785 research outputs found
Humanising higher education in South Africa through dialogue as praxis
No full textFreire (1993) premised his pedagogical theory on the assumption that humanisation is the fundamental objective of education, and he emphasised the role of dialogue as praxis in achieving this. In South Africa, race has played a constitutive and dehumanising role in higher education since its beginnings during colonialism and apartheid (Soudien, 2015, 2016). During 2014 and 2015, higher education in South Africa came under attack from various student organisations for alleged discrimination, racism, and exclusive practices. We propose two conditions for dialogue as humanising praxis in higher education: the acknowledgement of situated selves, and the ontological need for, and right to, voice. We conclude that these conditions are interrelated and point to the possibilities of humanising post-1994 higher education. We use qualitative data from the NRF-funded project, Human rights literacy: a quest for meaning (Roux & du Preez, 2013) to explore student teachers' experiences of implicit and explicit exclusion, racism, and discrimination at institutions of higher education in South Africa
Holistic curriculum development: tutoring as a support process
No full textIn many programmes, tutorials have proved to be an effective way of providing both academic and personal support. The tutor's role in these involves different aspects of teaching and learning. In this article I explore the value of tutoring as a means of supporting the holistic curriculum development process. I reflect on the reason for introducing a system of tutoring for students in curriculum studies and the results of its implementation on students' academic performance, in order to contribute to a better understanding of this kind of intervention. A summary of empirical data on the implementation of the tutor system and feedback on the system and tutors' reflections on the process are provided. Finally, the outcomes of the implementation of tutoring on the students' performance at the end of the academic year are discussed
Religion in Education: Who is Responsible?
No full textReligion in Education1 (RiE) in South Africa seems to be the playing field of many stakeholders. This subject and/or research domain is hosted in either Departments of Religious Studies in Faculties of Human Sciences or Faculties of Education. During the ‘struggle’, that is in the past 19 years, many opportunities were created for acknowledging the importance of Religion in Education from a social construct point of view, and many expectations voiced. Religious Studies scholars and educationalists formed committees, produced published academic outputs, presented scholarly research results, put curricula together to replace the previous religious instruction mode of teaching. Since 2003, Religion in Education has a democratic government-approved policy document that enhances opportunities to explore religious diversity and to improve and celebrate respect for diversity. One can argue that religion became a force in education that needed well-qualified academe and teachers to present the new social construct for the teaching and learning paradigm. However, all the above-mentioned forces, opportunities and structures are dismally failing the research domain and the educational responsibility to our diverse society 1 Religion in Education (RiE) defines the research domain of religion in schools as subject (Religion Studies) as well as the tertiary subject in teacher training programmes at Faculties of Education (Life Orientation or Religion Studies
Religion Education as Praxis: Voices and Narratives on Teaching and Learning Experiences
No full textEngaging with human rights and gender in curriculum spaces: a Religion and Education (RaE) perspective
No full textThe introduction of the Curriculum and Assessment Policy Statement (CAPS) and how it positions religion in the curriculum requires rethinking. This article first argues that Religion and Education (RaE) has the propensity to engage a broader perspective than Religion in Education (RiE) in curriculum inquiry. The opportunity to engage in RaE in curriculum spaces has its origins in debates on religion as private or public domain. The article explores how adolescent girls from diverse religious and cultural contexts experience gender issues in their communities and society. We report on adolescent girls’ voices, their experiences and how they value gender in their own religion and culture, as well as in that of others. This viewpoint is significant for RaE for two reasons. Firstly, using gender as the research focus provides an alternative form of inquiry to create a discourse in and
around RaE. Secondly, we consider how theoretical underpinnings of human rights, namely universalism and particularism, can inform thinking about RaE epistemologically. This article argues that one needs to think differently about RaE, to consider human rights and gender theories in order to prevent voices being silenced, curriculum restricted and oppression continuedalternation.ukzn.ac.za/Files/docs/20.7/05%20Sim.pdfhttp://alternation.ukzn.ac.za/Homepage.asp
Participative intervention research: the development of professional programmes for in-service teachers
No full textRosa Cornelia Veal Papers - Accession 1766
No full textThe Rosa Cornelia Veal Papers document the professional career, pedagogical philosophy, and personal life of Winthrop College Class of 1926 graduate Rosa Cornelia Veal (1904–1967), an educator whose work spanned elementary classroom instruction, teacher education, and curriculum development during the mid-twentieth century. The collection dates from 1904 to 1978, with the bulk of the materials concentrated between the 1930s and 1940s, corresponding to Veal’s tenure as an elementary school teacher and associate professor of elementary education at Ball State Teachers College.
The collection contains a substantial body of teaching materials that provide insight into classroom practices, instructional methods, and educational priorities of the period. These include lesson manuals, workbooks, visual teaching aids, curriculum guides, and daily classroom records documenting student progress, instructional planning, and classroom activities. Particularly significant are Veal’s classroom record books from 1936–1937 and her extensive use of Compton’s Pictured Teaching Materials, which illustrate the emphasis on visual learning and subject-based instruction in elementary education.Veal’s contributions as an author and curriculum developer are reflected in her published and unpublished writings, including instructional materials created for classroom use and children’s books she helped to author, most notably I Learn to Write. Also included are developmental manuals and religious instructional works prepared under her guidance, demonstrating her interest in holistic child development and literacy education.
Personal materials in the collection include journals and planners spanning two decades, which contain poetry, reflections on daily life, financial notes, reading excerpts, and personal observations. These writings provide a rare and intimate perspective on the professional and personal experiences of a woman educator during the early to mid-twentieth century. Biographical documents—such as probate records, census materials, school report cards, and family histories—further contextualize Veal’s life and career.
The collection also documents Veal’s professional affiliations and community involvement, including her leadership in the Muncie, Indiana branch of the Association for Childhood Education and her membership in the teaching sorority Delta Kappa Gamma. Related materials include correspondence, event ephemera, name cards, and organizational records. Photographs dating from the early twentieth century through the 1940s depict Veal, family members, unidentified individuals, and travel scenes, offering visual context to her personal and professional life.
Additionally, the collection includes a wide array of educational books used by Veal as both a student and educator, as well as miscellaneous ephemera reflecting intellectual, cultural, and everyday interests. Together, the Rosa Cornelia Veal Papers provide a rich resource for research on elementary education, teacher training, women educators, curriculum development, and the lived experience of professional women in education during the twentieth century.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/2779/thumbnail.jp
Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools
No full texthttp://www.scielo.org.za/scielo.php?pid=S0256-01002010000100002&script=sci_arttex
Blurring the boundaries between Photovoice and narrative Inquiry: A Narrative Photovoice Methodology for Gender–Based Research
No full textPhotovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been predominantly underpinned by participatory action research and other community-based participatory related methodologies. This article explores the possibility of blurring the boundaries between photovoice and narrative inquiry to create a narrative-photovoice methodology for gender-based research. In this study, South African schoolgirls participate as coresearchers employing narrative-photovoice and reflect on the value and limitations of this methodology for making meaning of gender (in)equity in their everyday lives. The main findings are categorized into the following themes: (a) superstition and suspicion: a gatekeeper to gaining access, (b) embracing creativity, (c) moving beyond the abstract, (d) digital versus disposable camera, (e) and having fun while learning. In the conclusion, the authors reflect on the participants’ experiences of doing narrative-photovoice and highlight particular considerations for using this methodology
Conversations in place-space-time: human rights education in South Africa and the Netherlands
No full textAny analysis of histories and cultures of remembrance, bears testimony to the witnessing of humans who have either lived through the experiences as insiders or who have not lived through the experiences of the past as outsiders. The possibility of bearing witness to (remember) the horrors, trauma, and destitution of the human condition and to consider its implications for human rights education is what this anthology of essays is about. The editors, Anne Becker, Ina Ter Avest and Cornelia Roux, portrayed as insiders, cogently accentuate how human rights violations in South Africa and the Netherlands ought to be expiated through teaching and learning to justify and preserve dignity, self-respect, and freedom towards the advancement of affective life and humanity. Hopefully, through education, it is averred that degradation, inhumanity, and irresponsibility will be undermined and eradicated. The possibility that dignity and decency will remain in place and that it ought to be preserved at all costs even beyond the imagination, and rightfully so, seems to be at the centre of the editors’ concern for the cultivation of human rights education. In this way, apartheid, colonialism and other pervasive torments of human and non-human life should be distanced from genuine educational encounters
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