Suchergebnisse

Intro -- Foreword -- Decolonising Teacher Education in the New Decade -- Preface -- Context -- Developing Teaching in Africa: What about Teacher Education? -- Culture Impact on Knowledge -- How Do We Decolonise? -- Contributors -- Basic Education -- Chapter One: Basic Education and Decolonisation in South Africa: Preparing Schools for New Challenges -- Introduction: The Flight from Barbarism -- Contexts of Post-apartheid Education -- Why Decolonisation? -- Pedagogy Fit for Purpose: Mphahlele on Humanism in Education -- Ecologies of Knowledge: Eschewing the Dominant Culture -- Preparing Teachers for Liberatory Teaching -- Concluding Comments: Confronting Barbarism -- Chapter Two: Indigenising Mathematics in Schools: Why Ethnomathematics Matters -- Ethnomathematics Changing the Culture of Teaching -- Ethnomathematics - A Methodology for Decolonisation -- Multiculturalism and Ethnomathematics Classrooms -- Communication in Ethnomathematics Classrooms -- Connections drawn in Ethnomathematics Classrooms -- Games as Innovation in Ethnomathematics Classrooms -- Critical Indigenous Theory and Ethnomathematics -- Teaching Ethnomathematics -- South African Policies and the Integration of Indigenous Knowledge in Mathematics Lessons in the Foundation Phase -- Challenges of Integrating Indigenous Knowledge in the Mathematics Curriculum -- The Future of Ethnomathematics in South African Schools -- Conclusion -- Chapter Three: Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems -- From the Past to the Present: Demystifying Science -- Towards IKS Science: A Search for a HumanisingPedagogy -- African Experiences - Brief Literature Review -- IKS in Science Classrooms: Aiming at Critical Pedagogy -- Teacher Expertise and Indigenous Knowledge Systems (IKS) -- Conclusion.

Opportunities have been opening for women since the promulgation of the post-apartheid South African Constitution, which advocates social justice and fairness, including gender and racial equity. However, critics have claimed that women in leadership positions are still a small percentage and hence transformative initiatives need to be implemented when it comes to gender equity. This case study focuses on black women school leaders in eight secondary schools. It focuses on narratives and the leaders' understanding of their roles in leading schools. The study explored the roles of black feminism, feminist consciousness and consciousness raising among black school women leaders. The major conclusions demonstrate that black women have three factors to address and these are gender, race and patriarchy. It also shows that it does not help to focus on patriarchy alone and that a revolutionary lens is critical. Furthermore, women leaders use resilience and eclectic approaches to leadership as well as building feminist consciousness through empowerment of small groups in their schools.

In recent years, africanisation of education has become a topical subject in most African countries, and South Africa is no exception. Conscientious Africans are looking at possibilities of africanising knowledge while keeping abreast with global trends. Some experts and philosophers have highlighted that making the curriculum relevant to the African context is very crucial and has a potential of enhancing learning among African learners. However, absent in many discussions are practical aspects as to how learners and their educators can play an active role in enacting africanisation of the curriculum in the learning sites. This study was conducted in the Eastern Cape Province in South Africa and the researcher employed transformational research strategies and participatory methods to investigate the potential effects of the introduction of African indigenous knowledge systems (AIKS) in a learning site. The study found that educators need to understand that democratisation of education calls for the acknowledgement that through education, learners can be assisted in making certain choices in life. The study also confirmed that part of the teachers' work is to assist the learners discover what they already have. Learners in Africa can, and should use the indigenous knowledge systems (IKS) to develop a sense of self, necessary for worthwhile living in their context. Furthermore, it was also established that transformational pedagogy would be crucial in the introduction of AIKS in the classroom. DOI:10.5901/mjss.2014.v5n8p431

The number of women who settle in urban areas from rural villages is growing in South Africa. The promise of a better life for these women in cities appears real. The government has done much in building low cost houses and bringing services to many poor families. However, as numbers burgeon, so does the demand for better life and essential services. This case study examines the experiences of eight women in educating their children in the city. They are all residents of Nene Informal Settlement where life has become hard. These participants were observed, shadowed and interviewed. Trying to feed their children, their stories reflect life of poverty and ill-health. With no full time jobs, they have no hopes of moving out of the squalor. However, the schooling of their children does not appear to be the ultimate solution to poverty. These poor women's homes lack social and cultural capital necessary to support the children. Yet, with no motivation and necessary resources, it appears as if the children will live the life of their mothers. The paper concludes by showing that unless these women change own their lives, they can never change the dire course of their children's journeys. DOI:10.5901/mjss.2014.v5n14p546

Currently the aspirant African university constantly seeks to foster relevance as it develops into the 21st century. Many African universities have begun debating about the possibilities of Africanising the curricula as they face the tide of globalization. To African intellectuals, it has become important to perceive the relevance of the African experience. However, it is not always easy to harmonize the Western experience and the African experience. This qualitative study looked at a new open and distance learning (ODL) module just introduced at the University of South Africa's (UNISA's) College of Education. The module applies the modes of heutagogy which emphasize self-determined learning. A sample of 15 students was interviewed using semi-structured interviews.The students highlighted nearness between African models and the signature module's (under study) mode of delivery. Sharing of experiences, democratic education and being conscious of the local experiences were among the factors perceived by the participants as akin to African models. DOI:10.5901/mjss.2014.v5n14p214