Supporting South African foundation phase teachers in becoming culturally responsive literacy practitioners

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dc.contributor.advisorBarends, Zeldaen_ZA
dc.contributor.authorSmit, Emmaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2024-03-03T18:14:57Z
dc.date.accessioned2024-04-26T16:48:54Z
dc.date.available2024-03-03T18:14:57Z
dc.date.available2024-04-26T16:48:54Z
dc.date.issued2024-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2024.en_ZA
dc.description.abstractENGLISH ABSTRACT: This study implemented participatory action research to determine how South African Foundation Phase teachers can be supported in becoming culturally responsive literacy practitioners. The purpose of this study was to assess Foundation Phase teachers’ practices in terms of culturally responsive teaching (CRT). The data collected provided information regarding how teachers can become culturally responsive as an intervention strategy to overcome the educational disparities from the past. Currently, South Africa is facing a literacy crisis. South Africa’s participation in the Progress in International Reading Literacy evaluation (PIRLS) showed that 78% of South African Grade 4 learners cannot read for meaning (Baloyi, 2023). According to Howie (Howie et al., 2016) the results suggest that the majority of learners cannot read well enough to prosper in subjects across the curriculum. In the past, the South African education system has separated minority learners from their culture to impose a singular cultural belief system. This resulted in a clash between the widely accepted education practices and minority learners’ frame of reference, their way of learning, and their natural communication styles which in turn led to an achievement gap among culturally diverse learners. CRT views cultural diversity as an asset to enrich learning for all learners. By bridging the separation between the home and school environment CRT supports minority learners to fully reach their academic potential in a previously hegemonic education system. This study was informed by existing literature to understand the competencies needed to become culturally responsive within literacy teaching. Classroom observations and follow-up discussions were used as data collection methods to understand current teaching practices and the role that culture plays in classrooms. Participants’ reflections played a significant role throughout the process as an indicator of change within their personal and professional readiness for responsive teaching. The data analysis was led by the eight competencies of CRT (Muñiz, 2020:3). Areas of community engagement, instructional strategies for diverse dialects, and access to responsive resources were identified as the primary areas where sustenance is needed. The information was generalised to compile a potential action plan for developing cultural competence among South African Foundation Phase teachers. The data collected suggests that CRT elements should be integrated into pre-service training and that its integration should continue throughout teachers’ careers in the form of coaching and regular opportunity for community engagement. Educational stakeholders who want to support the development of CRT among teachers will be able to draw from the action plan proposed in this study.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Tydens hierdie studie was deelnemende aksienavorsing uitgevoer om vas te stel hoe Suid-Afrikaanse Grondslagfase-onderwysers ondersteun kan word om kultureelresponsiewe geletterdheidspraktisyns te wees. Die doel van hierdie studie was om Grondslagfase-onderwysers se praktyke in terme van kultuurresponsiewe-onderrig (KRO) te assesseer. Die data wat ingesamel is verskaf inligting oor maniere waarop onderwysers kultuur in hul onderrigpraktyk kan insluit as intervensiestrategie om die opvoedkundige ongelykhede van die verlede te oorkom. Tans staar Suid-Afrika 'n geletterdheidskrisis in die gesig. Na afloop van Suid-Afrika se deelname aan die Progress in International Reading Literacy-evaluering (PIRLS) het die resultate getoon dat 78% van Suid-Afrikaanse graad 4-leerders nie vir betekenis kan lees nie (Baloyi,2023). Volgens Howie (Howie et al., 2016) dui die resultate daarop dat die meerderheid leerders nie goed genoeg kan lees om sukses te behaal in vakke regoor die kurrikulum nie. In die verlede het die Suid-Afrikaanse onderwysstelsel minderheidsleerders van hul kultuur geskei om 'n enkelvoudige kulturele geloofstelsel af te dwing. Dit het gelei tot 'n botsing tussen die algemeen aanvaarde onderwyspraktyke en minderheidleerders se verwysingsraamwerk, hul manier van leer en hul natuurlike kommunikasiestyle. Dit het 'n prestasiegaping onder kultureel diverse leerders tot gevolg gehad. KRO beskou kulturele diversiteit as 'n bate om leer vir alle leerders te verryk. Deur die skeiding tussen die huis- en skoolomgewing te oorbrug, ondersteun KRO minderheidsleerders om hul akademiese potensiaal ten volle te bereik in 'n voorheen hegemoniese onderwysstelsel. Hierdie studie is aan die hand van bestaande literatuur uitgevoer om te verstaan watter vaardighede nodig is om kultureel-responsief te wees in geletterdheidsonderrig. Klaskamerwaarnemings en opvolgbesprekings is as data-insamelingsmetodes aangewend om huidige onderrigpraktyke en die rol wat kultuur binne klaskamers speel, te verstaan. Deelnemers se refleksies het 'n beduidende rol tydens die navorsingsproses gespeel as 'n aanduiding van moontlike verandering binne hul persoonlike en professionele gereedheid vir responsiewe onderrig. Die data-analise is gelei deur die agt bevoegdhede van KRO (Muñiz, 2020:3). Gebiede van gemeenskapsbetrokkenheid, onderrigstrategieë vir diverse dialekte en toegang tot responsiewe hulpbronne is geïdentifiseer as die primêre areas waar ondersteuning nodig is. Die inligting is veralgemeen om 'n potensiële aksieplan saam te stel vir die ontwikkeling van kulturele bevoegdheid onder Suid-Afrikaanse Grondslagfase-onderwysers. Die data wat ingesamel is dui daarop dat KRO-elemente in onderwysopleidingskurrikulums geïntegreer moet word, en dat die integrasie daarvan in die vorm van persoonlike afrigting en gereelde geleentheid vir gemeenskapsbetrokkenheid voortgesit moet word deur die loop van 'n onderwyser se loopbaan. Opvoedkundige belanghebbendes wat die ontwikkeling van CRT onder onderwysers wil ondersteun, sal die voorgestelde aksieplan as riglyn kan gebruik.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentvi, 227 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130416
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshTeachers -- Training of -- South Africa Teachers -- In-service training -- South Africa Literacy -- South Africa Culture -- South Africa Critical pedagogy -- South Africa Reflective teaching -- South Africaen_ZA
dc.subject.nameUCTD
dc.titleSupporting South African foundation phase teachers in becoming culturally responsive literacy practitioners en_ZA
dc.typeThesisen_ZA
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