Dialogic pedagogical innovation for liberating learning practices: a case of one programme in a higher education institution in South Africa
- Authors: Mudehwe, Florence Rutendo
- Date: 2014
- Subjects: Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16225 , http://hdl.handle.net/10353/d1019737 , Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Description: The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the need to enrich experiences of students to enable them to exercise agency and change constraining circumstances in order to succeed. This study reports on one programme, a grounding programme known as the Life, Knowledge and Action (LKA) in one South African university. One of the central purposes of the LKA is to enrich students' first year experiences through liberating dialogue embedded in its pedagogical architecture. A sequential mixed methods study was carried out. A survey of first year students who had been exposed to the LKA was first carried out. This was followed by a case study of purposively selected first year students. Findings show that LKA promoted dialogue in varied ways depending on the level of the pedagogical architecture. At Umzi level students as peers across disciplines exchanged ideas freely about their circumstances and social issues. At the Ekhaya level where the abakwezeli (facilitators) were active, power dynamics emerged between students and the facilitators which had the effect of diminishing dialogical moments. At village level, there was not much discussion; instead there was a lot of lecturing. Dialogue was limited to a few minutes of discussion at the end of the lecture. The other finding was that seen from Archer's lens of morphogenetic analysis, the `articulation gap' can be seen as a structural constraint, that can be addressed through liberating dialogue which enables the students to question the status quo. There was evidence that through dialogue in the LKA, students felt that it liberated them in the sense that it exposed them to different perspectives as well as enabled them to explore alternatives. It can be concluded that through an appropriately designed dialogical pedagogy, students can be empowered to transform the structural constraints to their education and create enablers that can help them succeed in their learning. There is evidence that within the LKA pedagogical architecture, the students have the opportunity to take responsibility for their learning and thus enabled to exercise agency. It is recommended that the processes that take place at each level of the LKA architecture must be further studied with a view to discovering mechanisms at work that may undermine the liberating thrust of the programme. As a liberating core curriculum, LKA must not be limited to first year students; consideration must be given to roll it out across the levels of the undergraduate offerings.
- Full Text:
- Date Issued: 2014
- Authors: Mudehwe, Florence Rutendo
- Date: 2014
- Subjects: Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16225 , http://hdl.handle.net/10353/d1019737 , Educational change -- South Africa , School improvement programs -- South Africa , Critical pedagogy , Curriculum evaluation -- South Africa , Education --Study and teaching
- Description: The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the need to enrich experiences of students to enable them to exercise agency and change constraining circumstances in order to succeed. This study reports on one programme, a grounding programme known as the Life, Knowledge and Action (LKA) in one South African university. One of the central purposes of the LKA is to enrich students' first year experiences through liberating dialogue embedded in its pedagogical architecture. A sequential mixed methods study was carried out. A survey of first year students who had been exposed to the LKA was first carried out. This was followed by a case study of purposively selected first year students. Findings show that LKA promoted dialogue in varied ways depending on the level of the pedagogical architecture. At Umzi level students as peers across disciplines exchanged ideas freely about their circumstances and social issues. At the Ekhaya level where the abakwezeli (facilitators) were active, power dynamics emerged between students and the facilitators which had the effect of diminishing dialogical moments. At village level, there was not much discussion; instead there was a lot of lecturing. Dialogue was limited to a few minutes of discussion at the end of the lecture. The other finding was that seen from Archer's lens of morphogenetic analysis, the `articulation gap' can be seen as a structural constraint, that can be addressed through liberating dialogue which enables the students to question the status quo. There was evidence that through dialogue in the LKA, students felt that it liberated them in the sense that it exposed them to different perspectives as well as enabled them to explore alternatives. It can be concluded that through an appropriately designed dialogical pedagogy, students can be empowered to transform the structural constraints to their education and create enablers that can help them succeed in their learning. There is evidence that within the LKA pedagogical architecture, the students have the opportunity to take responsibility for their learning and thus enabled to exercise agency. It is recommended that the processes that take place at each level of the LKA architecture must be further studied with a view to discovering mechanisms at work that may undermine the liberating thrust of the programme. As a liberating core curriculum, LKA must not be limited to first year students; consideration must be given to roll it out across the levels of the undergraduate offerings.
- Full Text:
- Date Issued: 2014
Exploring pedagogical innovation in core curriculum serving first year students in a South African University
- Authors: Porteus, Kimberley Ann
- Date: 2013
- Subjects: College students -- South Africa , Educational change -- South Africa , Education, Higher -- Standards -- South Africa , School improvement programs -- South Africa , Educational evaluation -- South Africa , Curriculum change -- South Africa , Curriculum evaluation -- South Africa , Education -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16192 , http://hdl.handle.net/10353/d1006254 , College students -- South Africa , Educational change -- South Africa , Education, Higher -- Standards -- South Africa , School improvement programs -- South Africa , Educational evaluation -- South Africa , Curriculum change -- South Africa , Curriculum evaluation -- South Africa , Education -- Study and teaching
- Description: This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.
- Full Text:
- Date Issued: 2013
- Authors: Porteus, Kimberley Ann
- Date: 2013
- Subjects: College students -- South Africa , Educational change -- South Africa , Education, Higher -- Standards -- South Africa , School improvement programs -- South Africa , Educational evaluation -- South Africa , Curriculum change -- South Africa , Curriculum evaluation -- South Africa , Education -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16192 , http://hdl.handle.net/10353/d1006254 , College students -- South Africa , Educational change -- South Africa , Education, Higher -- Standards -- South Africa , School improvement programs -- South Africa , Educational evaluation -- South Africa , Curriculum change -- South Africa , Curriculum evaluation -- South Africa , Education -- Study and teaching
- Description: This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.
- Full Text:
- Date Issued: 2013
Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
Teacher adaptation of a curriculum during implementation
- Authors: Childs, Margaret Mary
- Date: 2005
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9486 , http://hdl.handle.net/10948/377 , Curriculum change -- South Africa , Educational change -- South Africa
- Description: The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.
- Full Text:
- Date Issued: 2005
- Authors: Childs, Margaret Mary
- Date: 2005
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9486 , http://hdl.handle.net/10948/377 , Curriculum change -- South Africa , Educational change -- South Africa
- Description: The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.
- Full Text:
- Date Issued: 2005
The experiences of school leaders regarding action research as a tool to enhance school functioning
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
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