Browsing by Author "Filander, Andre Leon"

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    Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika
    (Stellenbosch : Stellenbosch University, 1997-12) Filander, Andre Leon; Du Toit, P. J.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH SUMMARY: The current process of transformation in South Africa makes the study of diversity in schools essential. Diversity in schools can be addressed by means of various management approaches. Management approaches can be divided into two categories, i.e. Assimilation and Pluralism. The assimilation approach is aimed at ignoring all aspects of diversity and causing learners to conform to a dominant culture . Pluralism is grounded in the acknowledgement and promotion of diversity in schools. This research addresses the pluralistic approaches of multi-cultural and anti-rascist education. The concept "culture" forms the basis of multi-cultural teaching and it is therefore essential that a clear understanding is developed of this concept. The stages in the development of multi-cultural education are of great importance, because different countries move from different motivational grounds in their implementation of this form of education. Multi-cultural education aims at equal opportunities for all diverse groups in schools. This approach in education should also adhere to certain conditions to ensure success. Some of these conditions are as follows: early integration, curriculum development and the development of values. Critics opposing multi-cultural education state that this approach would be insufficient if implemented on its own. For this reason the anti-rascist approach in education has also been researched in this study. In the study of the anti-rascist approach in education, it is essential to reach a clear understanding of concepts such as rascism, prejudice, discrimination and stereotyping. It is also essential that the various theories that describe the philosophical and theoretical principles of anti-rascism be clearly understood. In this study the following theories were used: conflict theory, resistance theory and the cognitive development theory. The aims of the anti-rascist approach are grounded in the principles of equality and equity for all. Criticism of the anti-rascist approach points to the fact that it should always be implemented in conjunction with another education approach. By implementing a multi-cultural and anti-rascist approach to education, an opportunity is created to answer many criticisms against these approaches. Successful implementation of the combined approach requires an approach that is more holistic in nature and that a process needs to be followed.