Moving from faith-based concerns to demarginalising youths through the Circle of Courage

Although the demarginalisation of youths is an international concern, South African youths are viewed by various scholars and policy documents as a particularly vulnerable and marginalised group. It becomes essential to understand what characterises their marginalisation in order to find innovative ways to work towards their demarginalisation. In this article we reflect on current faith-based concerns and compare this with the specific characteristics of the marginalisation of young people. In an effort to contribute to the development of a strategy towards demarginalisation, we will explore the key features of the Circle of Courage in terms of the principles of belonging, mastery, independence and generosity. We will further propose the inclusion of Ubuntu principles in the practical application of the Circle of Courage for churches and faith-based organisations in demarginalising youth in the South African context.

Investigating teacher learning from a university programme for Foundation Phase teachers

Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents’ statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery. Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.

Consumer Reports

The purpose of this study was to describe how one group of consumers of special education services—students with or at risk for behavior disorders—experienced school. We present the perspective of these students within the social constructivist framework represented by the circle of courage, a holistic approach to childrearing and community building based on traditional Native American philosophy. Seventeen students with or at risk for behavior disorders participated in semiformal small-group or individual interviews. Thematic analysis of the interview data yielded the following three categories representative of the students' experiences with respect to the four spirits of the circle of courage: (a) the students' view of themselves with respect to each of the spirits, (b) the students' perspective about school experiences that encourage each of the spirits, and (c) the students' perspective about school experiences that discourage each of the spirits. To reflect the richness and coherence of the students' accounts, results are presented using direct quotes and discussed within the context of current research in behavior disorders.

The Evolution of Secondary Inclusion

This article offers an alternative “Circle of Courage” paradigm of education, derived from Native American culture, for creating inclusive high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. From this perspective, we examine (a) ways to reorganize the structure of secondary schools; (b) emerging best practices for improving curriculum, instruction, assessment, and student social life on campus; and (c) a process and set of communication tools to ensure needed supports for individual students. We conclude by discussing the application of the Circle of Courage paradigm of education.