Magister Philosophiae - MPhil

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The history of the teachers association of South Africa and the role it played in the develpment of education for Indians in South Africa.
(University of the Western Cape, 1986) Jack, Jonathan Rajmangal; Kirstein, P P
Teachers and teachers' organisations have always been an intergral part of any community. More so in the Indian Community. The Indian teacher has always commanded great respect from his community and thus he has wielded considerable influence over it. Since the early days of Indian immigration to this country, the Indian teacher has played a vital role in all but political activities. In very recent times, however, he has taken a lively interest in the political aspirations of his people within the framework permitted by his conditions of service. The Indian Teacher is a member of the largest group of highly educated men and women in his community. No wonder, then, that the community has always looked to teachers and their organisations for leadership. The establishment of the Natal Indian Teachers' Society in the 1920s arose out of a community need in that a reception committee was required for holding celebrations on the occasion of the visit of the Prince of Wales to South Africa. From then on the Natal Indian Teachers' Society continued to make representations on behalf of its members and the community for a a better deal in education. This was not always forthcoming from the authorities. Hence, the teachers and the community banded together to provide and build schools for themselves out of the monetary contributions of teachers and parents. The Natal Education Department in its biased treatment of teachers in aided schools, who it claimed were the responsibility of the grantees and managers, led teachers to form the Natal Teachers' Union which was run on trade union lines. A vigorous fight was waged by this Union for service conditions equal to those of teachers in government schools. The Education Department relented when it recognised the rights of the members of the Union. Thus the Union disbanded and its members rejoined the Natal Indian Teachers' Society. Thereafter the Natal Indian Teachers' Society grew from strength to strength. The inauguration of the branch system gave rise to broader representation and rapid growth. The formation of the Natal Indian Schools' Building Trust saw tangible evidence of of the commitment of the Society towards solving the accommodation crisis in Indian Schools. Upon the transfer of control of education to the Department of Indian Affairs in 1966, The Natal Indian Teachers' Society changed its name to the South African Indian Teachers' Association in order to enable Indian teachers throughout the Republic to become members. In 1979 the Association changed its name to the Teachers Association of South Africa, thus dropping the racial tag attached to its previous name. This meant that membership was open to all teachers. Over the twenty years of its existence as a national body the Association has developed into a vigorous institution. Its growth in stature must be measured by its multifarious activities which have benefitted Indian education. As a result of its representation in various departmental committees the Association is able to make valuable contributions where its opinions are valued. The Association's own Subject Societies make a valuable contribution towards education by means of their various publications. The Association's concern for the welfare of its members is illustrated by the representations it has made to the authorities on their behalf. In some instances legal recourse was necessary. That a great deal of success has been achieved by the Association there is no doubt. That education for Indians has made vast strides in the last 60 years there is no about. This is due in great measure to the untiring efforts of the Teachers Association of South Africa. The Association will still continue its fight for a better deal, not only for Indian teachers and Indian education, but for all South Africans.
A critical discussion of music education as an aspect of aesthetic education with special reference to general music education at Secondary Schools
(University of the Western Cape, 1990) Carolus, Mario Cornelius; Morrow, W
This thesis is concerned with discussing music education as an aspect of aesthetic education, with special reference to the general music (Class music) curriculum at the secondary schools. Class music, or general music education, is being neglected at secondary schools in South Africa. A strong need for reform is necessary to revitalize the neglected state of class music in schools. Chapter One explains and discusses what is meant by the concept of aesthetic education and its relationship with the arts and especially music education. Chapter Two critically analyses and discusses music as aesthetic education as laid down by Charles Leonhard and Robert House. The soundness of their view comes under severe scrutiny, by the highlighting of contrasting viewpoints. Present criteria operant in music education are critically viewed and the soundness of these criteria as theory are evaluated. Chapter Three discusses Popular music and Classical music in aesthetic education. While the merits of these types of music are of importance, they culminate in a view which propagates the peaceful coexistence of both Popular and Classical music as an aim in aesthetic education. Chapter Four is a critical discussion of the general music education curricula in South Africa. This discussion is based mainly on the C LAS P - model, that is , Composition, Literature, Audition, Skills, and Performance. Chapter Five makes some recommendations towards a music curriculum for the general school music curriculum, based on the C.L.A.S.P - model, and aesthetic principles.
Changes in power and authority relations in South African schooling since l976
(University of the Western Cape, 1990) Williams, B.K; Williams, Brian. Kenneth
This mini-thesis examines the changed perceptions in the concepts of power and authority in south African schooling. In chapter 1 it is argued that relationships in South African schooling have traditionally been based on hierarchical structures and that because of increased learner-activity and learner-participation the leadership role of the teacher has repeatedly been challenged. Chapter 5 critically analyzes their interpretations and it also argued that these interpretations reflect changed perceptions of power and authority in schooling. chapter 5 argues for a concept of democracy which is based on participant attitudes. In chapter 7 an analysis is made of the compatibility of a concept of participatory democracy with relationships in schooling and it is argued that for south African schooling to be viable, it is necessary to introduce participatory democracy into that sphere. Chapter I discusses the concept of power by analyzing the manipulation of interests through social forces and institutional practices. I argue that because of its manipulative nature, South African schooling is based on power relationships and that this kind of schooling is not in the rear interests of the learner. In chapter 9 a necessary connection is made between rights and authority. It is argued that there has been a loss of legitimate authority in South African schooling because of the fact that the right of the teacher to hold authority is under democratically based.
Die opstel van ‘n kriteriale struktuur vir die ontwerp van ‘n geskrewe arbeidsterapiekurrikulum, met spesiale verwysing na die Universiteit van Wes-Kaapland
(University of the Western Cape, 1991) Coetzee, S; Van den Berg, Owen
The purpose of this study was, first, to develop an occupational therapy curriculum theory to serve as a guideline for South African occupational therapy educators wishing to expand their insight into their work. This was done and is presented on the basis of a critical review of key sources from the literature about curriculum. The occupational therapy curriculum arrived at in this manner was intended to serve as a basis for the development of a set of criteria in terms of which the ongoing viability of the existing written occupational therapy curriculum of the University of the Western Cape (UWC) could be evaluated. The set of criteria thus arrived at was then applied to three documents: the written Minimum Standards for the training of Occupational Therapists of the World Federation of Occupational Therapists (WFOT), the written Minimum Standards for the training of Occupational Therapy students of the South African Medical and Dental Council (SAMOC), and the written Occupational Therapy curriculum of the University of the Western Cape. The purpose was to identify the curricular assumptions underpinning these documents, and also to evaluate their ongoing viability as guidelines (in the case of the WFOT and SAMOC documents) or as curricula (in the case of UWC). It was found that the Minimum Standards of WFOT are essentially informed by a rationalistic philosophy, and that its ongoing viability (as a guideline for minimum standards) appears to be limited. The evaluation of the Minimum Standards of the SAMOC produced similar findings. The UWC document proved to be more eclectic, but again with academic rationalism as the dominant curriculum paradigm. However adequate it might be for the present, the longer-term viability of the document appeared questionable. After adaptation had been made to the UWC document on the basis of the developed set of criteria, its immediate viability seemed to have been enhanced, but with little effect on its longer-term viability. The excercise suggested that the process of curriculum planning, evaluation and modification can be facilitated by the application of such a set of criteria, presenting as it does a "nutshell" overview of an existing or amended curriculum. This study confirms that written occupational therapy curricula and standards provide no guarantee that curriculum intentions will be realized. Such documents merely provide the parameters within which curriculum debates can occur and in terms of which curriculum planning. implementation and evaluation can take place. As intentions have to be manifested in practice. the creation of an occupational therapy curriculum that is viable in an enduring way will require a study similar to this one but which addresses the operational curriculum.
An epistemological critique of action research
(University of the Western cape, 1991) Small, R.J; Morrow, W.E
Part Two investigates claims of action research authors Grundy, Carr anrl Kemn1s ln respect of their clalm that actlon research is a democratic form of research. I state this claim and draw attention to the primacy, for it, of the idea of "participation". I then show that for action research participation is Iinked with views about language and the generation of knowledge and investigate these authors' concept of language to the extent that it relates to a theory of persons. Following l4arx, I argue that human beings are beings of "praxis", participants in Lhe construction of a materi-al aS weII as a social world a
Education, freedom and reason: The Foucauldian challenge to enlightenment ideals
(University of the Western Cape, 1991) Kissack, Michael; Morrow, W.E
This thesis explores the formative influence which the enlightenment movement's proposal for the pursuit of freedom through the exercise of reason has had upon the development of liberal and Maxist thought. !t indicates how liberal and Marxist philosophies of education, as derivative studies, share the dilemmas and quandaries which their respective parent traditions confront in the pursuit of this enlightenment ideal. It argues that Michel Foucault's reflections on the problematic relationship between freedom and reason crystallize contemporary difficulties with this cardinal enlightenment notion, challenging us implicitly as educators to continue with the arduous task of promoting autonomy despite this definitive but antinomous legacy.
Can the view of persons and society that is presupposed by Higgs's account of fundamental pedagogics be compatible with a concept of demographic education?
(University of the Western Cape, 1993) Jerome Albert, Slamat; Morrow, Wally; Bak, Nelleke
Yes, the view of persons and society that is presupposed.by Higgs's account of Fundamental Pedagogics can be compatible with a concept of democratic education. However, I shall argue that this is a charitable rather than a certain answer. I shall firstly examine Carol Gould's thesis that every social and political theory presupposes, explicitly or tacitly, a social ontology. I critically reinterpret her conceptual tool of social ontology as a presupposed view of persons and society, but retain some positive aspects of her argument. Secondly, I provide an analytical summary and critical discussion of three recent articles by Professor PhiI Higgs on the nature and task of Fundamental Pedagogics (FP). Consequently, I apply the conceptual tool of a presupposed view of persons and society to Higgs's account of FP. The following steps of my argument are the development of an account of democratic education that is linked to agency, authority, reciprocity and participation and the interpretation of the view of persons and society (VOPS) that underpins it. In the concluding chapter Higgs's account of FP, together with its constitutive VOPS, is measured against eight criteria provided by the account of democratic education and its matching VOPS. My conclusion is that the VOPs that is presupposed by Higgs's account of FP can charitably said to be compatible with the concept of democratic education developed in Chapter Five, given some adjustments, clarifications and elucidations. Finally, I consider some objections that Higgs might raise against the argument of this mini thesis, and briefly respond to these.
Die Morele afspek van die Suid -Afrikaanse onderwysprofessie
(University of the Western Cape, 1993) Moolman, Steven Daniel; Bak, Nelleke
By consulting the work of J. Kovesi with specific reference to the way in which he interprets the origin and meaning of concepts I argue that concepts influence human practices and that human practices have an influence on the meaning of concepts. According to Kovesi every concept has a formal element (FE) and material elements (ME). The full meaning of a concept is to be found in the FE of the concept and not in the ME or the ways in which the FE is lived out. The FE of a concept be it an object (eg. a table) or a human action (eg. education) serves as a standard or criterium whereby one could measure if such an object or action has come to its full meaning. The FE of a concept is also determined by the needs, institutions and human practices (the context). However, in the case of a change in the context, the possibility exists that the meaning of a concept might also change accordingly. Therefore, by investigating the FE of the concepts morality, schooling, education, profession, trade and teaching profession', firstly with reference to their connections with one another and secondly their connection with the concept morality, I argue that there is a necessary connection between the concepts education, profession, teaching profession and morality and that therefore the teacher is primarily a moral- agent.
A critical comparison of the role of education In the struggle for political, power within christian national education' volkskole' (1900-1910) and' people' s/ Education for people's power (1985-1989)
(University of the Western Cape, 1993) Damonse, R; Leodollf, S
This minithesis is concerned with the nature of resistance education in South Africa. During the 1985-1989 period in South Africa , the notion of People's Education for People's Power enjoyed prominence on the national agenda of both the ruling Nationa.list government , the liberation forces opposing the status quo , and civil society in general. Resistance education , ds reflected in the People's Education for People's Power initiative , raised many issues and questions as to the nature of education in South Africa. It focused renewed attention on the nature of Apartheid Education , strategies and tactics to challenge the Apartheid State on the educational terrain , and also what kind of educational principles should form the basis of educational reconstruction in the post-Apartheid era
Levelling the playing field: an investigation into problems experienced in cognition and teaching effectiveness in multi-cultural physical education classes in the Wynberg area
(University of the Western Cape, 1994) Cleophas, Francois Johannes; Rhodes, S
This study investigated the social influences on the Physical Education curriculum. It then also became necessary to investigate the role of the Physical Education teacher in improving cognitive deficiencies in students. Subsequently, the following hypothesis guided this study "Cognition, in a Physical Education lesson, in a culturally diverse environment is determined by an interaction of teaching effectiveness and environmental factors". A major aim of the research became to determine what these factors are. The field of investigation was limited to the Wynberg area and concentrated on the cognitive aspects of Physical Education. ignoring the relationship between many other factors and teaching effectiveness and environmental factors. Questionnaires were used to test the hypothesis. One was sent to 12 schools, one to a college of education and one to subject advisors. Ten male and nine female teachers from the secondary and primary schools in the area responded. The findings were grouped under the headings of "teaching effectiveness", "cognition" and "culture". The findings from one male and female college lecturers and the subject advisor's response were kept separate. The conclusion was made that the environmental factors that influence teaching effectiveness are: workload of the teacher, professional development, social standing, salary remuneration, status of the subject and teacher enjoyment. It was found that all these factors (except teacher qualification improvement) to be lacking in Physical Education in the Wynberg area.
Levelling the playing field : An investigation into problems experienced in cognition and teaching effectiveness in multi-cultural physical education classes in the Wynberg area
(University of the Western Cape, 1994) Cleophas, Francois Johannes; Rhodes, S
This study investigated the social influences on the Physical Education curriculum. It then also became necessary to investigate the role of the Physical Education teacher in improving cognitive deficiencies in students. subsequently, the following hypothesis guided this study "Cognition, in a Physical Education lesson, in a culturally diverse environment is determined by an interaction of teaching effectiveness and environmental factors". A major aim of the research was to determine what these factors are. The field of investigation was limited to the Wynberg area and concentrated on the cognitive aspects of Physical Education. ignoring the relationship between many other factors and teaching effectiveness and environmental factors. Questionnaires were used to test the hypothesis. One was sent to L2 schools, one to a college of education, and one to subject advisors. Ten male and nine female teachers from the secondary and primary schools in the area responded. The findings were grouped under the headings of "teaching effectiveness", "cognition" and "cultured". The findings from one male and female college lecturer and the subject advisor's response were kept separate. The conclusion was made that the environmental factors that influence teaching effectiveness are; the workload of the teacher, professional development, social standing, salary remuneration, status of the subject, and teacher enjoyment. It was found that all these factors (except the teacher qualification improvement) are lacking in Physical Education in the Wynberg area. Teaching effectiveness and cognition in the field of Physical Education are negatively influenced by disagreement and misconceptions about these factors. A case was made for an understanding of curriculum and cognitive theory rather than practical coursework. A lack of theoretical training is also evident in teachers who dissociate cultural values from the Physical Education curriculum. A number of areas for research in the role of cognition in Physical Education were identified. This study advocated phi 16sr-real inquiry into the Physical Education curriculum and new curriculum content research at colleges. If Physical Education is to be meaningful in the changing educational climate, so cultural and cross-curriculum activities must be investigated.
An investigation into the factors which impinge on the reading comprehension abilities of first year human ecology students at UWC
(University of the Western Cape, 1994) Cairncross, Anita; Sinclair, A.
The study deals with the reading comprehension abilities of first year Human Ecology students as they attempt to interpret commercial patterns. A commercial pattern is a retail pattern which is mass-produced in different sizes by various manufacturers and consists of pattern pieces ( from which fabric is cut) and an instruction sheet which explains how the fabric pieces should be attached in the construction of a garment. People who wish to use a commercial pattern to construct a garment but who cannot properly interpret the instructions of these patterns, (even if they are able to read in the English language), will not be successful in their venture of clothing construction. The study is an attempt to answer two research statements: 1. Language competence plays a determining role in the comprehension abilities of first year Human Ecology students. 2. Prior knowledge and experience play a determining role in the comprehension abilities of first year Human Ecology students. This study is aimed at highlighting the importance of intervention in respect of mediated Learning Experience (MLE). This intervention must occur in a teaching-Iearning situation which fosters active learning so that students become autonomous, independent and critical thinkers. The MLE should include an assessment of the learner's level of development in terms of language and the amount and level of prior knowledge of the content. Thus, Vygotsky's theory relating to the Zone of ProximaL Development, the Language Education Theory, Feuerstein's theory on MLE and the Schema theory are key elements of the study.
Ubuntu-Botho, Education, Nationalism and Democracy
(University of the Western Cape, 1994) Ntshangase, Hamilton; Morrow, Wally
This mini-thesis is concerned with the examination of whether Ubuntu-Botho (as taught in KwaZulu Homeland schools) can promote the development of democratic agents. I begin in Chapter 1 by providing a brief sketch of the socio-political historical background of the events in South Africa and particularly in the KwaZulu-Natal region. Here I argue that although the Black Consciousness Movement and lnkatha were vehemently opposed in their strategies to fight against apartheid, they neverthelsss agreed that Blacks needed to be psychologically liberated from apartheid. I also show how the homelands policy of the central government gave the KwaZulu homeland government the constitutional powers to introduce the subject called Ubuntu-Botho in the KwaZulu homeland. ln Chapter 2 I argue that the concepts "ubuntu" and "botho" (humanism) in Nguni and Sotho languages respectively form the basis for the pattern of thought of African people, particularly in Southern Africa. Also in this chapter I acquaint the reader with the content of Ubuntu-Botho syllabus as taught in KwaZulu schools. Chapter 3 is concerned with the conceptual tensions between education, democracy and nationalism. My main argument in this chapter is that education, in the process of socialization should take the cultural heritage of the child into consideration. I therefore argue that Ubuntu-botho was an attempt to establish the conditions for a positive self-image and for self-realization for the Black child; which to me, as shown in the latter parts of this mini-thesis, are p:erequisites for the development of the democratic agents.
An approach to implementing meaningful Communicative language activity material in Arabic for use at Primary School Level. A case study at Cravenby Secondary School.
(University of the Western Cape, 1995) Ismail, Reedwaan; Katz, Ed
The Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the pupils was that they had to learn the meaning of words in isolation and out of context.
A critical examination of the notion of participation in terms of decision-making in South African schools
(University of the Western Cape, 1995) Moodley, P; Sayed, Yusuf
Democratic participation has come into vogue in South African politics, especially education, yet the notion of participation as it relates to decision-making in the arena of school governance remains a concept lacking in clarity. This mini-thesis sets out to investigate critically, the notion of participation in terms of decision-making, with specific reference to black South African schools. Chapter One sets the context of this discussion by illustrating that democratic participation appears to be a focal point of interest amongst the various stake-holders in the arena of education, the two principal contenders being the state and the historically oppressed black community. It is illustrated that both the state as well as the oppressed community maintain that participation in decision-making is central to effective educational administration, yet there exists major conflict between them about what constitutes the notion of participation. This mini-thesis proceeds to argue that the root of this conflict between the state and the oppressed community emerges from their different understandings of the notion of participation in decision-making. Stemming from the conflict between the state and the oppressed community about what constitutes the notion of participation in decision making, Chapter Two proceeds to explore the multiple meanings of the concept. I argue that equality in the exercise and control of decision-making in the arena of school governance forms the essence of participation. Chapter Three undertakes an historical genesis of participation in decision-making of both the state as well as the oppressed community. Thereafter both the state and the oppressed community's notion of participation in decision-making is analysed and critiqued, against the backdrop of the working definition of participation established in Chapter Two. Chapter Four recaps the main trends of my argument in this mini-thesis and then proceeds to revisit the working definition of participation as established in Chapter Two. The theory of negotiation is briefly explored, as a possible option for further refining the notion of participation in decision-making in the arena of school governance. Chapter Five concludes my discussion by arguing that effective participation in decision-making is vital in establishing a democratic education system in South Africa.
An investigation into the use of a computer algebra system for the teaching of introductory school calculus
(University of the Western Cape, 1995) Mbekwa, Osmond Monde; Julie, C
Mathematics education in South Africa is in a state of crisis. One manifestation of this crisis is that students in the former Department of Education and Training (DET), which catered for blacks in the former Apartheid government, fail dismally in the final matriculation examinations as compared to students in other departments. Whilst the process of amalgamating the different departments of education in the new dispensation is underway, this state of affairs remains. The poor matriculation results must be seen in the socio-historical context of Apartheid education which was introduced when the National Party assumed power in I-948. The Bantu Education Act of l-953 was promulgated, as part of the overall policy of apartheid, to ensure that blacks received a separate and inferior education. Verwoerd himself, the infamous architect of Apartheid, makes this crystal clear when he states that through Bantu Education: The Bantu must be guided to serve his own community in all its respects. There is no place for him in the European community above the leve1 of certain forms of labour.
An investigation into, and an intervention designed, difficulties third level nursing students have when making clinical judgements
(University of the Western Cape, 1995) Jeggels, June Deanna; Mehl, M.C; Rhodes, J.S
In order to establish the specific difficulties experienced by students, the researcher tested their clinical judgement skills on a fixed task. Interviews were conducted using simulated clinical scenarios as problem statements and additional information was provided in the form of patient records. Protocol analysis was done by using Feuerstein's cognitive map as a frame of reference. (Feuerstein, 1980) The results indicated that students displayed some cognitive operations but that there was little evidence of structured thought. In order to streamline the students' approach and provide some measure of control, they were exposed to a "thinking procedure.” that resembled Landa's problem solving heuristic. (Landa, 1976) They were allowed to internalize the heuristic procedure through practise, using the peer-pair think-aloud method described by Whimbey and Lockhead (1982). Once again individual interviews were conducted to evaluate, the effectiveness of the intervention. Perkins & Salomon (1989) stressed the importance of this type of evaluation in measuring the value of teaching a domain specific heuristic. The results of the study showed an improvement in the students' approach and management of clinical problems. The peer-pair sessions facilitated group interaction. Students also displayed a transferral of the judgement skills to real life situations. These findings were reflected by the positive response of participants to an evaluative questionnaire.
Professionele aanspreeklikheid en onderwyserstakings
(University of the Western Cape, 1996) Horne, Henry Peter; Small, Rosalie
In hierdie mini-tesis probeer ek bepaal of onderwyserstakings in die Suid-Afrikaanse konteks moreel regverdigbaar is. In hoofstuk I stel ek kortliks ondersoek in na die historiese verloop van stakings in Suid- Afrika en in Brinanje. Aangesien onderwyserstakings 'n relatief onbekende fenomeen in Suid-Afrika is, ondersoek ek die periode vanaf 1990 tot die hede. Alhoewel die eerste onderwyserstaking reeds in 1896 in Brittanje plaasgevind het, verwys ek slegs na enkele van die onderwyserstakings wat in Brinanje plaasgevind het. Omdat die onderwyser in Suid- Afrika voor I Oktober 1993 nie kollektiewe bedingingsmag gehad het nie, probeer ek ook in hierdie hoofstuk helderheid kry oor die wettigheid van onderwyserstakings in Suid-Afrika. In hoofstuk 2 probeer ek ondersoek in stel na die konsep onderwysprofessie. Deur sterk te leun op die benadering van J. Kovesi en met verwysing na die wyse waarop hy die oorsprong en betekenis van konsepte probeer interpreteer, argumenteer ek dat professies en ook die onderwysprofessie 'n morele grondslag het. Die morele grondslag van die onderwysorofessie hou verband met die Onderwyser se professionele aanspreeklikheid en behoort dus die optrede van die onderw),ser te bepaal. Daar heers huidiglik in onderwysgeledere 'n debat ten opsigte van die status van die onderwyser. Na aanleiding van hierdie debat poog ek om in hoofstuk 3 te onderskei tussen dieonderwysweras@enander(nie-professione1e)werkers.Ek In hoofstuk 4 argumenteer ek dat die onderwyser as professionele wel die reg behoort te wees om as laaste uitweg te protesteer of te staak, indien toestande in die onderwys van 'n immorele aard is. Ek argumenteer egter dat die onderwyser in die huidige konteks in Suid- Afrika, moontlik die herstel van 'n kultuur van leer en onderrig as prioriteit behoon te sien en hulle daarom hoort te weerhou van stakingsaksies. Ek kom tot die slotsom dat onderwyser-stakings in die huidge Suid-Afrikaanse konteks nie moreel regverdigbaar is nie. argumenteer in hierdie hoofstuk dat die onderwyser as professionele werker se benadering tot protesaksies en stakings anders behoort te wees as die van ander werkers.
Van stilte tot stem in 'n standerd nege bybelkundeklas : 'n aksie navorsingsbenadering
(University of the Western Cape, 1996) Davids, Andre Petra; Meerkotter, Dirk; van Heerden, Monica
This mini-thesis addresses various themes which all focus on a disquieting silence I observed in my standard nine biblical studies class. The main theme of this paper, however, is the silence of the marginalised and disadvantaged pupils in the classroom situation. The research was done in Mitchell-'s Plain, a suburb of broader Cape Town. My research was initially approached with the assumption that pupils should participate more actively in their own educational processes, that they should essentially talk more' in the classroom. Because this was not the pattern in my class, the initial general planning for my research was focused on the means to eliminate this 'unnatural' phenomenon. A penetrating and critical reflection on my own personal and professional development, the social realities of my research group and the location of the research, added a new perspective to the research. In discussions around the silence of the disadvantaged pupil, I endeavour to show how various innovations were implemented into an established practice to try and minimalise it. My reading of the Literature on critical education, especially the work of PauIo Freire, contributed significantly to greater insight into the silence in my class. This also allowed me, to approach my practice, and my students, with a 'clearer understanding of possible causes' I consequently researched the silence against a background of the socio-economic and political realities of the students involved in the research. Another theme that is developed in this mini-thesis, is a journey towards knowing that was undertaken by an experienced teacher. This exploratory journey was enhanced by my introduction to action research as a methodology to bring about change to a practice by means of an in-depth critical reflection. In the final chapter of this mini-thesis I come to the conclusion that no significant change can ever be realised without the initiator having obtained a deeper understanding of the situation where change needs to be appropriated. The reference to a deeper understanding refers to a holistic understanding regarding the social-, cultural, political and economical history of the group involved in the process of change. In the context of my own conscientization, I address possibilities to minimalize the silence of students who come from difficult socio-economic and political backgrounds, by guiding them to grasping the historical- and political roots of their silence.
Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape
(University of Western Cape, 1996) Jaffer, Kayzuran; Hibbert, Liesel
This dissertation explores the apparent mismatch between the expectations of first year students in the English department at the University of the Western Cape, and those who teach them. By exploring the perceptions of some of the students, lecturers and tutors in the department, I investigate how meaning within the discipline of English studies is negotiated and to what extent the learning experiences in the department contribute to the facilitation of "epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the redefining and rethinking of concepts such as "academic literacy" and "critical literacy

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