The integration of academic skills/support programmes into university department structures: a case study in the sociology of education
- Authors: Drewett, Michael
- Date: 1993
- Subjects: Education, Higher -- South Africa , Compensatory education -- South Africa , Education, Higher , Education -- Philosophy , Rhodes University. Academic Development Programme
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3327 , http://hdl.handle.net/10962/d1003115
- Description: This research focuses on the extent to which the Rhodes University Academic Skills Programme (ASP), now known as the Academic Development Programme, is able to act as an agent of progressive change within Rhodes University. In so doing it concentrates on the potential of the strategy of integrated academic development for dealing with the academic needs of university students within the context of South Africa as a society in transition. The candidate considers the inability of structuralist educational theory to account for the potential of human agency at the site of formal education. It is shown that structuralist theories provide deterministic and pessimistic accounts of the role of institutions of formal education. In support of this contention this study explores the history of ASP at Rhodes University, demonstrating that significant change in student academic development has already taken place. ASP has contributed to change within the said University through challenging traditional notions of academic development. This thesis suggests that the non-structuralist critical theory of Jurgen Habermas provides a more holistic account of ASP than do structuralist theories of formal education. Through the incorporation of Habermas's theory of communicative action a process of critical integration is explored, showing that a strategy of integrated academic development has the potential to involve all those who have an interest in university education through a process of rational discourse. This potential is strengthened by the fact that many students and staff have expressed an awareness of the need for an integrated academic development strategy. This thesis subsequently explores the possibility of there being a process of democratic and rational discourse which could lead to a progressive integration programme in the Rhodes University Department of Sociology and Industrial Sociology. This thesis stresses the contested nature of the integration process within departments. It is indicated that Habermas's critical theory is able to account for the changes which have taken place in the past and which are presently under way. It is argued that it not possible to predict future outcomes, but that if ASP pursues a process of rational discourse, it will indeed be able to stimulate a critical integrative approach to academic development in the Rhodes University Department of Sociology and Industrial Sociology.
- Full Text:
- Date Issued: 1993
- Authors: Drewett, Michael
- Date: 1993
- Subjects: Education, Higher -- South Africa , Compensatory education -- South Africa , Education, Higher , Education -- Philosophy , Rhodes University. Academic Development Programme
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3327 , http://hdl.handle.net/10962/d1003115
- Description: This research focuses on the extent to which the Rhodes University Academic Skills Programme (ASP), now known as the Academic Development Programme, is able to act as an agent of progressive change within Rhodes University. In so doing it concentrates on the potential of the strategy of integrated academic development for dealing with the academic needs of university students within the context of South Africa as a society in transition. The candidate considers the inability of structuralist educational theory to account for the potential of human agency at the site of formal education. It is shown that structuralist theories provide deterministic and pessimistic accounts of the role of institutions of formal education. In support of this contention this study explores the history of ASP at Rhodes University, demonstrating that significant change in student academic development has already taken place. ASP has contributed to change within the said University through challenging traditional notions of academic development. This thesis suggests that the non-structuralist critical theory of Jurgen Habermas provides a more holistic account of ASP than do structuralist theories of formal education. Through the incorporation of Habermas's theory of communicative action a process of critical integration is explored, showing that a strategy of integrated academic development has the potential to involve all those who have an interest in university education through a process of rational discourse. This potential is strengthened by the fact that many students and staff have expressed an awareness of the need for an integrated academic development strategy. This thesis subsequently explores the possibility of there being a process of democratic and rational discourse which could lead to a progressive integration programme in the Rhodes University Department of Sociology and Industrial Sociology. This thesis stresses the contested nature of the integration process within departments. It is indicated that Habermas's critical theory is able to account for the changes which have taken place in the past and which are presently under way. It is argued that it not possible to predict future outcomes, but that if ASP pursues a process of rational discourse, it will indeed be able to stimulate a critical integrative approach to academic development in the Rhodes University Department of Sociology and Industrial Sociology.
- Full Text:
- Date Issued: 1993
An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa
- Authors: Robertson, Sally-Ann, 1952-
- Date: 1991
- Subjects: Elementary school teachers -- Training of -- South Africa , Teachers -- Training of -- South Africa , Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2008 , http://hdl.handle.net/10962/d1015891
- Description: This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.
- Full Text:
- Date Issued: 1991
- Authors: Robertson, Sally-Ann, 1952-
- Date: 1991
- Subjects: Elementary school teachers -- Training of -- South Africa , Teachers -- Training of -- South Africa , Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2008 , http://hdl.handle.net/10962/d1015891
- Description: This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.
- Full Text:
- Date Issued: 1991
- «
- ‹
- 1
- ›
- »