Browsing by Author "Kotze, Chrisna Gloudina"

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    Demokratiese onderwys in Namibiese primêre skole : vlak of diep?
    (Stellenbosch : Stellenbosch University, 2005-12) Kotze, Chrisna Gloudina; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education policy.
    ENGLISH ABSTRACT: To make sure that democracy in a country such as Namibia with a relative young democracy develop and remain intact, citizens who committed themselves to democracy are needed. Education plays a central role in the realisation of this goal. Although democracy is one of the central goals of the Namibian education policy, it is by no means a guarantee that deep democracy is realised in primary schools in Namibia. Before I started this investigation, I first determined if a philosophical approach is a suitable research mechanism for research about education. I came to the conclusion that a philosophical approach is very relevant and offers many possibilities for research about education. Furthermore, I discovered that the concern about the impact that philosophy has on education and teaching in particular, seems to be ungrounded. With this philosophical investigation in mind, particularly through the investigation of concepts such as 'democracy', 'democratic education' and 'democratic citizenship education, I try to determine what deep democratic education involves. I investigate the link between democratic citizenship and democratic education on the basis of three different theories, namely liberalism, communitarianism (liberal, left, right communitarianism and civic republicanism) and deliberative democracy (public reasoning, discursive democracy and communicative democracy). It is my contention that deliberative democracy as an educational process provides more possibilities to bring about deep democracy in schools. The transformation of education in Namibia after independence in 1990 is investigated to determine to what degree the education system has been successfully democratised. An in-depth study of the teaching approach used in schools in Namibia, is explored to determine if it meets the requirements to educate learners to be responsible democratic citizens who can fulfill their duty in the democratic society of Namibia. The central issue, which this dissertation addresses, is that learner-centred education, the approach that is used in Namibian schools, does not ensure deep democracy in Namibian primary schools. Learner-centredness holds that the learners' needs should be central in the teaching and learning process, while the role of the teacher is that of facilitator. There are many factors, on the learners as well as on the teacher's side, which prevent the successful implementation of this approach. I hold that although these deficiencies can be solved in the course of time learner centred-education can still not ensure deep democratic education. The problem is that learner-centred education does not have a democratic civic education agenda and is attuned to an instrumental point of view which constitutes education. It is my contention that if learner-centred education can be supported and adapted so that it is provided with a democratic civic education agenda, it has the potential to contribute to manifest deep democracy in primary schools in Namibia. To achieve this goal teachers who are committed to democracy and who are willing to transform their classrooms in forums where learners can practice the competencies of deliberative democracy, are needed. I hold that democratic civic education is about the development and promotion of learners' communication capabilities, to make a logical argument and to reason, as well as their ability to think critically and practice reflection.
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    Leierskapontwikkeling van vroue vir die onderwys in Namibië
    (Stellenbosch : Stellenbosch University, 2004-03) Kotze, Chrisna Gloudina; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Since Namibia obtained independence during 1990, segregation has been abolished and a new constitution was accepted which prohibited discrimination, including gender discrimination. Several policies and legislation have been authorized to ensure the equal participation of women at all levels of the society, but even so, while the majority of teachers in basic education are women, men still predominate in school management and at higher levelsof decision making in education. I investigate the obstacles which women experience to advance to leadership positions in education and how women who are in leadership positions, have overcome these obstacles. I further investigate what the paradigm shift in the leadership approach in education involves and what the implication for women in education may be. A further aspect which receives attention is the roll of professional and self-development in the empowerment of women for leadership positions in Namibianeducation. Through this investigation it has lead to the conclusion that, for women to take up their full and equal position in society and also in the education profession, a total change in attitude of every member of society is needed. If schools want to adhere to the expectations to establish the values of democracy in the society of Namibia, then teaching and learning in schoolsshould become more critical, democratic and reflective.