Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika
| dc.contributor.advisor | Du Toit, P. J. | en_ZA |
| dc.contributor.author | Filander, Andre Leon | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2012-08-27T11:37:02Z | |
| dc.date.available | 2012-08-27T11:37:02Z | |
| dc.date.issued | 1997-12 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 1997. | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die proses van transformasie waarbinne Suid-Afrika verkeer, maak die studie van diversiteit in skole noodsaaklik. Diversiteit in skole kan deur middel van verskeie bestuursbenaderings aangespreek word. Assimilering en pluralisme is twee kategoriee waarin bestuursbenaderings verdeel kan word. Die assimilerende benadering is daarop gemik om alle aspekte van diversiteit te ignoreer en leerders te laat konformeer tot 'n dominante kul tuur. Pluralisme is gegrond in die erkenning en bevordering van diversiteit in skole. In die navorsing word die pluralistiese benaderings van multi-kulturele en anti-rassistiese onderwys bespreek. Die konsep "kultuur" vorm die basis van multi-kulturele onderwys. Om hierdie rede is dit noodsaaklik dat die begrip deeglik begryp moet word. Die stadiums waardeur die benadering tot multikul turele onderwys ontwikkel het, is van groot belang, omdat lande verskillende beweegredes vir die toepassing gehad het. Dit is dus noodsaaklik dat die Suid-Afrikaanse konteks in ag geneem word as hierdie benadering enigsins suksesvol geimplementeer wil word. Die doelstellings van multi-kulturele onderwys word saamgevat in gelyke geleenthede vir alle diverse groepe by 'n skool. Hierdie benadering behoort ook te voldoen aan verskeie ander voorwaardes. Van die voorwaardes is die volgende: vroee integrasie, kurrikulumontwikkeling en die ontwikkeling van waardes. Kritiek teen hierdie benadering toon egter aan dat die benadering onvoldoende is as dit alleen toegepas word. Om hierdie rede word die benadering van anti-rassisme ook nagevors. In die bestudering van anti-rassistiese onderwys is dit noodsaaklik dat begrippe soos rassisme, vooroordeel, diskriminasie en stereotipering verstaan word . Dit is ook noodsaaklik dat verskeie teoriee, wat die benadering se filosofiese en teoretiese beginsels verduidelik, verstaan word. Die teoriee wat bestudeer is, is die konflikteorie, die weerstandsteorie en die kognitiewe ontwikkelingsteorie. Die doelstellings van hierdie benadering word gegrond in die beginsels van gelykheid en regverdigheid vir alle groepe. Punte van kritiek wat teen die benadering ingebring kan word , maak dit noodsaaklik dat die benadering saam met 'n ander benadering toegepas word. Met die implementering van 'n multi-kulturele anti-rassistiese benadering, word vele kritiek teen beide benaderings beantwoord. Die suksesvolle implementering van die gekombineerde benadering vereis dat dit meer holisties van aard is en dat 'n proses gevolg behoort te word. | af_ZA |
| dc.format.extent | 111 pages | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/55411 | |
| dc.language.iso | af_ZA | |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Education -- Management | en_ZA |
| dc.subject | School management and organization -- South Africa | en_ZA |
| dc.subject | Multicultural education -- South Africa | en_ZA |
| dc.subject | Diversity in the workplace -- Management | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.title | Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika | af_ZA |
| dc.type | Thesis |
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