Social Science Education

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Social dynamics of labour relations in rural and urban industry : a sociological perspective of South African industry.
(1986) Lucas, Brian Henry.; Schlemmer, Lawrence.
From a review of sociological theory, and the main features of the South African labour environment, the enquiry was designed to identify pressures for change amongst South African industrial workers. Research involved 554 workers in five industrial situations, ranging from that peripheral to 'black homeland' areas to that of settled urban workers in metropolitan Durban, and 43 managers and supervisors. Factor analysis of data revealed three themes (the 'social dynamics' ) in terms of which workers responded consistently. The first was the causative integration dynamic, the second the responsive dynamic of orientation to change. The interaction of these dynamics defines the nature of internal labour relations. Successful management of these dynamics demanded effective conmunication and involvement. The third theme was identified as the adherence dynamic, representing extrinsic pressures or responsibilities compelling workers to find employment, and inhibiting or regulating their freedom of egress. The external environment is beyond the control of management, and is influenced by both government policy and general economic conditions. Conclusions are that historic restrictions on labour mobility and residence in South Africa have contributed significantly to conditions hindering achievement of South Africa's full growth potential. Growth impediment arises from accumulation of workers in work situations not of their choice, from which they cannot easily escape, and in which they become increasingly uncommitted and alienated. This contributes to gradual development of potential conflict which, considered generally assumes the character of that based on social divisions of class and race. However it also explains, through the example of South African industry, how it is possible for societies to function over long periods of time when significant levels of internal conflict and opposition remain within the bounds of equilibrium. Capitalism in South Africa is seen in the context of an interdependent spiral of gradual economic decline and rising political discontent. Essential steps in its reversal would include removal of all restrictions on personal freedom of movement, and urgent integrative management strategies. South African industry is compared with American and Japanese industry in the social dynamics context. The study draws independent support from, and lends support to theory evolved in United States industry from work done particularly by Hirschman (Hirschman, A.O., 1970), and Sayles (Sayles, L.R., 1958).
The influence of Parthenius on the new poets.
(1996) Somaroo, Harichand.; Matier, K. 0.
This thesis examines the influence of Parthenius' doctrine of erotika pathemata on the Neoteric epyllion. His influence on Cinna has been readily acknowledged, but except for a few incidental and tentative references, little has been made of his role in determining important features of Neoteric poetry; in fact, many Leading scholars in the field fail even to mention him. A survey of the evolution of the epyllion in the Hellenistic world shows a radical transformation of the Callimachean type by Euphorion and Parthenius", in the late Alexandrian era. It is clearly the late Alexandrian epyllion that became popular with the Neoterics, as the relevant works of Catullus and, what can be conjectured about the nature of the lost Neatenc epyllia suggest. There is a marked bias towards tragic love-stories, sensational and bizarre, often metamorphic and with ample scope for emotional analysis and a subjective treatment. These features closely parallel the tenor of Parthenius', summary of 36 love-stories in the Erotika Pathemata, his only wholly extant work. While the collection was dedicated to Comelius Gallus well after most of the Neoteric epyllia were written, it is safe to assume that Parthenius preached his doctrine from the time of his arrival at Rome, as his widely acknowledged influence on Cinna's Zmyrna, perhaps the first Latin epyllion, seems to suggest. This thesis cannot pretend to defend Ross' extravagant claim that "without Parthenius' timely arrival there could have been no New Poetry"; but it can attempt to illuminate Parthenius' central role in establishing the nature of the Neoteric epyllion. This study has been undertaken, then, in the belief that Parthenius' influence on the Neoterics and on the creation of a new genre at Rome warrants closer scrutiny than has so far been attempted. Thus, it seeks to provide an alternate basis for the analysis of poems like 63 and 64, and heralds a possible shift from the emphasis on the autobiographical approach, which, though undoubtedly valid, has been belaboured in recent years to the point of excess. Abbreviated title: Erocika Pathemata and the Neoteric Epyllion.
An exploration of adolescents' problems and ways of coping in a South African context.
(2005) Gillespie, Cecilia Veronica.; Hough, Angela Mary.
Many areas of development converge as adolescents confront their major task of establishing an adult identity. However this is a complex task complicated by the difficulties experienced in the South African context. Concerns about health and well-being, coupled with research findings that emphasized adolescents' reluctance to seek help, prompted a review of adolescents needs. The present study explored the problems experienced and the coping styles used by a sample of adolescents living in the South African context. Participants' self-esteem was examined in relation to styles of coping that were employed. Data was gathered from questionnaires distributed to adolescents from three schools in the locality of Pietermaritzburg, KwaZulu-Natal, including one rural school and two urban schools. The final sample consisted of 362 subjects. The data were analysed using frequencies, factor analyses, Pearson's correlation coefficient and regression analyses. The results of the study showed that adolescents experienced problems which included difficulties related to school achievement and maintaining standards; money problems; interpersonal problems regarding relationships with parents and family, friends and partners; intrapersonal problems, dealing with personal problems, depression and not wanting to live; and future related concerns, involving qualifications, careers, and employment. Three coping style described strategies employed by adolescents to manage their concerns: Internal coping, Active coping, and Withdrawal or an Avoidant style of coping. Of the three styles participants used an internal style of coping most frequently overall. However, all styles of coping were used interchangeably in order to solve problems of different types. Coping styles were found to be specific to particular problem domains. Analysis of self-esteem was carried out for participants from one urban school only, as the scale did not meet the criteria for reliability for the remaining two schools. Associations between self esteem and coping styles showed that a negative relationship existed between an avoidant coping strategy and self-esteem, and a positive relationship existed between self-esteem and an active coping style. Findings also showed the greater the degree of avoidance in problem solving the lower the expected level of self-esteem. This study presents findings that show evidence of adolescents' difficulties and stresses, and an emergent need for assistance at a time of change and transformation in South Africa. Where better to address these needs than in the educational environment within the framework of Guidance and Counselling. The results of this study may inform and render assistance in constructing an appropriate Life Orientation and Guidance curriculum for all schools, that will address current needs of adolescents as they confront the chief task of adolescence, that is the formation of an adult identity, a South African identity.
An investigation into educator perceptions of the implementation of the rationalization and redeployment policy in KwaZulu-Natal, South Africa : the Port Shepstone/Harding district as a case study.
(2005) Tshabalala, Theresa Nthabiseng.; Trotter, Kirsten.
Much has been said about rationalization and redeployment in socio-economic and political circles in South Africa, with many of the associated problems inherited from the apartheid government. These problems included, but were not limited to, the following: lack of learner support materials (textbooks, desks), insufficient and overcrowded classrooms, libraries and laboratories and human resources (insufficient trained teachers, especially in mathematics and science in townships and rural schools of South Africa). These problems have proved detrimental to effective teaching and learning and have created almost impossible working conditions for the majority of teachers. In order to comply with the Constitution of the country and the culture of human rights, the achievement of equity in the education sector of South Africa became a central component of attempts to restructure education in post- apartheid South Africa. It remains one of the most pressing issues in the politics of educational reform. To address years of imbalance in education, a number of policies were created and implemented. One such policy was the rationalization and redeployment of teachers from advantaged schools to previously disadvantaged schools. This policy was the principal mechanism for achieving equity, both between and within provinces. The pupil- toteacher ratio is one of the key indices of unequal per capita expenditure in schools in different communities as well as an important determinant of quality in South African education. It is a good policy on paper, but the implementation thereof has not been easy. Many obstacles have been encountered in the process of implementation. These include: (i) lack of a comprehensive teacher database which clearly indicates the number of teachers to be redeployed, (ii) lack of clear and concise information for the general public - absence of effective channels of information distribution and communication, (iii) lack of motivation to co-operate for those who would be directly affected, (iv) lack of decentralised decision making- processes, (v) the financial constraints experienced by the provinces of South Africa during the process of implementation. Regardless of the support policies enjoy from authorities, many policies do not receive the support of the public, especially if they require unpopular action - a situation that applies to the redeployment of teachers in South Africa. The involvement in and acceptance of the policy by all stakeholders is crucial. Research instruments such as face-to-face interviews were used to gather the data presented in this research. Interviews were conducted to gain insight into the perceptions of teachers of the rationalization and redeployment policy in selected schools in the Port Shepstone/ Harding district. The research explored the contradictions and consequences that underpinned the rationalization and redeployment of teachers in KwaZulu- Natal.
"History through drama" : perceptions, opinions, and experiences of history educators in the further education and training (FET) band at schools in the eThekwini region, KwaZulu-Natal (KZN).
(2007) Pillay, Ansurie.; Wassermann, Johannes Michiel.
The National Curriculum Statement for history aims to make history accessible and enjoyable to all learners. To do this, educators have to interest and engage their charges in the classroom by using learner-centred methodologies, including drama strategies. This study aimed to determine the perceptions, opinions, and experiences of history educators in the Further Education and Training (FET) band at schools in the eThekwini region, KwaZulu-Natal (KZN). To determine such perceptions, opinions, and experiences, mixed research was undertaken using both quantitative and qualitative methods. The research process began with the quantitative method using a questionnaire, and was followed by the qualitative methods using interviews and observations. However, data analysis of both strands of the research process was integrated, following the requirements of mixed research. The research revealed that while the sampled educators experienced many frustrations in their classrooms, they claimed to want to improve their methods of teaching. They alleged to believe in the power of drama strategies to engage their learners and build historical skills, but very rarely used these strategies. Because they perceived drama to imply putting on a play, they could not envision drama strategies to serve as effective teaching methodologies, and generally used traditional methods of talking and reading in their history classrooms to feed facts to learners. The system in which they worked appeared to conspire against them as it demanded prescriptive requirements while advocating creative methodologies. Thus, sampled history educators resorted to what had worked in the past, and used methodologies which no longer conformed to the present curriculum's requirements.
An investigation into the implementation of oral history in the further education and training (FET) phase in selected KwaZulu-Natal (KZN) schools.
(2008) Wahlberg, Barbara Clair.; Wassermann, Johannes Michiel.
The National Curriculum Statement (NCS) for history, in accordance with the pedagogy of Outcomes Based Education (OBE) and Curriculum 2005 (c2005), aims to make history learner-centred, emancipatory and skills-based . The inclusion of oral history in the Further Education and Training (FET) phase speaks to this methodology and aim , along with addressing the need to rewrite South Africa 's history and acknowledge the biases that exist in the written record. This study aimed to determine the perceptions, opinions and experiences in the implementation of oral history in the FET phase in selected schools in KwaZulu-Natal (KZN) through the 'voices' of history subject advisors, history teachers and former history learners. To determine such perceptions, opinions and experiences, the methodology of qualitative research was employed. This included convenient sampling, semi-structured interviews and a document study. Data and document analysis followed, using the methods of coding. The research revealed that while the sampled history subject advisors, teachers and former learners view oral history in the FET classroom in a positive light, problems and difficulties are being encountered. The implementers of oral history and of all official curriculum policy documents are the subject advisors and the teachers. The various levels of implementation that take place based on the Department of Education (DoE) and the KwaZulu-Natal Department of Education (KZNDOE) policy documents, are being carried out to the best of the implementers' abilities under difficulties that can be associated with a new curriculum, new methodologies, and a new content that has to be delivered in accordance with the NCS and c2005.
Conceptualising historical literacy in Zimbabwe : a textbook analysis.
(2009) Maposa, Marshall Tamuka.; Wassermann, Johannes Michiel.
While debates rage over the relevance and worth of school history, history has been one of the five compulsory subjects up to Ordinary Level in Zimbabwe. However, far away from the corridors of power, it is essential that research be conducted on what school history is for and what represents that which the learner of school history acquires through at least eleven years of school history studies in Zimbabwe. Using the concept of historical literacy as its framework, this study is an analysis of three Ordinary Level history textbooks in Zimbabwe to explore how historical literacy manifests itself in Zimbabwean school history textbooks. In a context of increased government concern over what and how school history should be taught, the study explains how the textbooks that were produced more than ten years ago can still be turned into resources for the propagation of patriotic history, which emerged in the last decade. While conceptualisations of historical literacy continue, I argue for multiple historical literacies, that is, historical literacy which actually takes different forms in different times, spaces and contexts. Thus, what is represented as historical literacy in Zimbabwean history textbooks is not necessarily what historical literacy is elsewhere. This research is a qualitative textual analysis which was conducted in an interpretivist paradigm. I employed historical discourse analysis, question analysis and visual analysis as the analysis methods. The analysis was conducted through an instrument created from the benchmarks of the conceptual framework. The study concluded that despite attempt to push for an activitybased curriculum, historical knowledge, especially the nationalist narrative, is still the dominant benchmark of historical literacy in Zimbabwean textbooks. As a result, the current textbooks can be used, not only for a state sanitised version of historical literacy, but also a version of political literacy.
How does historical literacy manifest itself in South African grade 10 history textbooks?
(2009) Waller, Brenda Jane.; Wassermann, Johannes Michiel.
The aim of this study was to identify how historical literacy manifested itself in Grade 10 history textbooks. The use of two distinct time periods was used in my study to chart the changes in history education, in South Africa. Pre-1994 detailed the nature of history education and history textbooks during the times of the Boer and British Republics to apartheid era history education. Post-1994, on the other hand, depicted the change, or lack thereof, of history education and history textbooks from the 1994 democratic elections to its current state. Despite the changes in history education between the two eras, the use of history textbooks was, in the context of this study, the vehicle to deliver the curriculum. In the light of the progression of history education and its link to history textbooks, the purpose of this study was threefold, which was purported through the use of three research questions, namely to firstly ascertain what kind of historical literacy was envisaged by the NCS – history. Secondly, to examine the views of history textbook authors concerning their opinion of school history (historical literacy). Thereafter, it was imperative to analyse Grade 10 textbooks in order to ascertain how historical literacy manifested itself therein so as to satiate the question of the thesis. My data sources were the National Curriculum Statement for history (2003), Grade 10 history textbook authors and three Grade 10 history textbooks. The methodology was qualitative and informed by an interpretivist approach. Open coding and Fairclough’s (2005) analytic instrument for discourse analysis was applied to data. Thereafter, a deeper conceptual understanding of historical literacy was engendered through the use of the Toolkit for Historical Literacy. Historical literacy is a complex process wherein a number of criteria facilitated the concept. Attainment of these factors of historical literacy would ensure mastery of the discipline. Historical literacy comprised of historical content knowledge which was a balance between knowing information as well understanding the past. Multiple sources, together with historical skills and historical concepts were vital for historical literacy to construct and evaluate knowledge. In addition, historical literacy furthered a case for developing a moral and ethical framework wherein the past could be judged. Historical consciousness, born of historical literacy, allowed for learners to make a connection with the past. Furthermore, historical literacy encompasses a number of modern concepts for the case of historical literacy, namely ICTunderstandings and representational expression. Therefore, historical literacy should be multi-disciplinary and multi-dimensional. The findings of this study were numerous. Historical skills, historical concepts, understanding and knowing the past, moral judgements in history and a source-based methodology was the encompassing form of historical literacy from the Grade 10 history textbook authors. At the core of historical literacy in Grade 10 history textbooks, are the role of the historian and the political influence of the NCS - history. The NCS - history endorsed all history textbooks in South Africa. The Grade 10 history textbooks revealed a potentially alarming factor for the case of historical literacy. The historical literacy advocated by the Grade 10 history textbooks is a far cry from the international version of historical literacy. No modern features of historical literacy were represented (ICT-understandings, representational expression, applied science, contention and contestability and historical consciousness). Moreover, more traditional features of historical concepts of change, cause and effect as well a means of morally judging the past through empathy are missing or not appropriately dealt with. Historical literacy in Grade 10 history textbooks is functional in terms of sourcing, contextualising and corroborating information so as to understand an event rather than know it. Historical skills are needed to complete this process. Ultimately, the type of historical literacy found in Grade 10 history textbooks is reminiscent of the Schools History Project. Historical literacy in South African Grade 10 history textbooks is not evolving or dynamic and it does not meet the requirements of the international version of historical literacy. However, it does partially satisfy the NCS - history requirements for historical literacy.
An investigation into the social sciences in the general education and training band : teachers' views and pedagogy as in relation to integration.
(2011) Iyer, Leevina Morgan.; Wassermann, Johannes Michiel.
Since the advent of democracy in 1994, there have been several turning points in South African education. One of the key changes has been the conception of Social Sciences (SS) – a learning area under the National Curriculum Statement of 2002. The structure of SS has undergone a significant change with regard to evolving from Human and Social Sciences (HSS) to its current state – SS. The DoE claims that the SS curriculum is the result of integration – a concept which has been widely accepted in the international community. The aim of this study was to investigate the views and pedagogy of SS teachers with reference to the concept of integration. I engaged in qualitative research and employed the interpretivist paradigm when analysing my data. Research instruments included semi-structured interviews, a picture identification session and a critical discourse analysis (CDA) of key SS policy documents which inform SS pedagogy. Data were analysed through the method of open-coding. The study concluded that integration has a multitude of meanings, and the conceptualisation and implementation of it differs from teacher to teacher. Integration has now become a generic concept which can be applied to socio-political, economic, educational and environmental spheres of the SS curriculum. For this reason I argue that the SS curriculum may not be foregrounded by the concept of integration, but rather an alternate disciplinary collaboration/s such as interdisciplinarity, pluridisciplinarity and multidisciplinarity. The different disciplinary collaborations has been investigated and applied to the SS curriculum within the South African educational context.
Investigating Holocaust education through the work of the museum educators at the Durban Holocaust Centre : a case study.
(2011) Gouws, Brenda Raie.; Wassermann, Johannes Michiel.
What is the work of the Durban Holocaust Centre museum educators and how are they shaping Holocaust education there? These questions provided the impetus for this study. Education about the Holocaust has been included in curricula not only in South African schools but in various countries around the world. The reasons for this extends beyond the hard historical facts and figures and go to the heart of a human search for meaning and the desire to promote democracy and human rights in society. The Holocaust was an event in which millions of Jewish men, women and children were murdered as well other ethnic groups. The dilemmas they faced and the decisions taken at that time differentiated the participants into victims, perpetrators, bystanders and upstanders. In the years since the end of World War II, people have strived to extract meaning from those events and to teach it to new generations in order to create a better world - a world in which bullying, racial and ethnic taunts and tensions, violence, discrimination against minorities and strangers, and genocide still occur. The findings show that as in other places in the world, this is the educational focus at the DHC. Teaching the history and events is the bedrock on which this social Holocaust education rests but it takes second place in the educational programme to this social goal. The findings show the local context for this learning is significant and that apartheid, racism and xenophobia all underpin the museum educators' educational philosophies while mother-tongue language moulds their teaching strategies. The museum educators play a pivotal role in presenting the educational programme and in so doing shaping the Holocaust for the visiting learners and teachers.
Literacy practices of the African Gospel Church members in the KwaMashu Circuit, Durban : a case study.
(2011) Dlamini, Leonard Dumisani.; Lyster, Elda Susan.
This is an exploratory qualitative study which is an in-depth investigation into the literacy practices of the congregants of the KwaMashu African Gospel Church circuit (Durban). The study focuses on the practices, uses and values that the congregants attach to literacy. The contribution of this study can be summarised by the following three points: 1). The church is a potential domain or institution that can contribute to the eradication of illiteracy and promotion of literacy skills. 2). Literacy seems to be integral in all spheres of life. 3). Literacy is situational or contextual; therefore, formal literacy cannot always be generalized. There are four critical questions posed by the study: 1). What are the literacy practices that the church members engage in? 2). What are the literacy events occurring or identified in the church? 3). How do church members value literacy? 4). How do non-literate church members cope with the literacy demands of church literacy practices? The study aimed at exploring how literacy is used and valued by the members of this church. The data was collected and analysed qualitatively from three categories of participants (leadership, non-literate and literate congregants) who are its members. The study revealed that literacy is used and valued by the congregants. It further revealed that in the literacy events that were studied congregants had a tendency to use orality and literacy mediators. Although these appeared to be coping means for non-literate members, the study revealed that even the literate members sometimes made use of literacy mediators and orality. The study concludes that despite the culture of Pentecostalism (reliance on guidance by Holy Spirit and tendency towards oral practice of religious activities), literacy appears to be integral to and irreplaceable in this church.
Heritage in contemporary grade 10 South African history textbooks : a case study.
(2011) Fru, Nkwenti Raymond.; Wassermann, Johannes Michiel.; Maposa, Marshall Tamuka.
Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks.
Understanding sexual risk amongst teenage mothers within the context of the HIV and AIDS pandemic.
(2012) Hamid, Alvi.; Singh, Shakila.
HIV and AIDS is still a major problem especially in Sub Saharan Africa. The levels of new infections are still relatively high which implies that the numerous national and international efforts to curb the transmission of HIV are not having the desired effect. Furthermore, the accelerated rate of teenage pregnancy is also indicative of the failure of these efforts. The high teenage pregnancy rate suggests that many teenagers do not practise safe sex. This could be attributed to the many pressures teenagers experience regarding sex and sexuality. Teenage mothers are likely to experience the same or double, the pressure and I was curious to understand their stance on unsafe sex practises especially after having a baby. This research study elicits an understanding of how these young mothers construct, present and negotiate their sexuality within the context of the HIV and AIDS pandemic. Issues of sex and sexuality in relation to gender roles, gender identities, constructions of sexuality and teenage motherhood were investigated. The findings reveal two key points: regret inspires determination to succeed and that love and romance are dominant discourses in the construction of sexual risk among teenage mothers within the context of the HIV and AIDS pandemic. All the teenage mothers in this research study indicated that completion of their studies should have taken priority to motherhood. Even though most of the participants in this study acknowledge that love and romance are essential, they are now more cautious and either abstains from sex or practise safe sex. This research study has found that the hardship and responsibilities associated with motherhood have served to motivate these participants to change their risky sexual behaviour and verifies Burr’s (2003) social constructionist perspective by showing how identity is fluid and context dependent, relying on social interactions and experiences.
An exploration of the ideology in economic and management sciences textbooks : a critical discourse analysis.
(2012) David, Roshnee.; Suriamurthee, Moonsamy Maistry.
Pupils acquire skills, knowledge, values and attitudes through the important institution of education. An essential tool used in the transmission of these socially approved attitudes and values is the textbook. Because teacher content knowledge is an ongoing challenge in South Africa, school textbooks are being viewed as an important source of content knowledge. Textbooks used in the apartheid era in South Africa were subjects of numerous studies which found that textbooks were capable of transmitting the dominant ideology of the then apartheid government. Given the important role that textbooks are expected to play in postapartheid South African classroom, it becomes crucial to examine the ideologies being reflected and transmitted through this medium of instruction in the post-apartheid era. This study therefore set out to explore the ideologies that are manifest in Economic and Management Sciences (EMS) textbooks. This study adopted a qualitative research approach and engaged the tenets of Critical Discourse Analysis (CDA) as its methodological framework. The use of CDA revealed how the content of the selected EMS textbooks represent particular ideologically orientations. The dominant discourses that emerged from the analysis were the stereotypical positioning of gender roles (a subjugation of women; contingency of women‟s success on male support); entrepreneurship leads to wealth creation; the advocacy of a free-market system; reinforcement of the hegemonic positioning of business; deficient service provisioning as a normality; business and production‟s precedence over the environment and finally that globalisation is natural and unproblematic. These discourses disclose that the textbooks under study have profound strains of neoliberal ideology. The content of the textbooks legitimates the values of the free market system and neoliberalism as it reinforces and reifies the normality of personal wealth accumulation and individual endeavour. EMS textbooks were thus found to have potential as hegemonic tools capable of influencing pupils toward assimilating and accepting the ideology of neo-liberalism as being natural, ethical, moral and acceptable.
Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks.
(2012) Koekemoer, Michelle.; Wassermann, Johannes Michiel.
Abstract available in PDF version.
Formative assessment in accounting : exploring teachers' understanding and practices.
(2012) Ngwenya, Jabulisile Cynthia.; Suriamurthee, Moonsamy Maistry.; Samuel, Michael Anthony.
This study notes the relationship between changing conceptions and focus of Accounting as a discipline and its influence on the changed South African school education curriculum. The study probes whether these above conceptual and curricular changes influence teachers’ understandings of their daily practices as Accounting teachers or not, especially with regard to formative assessment and the selected pedagogy of their classrooms. In particular, the study was interested in exploring the practices of rural teachers, a relatively under-explored area of South African educational research. The study utilised a case study design focusing on one rural school in Umgungundlovu District in KwaZulu-Natal. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Three Accounting teachers who were teaching Accounting in the further education and training band were purposively selected at the school, based on their experience and expertise in Accounting. Data were collected from interviews, lesson observations and document analysis to respond to the key research questions of the study. Field-notes were used to elaborate further on the data produced from interviews and lesson observations. The critical research questions explore teachers’ understandings of formative assessment and their use of it in their classroom, attempting to explain why they understand and apply formative assessment in the way that they do with respect to Accounting teaching in their specific contexts. The study revealed that teachers ostensibly seemed to know about the changes in the official curriculum expectations of the new educational policy. However, these shifts in understanding were relatively superficial and procedural; hence the teachers were not able to translate them into any deep cognitive level in their teaching practice. Their changes in practices were also marginal and limited with respect to the nature of the reconceptualisation of Accounting as a discipline. This was reflected in simple operational level of implementation of the specified curriculum requirements. Their practices placed their learners and their backgrounds as central to their selected teaching choices, instead of the nature of their rural schooling context. Findings of this study revealed that the over-specification of the formal curriculum, teachers’ under-developed understandings of the discipline and the new curriculum and their interpretation of contextual pedagogical responsiveness appear to be possible impediments to teachers’ practices. In an attempt to cope with these challenges teachers devised their strategies to sustain their practices. What emerged from the study is a kind of ‘communal pedagogy’ which teachers developed through their practices in a rural context. Although these practices are not regarded as of a qualitatively sophisticated progressive kind of pedagogy, teachers see contextually appropriate value in them. The study emphasises the need to look beyond the overt practices of rural school teachers, and instead to focus on what informs these practices. While the study is not celebratory of the communal pedagogy, it does attempt to shift the thinking about these practices by focusing on understanding what they are trying to respond to. The study therefore highlights the need to understand teachers’ own explanations of their practices, rather than condemning them. The study suggests that the teaching practices within rurality should not be judged and pathologised because of their specificities of responsiveness to highly contextualised and more likely appropriate factors.
An exploration of first-year, non-major accounting students' learning experiences at a private higher education institution in South Africa.
(2012) Naidoo, Tamara.; Suriamurthee, Moonsamy Maistry.
This research project focuses on Accounting education at tertiary level. There is limited understanding of students' experiences of learning Accounting in higher education institutions. Furthermore, Accounting is generally perceived as a difficult discipline, especially for novice first-year, non-major Accounting students. In this research study the purpose and focus were to explore first-year, non-major Accounting students' experiences when learning Accounting. The study attempts to answer two key research questions pertaining to first-year, non-major Accounting students' experiences when learning Accounting, and to show how their experiences influence their learning of Accounting. The study was conducted at a private higher education institution in South Africa where first-year Accounting is a compulsory element of an undergraduate commerce degree. The research participants sampled for this study were six first-year, non-major Accounting students, some of whom were novice Accounting students while others had studied Accounting in high school up to Grade 12. A qualitative research methodology was adopted to generate data using an interpretive case study approach. Research methods included semi-structured interviews and participant reflective journals. Data were analysed using open coding, and the findings categorised according to themes. Some of the key findings of this study revealed that students' experiences were influenced by teacher/lecturer qualities, students' perceptions and preconceptions of Accounting as a discipline, and the abstract nature of the Accounting discipline and its discourse. Other factors influencing students' learning experiences included their agency, resilience and determination, the effect of Accounting assessments, and ability streaming. This study concludes with a discussion of recommendations based on the findings. These point to the need for staff development workshops for Accounting lecturers, with an emphasis on students' emotions and perceptions when learning Accounting, so that lecturers are more aware of the extent of students' anxieties, insecurities and negative perceptions. Other recommendations include more post-plenary workshops for first-year Accounting students and development of different programmes for novice, non-major and Accounting major students, since these cohorts of students have differing career Accounting competence expectations.
Managerial accounting and financial management students' experiences of learning in a writing intensive tutorial programme.
(2012) Bargate, Karen.; Suriamurthee, Moonsamy Maistry.
Managerial and Financial Management (MAF) has traditionally been perceived by students as a difficult subject. Students do not fully grasp the underlying disciplinary concepts and struggle to transfer knowledge from one context to another. There is a dearth of research, particularly in South Africa, into how students learn in accounting programmes. This study sought to explore MAF students’ experiences of learning in a Writing Intensive Tutorial (WIT) programme at the University of KwaZulu-Natal. The WIT programme is based on the principle of using informal exploratory writing, writing-to-learn, to support students’ learning of MAF. Informal writing is low stakes, ungraded, and encourages critical thinking and the learning of concepts, rather than focusing on grammatical correctness. The study was informed by the tenets of social constructivism and was conducted within a qualitative interpretative framework. Principles of case study research were applied in the data generation process. Purposive sampling was applied that reflected the MAF population in regard to race and gender demographics and academic ability. The participants were 15 MAF students who voluntarily participated in an 18-week WIT programme. Interactive Qualitative Analysis (IQA) (Northcutt & McCoy, 2004) was used for the research design and as a data analysis tool. Following IQA protocol, focus groups were used to generate affinities (themes) of students’ experiences of learning in the WIT programme. From the affinities generated a system diagram was constructed. In-depth semi-structured individual interviews were conducted at the end of the programme to further probe participants’ learning experiences. The primary affinity driving the system was the programme structure. which drove the other affinities – understanding of concepts, challenging the participants, the written tasks undertaken (secondary drivers), making learning fun, improved study techniques and test preparation, criticism of the programme (secondary outcomes), increased personal confidence and the interactive nature of the programme (primary outcomes). The thesis concludes with a proposal of an inductively theorised model. The model derives from the major findings in the study regarding students’ experiences of learning in the WIT programme. The model offers insights for higher education programme designs that utilise writing-to-learn pedagogies and can provide opportunities for students’ to develop deep, conceptual learning in higher education.
Why do rural learners choose or not choose history?
(2013) Mhlongo, Daniel Muziwokubongwa.; Wassermann, Johannes Michiel.; Maposa, Marshall Tamuka.
The aim of this case study was to understand why in the rural area of Zululand, South Africa learners chose or did not choose History as a school subject. Qualitative research methods, including open-ended questionnaires and semi-structured interviews, were used in the process. Both learners and teachers made up the research population. What emerged in terms of results was that learners in a rural context did not choose history as a subject because they were influenced by their peers, parents, siblings and teachers not to do so. In the process those who did choose History were belittled. Learners also did not choose History because they did not like certain topics like apartheid, found the subject boring and too much work, thought the subject would not give them work and would hamper their efforts to go to university and to leave the rural areas behind. However, a small group of learners did, despite the pressure that they had to endure, elected to do History at school. They chose the subject because they liked the kind of knowledge that History represented and the actual content of the subject and viewed History as something that must be told to others. They also thought the subject would provide them with work in a rural context. Importantly learners who did choose History did see a future for themselves in the rural areas. What can be concluded is that History as a subject is under immense pressure in rural schools from all sides because of misrepresentations and negative experiences around the subject. It is only a small group of dedicated learners who still chooses the subject in a rural context.
HIStory : masculinity and history in an independent boys' school.
(2013) Rogers, Adam.; Wassermann, Johannes Michiel.
Boys do not learn history in isolation. They learn history in genderised and genderising institutions. Many all-boys’ schools construct their own particular kind of masculinity that is unique to the school. This may be the result of the needs of the particular clientele or may have been constructed over time or in the case of long-established schools it may even be a by-product of a by-gone era. Thus the construction of masculinity is strategic. Few studies have sought to highlight the impact that masculine gender construction plays in boys’ understanding of history particularly within the context of an independent boys’ secondary school in South Africa. The subjects of this study were all born in 1991 or 1992 - at the time of this country’s political and educational transformation. In growing up they have known nothing but a democratic South Africa and their history education has been entirely in keeping with Outcomes Based Education (O.B.E) and that of the official history curriculum as outlined in the National Curriculum Statement (N.C.S) – History. However, these boys have also grown up male in this democratic South Africa characterized by, amongst other things, gender equality. What this study sought to uncover was how boys’ understanding of history interplays with the construction of their personal and collective masculine identity. Furthermore this study also sought to understand whether boys in learning history come to some understanding of a just sense of masculine construction. Using the script of the play The History Boys as one of the mirrors against which I held my study, I also made use of the post-structuralist Lacan’s (1949) Mirror Stage model to make sense of the data generated by my research. Immersing myself in boy-centred research I made use of a bounded case study using a purposive sample. The qualitative methods of narrative inquiry and focus group interviews were used to generate the data that was then coded and analysed using open coding. In addition I drew on the epistemology of the pro-feminist theorists in order to frame my research. Ultimately this case study sought to give voice to boys’ experiences in order to investigate the impact of masculinity on their understanding of history and how history education in turn informs the boys’ masculine identity. Through an intertwining vine of unofficial history made up of influential role players such as family members and friends, the school as a masculine regimenting agent and official school history over both primary and secondary schools, the boys of this study sometimes found themselves to be lacking because they did not measure up to the ideals of the traditional hegemonic form of masculinity. At other times, through their study of official history, these boys were able to dominate other boys because of their possession of historical knowledge thus formulating their own hegemonic masculinity as embodied in the history boy. Masculine hierarchies were therefore found to be constructed by institutions, teachers, subjects like history and boys themselves. The official South African history curriculum is a transformative one that seeks to achieve an appreciation of gender equity and a sensitization to power dynamics at play in a constantly evolving South African society. However, the institution in which the boys found themselves is not evolving. It is a traditional one that essentially aims to maintain old-fashioned or “time honoured” values. These independent school history boys learnt many contradictory lessons on what it means to be a man from the independent boys’ only boarding school in which they all found themselves as well as through official school history. These contradictory lessons all led to the conflicting and ambiguous notions of what it means to be a man. This in turn led to the creation of the hegemonic masculine form of the history boy that is established towards the top end of the masculinity hierarchy within this South African independent boys’ school.

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