1,720,963 research outputs found
Centering Humanism Within the Milieu of Sustained Student Protest for Social Justice in Higher Education Within South Africa
No full textFrom Response to Theorizing: Curriculum Genesis in South Africa from the Perspective of Critical Incidence Autoethnography
No full text
The Ethics and Politics of Researching HIV/AIDS Within the School Context in South Africa
No full textDiscrimination Practices During Workplace Learning: Their Extent and Impact on Student Learning and Lives
No full text
Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1
No full textThe skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology
embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial
in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time
Beyond counting the numbers: Shifting higher education transformation into curriculum spaces
Full text linkSince the dawn of democracy in South Africa, the path of higher education transformation has been guided by the ‘White Paper 3: A Programme for Higher Education Transformation’. This path has largely been conceptualised within a framework of equity through redress and social justice that sought to change the face of higher education through demographic changes. Hence higher education transformation largely took on a number-counting process. The curriculum changes that have taken place thus far have largely been of an instrumental and responsive modality. In this paper I argue that deep curriculum transformation in higher education will be possible if we shift our gaze from predominantly a number-counting exercise to curriculum intellectualism. The next wave of higher education curriculum transformation would be a fundamental rethink based on emerging curriculum theories
- …
