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Browsing by Author "Cele, Rejoice Gugu Lindiwe."

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    Exploring teachers' strategies in teaching theme story book(s) in selected multicultural and multiracial elementary (Grade R) classrooms at the north Durban area in South Africa.
    (2015) Cele, Rejoice Gugu Lindiwe.; Buthelezi, Thabisile M.
    This study explored forty theme stories prescribed for grade R learners in a multicultural and multiracial South African classroom context. The study was mainly concerned with the representation of culture, race, class, and disabilities in grade R theme storybooks. In addition, the study explored the grade R teacher’s strategies in teaching theme stories in their elementary classrooms considering such representations in the theme storybooks. The study employed the socio-cultural pedagogical discourse theory of Bernstein as the analytical and explanatory framework. This is a qualitative case study and thus descriptive content analysis methodology was used to analyse selected texts. The unit of analysis was forty theme stories and three grade R teachers who were interviewed. The key findings of the study show that the context and images of characters in theme storybooks still portray stereotypical passive roles for gender, class, culture, and disabilities of characters in theme story books. Furthermore, the alignment of theme storybooks with CAPS document is still debatable. Some recommendations point to further exploration of grade R teacher content knowledge and the teachers teaching strategies in relation to theme storybooks and social justice issues in multicultural and multiracial classrooms.
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    Ukunyamanisa izinganekwane ekuthuthukiseni ukukwazi ukufunda nokubhala emabangeni kusukela kwelokwamukela kuya kwelesithathu:ucwaningo lokufunda ezikoleni ezikhethiwe ezisesiyingini sasephayindane, KwaZulu-Natali, eNingizimu-Afrika.
    (2021) Cele, Rejoice Gugu Lindiwe.; Buthelezi, Makhosazana Thabisile.
    IQOQA Imfundo yaseNingizimu–Afrika ibalwa njengekhombisa ukuba namazinga aphansi ekungakwazini ukufunda nokubhala uma iqhathaniswa namanye amazwe asemhlabeni emabangeni ayisisekelo. Lolu cwaningo lwethula ulwazi engilutholile maqondana nokunyamanisa izinganekwane ekuthuthukiseni ukukwazi ukufunda okubhaliwe nokubhala emabangeni asukela kwelokwamukela kuya kwelesithathu. Lwenzelwe ezikoleni lapho kusetshenziswa khona ulimi lweBele ukufunda nokufundisa. Ulwazi engilutholile ngiluhlaziye ngokuthi ngisebenzise imicabangonzulu eyahlukene exhumene nalolu cwaningo nohlaka lwenjulalwazi yemfundosiguquli kaJack Mezirow. Ngakho kulolu cwaningo ngicacise ngomgudu wesifanekisomqondweni engisilandelile, isayensi yobukhona bolwazi, nenzululwazi yobukhona beqiniso. Ngisebenzise indlelakubuka yokuhlolisisa ngoba injongo yalolu cwaningo ukuletha ushintsho. Ngibe sengisebenzisa isifanekisomqondweni socwaningo lokuchazwa kwezizwe zomhlaba esincike ocwaningweni lobunjalo botho. Ngisebenze nothisha abangama-30 abafundisa ezikoleni ezisesiYingini sasePhayindane KwaZulu-Natali eNingizimu-Afrika befundisa amabanga kusukela kwelokwamukela kuya kwelesithathu. Lolu cwaningo luveze ukuthi othisha basantula indlelande kanye nolwazi lokufundisa amakilasi axube ngokwezilimi. Kuphinde kwavela ukuthi nakuba othisha benengcindezi yokuthi kumele basebenzise indlelande yokunyamanisa kodwa abanalo ulwazi mayelana nale ndlelande futhi abakutholi ukwesekwa okwanele nguMnyango WezeMfundo Emazingeni Aphansi yingakho bengenako ukuzethemba ngokuyisebenzisa. Izimpahlasiseko ezisetshenziswayo azinalo ulimi olwakha umqondo, ulimi olukhona lunobubha, izithombe zingongqimu abangahlobene nokubhaliwe futhi azihehi. Kuvelile nokuthi ukusetshenziswa kwezinganekwane kuqinisa imfundo yokukwazi ukufunda nokubhala kulawa mabanga. Engikuphakamisile ngukuthi kumele othisha besekwe ngokuthi bathuthukiswe ekufundiseni ngokusetshenziswa kwendlelayokunyamanisa kodwa ithwaxane nezinganekwane ukuze babe nokuzethemba uma beyisebenzisa. Indlelande yokusebenzisa izinganekwane ukufundisa ukukwazi ukufunda nokubhala kumele ithuthukiswe ngabacwaningi. Amatemu Anqala: Izinganekwane, indlelande, ukunyamanisa, ukukwazi ukufunda nokubhala.