3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Structural inequalities between Model C and rural schools: the case of Luphisi in Mbombela(2016-07-13) Nyundu, AndileSince the dawn of democracy in South Africa, significant strides have been made in (ensuring equal access to) education. With that Section 29 of the highest law in the land – the Constitution of the Republic of South Africa (Act 108 of 1996) – has made provision for the realisation of a basic education for all citizens. Moreover, significant portions of the national budget have since been set aside annually in ensuring the realisation of this right. Yet, the quality of education remains unequal across municipal space(s), even against the backdrop of the amalgamation of previously disadvantaged spaces (such as Luphisi) with affluent areas (such as Mbombela/Nelspruit). This has resulted in the persistence of ‘two worlds of education’ within municipalities as in the case of Mbombela Local Municipality. A world of well-resourced schools and exceptional matric pass rates flourish in Nelspruit/Mbombela, while a world of impoverishment and low academic performance rates is experienced in Luphisi. This research refers to this predicament as ‘structural inequalities between Model C and Rural Schools’ resulting in spatial educational inequalities. The research explores the problems re structural inequalities between Model C and Rural Schools, using the case of Sdungeni Secondary School in Mbombela Local Municipality’s Luphisi village to uncover these hindrances. The report departed by focusing on birth location and the socioeconomic background of learners and how this has a great influence in the kind of education a learner is likely to receive. Using the qualitative method of enquiry, which is a multi-layered type of research technique that crosscuts disciplines, fields, and subjects, the study arrived at presenting a cohort and demonstration of multiple truths rather than ‘a single truth’. The research brought to light that whilst the government has made concerted efforts at ensuring the equal structures of education in different municipal spaces, these efforts are still hampered by class (as a residue of apartheid) as well as government’s adoption of neoliberalist policies which further perpetuate the rich-poor divide. It was also noted that the confusion regarding the governance of schools – due in large part to traditional and/or structural issues – may be hindering the upgrading of rural schools with amenities and higher grades. Consequently, schools – by virtue of their location, morphology, still play a significant role in reproducing and perpetuating social class divisions as well as ordering different societies according to their ‘latently prescribed’ nature(s) of functionItem White teacher attitudes to multi-racial schools in South Africa.(2015-03-05) Douglas, Sharon LesleyThe purpose of this study was to investigate attitudes of White teachers towards multi-racial education and factors affecting these attitudes. The original sample was to consist of English and Afrikaans speaking White teachers in Krugersdorp. However, the Transvaal Education Department denied permission to conduct the stud) and the sample was changed to one-hundred-and-forty teachers doing post gradv.-~e work both at the University of the Witwatersrand and Rand Afrikaans University. Since the new sample for the study consisted of teachers enrolled for postgraduate study, the findings of the study are limited to similar populations. The research design usgd was descriptive. Attitude Towards Segregation scale adapted from Kosenbaum and Zimmerman (19u9) was administered to both groups of teachers. Responses were summarized by calculating the mean and standard deviation to each item. An analysis of variance test was administered because of the multi-variate characteristics of the hypothesis to be tested. When sample cells hum unequal sizes, the corrections were made by the O.L.M. process. Also post hoc comparisons were made by the application of Duncan's multiple range test.Item Is affirmative action in education defensible?(2014-05-20) Mabaso, AbrahamThis study investigates the defensibility of affirmative action in education. The struggle against apartheid society and apartheid education has also been a struggle to build a democratic society and a democratic way of learning. For South Africa, the children's education should be compatible with the ideals of democratic society. In order to rectify the racist discrimination and insensitivity of the apartheid regime we need to promote the ideal of complex equality. This report argues that affirmative action is not a defensible strategy for the pursuit in education as part of the process of consolidating democracy in South Africa. The notion of equality is best understood in terms of Michael Walzer’s concept of complex equality (as against simple equality). The concept of complex equality can be used to explicate the inadequacies of affirmative action. An account of education is developed which emphasizes complex equality. The application of affirmative action in education presupposes a shallow understanding of education. The pursuit of democracy through education is best promoted through a notion of complex equality because it takes into consideration the plurality of South African society.