Education for Democracy?: Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools

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Fältnamn	Indikatorer	Metadata
000		05240nam a2200649 4500
001		oai:DiVA.org:kau-30393
003		SwePub
008		131128s2010 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
009		oai:gup.ub.gu.se/136514
009		oai:DiVA.org:hb-26487
020		a 9789173466950q print
024	7	a 2077/238442 hdl
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-303932 URI
024	7	a https://gup.ub.gu.se/publication/1365142 URI
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-264872 URI
040		a (SwePub)kaud (SwePub)gud (SwePub)hb
041		a engb eng
042		9 SwePub
072	7	a vet2 swepub-contenttype
072	7	a dok2 swepub-publicationtype
100	1	a Abraham, Getahun Yacobu Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education,Utbildningsvetenskapliga fakulteten, Göteborgs universitet4 aut0 (Swepub:gu)xabrge
245	1 0	a Education for Democracy? :b Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools
264	1	a Göteborg :b Acta Universitatis Gothoburgensis,c 2010
300		a 193 s.
338		a print2 rdacarrier
490	0	a Gothenburg studies in educational sciences,x 0436-1121 ;v 301
490	0	a Gothenburg studies in educational sciences / Acta Universitatis Gothoburgensis,x 0436-1121
520		a This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a Classroom
653		a democracy
653		a differences
653		a leadership qualities
653		a learners
653		a life orientation
653		a participation
653		a South Africa
653		a teachers
653		a voting
653		a Education
653		a Pedagogik
653		a Classroom
653		a democracy
653		a leadership qualities
653		a Life Orientation
653		a Life Skills
653		a South Africa
653		a voting
700	1	a Wernersson, Inga,c Professoru Göteborgs Universitet4 ths
700	1	a Hakvoort, Ilse4 ths
700	1	a Chetty, Rajendrau Cape Peninsula University, South Africa4 opn
710	2	a Göteborgs universitetb Institutionen för pedagogik och specialpedagogik4 org
856	4	u https://gupea.ub.gu.se/handle/2077/23844
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30393
856	4 8	u https://gup.ub.gu.se/publication/136514
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-26487

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