Journal of Educational Studies - Volume 12, Issue 2, 2013
Volume 12, Issue 2, 2013
Author Zilungile C. SosiboSource: Journal of Educational Studies 12, pp 1 –18 (2013)More Less
Globally, experienced and novice teachers struggle to handle learners from diverse cultural backgrounds. South African teachers also deal with learners who differ based on factors such as race, gender, socio-economic status, religion and culture. Therefore, it is necessary to equip student teachers with knowledge and skills of functioning in culturally diverse school contexts. While this might be happening on the ground, there is dearth of research in South Africa that reports on whether cultural diversity is incorporated in teacher education curriculum and the impact it has on the growth and development of student teachers. Yet, during teaching practice and when they become certified, student teachers are expected to function effectively in school contexts with learners from diverse cultural backgrounds. In this qualitative case study, incorporation of cultural diversity in a teacher education curriculum was investigated, using semi-structured, open-ended focus-group interviews with teacher educators and student teachers. The diversity pedagogy theory informed this study. Results revealed that although the student teachers identified a number of implementation challenges, teacher educators felt that they incorporated the theory of cultural diversity in the teacher education curriculum. The author of this study recommends that teaching of cultural diversity should be made a national and global teacher-education imperative.
The emotional experiences of HIV/AIDS affected learners who stay with caregivers : a wellness perspectiveAuthor Meahabo Dinah MaganoSource: Journal of Educational Studies 12, pp 19 –34 (2013)More Less
The study explored the life experiences of HIV/AIDS orphaned learners who were staying with caregivers. These were double orphans since both parents died. The study was conducted in Gauteng in an area characterised by poverty and unemployment. The study was qualitative in nature and the sample size was five orphans, two caregivers and one auxiliary social worker. Purposive sampling was used and data was collected by means of individual interviews. Each interview lasted between twenty to twenty five minutes and there was always a supervising adult while interviews were conducted. Participants were free to use any language they were comfortable with. Findings indicated that all five learners experienced sadness, hardened heart, anger, fear, retaliation, denial, and use of physical force amongst others. The study recommends that communities should collaborate with schools and try to enhance the emotional wellness of orphaned learners. A joint effort will ensure that the learners develop holistically.
Factors that facilitate learners' performance in Mathematics in disadvantaged communities : a quantitative studySource: Journal of Educational Studies 12, pp 35 –55 (2013)More Less
The purpose of this study was to advance understanding of the factors that facilitate learners' performance in mathematics and to determine why some mathematics classrooms in disadvantaged communities are successful and others not. The study was conducted in Limpopo Province in the northern part of South Africa. The statistical information in this article was derived from a sample of 366 learners from ten schools in disadvantaged communities. Statistical analysis of the data involved comparison of learners' responses from high- and low-performing schools. The results suggest that a number of factors lie at the root of the differences between high- and low-achieving schools, including learners' and teachers' commitment and motivation; attitudes and self-concept; learners' career prospects; learners' perceptions of peers and teachers; and teachers' perceptions of learners influence disadvantaged learners' decisions to persist and achieve in Mathematics despite their difficult circumstances. The application of sound teaching and learning principles fosters an environment where learners are motivated to reach their full potential.
Author Cornelius HagenmeierSource: Journal of Educational Studies 12, pp 56 –74 (2013)More Less
This paper explores strategies for the successful advancement of the process of internationalisation at rural-based South African Universities. Through participant observation which uses the University of Venda as a pilot; it briefly examines the present picture of internationalisation at a typical rural-based university. The main part of the paper argues that South African rural-based universities should develop strategies using their unique inherent strengths to advance the process of internationalisation. The paper further points out that the unique strengths of these universities are found in fields such as Indigenous Knowledge Systems and African languages. This strength can be tapped and marketed to attract international interest and to generate an ethical income for internationalisation, specifically through the development of relevant full degree programmes and study abroad programmes. Their role as catalysts for development through international community engagement work and use of modern pedagogic distance learning technology can be critical. The paper concludes that by utilising these strategies it will be possible to achieve a high degree of internationalisation at these rural-based universities.
The influence of the patriarchy on pedagogical practices in the curriculum and possible life chances : insights from the lived experiences of classroom practitioners and pupilsAuthor Edmore MutekweSource: Journal of Educational Studies 12, pp 75 –99 (2013)More Less
This study examined how the patriarchal ideology disguises as common sense in the school curriculum leading pupils towards a gender polarised consciousness. Data were collected through focus group and individual interviews as well as through classroom observations. The study sought answers to the following research questions: How does the school curriculum promote the patriarchal ideology? What effects do the patriarchal ideologies have on the girls' aspirations? The findings reported herein highlight what constitutes hegemonic masculinity in cultural practices and the school curriculum. The thematic analysis of data for this study also revealed the ways in which the patriarchal hegemony is promoted through the curriculum and thus reflects what society considers as the masculine and feminine roles. The consciousness developed by the girls and their teachers highlighted the significance of existential attitudes, beliefs and values held within their social structures about appropriate gender roles. As a result, the schooling system reinforced gender polarised roles and ambitions. Through their interactions with teachers, girls are oriented towards developing the type of consciousness, personal demeanour, modes of self-presentation, self-image and the gender identifications which predisposed them to specific social roles and competencies. The conclusion drawn is that the patriarchal nature of the Zimbabwean school curriculum thus advantages boys as opposed to girls and this is maintained through institutionalised and ingrained gender role beliefs and ritualised behaviours.
Physical self-concept of adolescents who live in disadvantaged home environment : a life orientation perspectiveSource: Journal of Educational Studies 12, pp 100 –114 (2013)More Less
The study explored physical self-concept of adolescents in disadvantaged home environment. From individual interviews with early and middle adolescents in North-West province in South Africa, findings indicated that self-concept is not innate but rather acquired through interaction with the self and with other people of importance to the individual. In a home where adolescents had basic material needs met, the physical self-concept was positive, where they lacked food and clothes, it was negative. Similarly, the comments made by significant others about the physical image of an adolescent were important in building or destroying physical self-concept. Based on these findings, an intervention model is proposed which can be used in schools to assist adolescents avoid or overcome negative self-concepts.
Author Onoriode Collins PotokriSource: Journal of Educational Studies 12, pp 115 –136 (2013)More Less
The aim of this research was to examine how women who are studying at higher education institutions cope, in terms of how they achieve academically. The researcher used a mixed-method research approach and as well leaned on the expanded achievement attribution model as theoretical framework. Purposive sampling of twelve women students from a College of Education was considered. Examination results and interview protocol from an interview was used as data collection instruments. Findings indicate that women are more concerned about obtaining a higher education qualification than their level of academic performance. Also, is the revelation that academic achievements of women are linked to marital status on account of emphasis participants place on cultural values in relation to societal expectations. Besides, academic practices and achievements of participants vary according to the kind of support they receive.
Using the responsive evaluation approach in evaluating the implementation of the Child Friendly Schools Programme in South AfricaAuthor Layane Thomas MabasaSource: Journal of Educational Studies 12, pp 137 –156 (2013)More Less
The purpose of the paper is to reflect on the use of the Responsive Evaluation approach, in evaluating the implementation of the Child Friendly Schools (CFS) programme at the secondary school level and also to understand the way in which the programme was being implemented. The focus on the implementation was prompted by the fact that since 1994, many policies, frameworks and programmes on schooling and safety have been developed. However, there seems to be difficulty with regard to the actual implementation of many of these initiatives, in particular, safety in schools. A qualitative approach using a case study design was adopted. The study used observation, interviews and documents as the methods of data collection. Data were analysed by using themes. Findings revealed that the Child Friendly Schools programme is being implemented in schools, although the level of implementation differs from one school to another. The study concludes that for implementation to succeed there is a need for the involvement of all stakeholders so that they are well informed about the programme. The conclusion additionally reflects on the use of the responsive evaluation approach the lessons learnt.
Source: Journal of Educational Studies 12, pp 156 –172 (2013)More Less
This article investigated and discussed implementation challenges experienced by teachers of Life Orientation which is a core learning area in the National Curriculum Statement of the Department of Education. The learning area promises to develop learners holistically to relate positively to others and to contribute to family, community and society while practicing the values embedded in the constitution of South Africa. Hence, the study was founded upon the Structural Curriculum Theory to investigate how secondary school teachers understand, respond to and implement Life Orientation. Life Orientation teachers (N=36) from schools (N=5) in different circuits in the Gert Sibande Region in Mpumalanga Province participated in this qualitative research. Data was collected via focus group interviews and analysed qualitatively. The results of the study revealed that many teachers lacked knowledge and understanding in terms of the learning area which caused feelings of incompetence and disempowerment. Being unqualified, lack of status of this non-academic subject and lack of support at district and school levels resulted in teachers responding negatively to the implementation of this learning area. The importance and implementation of Life Orientation was thus compromised and disregarded.