Journal of Culture and Values in Education (JCVE)
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Integrated Music Education in Primary School: A Position Paper
Full text linkOwing to a number of reasons, including COVID-19, the life skills subject in South African primary schools, which includes music education, has been sent backstage to make space to accommodate the ‘more important’ subjects such as literacy and numeracy. This was not advocated by the Department of Basic Education but rather a way for teachers to ensure that they cover all their important work in reduced time. An important manner to reduce time spent on teaching in silo’s, is by using arts-integrated teaching, as with integrated teaching, various topics from different subjects can be covered simultaneously, albeit in a creative manner. This position paper is important as it can provide lecturers, teachers, and curriculum planners and implementers with a framework for the planning of integrated teaching. Integrated teaching in all its variances is known, yet very few teachers implement it owing to various reasons, including insufficient training. The author provides insight into the process of designing an integrated teaching programme. This study was executed using the appreciative inquiry model as a framework and provides feasible and interesting ideas for teachers for successfully using musical arts to enhance teaching and learning
STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era
Full text linkPractical work is pivotal for the development of important skills inherent to science, technology, engineering, and mathematics (STEM) education. Through practical work, learners engage in skills that include critical thinking, problem-solving, and inquiry-based learning, which are important outcomes of STEM education. Given the rise in significance of remote learning as reinforced by the COVID-19 pandemic, there is a need to reimagine the facilitation of practical work for learners. This paper uses the preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative research design, an interpretive paradigm, and a mix of connectivism and community of inquiry (CoI) frameworks to explore the facilitation of STEM education practical work in remote classrooms. A systematic meta‑analysis of purposively selected papers using the preferred items, techniques of identification, screening, eligibility, and inclusion, and published between 2017 and 2021, was conducted. The following key words were used to conduct a search using Google Scholar: STEM practical work + STEM education in remote classrooms + Practical work in remote classrooms + STEM education in online classrooms + STEM education in virtual classrooms + Virtual practical work + Teaching STEM and COVID-19 + Practical work and COVID-19. Fifty papers were identified, of which fifteen were included in the study. Thematic content analysis techniques were used to analyze the papers. Five strategies to facilitate STEM practical work in remote classrooms were identified and the findings point to the prospects and future directions of practices in facilitating practical work for learners remotely
Implementation of the Tradition of Tying Corn in Learning
Full text linkThe corn tie culture of the Meto tribe is an Indonesian cultural heritage that needs to be preserved and inherited as a form of community responsibility in the midst of an increasingly modern globalization. In addition, the tradition of ikat corn also contains the concepts of high national values for character building. This study aims to identify the cultural values contained in the corn tie tradition to be implemented in learning at school. This research is qualitative research with an ethnographic approach. Data collection is done by reviewing the literature, making observations, conducting interviews, and documenting all activities in the field. The information obtained is then analyzed to describe the results of the exploration of cultural values of tying corn to various customs or traditions, which can be actualized in learning at school. The results of this study indicate that the Meto people already have basic values of life in social life. This can be seen from the results of the exploration that the values contained in the culture of corn tying are religious, nationality, independence, cooperation, and integrity. The culture of this corn tie contains cultural values that can be actualized in learning
Neil Diamond: A Personal Educational Appreciation of an Excellent Artist’s Live Performances
Full text linkIn this article the performances of the singer Neil Diamond in South Africa are studied to enable the author, a lecturer at a South African university, to learn from Diamond how to develop on professional level. Since the singer announced in 2018 that he would, because of a diagnosis of Parkinson’s disease, no longer be performing live, the study was conducted in reflection on his performing career, which stretched over more than four decades, and the effect that it has had on the lecturer’s professional development. Embedded in the theory of transformative learning, the methodology that was used, namely the 5D framework of appreciative inquiry, was selected because it provided the scaffolding for the reflective research process. After conducting interviews with six people who attended one of Diamond’s performances, five themes were identified and are presented and discussed in this paper: the interaction between Diamond and his audiences; keeping up with the latest technology; Diamond’s enjoyment of what he did and his enthusiasm about his performances; his neat black clothes and professional appearance; and his passionate immersion in those performances. To capture the essence of Diamond’s performances, the author wrote a poem and painted a painting to represent what he learned from Diamond. The effect that his engagement with Diamond has had on the technology and decoration in his lecture hall is also explained
Friendship as a Value in Academic Ethos
Full text linkThe aim of the research work reported here was to clarify the semantics of the notion of “friendship”. The main research question is to what extent friendship is recognised by students and teachers as a value constituting the identity of the Jagiellonian University’s (JU) academic community. From it follows another one: what role does friendship play in the value system of the academic ethos– does it have the potential to clarify or transform values enshrined in documents and recognised as enduring? This study uses qualitative data generated from the collected research material: semi-structured interviews and online surveys with closed questions, single and multiple choice. Content analysis was used to examine the interviews by identifying words, phrases and sentences related to the research tasks. The conclusions can be summarised as: 1.Friendship functions in horizontal relationships; 2. Friendship is an essential value of university ethos, realised through its other, already recognised and acknowledged, values: fair treatment, kindness, responsibility and respect for the other; 3. Friendship evolves in the system of references; 4. Friendship realised as a value of the ethos leads to a merger of the professional and the private spheres; 5. Friendship is automatically excluded when a vertical relationship appears
Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa
Full text linkThe benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study
The Experiences of Higher Education Students with Disabilities in Online Learning during the COVID-19 Pandemic
Full text linkAlthough institutions of higher learning had been gradually exposed to blended and online methods of learning, most of them still preferred and utilised traditional, face-to-face learning for various reasons. As a result of the COVID-19 pandemic that caused lockdowns in countries worldwide, blended or online learning became more important to enable continuity of education. The inevitability of change during the pandemic and the hurried paradigm shift from traditional methods of learning came with different implications to institutions of higher learning. Online learning experiences have been extensively researched, however, they have not been adequately focused on students with disabilities. Students with disabilities are expected to be accommodated in learning environments at institutions of higher education. Using the Social Model of Disability, the study elucidates the experiences of students with disabilities of an institution of higher education in South Africa with online learning. The study is crucial in that it determines the extent to which online learning promotes inclusivity. Data was collected using semi-structured interviews and analysed using thematic analysis. The study concluded that online learning has both advantages and disadvantages for students with varying disabilities. Students with mobility and visual disabilities preferred online learning, which allows them to study in the comfort of their residences while students with intellectual disabilities preferred traditional/contact methods of learning. Most participants indicated that their online lecturers are not aware of their disabilities and thus, their methods of instruction and assessment are not as inclusive
Systematic Review of Study Designs and Methods of Research on Disability in South African Higher Education Institutions Amidst COVID-19 (2020-2021)
Full text linkThe purpose of the study was to assess the study designs and methodological approaches of published works on disability in South African higher education institutions from 2020 to 2021. A systematic review was performed as a method to achieve this. The reporting of this systematic reviews was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. Electronic searches of Bielefeld Academic Search Engine, EbscoHost, ScienceDirect, Scopus and Wiley Online Library were conducted of electronic works published in English from January 2020 to December 2021. Publications of empirical research on disability in any South African higher education institution where data were collected during COVID-19 were included. Non-peer-reviewed publications, which explicitly indicated that data were collected before March 2020, did not have a South African higher education institution as a study site and were a desktop-only research or conceptual papers were excluded. Three studies were included ultimately. Ten elements were chosen for analysis based on the research purpose. The findings show that disability research has predominantly used qualitative designs and methods; an exploration that involves people with disabilities throughout the research process is limited and the inclusion of researcher positionality is limited. Arguably, this study is the first systematic review of empirical studies on disability in South African higher education since the start of the COVID-19 pandemic. The results support the need for a trajectory towards the use of more diverse research designs and methods
Projecting the Nature of Education for the Future: Implications for Current Practice
Full text linkEnsuring that education serves the needs of a rapidly and ever-changing society is one of the defining challenges of education providers. This paper projects future trends in education on the basis of documented evidence which predicts the shifts in education (teacher education in particular) in terms of how it should prepare its products. The study views education for the future as not discarding subject content, but utilising content as a means rather than an end. The shift transforms both instruction and assessment to developing students not just to imbibe content knowledge, but also habits which make them adaptable to the changing world, as well as empowering them to become change-agents. Accordingly, the teaching environment needs to respond to the dynamics of technological developments, and to changing student profiles. What changes is the authoritative position of the teacher as the repository and dispenser of knowledge, and the learner’s passive role as the consumer of knowledge. Knowledge acquisition is now a co-creation within the teaching-learning context. This paper recommends further delineation of the current trends that define 21st century education, and what they determine for the future
Impacts of Covid-19 Pandemic on Selected Rural University Students’ Emotional Lives: A South African Perspective from a Global Study
Full text linkThe emotional lives of students are paramount in that it influences their learning abilities as well as their academic performance. The COVID-19 pandemic seems to have affected the emotional lives of students, especially those in rural areas. This study explored the impact of COVID-19 on the emotional lives of students in a selected rural university in South Africa. A quantitative research approach was adopted whereby questionnaires were used to collect data from 274 undergraduate students who were selected through simple random sampling technique. Data was analysed using descriptive statistics and themes. The study findings indicate that many of the students are no longer as joyful and hopeful as they used to be because they are not in touch with their fellow students nor with their lecturers. Students are frustrated, with rising degrees of anger and anxiety. The study recommends, amongst other things, the need for the services of counsellors to be engaged at the rural university so that students can receive counselling regarding these problems