3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring culturally responsive teaching in Commerce Education in South African High Schools(2021) Khunou, Boitumelo BaniniSignificant research has been conducted in Culturally Responsive Teaching (CRT) in multiple contexts. However, there is a dearth of literature on CRT within the context of commerce teaching in South Africa. As such, the goals of this dissertation are fourfold: to explore Accounting and Economics teachers’ understanding of Culturally Responsive Teaching (CRT), to unpack their teaching practices that speak to the implementation of CRT in their subject contexts, to gain insight into the challenges faced by Accounting and Economics teachers in the successful implementation of CRT, and to understand the implications of the global COVID-19 pandemic on CRT in Accounting and Economics teaching. In order to achieve these goals, four research questions were posed: How is CRT understood by in-service teachers teaching FET Accounting and Economics in South African high schools?; What CRT principles and practices do Accounting and Economics teachers apply in teaching these subjects?; What challenges do these educators encounter in the successful implementation of CRT in their classrooms?; and What are the implications of the global COVID-19 pandemic on CRT in Accounting and Economics teaching? This study employed a mixed methods approach conducted in two phases. The first, a quantitative Likert-Scale questionnaire completed by 37 respondents where they rated their CRT confidence responses on a scale of strongly agree to strongly disagree. The second-the qualitative phase of the study -was the carrying out of 12 semi-structured interviews with willing participants from the larger sample. A thematic analysis was conducted on the two datasets, and seven key themes that are central to understanding CRT in the context of commerce teaching in South Africa were found: acknowledging cultural differences and building relationships; building on existing knowledge and experiences; teaching learners in a way that they understand; navigating linguistic differences in the classroom; curriculum issues and accountability pressures; learner and teacher attitudes towards commerce subjects; and the need for continuous professional development. The results of this study have implications for teacher preparation programmes and in-service teacher development programmes tasked with supporting teachers in enacting CRT, as well as implications for education policy and planning for CRT in South Africa and globallyItem Cascading international norms in gender education, and their impact on domestic policy in Sub-Saharan Africa(2018) Jimerson, LyseGender education, and in particular gender equality in education, has been a prominent topic on the global development agenda over the past few decades. The need to achieve gender equality, gender parity and access to education for girl children, have been key global education goals, evident in the numerous international and domestic education policies which have emerged. This paper seeks to understand the role that cascading international gender education norms have on national gender education policies. Since the launch of the first international convention focusing on gender education in 1979, the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), significant progress has been made by the international community in guiding, developing and driving international norms that have helped to shape domestic gender education policy reforms. The importance of gender education has largely been driven by a growing concern around the prevalence of poverty and the lack of significant development in developing countries. The low rates of education amongst girl children and the sustained marginalization of girls in these countries have necessitated the development of specific gender education norms. Additionally, the growing evidence of the many benefits of educating girls and ensuring girl children receive equal access and opportunity has also necessitated the development of these norms. This research paper analyses the impact that international norms and policies have on gender education policies in SSA countries, by focusing on two countries, Rwanda and Uganda.