A multidisciplinary investigation into Northern Sotho as a third language in white schools in the Transvaal

Abstracts in Afrikaans and EnglishMeeste leerlinge wat Noord-Sotho bestudeer, kan nie moedertaalsprekers van die taal verstaan, of die taal op die minimumvlak van bekwaamheid praat nie. Hierdie probleem word (a) didakties-empiries; (b) empiries-opvoedkundig en (c) intulogies ondersoek. Relevante literatuur toon aan a) dat daar tans 'n groot aantal vreemdetaalonderrigmetodes bestaan en (b) dat ander lande die aanleer van vreemde tale ernstig benader. Daar is voorts bevind (a ) dat die huidige klaskamerpraktyk in die vak aan verskeie didaktiese en vakdidaktiese tekortkomings mank gaan, en dat hierdie tekortkomings verhoed dat die kind die minimumvlak van bekwaamheid in die teikentaal kan bereik, en (b) dat daar 'n statisies-beduidende positiewe verband tussen voornemende primereskoolonderwysers se motivering, houding, studiemetode en vakprestasie Noord-Sotho bestaan. 'n Intulogiese makromodel word voorgestel, wat mag verseker dat beide onderrig- en aanleeraktiwiteite in Noord-Sotho in die toekoms met inagneming van die verskillende kinderlike gereedheidsniveau's sinvol beplan en uitgevoer sal kan word .Most pupils who study Northern Sotho are unable to understand mother tongue speakers of the language. or to speak the language on the minimal level of proficiency. This problem is being investigated (a) didactical-empirically; (b) empirical-educationally and (c) intulogically. Relevant literatures shows that (a) a large number of foreign language teaching methods currently exist, and that (b) other countries approach foreign language learning seriously. It I was subsequently found that (a) the current classroom practice in this subject has many didactical and subject-didactical shortcomings, which rob the child of the opportunity to reach the thresholdlevel of target language proficiency, and that (b) a statistically significant positive relationship exists between primary school students' motivation, attitude, study methods and subject performance in Northern Sotho. An intulogical macromodel is proposed, which may ensure that teaching and learning practices in Northern Sotho can in future be intelligently planned and executed, with due allowance for the different levels of a child's development.Educational StudiesM. Ed. (Historiese Opvoedkunde

The capability of national education systems to address ethnic diversity

Modern societies have become much more complex in recent decades, also in terms of ethnic identities and differences. The question arose whether education systems were capable of addressing the needs of ethnic and other minorities in countries across the globe. After examining a cross-section of education systems (in Australia, Canada, China, Israel, Malaysia, Rwanda, Russia and South Africa) with the aid of a set of specially developed criteria, it was concluded that these systems seemed to comply with the criteria in various ways, albeit in different measures and in several configurations. It is recommended that policy makers apply such criteria for enhancing the capability of an education system to address the needs of ethnic minorities and to meet the demands of increased social complexity

The image of the teacher held by learners from 10 different countries: A new perspective on the causes of problems with learner discipline

The article reports on research that investigated the image of teachers held by school learners. Based on a conceptual-theoretical distinction between the ideal teacher, the totally effective teacher and the typically excellent teacher, it was assumed that learners would focus on the first, which is a mental construct, and not on the third, which refers to a flesh-and-blood person actually found working in classrooms. They would not be aware of the discrepancy existing between the ideal teacher and the actual typically excellent teacher. A hundred learners in each of England, Latvia, Greece, Serbia, Slovenia, Bulgaria, Turkey, Pakistan, South Africa and Mexico were asked to write a one-page essay on the following topic: ‘What does a typical teacher look like?’ The investigation confirmed the correctness of the assumption. Despite clear instructions to describe a typical teacher, many respondents from all 10 countries described what they regarded as the ideal teacher. There seems to be a discrepancy between what learners want in a teacher (the ideal teacher) and what they actually have (the typical teacher). It is also possible that the lack of exposure to truly transformative teachers may in many instances lead to ineffective education. This may be one of the causes of problems with learner discipline in school that has thus far been overlooked in the scholarly pursuit to get to the root of problems with learner discipline, possibly because it does not fit neatly into the widely used model of categorising the causes of problems with learner discipline in schools

The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives

In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project. Keywords: citizenship; citizenship education; citizenship values; democracy; globalisation; political reform; post-conflict societies;  school as social institution; social justice; value systems&nbsp

How Citizens with Integrity Can Contribute to Social Justice in an Unequal Society

ABSTRACT Life in South Africa and elsewhere in the less developed world abounds with examples of social injustice, to such an extent that one could justifiably speak of unjust and unequal societies. In South Africa, a divide between the newly rich and the very poor has developed, coupled with a high crime rate which is one of the results of this inequality. This paper examines the thesis that social injustice can be eradicated in all unequal societies through educating the upcoming generations to be people with integrity, people who can be truly "organic" individuals, that is, with a spirit of serving others and caring for their interests. Education should be aimed at forming, guiding, equipping and enabling future citizens of the country to become driven with a spirit of selflessness and unselfishness. This will imbue in them a readiness to share with others and in doing so, to act and behave to the common good of all living in that particular society. This study has implications for education in all unequal societies, those still riddled with social injustice and suffering deep social divides

Het vaststellen van de mate van religieuze tolerantie bij leraren in opleiding

In recent years, schools and education authorities worldwide have been paying increased attention to issues surrounding diversity and religious tolerance. Tolerance constitutes one of the most important preconditions for social justice, fairness and peaceful coexistence. Hence, the authors of this article decided to develop an instrument measuring the degree and nature of religious tolerance among student teachers. It is not this article’s purpose to enter into a discussion about how to actually resolve religious, cultural and political conflict, but merely to embark on the process of developing an instrument to measure the degree of religious tolerance among teachers and student teachers.Religious intolerance is increasingly viewed as problematic, and it appears that education has been assigned the role of inculcating religious tolerance in young people. Teachers are expected to be able to inculcate in their students the respect, empathy, critical thinking and acceptance of differences among people associated with the notion of tolerance. To be able to do this, teachers have to possess the traits of a tolerant person.Whether teachers are indeed tolerant in practice depends on the extent to which they have mastered the capacity to be tolerant. This article reports on a study that culminated in the construction of a questionnaire for measuring the degree to which students on the threshold of entering the teaching profession displayed a tolerant attitude.The construction of the questionnaire was based on a theoretical study of tolerance and intolerance. The questionnaire was then applied in three different countries (South Africa, the Netherlands and India). Factor analyses were performed on the data to establish the validity of the instrument. The first round of application revealed a number of shortcomings in the questionnaire. The study therefore recommends a revision of the questionnaire. Among other things, the factoral structure and the reliability of some of the sub-scales require further attention. The study ascribes the lower than expected explanation of variance in the data set to the cultural differences existing among the different groups of respondents in the three countries.The article closes by drawing a conclusion regarding the degree of religious tolerance among the respondents who participated in this first round of application of the questionnaire

Mogućnost proširenja konceptualizacije filozofije kao čimbenika koji oblikuje obrazovni sustav

This article defends the claim that the philosophical aspect has been seriously underrated in the scheme of the conceptualization of contextual societal forces shaping education systems. The rise of neo-Marxist paradigms since the 1970s has resulted in a disproportionate emphasis on social and economic systems as factors shaping national education systems. However, empirical research has recently rendered evidence regarding how philosophical frameworks shape children’s way of viewing the world and how they think. This article provides examples of this. Such philosophical and/or conceptual differences need to be factored in the design and planning of education systems. Some implications have been outlined regarding an expanded view of the role of philosophy and/or life-concept for the planning and development of education systems and for comparative education as a field of scholarly research.Ovaj rad podržava tvrdnju da je filozofski aspekt već dugo ozbiljno podcijenjen u shemi konceptualizacije kontekstualnih društvenih čimbenika koji oblikuju obrazovni sustav. Porast neomarksističkih paradigmi od 1970-ih rezultirao je neproporcionalnim naglaskom na društveni i ekonomski sustav kao čimbenike koji oblikuju nacionalne obrazovne sustave. Međutim, empirijska istraživanja nedavno su pružila dokaze o tome kako filozofski okviri oblikuju način na koji djeca gledaju svijet i njihov način razmišljanja. Ovaj članak daje za to primjere. Takve filozofske i/ili konceptualne razlike trebaju se uključiti u proces kreiranja i planiranja obrazovnog sustava. Navedene su neke implikacije povezane sa širim pogledom na ulogu filozofije u planiranju i razvoju obrazovnih sustava i komparativne pedagogije kao područja akademskog istraživanja

Mogućnost proširenja konceptualizacije filozofije kao čimbenika koji oblikuje obrazovni sustav

This article defends the claim that the philosophical aspect has been seriously underrated in the scheme of the conceptualization of contextual societal forces shaping education systems. The rise of neo-Marxist paradigms since the 1970s has resulted in a disproportionate emphasis on social and economic systems as factors shaping national education systems. However, empirical research has recently rendered evidence regarding how philosophical frameworks shape children’s way of viewing the world and how they think. This article provides examples of this. Such philosophical and/or conceptual differences need to be factored in the design and planning of education systems. Some implications have been outlined regarding an expanded view of the role of philosophy and/or life-concept for the planning and development of education systems and for comparative education as a field of scholarly research.Ovaj rad podržava tvrdnju da je filozofski aspekt već dugo ozbiljno podcijenjen u shemi konceptualizacije kontekstualnih društvenih čimbenika koji oblikuju obrazovni sustav. Porast neomarksističkih paradigmi od 1970-ih rezultirao je neproporcionalnim naglaskom na društveni i ekonomski sustav kao čimbenike koji oblikuju nacionalne obrazovne sustave. Međutim, empirijska istraživanja nedavno su pružila dokaze o tome kako filozofski okviri oblikuju način na koji djeca gledaju svijet i njihov način razmišljanja. Ovaj članak daje za to primjere. Takve filozofske i/ili konceptualne razlike trebaju se uključiti u proces kreiranja i planiranja obrazovnog sustava. Navedene su neke implikacije povezane sa širim pogledom na ulogu filozofije u planiranju i razvoju obrazovnih sustava i komparativne pedagogije kao područja akademskog istraživanja

Discipline in Education

This book addresses a perennial challenge to the success of the South African education system, namely, discipline. This volume steers the interrogation of discipline in a new direction, reflecting on ways in which recent research can benefit South African schools. This includes the need for alternative discipline that will enhance education. The scholarly contribution lies in its in-depth exploration of the relevance of research findings to South African schools and to the twenty-first-century socio-political environment. For the first time, scholarly interrogation of the issue of learner discipline in South African schools draws on indigenous knowledge systems. Its post-colonial and decolonial perspectives offer an ethical and moral compass for behaviour that could contribute to the well-being of South African society (and other societies similarly afflicted by anti-social behaviour). The book offers a range of perspectives on the debates on discipline and associated issues, and should stimulate future discussions on discipline and indiscipline at a time when South Africa and many other societies engage with the effects of social and political transformation. This scholarly book is aimed at academics and researchers. The contributors include philosophers, moralists, corporativists, education law specialists, curriculum specialists, specialists in education and culture, advocates of ubuntu, and people using meta-syntheses of approaches and practices and religious practices such as a Christian ethical/moral approach to parental and school discipline. They draw on their insights into postcolonialism, the impact of indigenous knowledge, theories of agency, dysfunctionality and school underperformance. The book offers an intriguing depiction of opposing views on discipline