Identity formation : a key to transforming teaching and learning

Schoeman, Madeleine (2014-04)

Thesis (MPhil)--Stellenbosch University, 2014.

Thesis

ENGLISH ABSTRACT: This paper proposes a possible solution to the current state of education in South African public schools, notably the underperforming schools. It uses various international studies, namely the Progress in International Reading Literacy Study (PIRLS), the 2003 Third International Maths and Science Study (TIMMS), the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ), as well as the matriculation results to explore the reality of the education crisis as a poverty trap. I then explore possible reasons for the failure of the basic education system by means of the ‘Four As’ of the International Committee for Economic, Social and Cultural rights as a starting point to measure basic education. The ‘Four As’ (Woolman and Bishop, 2012:57-19 to 57-32) are Availability/Adequacy, Accessibility, Acceptability and Adaptability. I propose identity formation within a framework of complexity thinking as an approach to the problems in the underperforming system, especially the problems arising from education not meeting the criteria of the ‘Four As’, and in particular because education is a determining factor in social justice. Complexity thinking is inseparable from the ethics of complexity, just as identity formation cannot be separated from the ethics and politics of identity. Finally, the insights are applied to the purpose of teaching and learning, in terms of complexity thinking and identity formation, and in terms of the National Development Plan. The latter is the policy document shaping the future of teaching and learning, amongst others, in South Africa. This is followed by an assessment of the National Development Plan in the light of the requirements of the ‘Four As’.

AFRIKAANSE OPSOMMING: Hierdie skryfstuk stel ‘n moontlike oplossing voor vir die huidige stand van onderwys in Suid-Afrikaanse publieke skole, veral die onderpresterende skole. Dit gebruik verskeie internasionale studies, naamlik die ‘Progress in International Reading Literacy Study (PIRLS)’, die ‘2003 Third International Maths and Science Study (TIMMS)’, die ‘Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ)’, asook die matriekuitslae, om die realiteit van onderwys as ‘n put van armoede te ondersoek. Voorts ondersoek ek moontlike redes vir die mislukking van die basiese onderwyssisteem. Dit word gedoen aan die hand van die sogenaamde ‘Four As’ van die Internasionale Komitee vir Ekonomiese, Sosiale en Kulturele regte. Die ‘Four As’, soos vervat deur Woolman en Bishop (2012:57-19 tot 57-32) is, in Engels: 'Availability /Adequacy, Accessibility, Acceptability’ en ‘Adaptability’. Dit kan vertaal word as Beskikbaarheid/Voldoendenheid, Toeganklikheid, Aanvaarbaarheid en Aanpasbaarheid. Ek stel identiteitsvorming binne ‘n raamwerk van kompleksiteitsdenke voor as ‘n benadering tot die probleme in die onderpresterende onderwyssisteem, veral die probleme wat voortspruit uit onderwys wat nie aan die kriteria van die ‘Four As’ voldoen nie. Dit word gedoen omdat onderwys by uitstek ‘n bepalende faktor in sosiale geregtigheid is. Kompleksiteitsdenke is onafskeidbaar van die etiek van kompleksiteit, net soos identiteitsvorming onlosmaaklik deel is van die etiek en politiek van identiteit. Laastens, word die insigte toegepas op die doel van onderrig en leer, in terme van kompleksiteitsdenke en identiteitsvorming, en in terme van die Nasionale Ontwikkelingsplan. Laasgenoemde is ‘n beleidsdokument wat rigting tot 2030 verleen aan, onder andere, onderrig en leer, in Suid-Afrika. Dit word gevolg deur ‘n evaluering van die Nasionale Ontwikkelingsplan aan die hand van die vereistes van die ‘Four As’.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/86624
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