Browsing by Author "Asia, Henry Peter"

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    Inklusiewe demokratiese burgerskaponderwys as 'n verdedigbare benadering om ondissipline en geweld in Suid-Afrikaanse skole te beperk
    (Stellenbosch : Stellenbosch University, 2020-03) Asia, Henry Peter; Waghid, Yusef; Stellenbosch University. Faculty of Education. Education Policy Studies.
    ENGLISH SUMMARY : In the study on which this dissertation reports, I investigated violence and indiscipline in South African schools, especially socio-economic disadvantaged schools, prior to and after apartheid. Furthermore, I advocate a reconceptualised version of democratic citizen education after 1994, namely inclusive democratic citizen education (IDCO) to address indiscipline and violence in our schools. I am of the view that the efforts of the South African government, for instance the promotion of values and attitudes through the Manifesto on Values, Education and Democracy (DoE, 2001) as contained in the school curricula do not appear to be adequate. I complement these inadequate efforts to address violence and indiscipline in schools with my own experiences (narrative) as a teacher of historically disadvantaged schools over the past 37 years. I believe that the abolition of corporal punishment and other forms of penalties in South Africa challenged teachers’ authority and left them in a state of powerlessness. It seems that learners’ awareness of their individual rights led to an understatement of their responsibilities, and that this contributes to a sense of limitless freedom, which worsens the problem of violence and indiscipline. That is why I advocate IDCE – with the emphasis on socially moral and democratic values and a deliberating ubuntu approach to conflict – which could help to address indiscipline and violence in schools. To conceptualise my study, I investigated and reflected on various works on deliberative democracy, ubuntu democracy, education, discipline, violence and values in education. The views of various researchers and their thoughts on respect for persons and their cultural background, tolerance, compassion, social-moral responsibility, dialogue and democratic deliberation and ubuntu, will hopefully change the attitudes of teachers and learners regarding violence and indiscipline. In this study, I broadened the boundaries of the Philosophy of Education to include inclusive philosophy of education, which amalgamated the universal (Western) and the regional (Africa) philosophical traditions. Within the inclusive philosophy of education IPoE, I examined my revised IDCE and make findings and recommendations in this regard. In this study, I made use of interpretative and critical theory as paradigms. The first allowed me to interpret data sources, such as education policies, my own narrative and the phenomenon of indiscipline and violence in schools to clear up vaguenesses. The second paradigm allowed me to explore violence and indiscipline in schools as well as my position regarding violence and indiscipline, to identify problems and formulate emancipatory thoughts that would lead to a transformed and improved education practice. Education policies and other relevant government documents from 1994, my own narrative and opinions of philosophers of education and social theorists served as data sources, and these I have analysed and interpreted.