An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School
- Tundzi, Kenneth Simphiwe Vuyisa
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
Contextualizing the NCS through the use of school gardens in the Butterworth area
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
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Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
How can school gardens be used for teaching environmental activities in the technology learning area at senior phase?
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
- Full Text:
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
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Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia
- Authors: Moose, John
- Date: 2009
- Subjects: Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
- Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
- Full Text:
- Authors: Moose, John
- Date: 2009
- Subjects: Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
- Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
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Social learning processes of HIV/AIDS women caregivers on their use of traditional foods and medicinal plants : the case of Raphael Centre and Keiskamma Art and Health Centre communities of practice, Eastern Cape Province, South Africa
- Authors: Shonhai, Venencia F
- Date: 2009
- Subjects: Keiskamma Art Project (South Africa) , Women caregivers -- South Africa -- Eastern Cape , HIV infections -- Study and teaching -- South Africa , AIDS (Disease) -- Study and teaching -- South Africa , HIV-positive persons -- Care -- South Africa -- Eastern Cape , Medicinal plants -- South Africa , Natural foods -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1768 , http://hdl.handle.net/10962/d1003653
- Description: The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.
- Full Text:
- Authors: Shonhai, Venencia F
- Date: 2009
- Subjects: Keiskamma Art Project (South Africa) , Women caregivers -- South Africa -- Eastern Cape , HIV infections -- Study and teaching -- South Africa , AIDS (Disease) -- Study and teaching -- South Africa , HIV-positive persons -- Care -- South Africa -- Eastern Cape , Medicinal plants -- South Africa , Natural foods -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1768 , http://hdl.handle.net/10962/d1003653
- Description: The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.
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