1,720,963 research outputs found
Cape Town Teachers; Drivers for change? A study of the teachers’ role in addressing gender-based challenges in classrooms, Cape Town, South Africa
No full textDespite attempts by the government, non-governmental organizations and various institutions to achieve gender equality in South Africa, major challenges remain. Femicide, rape, abuse, gender-based violence and discrimination towards females are all symptoms of a gender unequal society, but is not a comprehensive list of the reality of gender inequality. Education institutions, with teachers in the front lines, play a crucial role in transforming the attitudes, perceptions and practice of gender, which leads to many of the gender-based challenges. With a theoretical and conceptual framework of gender as a social construction, socialization and critical pedagogy, this qualitative case study research explores the teachers’ role in addressing gender-based challenges, in four primary schools in Cape Town. The teachers’ experiences of addressing gender-based challenges in school, as well as the practical and pedagogical obstacles and challenges they face in doing so, lay the foundation for exploring to what extent teachers have capacity and competence to be drivers for change towards gender equality. The findings illustrate that the gender-based challenges in the classrooms are closely linked to the patterns of different social expectations towards girls and boys. Particularly, the expectations towards boys as fulfilling the “masculine” role has been viewed as an obstacle related to gender-based violence, bullying towards boy learners who do not conform to the stereotypical masculine role, and disrespectful attitudes towards female teachers. Through dialogue and practical lessons, some teachers engage learners in critical discussions, questioning the stereotypes and expectations towards gender roles. The findings indicate that female teachers to a greater extent address the gender-based challenges than male teachers, and seem to be more dedicated in doing so. By examining the pedagogical approaches applied by some of the teachers, this study argues that classrooms are a location of possibility to challenge and transform the attitudes, perceptions and practice of gender roles which often lead to gender-based challenges
An exploration of the challenges of access and retention: Reintegrating former refugee and internally displaced girls into secondary school in post-conflict Liberia
Get PDFMaster in International Education and Development (NOMA)In this thesis I have endeavored to explore former refugee and internally displaced secondary school girls’ challenges of access and retention in formal school in post-war Zwedru. Using a qualitative approach supported by interviews, observations and review of official documents, I attempt to create an impression of the girls’ reintegration challenges. The perceptions of secondary school girls as well as key players in the education sector are reflected in the thesis.
The education system of Liberia was a contributing factor to the 14 years of war in Liberian from 1989 to 2003. The education system which collapsed at the onset of the war is currently being reconstructed with the full participation of the international community in partnership with the Government of Liberia. In presenting the process of education reconstruction and girls’ reintegration into formal school, I identify political, economic and cultural challenges as underlying factors which slow down girls’ participation and completion of secondary school.
In establishing a basic theoretical framework as lens through which the focus of this thesis is examined, I take as point of departure relevant scholarly and organizational concepts as well as socialization theories and gender theories. Berger and Luckmann’s primary and secondary socialization is applied in understanding and interpreting secondary school girls’ upbringing and overall development. Gender theories including Amarta Sen’s Capability approach are at the core of the discussions on gender and education. I use Paulo Freire’s pedagogy of the oppressed to interpret the point of view and comportment of the secondary school girls in the study. The new reforms in education in post-war Liberia as well as the educational interventions in Zwedru specifically are examined as context(s) within which girls’ educational processes are taking place. The international community’s commitment towards reinvigorating education in Liberia includes various programs and initiatives which are geared towards capacity building and construction of a sustainable education sector in contemporary Liberia. I draw attention to traditional gender roles as well as girls’ socio-economic environment as being among the challenges which hinder girls’ full participation and completion of secondary school. I also highlight that education reconstruction at the secondary level is dawdling due to various challenges faced by the Ministry of Education, this includes funding and limited human resource. In concluding I put forward that the Government of Liberia develop innovative strategies to fund education in the country in order to support the reconstruction of its education sector and complement the hard work of the international community. Girls account for more than half of the population of Liberia and their education is unquestionably needed in the process of reconciliation and rehabilitation. Girls’ participation and completion of secondary school in Zwedru is required for the attainment of the Education for All goals as well as the Millennium Development Goals (MDGs
An investigation into the way African Traditional Religion as a form of Indigenous Knowledge is taught in the two Senior Secondary School Religious Education Syllabuses in Zambia : a case of two Schools in Southern Province in Zambia
No full textAfrican Traditional Religion, ATR, forms part of African Indigenous Knowledge. The two senior secondary school Religious Education syllabuses in Zambia have a component of African traditional religion or beliefs which the learners are supposed to understand and compare with other religious traditions in the syllabuses. The other religions in the syllabuses are Christianity, Hinduism and Islam. This study sets out to explore how ATR is actually taught and learned in class so as to ascertain whether traditional beliefs are appreciated and given space in the Western hegemonic kind of education.
To get full understanding of the position of ATR in the Religious Education syllabuses, a mixed data collection strategy was employed to allow for methodological triangulation to achieve greater validity and reliability. Document analysis of pupils’ text books and teachers’ handbooks was done. In addition, semi-structured interviews were carried out with teachers, pupils and the Religious Education subject specialist. A questionnaire was also administered to some pupils to augment the responses obtained through semi-structured interviews with pupils. Lastly, classroom ethnography was done to observe the actual teaching of ATR in Religious Education.
Findings of the study show that African Traditional Religion is not given due attention in the syllabuses. To begin with, most of the content of ATR in the pupils’ textbooks is presented in a manner which suggests that the religion or belief is dead and no longer applicable in present day Zambia. Secondly, some teachers are not conversant and willing enough to teach this body of knowledge to the pupils. On the other hand, while a small proportion of the pupils in the study did not see the need to learn this part of the Religious Education syllabus, the majority acknowledged that ATR would be beneficial to their lives if it was properly taught to them
An exploration of the challenges of access and retention: Reintegrating former refugee and internally displaced girls into secondary school in post-conflict Liberia
No full textIn this thesis I have endeavored to explore former refugee and internally displaced secondary school girls’ challenges of access and retention in formal school in post-war Zwedru. Using a qualitative approach supported by interviews, observations and review of official documents, I attempt to create an impression of the girls’ reintegration challenges. The perceptions of secondary school girls as well as key players in the education sector are reflected in the thesis.
The education system of Liberia was a contributing factor to the 14 years of war in Liberian from 1989 to 2003. The education system which collapsed at the onset of the war is currently being reconstructed with the full participation of the international community in partnership with the Government of Liberia. In presenting the process of education reconstruction and girls’ reintegration into formal school, I identify political, economic and cultural challenges as underlying factors which slow down girls’ participation and completion of secondary school.
In establishing a basic theoretical framework as lens through which the focus of this thesis is examined, I take as point of departure relevant scholarly and organizational concepts as well as socialization theories and gender theories. Berger and Luckmann’s primary and secondary socialization is applied in understanding and interpreting secondary school girls’ upbringing and overall development. Gender theories including Amarta Sen’s Capability approach are at the core of the discussions on gender and education. I use Paulo Freire’s pedagogy of the oppressed to interpret the point of view and comportment of the secondary school girls in the study. The new reforms in education in post-war Liberia as well as the educational interventions in Zwedru specifically are examined as context(s) within which girls’ educational processes are taking place. The international community’s commitment towards reinvigorating education in Liberia includes various programs and initiatives which are geared towards capacity building and construction of a sustainable education sector in contemporary Liberia. I draw attention to traditional gender roles as well as girls’ socio-economic environment as being among the challenges which hinder girls’ full participation and completion of secondary school. I also highlight that education reconstruction at the secondary level is dawdling due to various challenges faced by the Ministry of Education, this includes funding and limited human resource. In concluding I put forward that the Government of Liberia develop innovative strategies to fund education in the country in order to support the reconstruction of its education sector and complement the hard work of the international community. Girls account for more than half of the population of Liberia and their education is unquestionably needed in the process of reconciliation and rehabilitation. Girls’ participation and completion of secondary school in Zwedru is required for the attainment of the Education for All goals as well as the Millennium Development Goals (MDGs
Disarmament, Demobilization and Reintegration (DDR) in post conflict South Sudan: A study of challenges facing reintegration of ex-combatants (XCs) in selected areas of South Sudan. Master
No full textThis study critically examines the strategy and the challenges of the reintegration of excombatantsin
South Sudan. This study was conducted in Juba and Unity State. Data for the study
were collected and analyzed using qualitative approaches. The main data collection techniques
were in-depth interviews, Focus Group Discussions (FGD) and observations.
The reintegration model used in South Sudan emphasizes education, skills training and income
generating activities as the key strategies of achieving economic reintegration. Social
reintegration is achieved through reunification with families and participation in cultural,
religious and recreation activities. To help XCs achieve political reintegration, they are
encouraged to participate in decision making processes at the community level. Psychosocial
care is also offered to help the returnees deal with trauma and stigma.
The number of agencies involved in the implementation process has made standardization
difficult and urgently calls for a mechanism of providing oversight to the reintegration process.
The XCs are not properly briefed at the point of demobilization creating high expectations
among them. There is little follow-up of XCsin their communities of return to assess their
progress. The slow pace of economic reintegration is evidenced by complaints about food, lack
of education opportunities, training and job placement, among others.
Many XCs complain about the high fees imposed by the school system. Corporal punishment
was also found to be a common practice in schools.Although many agencies are expending a lot
of resources in the provision of psychosocial support to XCs, the model employed uses group
rather than individual counseling, which seems to be less effective.
The reintegration policy does not seem to have given special consideration to the protection and
empowerment of women as a vulnerable group in South Sudan. Although many households are
headed by women, they are nevertheless subjected to discrimination and gender based violence,
including rape. Little attention is given to other vulnerable groups of XCs, especially those who
are physically challenged as a result of injuries sustained during the war.
Insecurity is still a serious problem in many parts of the country despite some efforts in peace
building. The study noted that armed militias are still terrorizing communities. More effective
strategies of ensuring peaceful coexistence of XCs in their communities of return are needed.
vi
Such efforts could include the establishment of peace and reconciliation committees at the
grassroots that involve XCs as instruments of peace more meaningfully.
The issues and challenges faced in the reintegration process in South Sudan are closely
interrelated. They define a complex web of reciprocal causations, making it difficult to neatly
separate causes from effects. Such a multifaceted system requires a holistic identification and
analyzes of the existing inter-linkages in terms of thematic areas of the programme. The final
product should be a conceptual framework of the national programme, accompanied by an
elaborate M&E system that provides regular checks and balances to ensure transparency and
accountability
An investigation into the way African Traditional Religion as a form of Indigenous Knowledge is taught in the two Senior Secondary School Religious Education Syllabuses in Zambia : a case of two Schools in Southern Province in Zambia
Get PDFMaster i flerkulturell og internasjonal utdanningAfrican Traditional Religion, ATR, forms part of African Indigenous Knowledge. The two senior secondary school Religious Education syllabuses in Zambia have a component of African traditional religion or beliefs which the learners are supposed to understand and compare with other religious traditions in the syllabuses. The other religions in the syllabuses are Christianity, Hinduism and Islam. This study sets out to explore how ATR is actually taught and learned in class so as to ascertain whether traditional beliefs are appreciated and given space in the Western hegemonic kind of education.
To get full understanding of the position of ATR in the Religious Education syllabuses, a mixed data collection strategy was employed to allow for methodological triangulation to achieve greater validity and reliability. Document analysis of pupils’ text books and teachers’ handbooks was done. In addition, semi-structured interviews were carried out with teachers, pupils and the Religious Education subject specialist. A questionnaire was also administered to some pupils to augment the responses obtained through semi-structured interviews with pupils. Lastly, classroom ethnography was done to observe the actual teaching of ATR in Religious Education.
Findings of the study show that African Traditional Religion is not given due attention in the syllabuses. To begin with, most of the content of ATR in the pupils’ textbooks is presented in a manner which suggests that the religion or belief is dead and no longer applicable in present day Zambia. Secondly, some teachers are not conversant and willing enough to teach this body of knowledge to the pupils. On the other hand, while a small proportion of the pupils in the study did not see the need to learn this part of the Religious Education syllabus, the majority acknowledged that ATR would be beneficial to their lives if it was properly taught to them
Cape Town Teachers; Drivers for change? A study of the teachers’ role in addressing gender-based challenges in classrooms, Cape Town, South Africa
Get PDFDespite attempts by the government, non-governmental organizations and various institutions to achieve gender equality in South Africa, major challenges remain. Femicide, rape, abuse, gender-based violence and discrimination towards females are all symptoms of a gender unequal society, but is not a comprehensive list of the reality of gender inequality. Education institutions, with teachers in the front lines, play a crucial role in transforming the attitudes, perceptions and practice of gender, which leads to many of the gender-based challenges. With a theoretical and conceptual framework of gender as a social construction, socialization and critical pedagogy, this qualitative case study research explores the teachers’ role in addressing gender-based challenges, in four primary schools in Cape Town. The teachers’ experiences of addressing gender-based challenges in school, as well as the practical and pedagogical obstacles and challenges they face in doing so, lay the foundation for exploring to what extent teachers have capacity and competence to be drivers for change towards gender equality. The findings illustrate that the gender-based challenges in the classrooms are closely linked to the patterns of different social expectations towards girls and boys. Particularly, the expectations towards boys as fulfilling the “masculine” role has been viewed as an obstacle related to gender-based violence, bullying towards boy learners who do not conform to the stereotypical masculine role, and disrespectful attitudes towards female teachers. Through dialogue and practical lessons, some teachers engage learners in critical discussions, questioning the stereotypes and expectations towards gender roles. The findings indicate that female teachers to a greater extent address the gender-based challenges than male teachers, and seem to be more dedicated in doing so. By examining the pedagogical approaches applied by some of the teachers, this study argues that classrooms are a location of possibility to challenge and transform the attitudes, perceptions and practice of gender roles which often lead to gender-based challenges.publishedVersio
Disarmament, Demobilization and Reintegration (DDR) in post conflict South Sudan: A study of challenges facing reintegration of ex-combatants (XCs) in selected areas of South Sudan. Master
Get PDFMaster in International Education and Development (NOMA)This study critically examines the strategy and the challenges of the reintegration of excombatantsin
South Sudan. This study was conducted in Juba and Unity State. Data for the study
were collected and analyzed using qualitative approaches. The main data collection techniques
were in-depth interviews, Focus Group Discussions (FGD) and observations.
The reintegration model used in South Sudan emphasizes education, skills training and income
generating activities as the key strategies of achieving economic reintegration. Social
reintegration is achieved through reunification with families and participation in cultural,
religious and recreation activities. To help XCs achieve political reintegration, they are
encouraged to participate in decision making processes at the community level. Psychosocial
care is also offered to help the returnees deal with trauma and stigma.
The number of agencies involved in the implementation process has made standardization
difficult and urgently calls for a mechanism of providing oversight to the reintegration process.
The XCs are not properly briefed at the point of demobilization creating high expectations
among them. There is little follow-up of XCsin their communities of return to assess their
progress. The slow pace of economic reintegration is evidenced by complaints about food, lack
of education opportunities, training and job placement, among others.
Many XCs complain about the high fees imposed by the school system. Corporal punishment
was also found to be a common practice in schools.Although many agencies are expending a lot
of resources in the provision of psychosocial support to XCs, the model employed uses group
rather than individual counseling, which seems to be less effective.
The reintegration policy does not seem to have given special consideration to the protection and
empowerment of women as a vulnerable group in South Sudan. Although many households are
headed by women, they are nevertheless subjected to discrimination and gender based violence,
including rape. Little attention is given to other vulnerable groups of XCs, especially those who
are physically challenged as a result of injuries sustained during the war.
Insecurity is still a serious problem in many parts of the country despite some efforts in peace
building. The study noted that armed militias are still terrorizing communities. More effective
strategies of ensuring peaceful coexistence of XCs in their communities of return are needed.
vi
Such efforts could include the establishment of peace and reconciliation committees at the
grassroots that involve XCs as instruments of peace more meaningfully.
The issues and challenges faced in the reintegration process in South Sudan are closely
interrelated. They define a complex web of reciprocal causations, making it difficult to neatly
separate causes from effects. Such a multifaceted system requires a holistic identification and
analyzes of the existing inter-linkages in terms of thematic areas of the programme. The final
product should be a conceptual framework of the national programme, accompanied by an
elaborate M&E system that provides regular checks and balances to ensure transparency and
accountability
Et ekskluderende «vi»? Verdier, kulturer og kulturarv i læreplanens generelle del og i formålsparagrafen: nasjonalt fellesskap, multikulturalitet og kulturell kompleksitet
No full textArtikkelens tema er hegemoniske diskurser i Generell del av læreplanen (GD) og i ny formålsparagraf. Kulturarv, kulturer og verdier er viktige innganger til analyse av norskhets- og mangfolds-diskurser i disse styringsdokumentene. Jeg undersøker spesifikt hvilken hierarkisk ordning av verdier og kulturer som kommer til uttrykk i GD og i ny formålsparagraf, og hvilken tilnærming til nasjonal identitet og mangfold som følger av dette. Artikkelen undersøker også dokumentenes bruk av begrepene “kristne” og “humanistiske” verdier og utforsker hvordan disse forstås i forhold til hverandre og til andre tradisjoners verdier, og videre hvordan de knyttes til forståelsen av nasjonal identitet.
Innledningsvis kommenterer jeg identitetsdanning i postmoderne kulturkomplekse samfunn ved å knytte sammen Skeies analyse av tre ulike typer pluralitet med mangfolds-diskursene «multikulturalisme» og «kulturell kompleksitet». Norskhets- og mangfolds-diskursene som kommer til uttrykk i læreplanen tolkes i lys av to samfunnsanalyser: Gullestads analyse av norsk samfunnsdebatt («det nasjonale fellesskapet» og «likhetens skillelinjer») og Slagstads analyse av religion og nasjonsbygging.
Siden vekten ligger på diskurser i de skriftlige dokumentene, sett ut fra ideologiske strømninger i samfunnet, er det den ideologiske og den formelle læreplan (Goodlad) som er i fokus. Min undersøkelse viser at GD, liksom formålsparagrafen, gjenspeiler den nasjonale diskursen om forestilt likhet og forestilt fellesskap, der likhetens skillelinjer går mellom majoritetens norske «vi» på den ene siden, for hvem «kristne og humanistiske verdier» tenkes å utgjøre en symbiose, og språklige og kulturelle minoriteter på den andre. Denne forståelsen utfordres av den hegemoniske samfunnsforskningen, som forstår mangfold ut fra kulturell kompleksitet
- …
