The lived experience of xenophobia within a South African university
- Authors: Sorensen, Thomas
- Date: 2012
- Subjects: Xenophobia -- South Africa , Multicultural education -- South Africa , Refugees -- Education -- South Africa , Immigrants -- Violence against -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9944 , http://hdl.handle.net/10948/d1013272
- Description: South Africa’s borders were opened up in 1994 after Nelson Mandela became president. Since then South Africa has been battling xenophobia as immigrants from African nations started to come to the rainbow nation for a better life away from persecution, civil wars, and extreme poverty. Still, up until 2008 when massive riots broke out in Alexandria Township in Gauteng, xenophobia was an unknown word to most people outside academic, social work, and government circles. This has all changed now as 2008 will in all likelihood be remembered as the year when xenophobic violence erupted in South Africa and became a general feature in our daily media bulletins, prime time television broadcasts, and in our society as a whole. The South African university where the current study took place was also affected by xenophobia although without any displays of public violence. The current study sought to understand and describe the lived experience of xenophobia by individual, international, African students at a South African university. The study adopted a qualitative approach and the methodology used was multiple case studies employing Tesch’s model of content analysis. The findings of the study showed that the research participants, as a combined group, have lived through a wide range of xenophobic experiences excluding physical violence and that the research participants’ personal characteristics influenced their exposure to and experience of xenophobia. The study contributed to the understanding of the lived experience of xenophobia within a South African university by international, African students.
- Full Text:
- Date Issued: 2012
- Authors: Sorensen, Thomas
- Date: 2012
- Subjects: Xenophobia -- South Africa , Multicultural education -- South Africa , Refugees -- Education -- South Africa , Immigrants -- Violence against -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9944 , http://hdl.handle.net/10948/d1013272
- Description: South Africa’s borders were opened up in 1994 after Nelson Mandela became president. Since then South Africa has been battling xenophobia as immigrants from African nations started to come to the rainbow nation for a better life away from persecution, civil wars, and extreme poverty. Still, up until 2008 when massive riots broke out in Alexandria Township in Gauteng, xenophobia was an unknown word to most people outside academic, social work, and government circles. This has all changed now as 2008 will in all likelihood be remembered as the year when xenophobic violence erupted in South Africa and became a general feature in our daily media bulletins, prime time television broadcasts, and in our society as a whole. The South African university where the current study took place was also affected by xenophobia although without any displays of public violence. The current study sought to understand and describe the lived experience of xenophobia by individual, international, African students at a South African university. The study adopted a qualitative approach and the methodology used was multiple case studies employing Tesch’s model of content analysis. The findings of the study showed that the research participants, as a combined group, have lived through a wide range of xenophobic experiences excluding physical violence and that the research participants’ personal characteristics influenced their exposure to and experience of xenophobia. The study contributed to the understanding of the lived experience of xenophobia within a South African university by international, African students.
- Full Text:
- Date Issued: 2012
A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
- Full Text:
- Date Issued: 2006
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
- Full Text:
- Date Issued: 2006
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