ETD Collection

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2016 - 20182

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    International educator in migration: a narrative study
    (2018) Laubscher, Saskia
    Internal educator migration has emerged as one of the factors aiding inequalities in South African schools. A unidirectional movement of irreplaceable educators has become evident which aids the inequalities persisting amongst neighbouring schools. Irreplaceable educators move from public to former model C schools and from former model C schools to independent schools, leaving schools exposed to a less capable quality staff. This research aimed to voice the experiences of post internal-migration educators in Pretoria while determining the push and pull factors that lead to the unidirectional migration of educators between former model C schools to independent schools. The research comprised of a narrative study in which six participants were interviewed about their migration experiences. The results of the study revealed that internal educator migration is caused by six push factors in former model C schools: economic pressure, school management, personal and emotional experiences, poor academic achievement, lack of learner discipline and a high teacher to learner ratio. Internal educator migration is also aided by six pull factors offered by independent schools: good learner discipline, financial benefits, lighter workload, lower teacher to learner ratio, professional treatment and higher quality academic learners. The finding further revealed that educators from former model C schools are attractive to independent schools and are regularly headhunted by independent schools. The researcher concludes the research report with an analytic model of the factors which influence internal educator migration and recommended methods to alleviate the educator migration push factors. In addition, the researcher provides recommendations for educator retention and further studies.
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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