IMPLEMENTING NEW IDEAS: MANAGING REALITIES OF SAFETY AND SECURITY IN SOUTH AFRICAN PUBLIC PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Gladys Sibanda
Keyword(s):  
South African ◽  
Primary Schools ◽  
New Ideas

Reading for pleasure : the influence of reading clubs in selected Bahananwa Limpopo primary schools

2020 ◽  
Vol 1 (3) ◽  
pp. 133-155
Author(s):  
Kgomotlokoa Linda Thaba-Nkadimene ◽  
Maletšema Ruth Emsley
Keyword(s):  
South African ◽  
Primary Schools ◽  
Cultural Theory ◽  
Negative Impact ◽  
Positive Influence ◽  
Reading For Pleasure ◽  
Theory Of Reading ◽  
Research Findings ◽  
African Youth ◽  
Reading Clubs

The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.

Exploring Distributive Leadership in South African Public Primary Schools in the Soweto Region

2015 ◽  
pp. 283-304
Author(s):  
Raj Mestry ◽  
Suraiya R Naicker
Keyword(s):  
South Africa ◽  
South African ◽  
Primary Schools ◽  
Distributive Leadership ◽  
Leadership Positions ◽  
Gauteng Province ◽  
Leadership Framework ◽  
Group Interviews ◽  
Formal Leadership

The increasing expectations of the principalship and the intensification of the challenges facing schools today have resulted in the emergence of distributive forms of leadership in schools worldwide. These developments prompted research in schools in South Africa, more specifically in the Soweto region, to inquire if distributed leadership had manifested. Soweto is a township in the Gauteng province of South Africa that is associated with the historic struggle against the apartheid government (pre-1994). A qualitative approach executed by means of focus group interviews was employed at three schools to explore the views of teachers who did not hold formal leadership positions. It was found that distributive leadership had not transpired in the schools that are largely rooted in classical leadership practices. This chapter provides an account of the study while elucidating the concept of distributive leadership and examines the role of formal leaders within a distributive leadership framework.

Intercultural exchanges in South Africa: Exploring music teacher experiences, understandings, and practices

2019 ◽  
Vol 38 (2) ◽  
pp. 252-266
Author(s):  
Catherine Bennett Walling
Keyword(s):  
South Africa ◽  
Deep Learning ◽  
South African ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Experiences ◽  
Vast Array ◽  
Shared Experiences ◽  
New Ideas ◽  
Pedagogical Approaches

The purpose of this study was to examine the experiences of four US music educators during and after a 3-week adult choir camp in South Africa. Findings reveal that the camp positively influenced music teacher understandings and practices, both during and after the exchange. Throughout the camp, participants navigated race, privilege and prejudice and expressed value for a vast array of shared experiences with choir mates, teachers, and homestays. Participants reflected regularly on processes of learning new musics, describing growth through authentic and at times challenging activities. Furthermore, all participants recognized that firsthand experiences were essential to deep learning. During the camp, all participants expressed hopes of bringing new ideas and music home; 2 months after returning to their classrooms, 3 of the 4 participants reported the teaching of South African songs along with modified pedagogical approaches. Ultimately, participants shared that the trip had impacted them in various personal ways, noting increased tolerance, patience, kindness, confidence and hope.

South African parents’ view of their role in the education of their young children in South Africa as democratic citizens

2020 ◽  
pp. 1476718X2093807
Author(s):  
Cecilia Klopper
Keyword(s):  
South Africa ◽  
Young Children ◽  
South African ◽  
Role Models ◽  
Primary Schools ◽  
Research Question ◽  
Democratic Citizenship ◽  
Self Control ◽  
Best Interest ◽  
Political Factors

This study addressed the knowledge gap regarding South African parents’ view of their role in the education of young children as democratic citizens. The study was conducted with parents of children younger than 8 years in 2 multicultural primary schools in Gauteng, South Africa. The explanatory sequential mixed methods research design was used to collect data from parents in order to answer the research question. The quantitative data were gathered first by means of a questionnaire, and afterwards the qualitative data were gathered by means of semi-structured interviews. The research results showed that when educating their young children to democratic citizenship, participating parents consider various values of a democratic citizen as important including responsibility, respect, participation, norms and values, peacebuilding, love, loyalty, deliberations, kindness, commitment, non-racism, non-sexism, equality, reconciliation, self-control, forgiveness, compassion, tolerance, open-mindedness, a sense of belonging, rule of law and social justice. Participating parents also regard their example as democratic citizens, respect, participation and the creation of a safe, proud and free democratic society as important. They did, however, consider the media and other bad role models as challenges when educating their young children towards democratic citizenship. The most important finding of the study is the influence of negative societal and political factors on the attitudes and opinions of the participating parents. New insights that emerged from the study includes that these parents want to do their best to educate their children as democratic citizens in South Africa, in the best interest of their children as future democratic citizens, but are hindered by certain societal and political factors.

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