Faculty of Education

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https://scholar.sun.ac.za/handle/10019.1/12

The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Browsing Faculty of Education by Subject "Ability"

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    Exploring the role of employment status on learning support facilitators’ work experiences in a private school
    (Stellenbosch : Stellenbosch University, 2024-03) Porter, Gabi; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: The educational landscape in South Africa has changed over the years, in line with international trends. The move away from a medical deficit model of approaching education has meant changes in the ways in which schools approach learners with diverse educational needs. A more inclusive educational environment is the goal for all schools, although how they reach this goal may vary. One such method of providing additional support to learners facing barriers to learning is the use of learning support facilitators. These paraprofessionals assist the learners in their academic classes by helping them to maintain focus on the tasks, as well as to scaffold tasks when necessary, or allow for additional explanations to take place. The professional role of the learning support facilitator is not one that is currently accredited or monitored, as it is not a common position in many South African schools. The use of a learning support facilitator comes at an additional cost to the parents of the learner, or to the school itself. Hence, this type of support is most often found in private schools in the county. Learning support facilitators are most often found to be employed directly by the parents, yet they work closely in the school environment with the teachers and management. This type of employment status could lead to possible dissatisfaction and confusion in the workplace surrounding issues of confidentiality and inclusion in the staff activities. This study researched the stories of learning support facilitators who were employed directly by the school itself, and how this employment status affected their workplace experiences positively. The data was collected through semi-structured interviews and a focus group. The analysis process revealed four themes that their school-employee status had on their workplace experiences: access to professional development opportunities, institutional challenges and advantages, power dynamics among the staff, and support structures offered by the school. The findings suggested that being school employees had a positive effect overall on workplace experience for all the participants, both socially and professionally.
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    Towards a critical pedagogy of global citizenship: breaking the silence as a trained dancer in post-apartheid South Africa
    (Springer Nature, 2024-01 ) Esau, Omar; Jones, Danielle‑Marie
    This article reveals a reflective journey of a dancer through unpacking two performances experienced over the course of two years. It examines and navigates ways of decolonizing oppressive dominance and investigating the ramifications of indoctrination in dance. It depicts how a trained dancer evolved and became more conscious by breaking the “culture of silence” and changed in becoming a more critical reflective dancer in a post-apartheid South Africa. This project aligns itself with global citizenship education (GCE) as it re/imagines traditional forms of civic and citizenship education in a more critical and decolonial perspective. In writing this paper, we are reminded of “the myriad shifts of thinking, strategies and back-and-forth debating” with each other and can also see our “encounters as a dance” (Waghid in Dancing with doctoral encounters: Democratic education in motion, African Sun Media, 2015). In breaking the silence surrounding dance and its conservative elements, we question the technocratic practices and accepted norms in the performance arts and the dancing arena. How does a classical dancer redress the colonial past in a performance arts classroom? The significance of this paper lies in the argument that decolonization becomes an imperative within GCE if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.