Praktiese inklusiwiteit: ’n Hulpbron vir inklusiwiteit in graad 12-Afrikaans Huistaal
Date
2024-12
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Stellenbosch : Stellenbosch University
Abstract
South Africa has a history of segregation and racial discrimination that has drastically affected the socio-economic circumstances and capital (in the sense used by Bourdieu) of previously marginalised groups. The school system and language were both used in promoting the Afrikaner’s political agendas in their attempt to enforce their culture, language (Afrikaans) and ideologies. However, the notion of segregation and (racial) discrimination was not only a problem in South Africa. There was a global inclusivity movement at an international level in response to segregation and discrimination, and South Africa followed in those footsteps.
This study looked at the context-appropriateness of the definition of inclusivity in South Africa and proposed a practical resource (lesson template) to promote an inclusive Afrikaans Home Language classroom in the South African context. This was done by largely using secondary resources to formulate a definition appropriate to the South African context. Inclusivity was investigated at micro and macro level and the demographics of Afrikaans in South Africa and South African schools were investigated. Subsequently, a lesson template was compiled that guides teachers to think more intentionally about the inclusion of all learners, whether previously marginalised or not, to provide a truly transformative learning experience to all South African learners in the Afrikaans Home Language classroom.
It turned out that the already existing definitions are indeed quite appropriate for the South African context, possibly indicating that the implementation of inclusive teaching practices is the challenge. It therefore underlines the creation of a practical resource to guide teachers in the implementation process. After applying the lesson plan to a hypothetical context with hypothetical learners, the importance of teacher attitudes and pedagogy is again highlighted. However, the actual effectiveness of the lesson plan will only be confirmed with certainty with its application in a real and existing South African Afrikaans Home Language classroom.
The findings of this study are of such a nature that they can be applied in all subjects and therefore have the potential to effect large-scale change. It also opens discussions around the role of pedagogy in the successful implementation of inclusive education and possible other avenues for South Africa to realise inclusive education.
Description
Thesis (MA)--Stellenbosch University, 2024.