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Philosophies that inform discipline strategies among teachers

- Von Wildemann, Amy-Rose

Authors: Von Wildemann, Amy-Rose
Subjects: School discipline -- South Africa
Language: English
Type: Thesis , Masters , MA
Identifier: vital:9504 , http://hdl.handle.net/10948/1302 , School discipline -- South Africa
Description: Numerous teachers in South Africa are experiencing ill‐discipline within the classroom environment. They are not receiving the necessary support and guidance from the relevant departments, and thus, rely on their own reactive measures to manage the disruptive behaviour present in the classroom. Previous studies have shown that the South African Education Department has not provided all teachers with the necessary training needed to implement the new discipline strategies proposed by the Department of Education. Therefore, teachers rely on what they perceive to be effective in maintaining discipline, which is an indication of their personal teaching philosophy, as they base their own knowledge on what they have experienced and learnt in the past. This study followed a qualitative enquiry, which is descriptive and explorative. The data generation tools that were utilised for the study were, ‘drawing’ and ‘photo album’, both of which represent visual methodology activities. Furthermore, the primary aim of the study is to determine the underlying teaching philosophies that inform selected township teachers’ approaches to discipline in their classrooms. However, the findings indicated that the use of corporal punishment is still visibly prevalent in this township school. Even though it was revealed that the prominent teaching philosophy was not that of fundamental pedagogics, but featured somewhere in between the humanising pedagogy and Noddings’ theory of caring, the effects of teaching during Apartheid under the principles of fundamental pedagogics is still existent in the township.
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Premier of Blue Notes in Zurich in 1964

Subjects: McGregor, Chris--1936-1990 , Pukwana, Dudu , Moholo, Louis T. -- 1940- , Feza, Mongezi , Moyake, Nikele , Blue Notes (Musical group : South Africa)
Type: Image
Identifier: vital:13906 , http://hdl.handle.net/10962/d1002332 , McGregor, Chris--1936-1990 , Pukwana, Dudu , Moholo, Louis T. -- 1940- , Feza, Mongezi , Moyake, Nikele , Blue Notes (Musical group : South Africa)
Description: Black and white photo (front and back) of the Jazz Band Blue Notes posing for the Premier in Zurich in 1964. In the back row, from left to right: Louis Moholo, Nikele Moyake, Mongezi Feza and Dudu Pukwana. Sitting in the front: Chris McGregor.
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Re-thinking our pedagogical approaches in teacher education to subvert the neoliberal stronghold on higher education

- Athiemoolam, Logamurthie

Authors: Athiemoolam, Logamurthie
Subjects: Education, Higher--South Africa , Teacher educators
Language: English
Type: text , PDF , Lectures
Identifier: http://hdl.handle.net/10948/66405 , vital:75239
Description: The focus of this lecture is on an interrogation of neoliberalism, what it entails, the pedagogies it espouses, and some pedagogies that we could consider implementing in our classes, with reference to teacher education, or broader, to subvert its influence. While the initial conceptualisation of the university was to prepare students to be critical and creative thinkers for democratic citizenry, this notion of the university has been severely impacted with the onset of neoliberalism, which uses market-based logic to dictate the kind of knowledge that students should receive at university, as its focus is specifically on preparing them for the workplace, and nothing else. This implies that, according to neoliberalism, the role of universities is not to prepare students to become critically engaged citizens for a democratic society, but to specifically prepare them for the market economy. It is with this background in mind that the lecture commences by firstly providing an overview of the key features of neoliberalism, as it manifests in society, with reference to how it aims to disrupt democracy by infiltrating principles, synonymous with the market economy, into all aspects of society. Thereafter, the lecture will proceed to examine some of the key features that drive its agenda, such as competition, individualism, narrow minded self-interests, and its focus on preparing students for the market economy to serve a capitalist society. Using this premise as a base, the lecture will examine the impact of neoliberalism on higher education, especially in terms of how the relationship between lecturers and students becomes increasingly commodified, with a strong focus on measurable performativity. Hence universities are perceived as institutions where knowledge is bought and sold to students who are the obedient consumers of knowledge, being prepared for the workplace. By critically engaging with the pedagogies that inform neoliberalism, such as its focus on a measurement-based, positivistic, banking approach to education, the lecture aims to shed light on the teaching strategies and approaches that underpin its philosophy, and to examine how its influence could be subverted. Hence, to curtail its impact on teaching and learning in higher education contexts, the lecture sheds light on alternative pedagogies that we could embrace that could lead to transformative learning spaces for enhanced critical reflection and meaning making. This then leads to an examination of the pedagogies that I believe could counter its harmful impacts on pedagogy in higher education, especially in terms of our focus on preparing young people to become critically engaged citizens, who will become agents of change. Based on many years of teaching and lecturing experience I believe that the following three pedagogies namely transformative pedagogy, culturally responsive pedagogy and arts-based pedagogies could make a constructive contribution to impeding its influence. The lecture will examine these pedagogies by providing an overview of what they entail and the ways in which they could subvert neoliberal principles, especially in terms of their transformative nature. Since the key features of these pedagogies are that they lead to collaborative meaning-making through dialogical engagement, develop students’ critical and creative thinking skills, promote critical consciousness, and stimulate reflective practice, they offer the potential to contribute to the development of a critically reflective citizenry, thereby subverting the influence of neoliberal pedagogy in higher education teaching and learning contexts.
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Records of the inquest into the murder of Matthew Goniwe, Sparrow Mkonto, Fort Calata and Sicelo Mhlauli near Port Elizabeth on 27 June 1985

- Goniwe Inquest

Authors: Goniwe Inquest
Subjects: Goniwe, Matthew 1946-1985 , Calata, Fort -1985 , Mkonto, Sparrow -1985 , Mhlauli, Sicelo -1985 , South Africa South African Defence Force , South African Police , Violent deaths South Africa , Inquests South Africa , Colonel Du Plessis, Lourens SADF , General Van der Westhuizen, C P SADF , Colonel Jonker, J SAP , Bozalek, Lee Legal Resources Centre, Cape Town , Makhaula, Gladdwell Cradock Residents Association (CRADORA) , Fouche, Henri , Cradock Workers Union , Holomisa, Bantu, 1955- , Joubert, A J M , Lessons learnt from past revolutionay wars by Brigadier C.A. Fraser, SM
Language: English , Afrikaans
Type: legal case and case notes , text
Identifier: http://hdl.handle.net/10962/165046 , vital:41203 , Rhodes University, Cory Library for Humanities Research Cory Library Manuscript Collection MS 18 904
Description: Exhibits G : other documents including affidavits, letters, press and other published material, police files, photographs, plans and diagrams. People involved include Col. J Jonker, Henri Fouche, Col L du Plessis, Gen A J M Joubert, Major-General B Holomisa and Lieut.-General C P van der Westhuizen. , EXHIBITS - GONIWE Gl Diagram: Die Nasionale Veiligheidsbestuurstelsel (NBVS) G2 Opsomende diagrammatiese uiteensetting van die NBVS tot met die 1985 noodtoestand G3 Declaration of destruction of classified documents/material G4. Fraser: Lessons learnt from past revolutionary wars GS Kol J Jonker: Photo album - Strand Street G6 . Memorandum of the South West Africa Bar Council G7 Jacques Pauw In the Heart of the Whore, p113 G8 Accountability in Namibia (Africa Watch) G9 Goniwe’s Cradock File (ppl - 53) Aansoek vir in tamatie (p54) Extract from file (p55 - 58) G10 Goniwe’s telephone transcripts 1985/06/21 • 1985/06/28 G11 Affidavit of Henri Fouche G12 Annexures A- F: Fouche G13 Race Relations' Survey 1983, pp608 - 609 G14 Race Relations Survey 1985 pp482 - 483 G15 Race Relations Survey 1992/ 1993 p28 G16 Record and reasons for finding: S v Hamakali G17 Faku Inquest: Docket G18 Faku Inquest: Photo’s Gl9 EP Herald: 16 December 1989 G20 Faku Inquest: Investigation Diary G21 Description: Jetta Rear Axle G22 Beskadingsverslag: Staatsvoertuig G23 Map: Scene of explosion G24 Minutes: Inspection in loco G2S Photo’s: Inspection in loco G26 Registration of Jetta G27 Back of Faku investigation docket G28 Faku docket: Name en addresse van getuies G29 Druktelegram GONIWE EXHIBITS: FILE 2 G30 Letter from Wagenaar to Col Du 'Plessis, dated 5 February 1993 G31 Letter from Wagenaar to Col Du Plessis, dated 2 March 1993 G32 McCuen mimeo G33 Joubert affidavit and CCB document G34 Original damaged Katzen documents G35 Katzen: Glossary G36 Katzen: List of names G37 G38 Letter from Col Du Plessis to commanding officer, EP Command G39 Note regarding Du Plessis’ absence G40 Luus affidavit G41 Du Plessis evidence before commission G42 Letter from Maj-Gen Holomisa to State President G43 Du Plessis statement to New Nation G44 New Nation 8 - 14 May G4S Bank account: Du Plessis G46 'Verwyder’ documents G47 Diagram: Rewo oorlog G4S Bank document: Du Plessis G49 Letter from Col Du Plessis to Cyril Ramaphosa G50 Bevelskrif: Van der Westhuizen (Pligstaat) G51 Curriculum vitae: Van der Westhuizen G52 Plan: offices of EP Command G53 Verslag deur Botha Marais dated 3 February 1985 G54 Pauw: Heart of the whore extract G55 OPGBS minutes: 23 February 1984 G56 Dictionary of military terms G57 Heitman - article (Militaria) G58 Kort kursus in - strategie vir amptenare G59 Lesing 10 G60 Minutes of PE GIS meeting: 1985-05-30 G61 New Nation 30 April - 7 May 1985 G62 The Undeclared War G63 Verplasing Nr S163373E Sersant F.Z. Koni G64 Oor- en verplasing Nr S163373E Sersant F.Z. Koni : vanaf Veiligheidstak, Cradock (BP 1801) na die Uniformtak, Cradock (BP 1801) G65 Ontlsag weens mediese ongeskiktheid : NR S163373E Konstabel F.Z. Koni G66 Memo: Verplasing : W66950H Sers G.H. Lourentz G67 Diensbeeindiging rekord Konstabel Elizabeth van Zyl G68 Mediese iname verslag G69 Intydese Persal Verslag: W A Roux G70 Oor- en verplasing : W86689T Adjudant-offisier W A Roux : vanaf Uniformtak, Cradock (BP 1801) na die Veiligheidstak, Cradock (BP 1801) G71A Besonderhede van voertuig G71B Vervanging: motorcar SAP 48549N G71C Vervanging: motorcar SAP 48549N G72 Ondersoekdagboek
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