Implementation of multicultural education by high school teachers in multicultural classrooms in selected schools-Eastern Cape Province, South Africa
- Matshikiza, Siphokazi, Luggya, S K
- Authors: Matshikiza, Siphokazi , Luggya, S K
- Date: 2019
- Subjects: Multicultural education -- Eastern Cape -- South Africa Culturally relevant pedagogy -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11352 , vital:39064
- Description: This study deals with the implementation of Multicultural Education by High School Teachers (HST) in multicultural classrooms in selected high schools in Chris Hani West District of Education, Eastern Cape Province, South Africa. The purpose of the study was to explore the implementation of ME by HST in multicultural classrooms. The study was located in an interpretivist paradigm, which enabled the researcher to obtain data directly from the subjects themselves, by sitting with the participants and hearing their views, voices, perceptions, opinions, interpretations and expectations with regard to the implementation of Multicultural Education (ME) in High Schools. Case study research design was adopted in the study in order to get in-depth information about what is happening in schools. Purposive sampling strategy was used by the researcher to select individuals who could offer an authentic account of the phenomenon under study. The researcher collected data, which were qualitative in nature utilising basic semi- structured face- to- face interviews, focus groups, classroom observations and document analysis. The data were collected and analysed inductively for the themes and patterns to be derived. The study revealed that ME approach is being implemented by some of the teachers in the selected schools however, there were challenges encountered. According to the findings of the study, it was revealed that teachers did not receive training from the Department of Education on how to implement ME approach at the schools. It was also found that teachers were empowered only with different types of prescribed textbooks and the guidelines on the course content in their learning.The study recommends that ME should be part of the curriculum for in-service teacher training. The school policy framework should enforce and regulate the practice of ME by the HST. In this regard, teachers need to be well equipped to be able to implement ME effectively. Therefore, the classroom strategies and interventions need to be created to provide equal learning opportunities for all diverse learners from different backgrounds with different learning needs in the multicultural classrooms. However, the Department of Education should organise workshops and seminars for the teachers to be able to implement ME effectively in the classrooms. v Furthermore, the Department should ensure that the content of the books that the publishers select for the learners do incorporate ME throughout the topics and themes of the books. Adequate resources should be provided for both learners and teachers for the successful implementation of ME. Parents should be involved for new developments and curriculum transformation in the school level as vital stakeholders. This should encourage the ownership of the education process by everybody involved to yield positive outcome. Language policy on the curriculum should be revisited for all the learning areas except the learners’ mother tongue. This could make the learners understand the content of their relevant learning areas easily. Therefore, teachers need to shift from old approach to the new approach to meet and be able to address the needs of the learners effectively. Support and monitoring should be rendered by the Department of Education for the successful implementation of ME.
- Full Text:
- Date Issued: 2019
- Authors: Matshikiza, Siphokazi , Luggya, S K
- Date: 2019
- Subjects: Multicultural education -- Eastern Cape -- South Africa Culturally relevant pedagogy -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11352 , vital:39064
- Description: This study deals with the implementation of Multicultural Education by High School Teachers (HST) in multicultural classrooms in selected high schools in Chris Hani West District of Education, Eastern Cape Province, South Africa. The purpose of the study was to explore the implementation of ME by HST in multicultural classrooms. The study was located in an interpretivist paradigm, which enabled the researcher to obtain data directly from the subjects themselves, by sitting with the participants and hearing their views, voices, perceptions, opinions, interpretations and expectations with regard to the implementation of Multicultural Education (ME) in High Schools. Case study research design was adopted in the study in order to get in-depth information about what is happening in schools. Purposive sampling strategy was used by the researcher to select individuals who could offer an authentic account of the phenomenon under study. The researcher collected data, which were qualitative in nature utilising basic semi- structured face- to- face interviews, focus groups, classroom observations and document analysis. The data were collected and analysed inductively for the themes and patterns to be derived. The study revealed that ME approach is being implemented by some of the teachers in the selected schools however, there were challenges encountered. According to the findings of the study, it was revealed that teachers did not receive training from the Department of Education on how to implement ME approach at the schools. It was also found that teachers were empowered only with different types of prescribed textbooks and the guidelines on the course content in their learning.The study recommends that ME should be part of the curriculum for in-service teacher training. The school policy framework should enforce and regulate the practice of ME by the HST. In this regard, teachers need to be well equipped to be able to implement ME effectively. Therefore, the classroom strategies and interventions need to be created to provide equal learning opportunities for all diverse learners from different backgrounds with different learning needs in the multicultural classrooms. However, the Department of Education should organise workshops and seminars for the teachers to be able to implement ME effectively in the classrooms. v Furthermore, the Department should ensure that the content of the books that the publishers select for the learners do incorporate ME throughout the topics and themes of the books. Adequate resources should be provided for both learners and teachers for the successful implementation of ME. Parents should be involved for new developments and curriculum transformation in the school level as vital stakeholders. This should encourage the ownership of the education process by everybody involved to yield positive outcome. Language policy on the curriculum should be revisited for all the learning areas except the learners’ mother tongue. This could make the learners understand the content of their relevant learning areas easily. Therefore, teachers need to shift from old approach to the new approach to meet and be able to address the needs of the learners effectively. Support and monitoring should be rendered by the Department of Education for the successful implementation of ME.
- Full Text:
- Date Issued: 2019
Stakeholder relationship management of a Chinese Mining Organisation in Zimbabwe
- Authors: Chodokufa, Kudakwashe
- Date: 2019
- Subjects: Industrial management -- Zimbabwe , Mineral industries -- Zimbabwe -- Management , Investments, Chinese -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115127 , vital:34080
- Description: Media reports and research has pointed out problems in the way that Chinese mining organisations in Zimbabwe are managing stakeholder relationships. The problems ranging from disgruntled communities and allegations of labour violations. Taking into account the impact that China’s FDI has had on the ailing Zimbabwean economy research into the management of stakeholder relationships becomes imperative to understand how Chinese mining organisations build and manage stakeholder relationships. A review of stakeholder theory has revealed that there is not much emphasis by researchers on how organisations manage their stakeholder relationships, but rather on the identification and analysis of stakeholders. Research that has focused on stakeholder relationships has focused on different elements found in stakeholder relationship management and not necessarily on how stakeholder relationships should be managed. On the other hand, stakeholder theory does not seem to include social licence to operate which is important in stakeholder relationship management within the mining context. The purpose of this study is to develop a multidimensional stakeholder relationship management process for the Chinese mining organisation in Zimbabwe, showing dynamic interactions between multiple stakeholder networks with complementary, competitive and/or cooperative interests, while taking into account the possibility that interests may vary according to the underlying context. Thirteen semi-structured in-depth interviews were conducted with three stakeholder groups of a Chinese mining organisation as identified from the literature, namely employees, government and the community. The critical incident technique (CIT) was adopted in developing the interview questions and facilitated the data collection process. Participants described 36 critical incidents. According to multiple stakeholders, the findings suggest that, the Chinese managers built the relationship with multiple stakeholders through friendship, negotiation, pretend not to understand, referral, singing a contract, started with problems, they just arrived and through the government. With the same relationship being managed by the Chinese managers by being hard, rough and ruthless, authoritative, Chinese way of doing things, used avoidance, lack of competency, through a third party and resolving conflict when managing stakeholder relationships. Showing that the building and managing of stakeholder relationships is socially constructed and experienced differently by stakeholders. The positive and negative relationship characteristics influenced how stakeholder relationships are managed by the selected Chinese mining organisation. In the presence of positive relationship characteristics which included, friendship,there was flexibility, power dynamics, accountability depends on situations, commitment a show of investment, do cooperate to a certain extent, trust began with an open mind, shared values: hardwork and profit, shared values: culture was associated with the Chinese managing the relationship through being kind, supportive, motivating and understanding; complaint; through a third party; controlling; Chinese way of doing things; and performance and reward management of stakeholder relationships. Whilst negative relationship characteristics which included fear, their hearts were hardened, Chinese had power, intimidaton, not accountable, lack of commitment, communication understanding, connotations and intretations, communication done through a third party; no cooperation want to cut coners; trust are they conveying what is being said; deception and misrepresentation; trust depends on experience; being told lies and not transparent were associated with negative (being authoritative; hard, rough and ruthless; avoidance; blame shifting and pushy) stakeholder relationship management by the Chinese managers. Hence, a proposition that negative or positive relationship characteristics result in negative or positive stakeholder relationship management by the Chinese managers was propossed. The following challenges were experienced in the management of stakeholder relationships namely, communication, corruption, cheating, political environment, working conditions and broken promises. The dynamic multidimensional stakeholder relationship management process was subsequently revised to accommodate the new relationship characteristics and their positive and negative influence on how stakeholder relationships are managed. The main contribution of this study is the dynamic multidimensional stakeholder relationship management process which was developed within the context of a Chinese mining organisation in Africa. It is recommended that practitioners utilise the dynamic multidimensional stakeholder relationship management process to assist them in understanding and conducting research on stakeholder relationships. Further research is suggested on developing the research proposition made in the study and to empirically test the dynamic multidimension stakeholder relationship management process in other industries that posses different or similar contexts as this study.
- Full Text:
- Date Issued: 2019
- Authors: Chodokufa, Kudakwashe
- Date: 2019
- Subjects: Industrial management -- Zimbabwe , Mineral industries -- Zimbabwe -- Management , Investments, Chinese -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115127 , vital:34080
- Description: Media reports and research has pointed out problems in the way that Chinese mining organisations in Zimbabwe are managing stakeholder relationships. The problems ranging from disgruntled communities and allegations of labour violations. Taking into account the impact that China’s FDI has had on the ailing Zimbabwean economy research into the management of stakeholder relationships becomes imperative to understand how Chinese mining organisations build and manage stakeholder relationships. A review of stakeholder theory has revealed that there is not much emphasis by researchers on how organisations manage their stakeholder relationships, but rather on the identification and analysis of stakeholders. Research that has focused on stakeholder relationships has focused on different elements found in stakeholder relationship management and not necessarily on how stakeholder relationships should be managed. On the other hand, stakeholder theory does not seem to include social licence to operate which is important in stakeholder relationship management within the mining context. The purpose of this study is to develop a multidimensional stakeholder relationship management process for the Chinese mining organisation in Zimbabwe, showing dynamic interactions between multiple stakeholder networks with complementary, competitive and/or cooperative interests, while taking into account the possibility that interests may vary according to the underlying context. Thirteen semi-structured in-depth interviews were conducted with three stakeholder groups of a Chinese mining organisation as identified from the literature, namely employees, government and the community. The critical incident technique (CIT) was adopted in developing the interview questions and facilitated the data collection process. Participants described 36 critical incidents. According to multiple stakeholders, the findings suggest that, the Chinese managers built the relationship with multiple stakeholders through friendship, negotiation, pretend not to understand, referral, singing a contract, started with problems, they just arrived and through the government. With the same relationship being managed by the Chinese managers by being hard, rough and ruthless, authoritative, Chinese way of doing things, used avoidance, lack of competency, through a third party and resolving conflict when managing stakeholder relationships. Showing that the building and managing of stakeholder relationships is socially constructed and experienced differently by stakeholders. The positive and negative relationship characteristics influenced how stakeholder relationships are managed by the selected Chinese mining organisation. In the presence of positive relationship characteristics which included, friendship,there was flexibility, power dynamics, accountability depends on situations, commitment a show of investment, do cooperate to a certain extent, trust began with an open mind, shared values: hardwork and profit, shared values: culture was associated with the Chinese managing the relationship through being kind, supportive, motivating and understanding; complaint; through a third party; controlling; Chinese way of doing things; and performance and reward management of stakeholder relationships. Whilst negative relationship characteristics which included fear, their hearts were hardened, Chinese had power, intimidaton, not accountable, lack of commitment, communication understanding, connotations and intretations, communication done through a third party; no cooperation want to cut coners; trust are they conveying what is being said; deception and misrepresentation; trust depends on experience; being told lies and not transparent were associated with negative (being authoritative; hard, rough and ruthless; avoidance; blame shifting and pushy) stakeholder relationship management by the Chinese managers. Hence, a proposition that negative or positive relationship characteristics result in negative or positive stakeholder relationship management by the Chinese managers was propossed. The following challenges were experienced in the management of stakeholder relationships namely, communication, corruption, cheating, political environment, working conditions and broken promises. The dynamic multidimensional stakeholder relationship management process was subsequently revised to accommodate the new relationship characteristics and their positive and negative influence on how stakeholder relationships are managed. The main contribution of this study is the dynamic multidimensional stakeholder relationship management process which was developed within the context of a Chinese mining organisation in Africa. It is recommended that practitioners utilise the dynamic multidimensional stakeholder relationship management process to assist them in understanding and conducting research on stakeholder relationships. Further research is suggested on developing the research proposition made in the study and to empirically test the dynamic multidimension stakeholder relationship management process in other industries that posses different or similar contexts as this study.
- Full Text:
- Date Issued: 2019
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