Values transformation : analysis of policies and culture at a selected school
Date
2020-03
Authors
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY : This thesis explores values transformation, specifically focusing on the values of non-racialism and equality, as originally expounded upon within the Manifesto on Values, Education and Democracy (DoE, 2001b). After 24 years of democracy it appears as though the ideals expressed within the Manifesto on Values, Education and Democracy as well as later publications such as Values and Human Rights in the Curriculum: A Guide (DoE, 2005b) and Building a Culture of Responsibility and Humanity in our Schools: A Guide for Teachers (DBE, 2010b) were either forgotten or deemed as less crucial when compared to academic performance. I set out to develop a better understanding regarding values transformation, or the lack thereof, within a former Model C primary school’s institutional set-up. I analyze as to what extend the values, as expressed within the above-mentioned government publications, manifest itself within the selected school.
The purpose of the analysis of school policies is to develop an understanding as to how the interpretation and implementation of school policies have developed in relation to non-racialism and equality. I continue to interview educators as to better understand the school’s institutional culture and to ascertain whether there is a coherence between school policy and school culture. I understand that education is multifaceted process and that transformation cannot take place in a vacuum wherein it is isolated from the intricate social fabric of community. I understand that transformation begins with the individual as contextualized within a community. I, therefore, include a questionnaire in order to determine the parents’, as representatives of the community, views regarding values within the school set-up as well as their perceptions of the values within the community within which the school is situated. I contend that as individuals takes a stand next to their neighbour, a social network is formed wherein each person has a part to play in order to constitute transformation within South Africa.
AFRIKAANSE OPSOMMING : Hierdie tesis analiseer die transformasie van waardes, meer spesifiek die waardes van nie-rassissme en gelykheid, soos uiteengesit in die Manifesto on Values, Education and Democracy (DvO, 2001b). Na 24 jaar van demokrasie wil dit voorkom asof die ideale, soos uiteengesit in die Manifesto on Values, Education and Democracy sowel as latere publikasies soos Values and Human Rights in the Curriculum: A Guide (DoE, 2005b) en Building a Culture of Responsibility and Humanity in our Schools: A guide for teachers (DBO, 2010b) óf vergete gebly het, óf na dese as minder belangrik geag word in vergeleke met akademiese prestasie. Ek stel ten doel om ‘n beter begrip te vorm aangaande transformasie binne ‘n skool se organisatoriese opset en/of die gebrek aan transformasie in ‘n voormalige Model-C skool. Ek analiseer tot in wattere mate die waardes soos in bogenoemde regering publikasies uiteengesit, hulself manifesteer binne die gekose skool. Die doel van die analise is om ‘n beter begrip te ontwikkel ten opsigte van die interpretasie en implimentering van skoolbeleide ten opsigte van nie-rassisme en gelykheid. Ek voer ook onderhoude met leerkragte ten einde te verstaan of daar ‘n korrelasie tussen die skoolbeleide en die skoolkultuur is. Ek begryp dat onderwys ‘n geïntegreerde proses is en dat transformasie nie binne ‘n vakuum kan plaasvind nie, aangesien dit nie geïsoleerd staan van die sosiale fasette van die gemeenskap nie. Ek verstaan dat transformasie by die individu begin, maar dat dit binne ‘n gemeenskap gekontekstualiseerd is. Gevolglik het ek ‘n vraelys saamgestel ten einde die ouers, as verteenwoordigers van hul gemeenskappe, se sieninge ten opsigte van waardes binne die skool opset te peil. Dit is my opinie dat as elke individu staanplek inneem langs sy/haar bure, dat hulle saam ‘n sosiale netwerk kan vorm waarin elkeen sy/haar funksie kan vervul ten einde transformasie in Suid-Afrika teweeg te bring.
AFRIKAANSE OPSOMMING : Hierdie tesis analiseer die transformasie van waardes, meer spesifiek die waardes van nie-rassissme en gelykheid, soos uiteengesit in die Manifesto on Values, Education and Democracy (DvO, 2001b). Na 24 jaar van demokrasie wil dit voorkom asof die ideale, soos uiteengesit in die Manifesto on Values, Education and Democracy sowel as latere publikasies soos Values and Human Rights in the Curriculum: A Guide (DoE, 2005b) en Building a Culture of Responsibility and Humanity in our Schools: A guide for teachers (DBO, 2010b) óf vergete gebly het, óf na dese as minder belangrik geag word in vergeleke met akademiese prestasie. Ek stel ten doel om ‘n beter begrip te vorm aangaande transformasie binne ‘n skool se organisatoriese opset en/of die gebrek aan transformasie in ‘n voormalige Model-C skool. Ek analiseer tot in wattere mate die waardes soos in bogenoemde regering publikasies uiteengesit, hulself manifesteer binne die gekose skool. Die doel van die analise is om ‘n beter begrip te ontwikkel ten opsigte van die interpretasie en implimentering van skoolbeleide ten opsigte van nie-rassisme en gelykheid. Ek voer ook onderhoude met leerkragte ten einde te verstaan of daar ‘n korrelasie tussen die skoolbeleide en die skoolkultuur is. Ek begryp dat onderwys ‘n geïntegreerde proses is en dat transformasie nie binne ‘n vakuum kan plaasvind nie, aangesien dit nie geïsoleerd staan van die sosiale fasette van die gemeenskap nie. Ek verstaan dat transformasie by die individu begin, maar dat dit binne ‘n gemeenskap gekontekstualiseerd is. Gevolglik het ek ‘n vraelys saamgestel ten einde die ouers, as verteenwoordigers van hul gemeenskappe, se sieninge ten opsigte van waardes binne die skool opset te peil. Dit is my opinie dat as elke individu staanplek inneem langs sy/haar bure, dat hulle saam ‘n sosiale netwerk kan vorm waarin elkeen sy/haar funksie kan vervul ten einde transformasie in Suid-Afrika teweeg te bring.
Description
Thesis (MEd)--Stellenbosch University, 2020.
Keywords
Educational equalization -- Government policy, Equality -- South Africa -- Government policy, Organizational change -- South Africa, Value affirmations, UCTD