International Journal of Educational Development - latest Issue
Volume 2, Issue 1, 2015
Source: International Journal of Educational Development 2, pp 1 –14 (2015)More Less
The key focus of IJEDA is, as the title suggests, that the journal has a specific development focus, that is, articles that contribute in some way to the study of the role of education in development in Africa as a whole. So, this editorial essay sets out to examine what this might actually mean for the aims and focus of the journal, starting with the idea of development and some of the problems associated with it, before going on to look at the sort of topics that are relevant to the journal and why.
Sighted students' prosocial behaviour towards assisting peers with visual impairment in Tanzania inclusive secondary schoolsSource: International Journal of Educational Development 2, pp 15 –40 (2015)More Less
This study analysed sighted students' prosocial behaviour towards assisting their peers with visual impairment (VI) in inclusive secondary schools in Iringa Municipality, Tanzania. An embedded single case study design was used. Seventy six respondents, consisting of teachers and students with and without VI participated in the study. Data was collected through semi-structured and face to face interviews, focus group discussions, and closed-ended questionnaires. Data was analysed through thematic analysis and presented in tables and quotations of participants' actual words. Results have indicated differences in prosocial behaviours between sighted day-students and sighted boarding students with the latter being more prosocial as a result of altruistic and egoistic factors; having a positive attitude and due to the influence of religion and school administration . Similarities between sighted students and those with VI were linked to sighted students' prosocial behaviour. The latter students' attributions, and misunderstandings among students, determined their prosocial behaviour towards assisting their peers with VI. Awareness raising and sensitisation of members of the community, as well as replicating the study in inclusive and coeducation schools for students with VI are recommended in the paper.
Source: International Journal of Educational Development 2, pp 41 –61 (2015)More Less
Secular governance is argued to be essential to stable development. From this it is contended that a secular approach to education is also central to development. This paper explores how religion can be complicit in conflict and fragility, and can be part of extremism or repressive nationalism. It outlines the amplification spiral of religion in conflict and violence, in order to propose a dynamic secularism to break this cycle. Eight myths of secularism are outlined and dismissed. The implications for education are fivefold: avoiding segregation by religion; not stereotyping or dehumanising 'others'; using a rights-based approach to values that cuts across all religions; preparing learners for a secular democratic citizenship; and insisting on critical thinking for teachers and learners. While in dynamic secularism all religions are accepted, they must not be elevated above other forms of ideology or grouping, and must be subject to the same critiques.
Author Brigitte SmitSource: International Journal of Educational Development 2, pp 62 –69 (2015)More Less
What can we learn from female leadership scholars that can be appropriated in the South Africa educational context? Little research is conducted to trace the qualities that characterise a feminine approach to leadership in contrast to the characteristics of the traditional approach of control, hierarchy, authority and division of labour. This conceptual article draws theoretically on relational leadership as a feminine approach to educational leadership. I argue that educational leadership in disadvantaged settings in South African schools requires strengthened collaboration and development, particularly for female school leadership. Such collaboration and development is possible through relational leadership.
Source: International Journal of Educational Development 2, pp 70 –83 (2015)More Less
This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners' home languages. Data collection included interviews, observations, artifacts and a reflective journal, analysed using Atlas.ti software and Brewer's steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
Author Ibiwumi A. AladeSource: International Journal of Educational Development 2, pp 84 –100 (2015)More Less
The pursuit of quality in education has become a worldwide phenomenon. This stems from the astronomical demand for higher education, as well as the rising integration of relevant emerging educational reforms in the Nigerian curricula. Despite the efforts at promoting best practices in ensuring quality of achievement and learning outcomes, the management and funding of higher education have been criticised for being regressive in recent years. On this premise, this article examines management and funding for quality assurance in the curricula of higher education in Nigeria. The article appraises the concerted actions of management and quality control agencies that are involved in the transformation of the higher education landscape in Nigeria. Some reform measures, which have gained entrance into Nigerian higher education, are also enunciated with a critique of the dire financial situation of higher education in Nigeria, as evidenced by some financial reports from appropriate sources. Similarly, the issue of quality echoed frequently in Nigerian higher education is critically examined. Some of the submissions in the end include the need for the installation of a sustainable culture of quality reforms management and use of adequate financial sharing formula with a view to proving curricula output of higher education in Nigeria.
Bilingual education : enabling classroom interaction and bridging the gap between schools and rural communities in MozambiqueAuthor Feliciano ChimbutaneSource: International Journal of Educational Development 2, pp 101 –120 (2015)More Less
This article shows how the use of local languages for teaching and learning is enabling classroom interaction and contributing to bridge the gap between rural bilingual schools and pupils' communities in Mozambique. The evidence cited throughout the analysis is taken from my fieldwork experience as a researcher and evaluator of bilingual education policy and practice in Mozambique. The analysis draws on sensitising constructs from the social constructivist approach to classroom discourse and pedagogy and from the funds of knowledge perspective on educational change and school improvement. The conclusion of the study is that bilingual education is a transformative force in Mozambique. Among other things, classroom interactions and the dialogue between schools and community actors tend to be more effective and symmetrical.
Children's views on, and experiences of, physical and verbal abuse in schools : two case studies of primary schools in Harare, ZimbabweAuthor Aaron SigaukeSource: International Journal of Educational Development 2, pp 121 –148 (2015)More Less
In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of children's rights. A case study approach was used in two primary schools, one from a low-income location (high-density residential area) and another from a high-income location (low-density residential area), both in Harare. The study established that in spite of the existence of legal instruments, children are physically and verbally abused in various ways. While children are aware of their rights, they, however, find it difficult to report and in some cases do not even know where and to whom to report to. The study makes a number of recommendations directed towards authorities both in and outside the school system responsible for the discipline of children.