ETD Collection

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Has files: YesSubject: search.filters.subject.Curriculum planning--South Africa

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    Analysis of the constraints to the realization of the aims of the language in-Education policy of South Africa
    (2018) Chitapi, Itai
    The South African Language in Education Policy (LiEP) of 1997 was created to contribute to the transformation of the education sector and of South Africa as a whole, through its promotion of the recognition and use of African languages that were marginalised during the apartheid era. The mechanism of additive bilingualism was identified as the key to achieving the goals of quality education and equitable treatment within a pragmatic framework. However, two decades on, LiEP has not been effectively implemented, nor does its implementation appear imminent. Spolsky’s (2004) framework posits that language policy functions at three levels: ideology, management and practice. Applying this framework, and using a combination of novel documentary analysis of the LiEP itself and eight in-depth expert interviews, this study examines the constraints that have limited implementation of the LiEP. The constraints within the LiEP policy text itself include the ideological separation of education from Black Economic Empowerment; and the policy management decisions within the Department of Basic Education (DBE) to ignore curriculum planning, and to postpone the completion of the LiEP document and regulations. The constraints arising out of the “public” expression of language policy within and beyond the education sector occur at all three levels. At ideological level, constraints include the lack of a unified ideological position within the DBE, and the side-lining of the LiEP by the DBE. At management level, public attitudes against the extended use of African languages are a critical constraint. Inadequate resourcing of the ‘multilingual project’, in terms of teacher and materials development, is a further constraint limiting LiEP implementation. At practice levels, the ongoing hegemony of English and the related collusive practice of elite closure continue to thwart LiEP implementation. The completion of the LiEP, its integration into the DBE’s main programmes and its overt promotion within and beyond education are the key recommendations. These policy management steps should be aligned explicitly and directly with economic empowerment initiatives and imperatives.
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    Critically exploring and understanding grade 3 rural teachers’ mathematics content knowledge and coherent teaching in Acornhoek classrooms, Mpumalanga province
    (2018) Rasool, Kharoon Nisha
    This study wanted to critically explore and understand grade 3 rural teachers‟ mathematics content knowledge and coherent teaching in classrooms in Acornhoek, Mpumalanga province; to gain insight into grade 3 teachers‟ mathematics content knowledge, the manner in which they teach mathematics and to identify and categorize factors that shape teachers‟ coherent mathematics teaching. The scarcity of research regarding Foundation Phase „rural‟ teacher‟s mathematics content knowledge and coherent teaching in particular motivated the conceptualisation of the current study (Balfour, Mitchell and Moletsane, 2009). This study used Mathematics Discourse in Instruction (MDI) by Adler and Ronda (2014), Adler and Ronda (2015), and Venkat and Adler (2012) as the main lens to make sense of the data while concepts from Sfard‟s (2008) Commognitive theory was used to complement MDI. The theories also allowed me to critically explore grade 3 rural teachers‟ content knowledge and coherent or incoherent teaching. The findings pertaining to this study illustrate that when it comes to coherent teaching, huge social injustice is the reality of many rural teachers and learners. Grade 3 rural teachers are given a voice to express their in- and pre-service training in order to help us understand their experiences regarding mathematics Foundation Phase training. Mathematics discourse plays a significant role in the teaching of mathematics; visual representations and teacher talk also play a vital role in identifying whether or not lessons are coherent. A serious injustice is done to learners when teachers do not teach in such a way that enables the correct sequencing and progression of topics from one grade to another.
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    An investigation of foundation phase teachers' classroom practices to promote student engagement as an inclusive pedagogy
    (2018) Mac Arthur, Skye
    There is a general agreement that engagement in learning is important for success in school. School engagement refers to the students’ level of connectedness, involvement, and commitment to school, as well as to learn and achieve (Lawson & Lawson, 2013). Student engagement is found to be a robust predictor of student achievement and behaviour in schools. Students who are engaged and connected to their schools demonstrate increased academic achievement (Lawson & Lawson, 2013). Disposition for student engagement is a process that results from the interaction between individual and contextual factors, specifically the classroom environment (Lawson & Lawson, 2013) and school characteristics help in creating positive experiences of school from the teachers and managing staff. Current studies drawn upon by Lawson and Lawson (SE) (2013) and Florian (IP) (2015) have demonstrated the importance of student engagement on outcomes for mainstream students. However, empirical evidence as to whether student engagement promotes inclusive practices in the classroom is limited. The present study hopes to contribute to filling this gap. Providing a good fit between individual and contextual characteristics is a challenge that schools face for all learners, specifically when considering a minimising of learner barriers. To some extent engagement in learning may be an inherent trait. However, engagement can be promoted e.g. by using inclusive pedagogical strategies that enhance student engagement (Florian, 2013; Lawson & Lawson, 2013). Students must be fully engaged in school and classroom activities – both behaviourally and emotionally - to reap the full benefits of inclusive education. This study uses data from six South African school contexts situated in Johannesburg to investigate empirically the classroom practices of Foundation Phase teachers’ to promote student engagement as an inclusive pedagogy. The findings of this study identified that the teachers were able to draw on theory regarding inclusive pedagogy that was learnt during their Honours year, but most drew on aspects from their experience of being in the classroom and knowing their learners to promote student engagement as a tool to support inclusive pedagogy. The participants were able to reflect on how they applied their understanding of the concepts of student engagement and inclusion in their teaching. The findings indicate a need for further research in the area of student engagement and the promotion of inclusive pedagogy.
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    The impact of development planning on learner achievement: a case study of four Johannesburg East District primary schools
    (2016) Ndayeni, Javier
    School development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP.
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    The nature of curriculum studies scholarship in South Africa: 2008 - 2010
    (2016-07-25) Moosa, Raazia
    Curriculum studies (CS) provided an important focus for international scholars: Pinar (1978; 2011) in the United States of America; Barriga (2003) in Mexico; Moreira (2003) in Brazil; Green (2003) in Australia; Chambers (2003) in Canada and Smith and Ewing (2002) in Australia. International perspectives to understand CS include the traditionalist, conceptual-empiricism, reconceptualization and the internationalization perspectives (Pinar 1978; 2011). There has been a movement internationally in favour of internationalization as this promised a regional and global understanding of curriculum issues, while maintaining a focus on local curriculum issues. In South Africa, scholars such as Hoadley (2010), Hugo (2010) and Le Grange (2010) also focused on CS. Hoadley (2010) analysed scholarship in the field of CS in South Africa from 2000-2007 through a study that characterised scholarship in the ‘knowledge’, ‘knower’ and the ‘bureaucratic’ modes. The problem this current study addressed is the dearth of knowledge about the nature of CS scholarship in South Africa in the period 2008-2010. A qualitative case study approach informed a review and analysis of three accredited and peer-reviewed South African journals, which drew on theoretical concepts informed by Pinar (1978; 2011) and Hoadley (2010) to provide insights into the dominant theoretical and methodological attributes of CS scholarship in this context. Focusing on issues related to schooling, this study’s findings revealed that the national field of CS scholarship was rich, diverse, multi-faceted and fragmented in its theoretical and methodological attributes. Diverse disciplines, specialisations and theoretical frameworks meant that the field lacked a clearly defined focus. Implications of this study for cumulative work and methodological rigour in the production of knowledge in CS are highlighted. The strength of this study is that it draws on international and national perspectives to characterise the theoretical and methodological attributes of scholarship in the field of CS in South Africa. Based on this study, scholars are able to gain a better understanding of the nature of the field. Consequently, they may advance the field by developing appropriate theories and methodologies to solve curriculum issues and advance scholarly practices based on historical insights gained from existing scholarship. Keywords: Curriculum studies scholarship; theoretical perspectives in curriculum studies; theoretical attributes of curriculum studies scholarship; methodological attributes of curriculum studies scholarship; post-Apartheid curriculum studies scholarship
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    Can old history textbooks be used to promote the new democratic ideals in the curriculum 2005?
    (2014-05-22) Mashiyi, L N
    Can old history text books (written in the Apartheid Era) be used to promote the new democratic ideals in Curriculum 2005? This investigation addresses this question through an analysis of selected chapters of two history text books presently used in Katlehong schools. The analysis deploys an instrument developed at the University of Belgrade by members of the Democracy Education Project, in conjunction with the project team from the University of the Witwatersrand. Through the instrument, the democratic content of the textbooks was analysed and assessed. The analysis focus on declarative, elaborated and implied democratic content. The conceptual framework for the investigation draws from recent philosophical and sociological work on democracy. Amy Gutmann’s principles of non-repression and nondiscrimination, for example, provide the main argument for the necessity of equal and critical education in South Africa. The analysis and discussion show both text as deeply floored regarding the availability and nature of the democratic concepts. However, if used by critical teachers both texts are suitable for promoting democracy in South Africa.