workers. Machines without workers are useless. So if all workers can organise themselves to act together, to act collectively as it is called, then the balance of power changes. Capitalism needs the labour of workers to survive. So organised workers can be the most powerful weapon against capitalism. But the capitalists in South Africa are very powerful. They have a good friend in the apartheid state. Workers need to be well organised to challenge the power of the capitalists. But to build this strength, we need unity. We also need discipline and clear direction. The first step in making a union strong is for the union to have a very large membership. But the members cannot be sleeping members. They must understand the broader aims and objectives of the union and how the union fits into the wider struggle in South Africa. They must also have the skills and knowledge to be able to participate actively in all the activities of the union. Democratic practices increase the strength of workers' organisations and make them more effective. Democratic organisations are also necessary for building democratic societies because they make it possible for the masses of the people to participate in decisions about their lives.
- Full Text:
- Authors: National Union of MetalWorkers of South Africa
- Date: 19--?
- Subjects: Capitalism and education , Blacks -- Education -- South Africa , Teachers, Black -- Psychology
- Language: English
- Type: text , pamphlet
- Identifier: http://hdl.handle.net/10962/110914 , vital:33350
- Description: In South Africa, like all other capitalist societies, workers are forced to work for wages to buy the things they need to survive. The land, factories, mines, etc are privately owned by the capitalists. Because the capitalists own the land, factories and mines they control the wealth that is produced. With this wealth, as well as with the ownership of several newspapers and investment in radio and television stations, the capitalists can try and influence how people think. The capitalists also use the political rights and the wealth they have to influence how the government behaves. In South Africa, black workers have no political rights, because of apartheid. So they cannot influence the government in the same way as the capitalists. Workers standing on their own are also weak against their employers because the employers do not need any one particular worker. But the employers cannot do without all their workers. Machines without workers are useless. So if all workers can organise themselves to act together, to act collectively as it is called, then the balance of power changes. Capitalism needs the labour of workers to survive. So organised workers can be the most powerful weapon against capitalism. But the capitalists in South Africa are very powerful. They have a good friend in the apartheid state. Workers need to be well organised to challenge the power of the capitalists. But to build this strength, we need unity. We also need discipline and clear direction. The first step in making a union strong is for the union to have a very large membership. But the members cannot be sleeping members. They must understand the broader aims and objectives of the union and how the union fits into the wider struggle in South Africa. They must also have the skills and knowledge to be able to participate actively in all the activities of the union. Democratic practices increase the strength of workers' organisations and make them more effective. Democratic organisations are also necessary for building democratic societies because they make it possible for the masses of the people to participate in decisions about their lives.
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The use of the local environment for teaching geography : a case study in the Umtata administrative area
- Authors: Adonis, Agrinette Nolwandle
- Date: 1993
- Subjects: Geography -- Fieldwork -- Study and teaching , Geography -- South Africa -- Study and teaching (Secondary) , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1816 , http://hdl.handle.net/10962/d1003702
- Description: Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula fieldwork has been explicit since 1985. However, research has shown that in most South African secondary schools fieldwork as a teaching strategy is only applied to a limited extent. Teachers have always used financial constraints and time limitations as explanations for their failure to use fieldwork in teaching geography. This study attempts to demonstrate how the local environment of any school can be used effectively for teaching and learning most aspects of the senior secondary school geography syllabus, thereby alleviating the problems of time and money perceived by teachers as the major constraints inhibiting their use of fieldwork. In order to illustrate the effectiveness of fieldwork in the local environment, this study incorporated an analysis of the current senior secondary school geography syllabus, the identification of potential fieldwork sites in the Umtata District and the development and implementation of three fieldwork units based on three of the sites identified. The analysis of the evaluations of the three fieldwork units by the researcher, the pupils and the non-participant observer revealed that fieldwork conducted in the local environment is highly effective, interesting and rewarding to pupils even when they have no prior experience of fieldwork.
- Full Text:
- Authors: Adonis, Agrinette Nolwandle
- Date: 1993
- Subjects: Geography -- Fieldwork -- Study and teaching , Geography -- South Africa -- Study and teaching (Secondary) , Blacks -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1816 , http://hdl.handle.net/10962/d1003702
- Description: Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula fieldwork has been explicit since 1985. However, research has shown that in most South African secondary schools fieldwork as a teaching strategy is only applied to a limited extent. Teachers have always used financial constraints and time limitations as explanations for their failure to use fieldwork in teaching geography. This study attempts to demonstrate how the local environment of any school can be used effectively for teaching and learning most aspects of the senior secondary school geography syllabus, thereby alleviating the problems of time and money perceived by teachers as the major constraints inhibiting their use of fieldwork. In order to illustrate the effectiveness of fieldwork in the local environment, this study incorporated an analysis of the current senior secondary school geography syllabus, the identification of potential fieldwork sites in the Umtata District and the development and implementation of three fieldwork units based on three of the sites identified. The analysis of the evaluations of the three fieldwork units by the researcher, the pupils and the non-participant observer revealed that fieldwork conducted in the local environment is highly effective, interesting and rewarding to pupils even when they have no prior experience of fieldwork.
- Full Text:
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