Theses and dissertations (Arts and Design)

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A realist approach to writing: developing a theoretical model of written composition to inform a computer mediated learning application
(2007) Pratt, Deirdre Denise
An in-depth investigation into the nature of composing was carried out to provide the theoretical basis for a computer mediated learning application, an interactive writing tutor computer program which might be customised by users to fit different educational contexts. The investigation was carried out within a critical realist perspective, from which viewpoint composing can be seen to have an external reality in common with other social phenomena. The intended outcome was to arrive at a description of writing which more closely approximated the reality so as to design more effective learning interactions, in particular, the writing tutor program itself
Journey of awareness : an exploration of identity through design
(2006) De Beer, Marlene
My journey of awareness which is an exploration of my identity through design has resulted in a body of artefacts presenting as sculptures and various pieces of jewellery and a written dissertation. The sculptures include bronze castings as well as stoneware ceramic pieces. I produced silver jewellery and vitreous enamelled pieces which include some gold and glass bead detail. Although my sculptures could be considered as fairly small, working on this scale was a new experience to me as a jewellery designer who is used to working on an even smaller scale. I found it challenging to express the necessary emotion and meaning in my work while creating on such a relatively small scale. The body of artefacts is a concrete manifestation of my exploration of identity and was produced as an intuitive expression of memories and emotion. My memories are of personal experiences within a specific cultural and historical context, and the exploration forms part of a critical transformative inquiry. The motivation for this transformative inquiry forms part of a holistic de-fragmentation of my personal and cultural identity in an attempt to construct meaning and authenticity through design. The artefacts were produced in holistic cycles presenting in two distinct phases which are discussed chronologically. I recorded the process and my thoughts and feelings in a reflective journal which included a visual journal in my studio and served as a reference for my discussion of the cycles. I experienced the process of making as a ritualistic enactment of healing and the construction of meaning. In the written and illustrated submission for the award of this degree, I have endeavoured to offer an explanation of my professional and emotional development that formed part of the transformative process. I have chosen not to separate my explanation of my development as a designer and my personal development as it occurred concurrently. Digital imagery of my body of artefacts forms a record of my work offered for exhibition purposes and is included with the written dissertation.
An investigation of educators' perceptions of the Integrated Quality Management System in South African schools
(2008) Biputh, Barathwanth; Sioux McKenna
Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning.
The reconstitution of African women's spiritualities in the context of the Amazwi Abesifazane (Voices of Women) project in KwaZulu-Natal (1998-2005)
(2006) Stott, Bernice; Starkey, Anthony Roland
This study will investigate and critically evaluate the reconstitution of African women’s spiritualities in the context of the Amazwi Abesifazane project. This project forms part of the endeavours of Create Africa South, a Non Governmental Organisation situated in Durban, KwaZulu-Natal, which was initiated by the artist Andries Botha. It encourages women, post trauma, to ‘re-member’ themselves by creating memory cloths of embroidery and appliqué reflecting on their experiences in pre- and post-apartheid South Africa. This interdisciplinary study theorises that it is an archive that speaks about African women resisting destructive forces and reconstituting their spiritualities through the therapeutic effects of creativity. The study will not include research into the many other activities undertaken by Create Africa South. Rupture is implied in the use of the word ‘reconstitution’. Reconstitution encompasses the act of constituting again the character of the body, mind and spirit as regards health, strength and well-being of the women (McIntosh, 1970:261). In this study, spirituality is defined as the way in which the women in the Amazwi Abesifazane project reflect upon and live out their belief in God. The power of storytelling is examined from the perspectives of narratology, narrative therapy, sewing and orality/literary studies as resources for the women’s reclamation of their lives. Defining feminisms in South Africa is problematised by issues of race, class and culture. In a context of poverty, everyday survivalist strategies are the diverse forms of resistance seen in the Amazwi Abesifazane project. The women’s stories, cloths and interviews are triangulated as primary data. They are examples of the rich art of resistance against despair and are located in a paradigm of hope. In conclusion, I strongly call for government support in declaring the project a national archive. The multidimensional mediums of the Amazwi Abesifazane/ UbuMama projects nurture the women’s creativity and revitalise their spiritualities towards personal and national transformation.
The influence of the fine art market on the work produced by black artists (post 1994)
(2009) Shibase, Thembalakhe; Roome, John William
This paper explores the chronological relationship between the fine art market and the work produced by black South African artists since the emergence of a black urban class in the 1940s. It stems from the hypothesis that historically the art market had (and to some degree, still has) a major influence on the works produced by black artists in South Africa. In the introduction I contextualized the title of this dissertation by discussing the definitions of the terminology which feature therein. In Chapter One I have contextualized the study by looking at the historical background (the pre-1994) of South African art. I have specifically looked at how the socio-political conditions of that time influenced the work produced by black South African artists, hence the emergence of Township Art and Resistance Art. In Chapter Two I looked at the roles played by art institutions, galleries, and organizations in the stylistic developments made by black South African artists between the 1950s and 2000. The discussion of the influential role played by such informal institutions as Polly Street Art Centre, Jubilee Art Centre, the Johannesburg Art Foundation and many others on black artists forms a greater part of this chapter. Also included in this chapter is the discussion which examines the hypothesis that many black artists who do not have a formal academic background constitute a greater part of the informal art market. Tommy Motswai, Joseph Manana and Sibusiso Duma are examples of such artists and their work is discussed in depth. David Koloane, De Jager, Anitra Nettleton and other writers who have made literary contributions to South African art history, have been extensively cited and critically engaged in this chapter. iv In Chapter Three I discussed contemporary perceptions of the formal art sector, particularly in the post apartheid period. In this regard I looked at what defines mainstream or high art and how it differs from the marginal forms of art which are discussed in the preceding chapter. In this discussion I looked at the work of Sam Nhlengethwa, Colbert Mashile and my own work. In my discussion of their work I mapped out the characteristics of contemporary mainstream art, focussing primarily on 2-dimensional art.
The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context
(2009) Gutteridge, Robert Geoffrey; Pratt, Deirdre Denise
This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.
The language of digital learning : developing an e-learning approach for the elderly
(2010) Sheridan, Richard David; Pratt, Deirdre Denise
The purpose of this study was to investigate the current learning methods that are typically used by special populations (an elderly subject group), and to explore their general level of effectiveness. The primary research questions explore how this subject group is currently learning to use the Internet and for what purposes, along with what the typical barriers are that this group experiences when seeking to use the Internet, together with factors that motivate them to participate in learning programs. This study has special relevance for elderly adults along with computer instructors who specifically train the elderly to learn to use the Internet. The findings may also be of interest to others who interact with other special populations, directly or indirectly, including web designers, healthcare professionals, librarians, and others. The project was prompted by the author‘s experience teaching and observing elderly adults learning to use the Internet, and his desire to develop a more effective teaching strategy for them. The thesis explores the basic principles of adult learning, including components from self-directed learning, the theory of multiple intelligences, ethnographic research and other theories and approaches that have the potential of contributing to teaching this subject group, including the use of language in describing their learning successes and failures. Data analysis consisted of observing over 200 older adults learning to use the Internet over a two-year period. The evaluation of participants was based on empirical (defined in the glossary) and subjective analysis of levels of participation, progress and other factors. To supplement the large-scale results with rich data, the author of this study also performed detailed interviews with 14 elderly Internet users along with five teachers of the elderly. Additional material was gathered from academic journal articles, online databases and other related sources. The author tested and applied several research methods to achieve the most effective outcome. This iii included participant observation from ethnographic research, along with empirical and basic quantitative research. The author also uses autoethnography in his research approach, an emerging qualitative research method that allows the researcher to write in a highly personalized style, drawing on his or her experience, as kind of a autobiographical personal narrative. The intent of auto-ethnography is to acknowledge the link between the personal and the cultural and to make room for non-traditional forms of inquiry and expression. In embracing personal thoughts, feelings, stories, and observations as a way of understanding the social context they are studying, these researchers are also shedding light on their total interaction with that setting by making their every emotion and thought visible to the reader. Auto-ethnography also gives researchers an opportunity to do primary research and draw data from their observations. An identifiable pattern that is reviewed in more detail in the Results section emerged from these different findings. The primary outcome that emerged is that there are many approaches to learning, and these methods need to be examined, tested and selectively adapted for each individual to achieve the maximum benefit. The widespread demand for Internet training has resulted in fragmented and inconsistent training schemes that are generally focused on classroom-based instruction. The author encourages a systematic self-testing by the subject group member (and their teachers) to explore currently available training methods and combine the elements that they find most effective towards a personalized approach to learning based on individual interests, aptitudes, and the availability of the local training resources. The percentage of the elderly using the Internet is rising rapidly, and the current training options are limited in some areas in the United States. Based on the author‘s empirical observations, the self-directed approach to learning appears to show the most promise for this elderly subject group, in the sense that they generate their own best learning schematics, while their instructor guides and facilitates the process. iv This thesis has made a primary contribution to the research in several ways. First of all, the author made a synthesis that has not been made previously. He combined the concept of self-directed learning with several methods of learning improvement, such as the use of assistive technology for the disabled, memory skill-building, and the application of symbols and metaphors to increase the ability of this subject group to comprehend the learning materials. This is arguably the best approach for adapting to this rapidly evolving subject group population. Additionally, he applied the concept of kaizen, a Japanese term from their manufacturing sector that represents continuous, ongoing improvement, to teach to members of this group the concept of self-monitoring and improvement. Additionally, the research was cross-disciplinary and used different methodologies, including ethnography, empirical and basic quantitative research. Several additional contributions and innovations are described later in the thesis.
The creation of a multi-cultural identity for window displays in Durban's fashion retail shop fronts
(2012-08-17) Lichkus, Sarah Christine; Kadwa, Farida; Pratt, Deirdre Denise
The purpose of this study was to explore the possibility of creating shop window displays focussing on a South African identity in the Durban region. The impetus for the study stemmed from the design of the Constitutional Court which features elements of South African culture. This study challenges the contemporary notion of presenting window displays using primarily Western influences and proposes the use of fashion imagery and cultural identity currently dominating South Africa. The study argues against corporate fashion stereotypes and champions a representation of an eclectic multi-cultural South African society. In this respect key theories of identity, culture, and design were explored. A qualitative methodology was conducted utilising interview and observation approaches to obtain data. Semi-structured interviews were conducted with twelve local professionals specialising in the fields of art, design, fashion and architecture to obtain their expert opinions. The data was analysed by clustering information into themes to establish the findings. Interview findings revealed that shop window displays should accommodate local imagery appropriate to the South African context. Observing two local production houses, namely Hirt & Carter and Barrows in Durban provided insights for a backdrop creation for the practical component of the study. The practical comprised of producing retail shop installations and a visual catalogue representing findings drawn from the study. The catalogue was used to illustrate the results of investigating a national image and identity that could be intrinsic to window display creation in South African fashion retail shop fronts.
Development of an interpreting service model at the Durban University of Technology
(2012-08-17) Makhubu, Rosethal Loli; Pratt, Deirdre Denise
This research deals with the development of a model of interpreting services for a newly merged multilingual University of Technology, the Durban University of Technology. The rationale for the study was the urgent need to give students whose mother tongue is not the medium of instruction (i.e. English) equity of access to higher-degree education. The research was carried out within a critical realist approach, which seeks to transform society by practical application of theory. Unlike previous studies in interpreting, this research focuses on the service provision aspect of interpreting. It falls within the field of educational interpreting, but goes beyond the classroom situation in considering other university interpreting needs, such as seminars and in-house conferences, graduation and other ceremonies, operational meetings and labour-related meetings. Franck‟s modelling process was used to formulate a theoretical model of the interpreting service delivery mechanism using data gathered during visitations to local and international universities. The theoretical model, or system of essential functions, was used to arrive at the applied aspect of the mechanism, termed an empirical model of interpreting service delivery. The model was then validated in terms of its application in various contexts at the Durban University of Technology. It is suggested that the theoretical and practical models developed have application not only for educational interpreting, but also in other interpreting contexts. The models are also considered to have relevance for service delivery in general, which is a critical issue at present in South Africa.
A documentary investigation of the Imvunge group of street photographers in Durban with specific reference to the develpment of photographic and business skills (1999-2009)
(2012-08-17) Khubisa, Mandla Bheka Moses; Starkey, Anthony Roland; Zulu, Sylvia P.
The aim of this research is to document and evaluate the Imvunge group of street photographers in Durban with specific reference to the development of photographic and business skills from 1999 to 2009. This study will focus on a discussion of how members of the Imvunge group started their photographic careers as street photographers and how, through participating in projects and workshops, they developed their photographic skills and became professional photographers. This will include an investigation of both photographic skills such as image capturing, lighting techniques, image presentation and visual literacy; as well as business skills such as basic accounting and marketing. Chapter One provides an account of the history of photographic techniques and street photography in Europe, Africa, South Africa, KwaZulu-Natal and Durban in order to provide a context to the formation of the Imvunge group of photographers. Chapter Two provides an historical background of the candidate’s work as a street photographer in Durban from 1969 to 1989, before registering at Technikon Natal for formal training in photography. It also discusses his life history from being a young businessman, a lecturer, in order to provide information regarding the business and photographic skills acquired and which he was able to impart to street photographers. Chapter Three documents the formation of the Imvunge Street Photographers’ group; the partnership between the Imvunge group and the Durban Art Gallery, the Imvunge group’s exhibitions and projects, the history of selected members of the Imvunge group and an analysis of their work to provide evidence of an improvement in their photographic skills. The conclusion will present findings from this research project and will include a proposal for areas of research.
A journey in family literacy : investigation into influences on the development of an approach to family literacy
(2012-08-20) Desmond, Alethea Snoeks; Conolly, Joan Lucy; Sienaert, Edgard
In this critical reflective self study I have examined the Family Literacy Project (FLP) to determine the influences that contributed to the development of an approach to family literacy. This study responds to the question What influences contributed to the development of an approach to family literacy relevant to the needs of families in rural KwaZulu Natal? By identifying and exploring and critically reflecting on these influences I provide insights that can inform policy and practice in the adult education and early childhood development sectors in South Africa. The study includes my critical reflections on finding a voice within a self study and how this has contributed towards the development of a methodology. In the process, I have developed a deeper understanding and appreciation of what has been achieved in the FLP during the first eight years under my directorship, and why. In the study, I report on these insights. The FLP project in this study is situated in deeply rural KwaZulu Natal, where the existing extensive knowledge base is almost exclusively oral, and informed by well established insights, understandings and values. In this context, I have examined the roles of families, adult literacy and early childhood development to establish their impact on the development of literacy in families. Through critical reflection, I then identified the principles – active learning, holistic development, community and children‟s rights – underpinning the FLP and was able to establish how these impacted on the development and success of the project. I then examined the roles, practices and characteristics of the FLP facilitators, and the experiences of facilitators and those who engaged in the project. I also looked at the roles played by the community, the external evaluators, and the effect of exposure of the project in the public domain through attendance at iv conferences, publication of journal articles, and awards made to the project because of its successes. I conclude the study by suggesting how the insights from the study might provide support for others engaged in such initiatives and indicating how the topic may be further investigated.
An exploration of the teaching and learning of mathematics word problems in English to second language grade 8 learners in the Mafukuzela-Gandhi Circuit
(2012-08-21) Pooran, Annaleah; Singh, Penny
The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.
The use of adapted teaching strategies in literacy by grade three educators in the northern KwaZulu-Natal region
(2012-08-21) Loopoo, Veena; Singh, Penny
The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.
The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their children
(2012-08-21) Naidoo, Jeevarathanum; Pratt, Deirdre Denise; Naidoo, Richard
This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.
Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal
(2012-09-03) De Jager, Maria Louisa Elizabeth; Singh, Penny
Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm, this study was based on Shulman‟s (1986, 2004) theory of pedagogical and content knowledge, and Vygotsky‟s (1978) zone of proximal development within social constructivism. Using a mixed method approach, this study investigated teachers‟ understanding and implementation of the design process as it relates to teaching TE in the intermediate and senior phases (Grades 4–9) of the General Education and Training Band in KwaZulu-Natal. The study also considered the training of TE teachers in a bid to facilitate teaching and learning in the classroom and to enable learners to become creative and critical problem solvers. Analysis of the questionnaire and semi-structured responses revealed that teachers were interpreting and implementing policy differently and that they were not adequately trained to teach TE. As a result, classroom practice in terms of teaching and learners‟ experience of the design process in TE also differed. Valuable lessons were learned in this study for the structuring of training programmes for teachers in Technology Education to enhance teaching and learning in the classroom. Therefore, based on the findings, this study makes recommendations regarding teaching, learning, assessment, and training of teachers in TE.
An auto-ethnographic enquiry : critical reflection on the influences in the development of a black African male educator
(2012-09-03) Gumede, Jerome Thamsanqa; Conolly, Joan Lucy; Sienaert, Edgard
This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development.
The impact of English as medium of instruction on the academic performance of second language learners in the Further Education and Traning band at schools in KwaZulu-Natal
(2012-09-03) Dorasamy, Rajendren Sabapathy; Pratt, Deirdre Denise
This study, in adopting a phenomenological approach, provides an overview of the contextual realities surrounding language choice and usage as it impacts on the academic performance of English second language learners. There have been concerns that the majority of learners with indigenous mother tongues can be seen to fare badly in a post liberation educational system in which English or Afrikaans is still used as medium of instruction. The focus of this study was therefore the impact of English as the medium of instruction on the academic performance of English second language learners. Using a mixed method approach, through a case study, data from questionnaires, interviews and observations were analysed using various statistical packages and the findings were reported on. It was established that it was not so much the language per se which had a negative impact on the academic performance of English second language learners: it was rather the efficacy of usage of the chosen language and other periphery issues in the formal environment, such as lack of interactions with target language speakers, code-switching, and teacher competence, which resulted in the poor academic performance of English second language learners. Furthermore, it was also established that the informal environment, consisting of learners’ culture and traditions, family educational qualifications, absenteeism and appropriate resources at home and community libraries, which also had a negative impact on academic performance. It was therefore recommended that, amongst other things, the Language in Education Policy be amended to provide for more opportunities for learner interaction with the target language. Furthermore, given that the efficacy of education is contingent upon the competence of the teachers, relevant skills and competencies among teachers should be developed to enhance their performance in class. It was also found that code-switching was counterproductive to learning the target language, thus holding back ESL learners’ acquisition of content knowledge. As such, code-switching should be used very restrictively, if at all, in the Further Education and Training phase. It was also recommended that necessary lexicons and registers of the indigenous languages be developed sufficiently so that these are worthy of use as media of instruction, without necessarily being seen as a replacement of English as medium of instruction. There should also be greater involvement of all stakeholders in the choice of and availability of resources which are relevant to the context of learners. Other issues requiring intervention from a broader stakeholder involvement include iii interdepartmental integration to alleviate poverty, and provision of transport so that learners might report regularly and timeously to school, thus reducing absenteeism. The solution to improving learner academic performance requires concerted and co-ordinated inter-governmental, community and other stakeholders’ effort and the necessary will of the government to ensure that learners receive quality education.
Integrated arts as a transformational medium of instruction in KwaZulu-Natal schools : a narrative self study
(2012-09-10) Peat, Beth Maureen; Pratt, Deirdre Denise; Peppas, Mikhail
South Africa’s dynamic post-Apartheid education climate is beset by a plethora of new policies designed to transform education. Our county’s educators are expected to be the alchemists of change to create the new and transformed society envisaged in these policies, albeit with insufficient logistical planning and support. Moreover, so many of our schools are operationally dysfunctional, with literacy and numeracy levels at an all time low. Under these daunting circumstances our Provincial Education Department Teacher Development Institution, Ikhwezi In-Service Training Institute, develops training materials and delivers courses aimed at implementing policy while at the same time modelling progressive, internationally recognized and democratic adult-based methodology. In this self-study project of my departmental work with a group of trained educators, I use action research to trace the potential of integrated arts to transform teaching and learning in under-resourced rural and township classrooms. An aspect of this self-study looks at the therapeutic potential of the arts in my own life and career as an arts educator. When my Masters research revealed the dramatic effect a project-like arts approach to teaching could engender, I was motivated by compassion to develop the work further to reach a broader base of learners. I also wished to educate the authorities into mainstreaming the default marginalising of the arts in schools by developing photographic, written and video evidence promoting the arts in schools, mainly to emphasize their holistic educational role, but also as an essential healing, a potential remedy for the ills of the past that continue to impact on the present.
A self study of curriculum design for the teaching and learning of isiZulu as an additional language in primary schools in the Maye babo! series
(2012-09-10) Soni, Sumithra Jaysooklal; Pratt, Deirdre Denise
This autoethnographic self study tracks my new ways of knowing in the various roles I play from daughter (passive recipient) to curriculum designer (active analytical composer). It retells my journey in the teaching profession at a school in Durban, in South Africa. The story occurs during a period when schools were racially desegregated in order to address the anti-apartheid policies that were prevalent prior to the first democratic elections in 1994. The story captures the challenges I faced during the transformation era in education and how I went about addressing two of the main challenges I faced: 1. Cultural diversity in racially desegregated schools. 2. Teaching isiZulu as an additional language as a pioneer, non- mother tongue teacher of learners with mixed abilities in an environment deprived of resources in terms of mentorship, and teacher/learner resource material. This study reveals how the challenges I experienced were, in retrospect, the disguised opportunities that led to my growth from teacher to textbook writer. It gives an account of the “behind the scenes making”, of the Maye babo! series, with a view to offer an exemplar for curriculum development. The study uses autoethnography (Ellis 2004) as a method to bring to life the teaching of isiZulu as an additional language in South Africa. It defines some of the difficulties experienced by teachers during a transformation era in education. In this study I clarify the relationship between Outcomes Based Education and the National Curriculum Statement (NCS), as well as where the Curriculum and Assessment Policy Statement (CAPS) is located within the NCS. More importantly, I use the tacit knowledge gained from intuition and experience to demonstrate how these policies can be applied in the classroom to achieve effective learning, an aspect often ignored in in-service teacher education. Readers (particularly teachers) will resonate with the experiences described in the stories, and, in so doing, gain a better understanding of themselves and their teaching practices; this might provide the much needed optimism amongst teachers, and might motivate and inspire them to grow professionally. The personal benefit in writing this thesis is that it renewed my place in the academic world, and more importantly, it has satisfied my quest for self realisation. Through personal exploration, questions such as who am I? and how did I become? reveal my evolvement. This project has been a soul satisfying and enriching journey. It is hoped that this study will in some way contribute to the transformation in education process in post liberation South Africa.
Coloured lens : a study of the socio-cultural context of Wentworth in Durban, KwaZulu-Natal, South Africa, towards a photographic documentary
(2012-09-10) Houston, Natalie; Ojong, Vivian
Social issues are a very real problem in South Africa. Violent protests in poorer communities around South Africa indicate a need to better understand negative social realities impacting on communities. This research examined the sociocultural context of Wentworth in Durban, KwaZulu-Natal, South Africa, as shown on the map on page x. The focus of this study was the social and community realities; and the significance of photography in the context of examining these. The aim was to use photography as a research tool as well as to document the data collected. From the data a 118-page book, as shown on page viii, was conceptualised, which captures this community’s social context. Further, the study questioned the use of design practice to support social change. Because of the distinctly “Coloured” nature of Wentworth, literature was sought for the definition, history, current dynamics and complexities of Coloured identity. The literature review highlighted ethics and the strategies that should be adhered to when considering the social nature of photography. For this inquiry a qualitative analysis was conducted using the Grounded Theory method. A collaborative, or participatory research approach, was used for data collection, by working closely with families and health, church and non-governmental groups in Wentworth. Qualitative data collection methods used to gather primary data were photographic documentation and interviews. This research produced a number of key findings regarding socio-cultural problems plaguing the community. Findings deemed photography a rich tool for researching the social and for accurately recording everyday life. The main conclusions drawn from this research were that in-depth studies be conducted on individual problems, utilising greater manpower and funding. In addition, that further research and documentation be undertaken in the community.