Masters Degrees (Visual Arts)

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Browsing Masters Degrees (Visual Arts) by Author "Alexander, Neeske"

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    Investigating grade 3 learners' perceptions and attitudes toward skin colour in two schools in the Western Cape - a case study
    (Stellenbosch : Stellenbosch University, 2016-03) Alexander, Neeske; Costandius, Elmarie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH SUMMARY: During my time as an educator in the Western Cape I noticed that learners named a certain light-coloured wax crayon menskleur (‘human colour’) or ‘skin colour’. This occurrence is troublesome within the context of post-colonial, post-apartheid South Africa because it perpetuates colonial and apartheid race hierarchies. This case study was an investigation of learners’ and educators’ perceptions and attitudes about the naming of skin colour in South African art classrooms. This was done in order to promote more just recognition and representation of races in Foundation Phase educational contexts. Theoretical perspectives of Critical Race Theory (CRT), social justice, and critical citizenship were used to inform the research. Case study was used as research design. Non-probability sampling and qualitative data collection techniques were used. The sample included two ex-model C schools in the Western Cape. Learners from two classes per school participated in several art classes, discussions, and reflections concerning the naming of skin colour. Educators and an educational psychologist were interviewed. Inductive content analysis was used to understand data that were collected. It was found that learners named the colour for white skin menskleur (‘human colour’) and that learners showed a preference for light skin colours over darker skin colours. The data also reflected that participants found it difficult to discuss race and to handle diversity in the classroom. There were some participants who felt the name menskleur (‘human colour’) was problematic and they made recommendations. Implications based on the findings and conclusions include changing the language used to describe skin colour, just recognition and representation of different races in educational resources, and an increase in self-reflection by educators. It is also implied that the lesson plans should reflect the racial distribution across South Africa and that a safe space should be created for learners to discuss race issues. Implications further contain the promotion of critical citizenship and artistic processes in educator training and the creation of clear and practical curriculum guidelines for addressing race issues.