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Education Studies

Permanent URI for this communityhttps://hdl.handle.net/10413/7172

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Browsing Education Studies by SDG "SDG10"

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    Identity reconstruction of black african learners in a muslim primary school.
    (2022) Makhanya, Euphemia Nonhlanhla.; Mkhize-Mthiyane, Ncamisile Parscaline.
    The overarching objective of this study is to explore and understand how Black African Learners (BAL) reconstruct their identity and how this influences their lives. Learner identity ‘reconstruction’ is still under-researched, especially in Muslim schools. This is supported in literature, where it is highlighted that regarding learner identity studies, the becoming and changing process is either neglected or not ascribed much significance (Lundgren & Scheckle, 2019, Kerr, Dean & Crowe, 2019). The rationale for conducting this study is mainly rooted in my personal experiences and observations as a teaching practice assessor, an employee in one of the higher education institutions in KwaZulu-Natal, Durban. The framework that underpinned this study was Social Identity Theory (SIT) by Henri Tajfel (1974). This theory assisted me in exposing what learners think and how they interpret their educational experiences, which include what they see and how they feel about multiple realities in their school, across, within, and between cross-cultural and post-disciplinary boundaries, as proposed by Wilber (2005) and Marquis (2007). An interpretivist paradigm and qualitative case study was adopted. One Muslim Primary School (MPS) and five learner participants were purposely selected. Data was generated utilising written narratives, semi-structured one-on-one interviews, and focus groups discussions where these were transcribed and thematically analysed. The findings of the study revealed that identity reconstruction of BAL in MPS represent a lever that can perpetuate or decrease inequality; depending on how it is philosophically interpreted. Immigration was viewed as one of the precursors for identity reconstruction sparked by immigration of BAL families from other parts of the continent into South Africa. Furthermore, BAL encounter a wide range of experiences that incorporate more painful, positive, and even contradictory, perceptions about self. The study concludes that identity reconstruction in an MPS ought not to be framed by foreign conceptions, but should rather be anchored in local, indigenous knowledge systems and practices. Instead, BAL should build up their Black African dignity and reclaim African-Muslimcentric identity; something to look forward to as democracy matures in South Africa, as BAL individually and uniquely reconstruct their identity.
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    School managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19.
    (2023) Biyela, Thokozani Andreas.; Mpungose, Cedric Bheki.
    This dissertation presents a qualitative case study of sixteen school managers specifically school principals. This study was conducted with the main purpose of exploring the school managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19 in the Zululand District. Furthermore, the study employed an interpretive paradigm. In addition, this paradigm has been utilised because the study aims at exploring the three missing levels of perception (knowledge, skill, and attitude) during curriculum supervision. The study sought to understand why school managers resist to use EdTech (educational technological) resources to supervise curriculum. In addition, an interpretive paradigm and case study were used on sixteen participants to gain the meaning in real situation. Subsequently, reflective activity, one-on-one semi-structured interviews, and focus groups were used to generate data. Moreover, the study used non-probability sampling methods, comprising purposive and convenient sampling. This study was framed by the by the curricular spider web (Van den Akker et al., 2010). Further to this, the theory that shapes this study is technological pedagogical content knowledge (TPACK). Data were analysed using guided analysis, which employed both deductive and inductive methods. Finally, ethical considerations related to qualitative research were explored such as trustworthiness, confirmability, dependability, transferability, and credibility. The findings of the study reveal that school managers were driven by knowledge perception to supervise curriculum when using EdTech supervision aids. The school managers could indicate the lack of technological resources and knowledge in schools. Even though there is a policy in place, some school managers are non-compliant with that policy. The study recommends the Department of Basic Education to install Wi-Fi in all schools to enforce the policy implementation. Moreover, the study further recommends that curriculum developers work alongside information and communication technologies (ICT) team specialists to advocate paperless curriculum supervision, train, and enhance school managers on software and ideological-ware EdTech supervision aids.