Gregory Alexander - Academia.edu (original) (raw)

Papers by Gregory Alexander

Research paper thumbnail of Social Identity Formation of Black Learners in South African Historically White Schools

Advances in Education and Educational Trends Series

The chapter engages with the issues influencing the social identity formation of black learners a... more The chapter engages with the issues influencing the social identity formation of black learners attending historically white schools (HWSs) in the Northern Cape province of South Africa. Black South Africans were treated as intellectually and racially inferior during the apartheid years. The situation was further exacerbated when black learners were admitted to HWSs. Consequently, the school that should normally contribute to developing a positive social identity formation of learners, seemingly has the opposite effect on black learners. An empirical investigation, by way of quantitative research, was employed to ascertain the issues influencing the social identity formation of black learners in HWSs. The authors, however, report on the data segment of 10 selected items pertaining to social identity formation, which was one of the components of an extensive doctoral study questionnaire, which was completed by 832 black learners enrolled at 27 HWSs in the Northern Cape province. Some of the findings indicate the manifestation of negative influences, low educator expectations, the disjuncture between home and school education as having an effect on the social identity formation of black learners. This chapter proposes certain suggestions to be considered by HWSs in South Africa to possibly mitigate the identified challenges.

Research paper thumbnail of Academic Behavioural Confidence of First-entering Mathematics and Science University Access Program Students

The Anthropologist, 2012

The current study seeks to gain insight into the Academic Behavioural Confidence (ABC) of firsten... more The current study seeks to gain insight into the Academic Behavioural Confidence (ABC) of firstentering university access program students intending to enroll for mathematics and science degree programs at a historically disadvantaged campus that was incorporated into a historically White university. The study adopts a quantitative-descriptive (survey) design. The respondents, 169 university access program students, completed the questionnaires on their own, at the same time and the author was present to respond to concerns raised. This measure ensured that respondents did not collude and give responses that were not authentic and secured a hundred percent return on the questionnaires. The study found that a significant difference can be expected amongst individuals than between groups of different ages, gender groups whilst a lesser difference can be expected between different home languages. On the whole, a significantly high level of academic behavioural confidence was discovered for the respondents. This clearly indicates that, should the ceteris paribus principle apply, these students are likely to perform well academically.

Research paper thumbnail of Constructing Student-Teacher Identities via a Mentorship Programme Initiative: A Case for School-Based Learning

Mediterranean Journal of Social Sciences, 2014

The aim of this paper is to explore how student-teachers narratively constructed their identities... more The aim of this paper is to explore how student-teachers narratively constructed their identities through a mentorship schoolbased approach. These prospective teachers used typologies of their identities as a base of support for their becoming teacher professionals. This study employed a qualitative research method via semi-structured interviews and explored studentteachers' learning experiences during the school-based learning project. From these interviews, which are inductive in nature, we first sought out recurring themes in student-teachers' ways of speaking about their mentors and their experiences of the school-based learning project. The findings revealed that PGCE student-teachers' exposure to a structured mentorship programme provides more than adequate opportunities for the enhancement of personal growth and professional development; thus reinforcing the construction of multiple teacher identities.

Research paper thumbnail of Matching/Mismatching of Teaching and Learning Styles in Rural Learning Ecologies of Lesotho: Does it Enhance Academic Achievement

Journal of Human Ecology, 2013

The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary... more The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary schools of Lesotho the pass rate ranged from 51% to 58%. These figures are low compared to those in the urban schools for the same years which ranged from 70% to 72%. In addition, the Teaching Service Department shows that there was 40% of unqualified teachers in these rural schools in 2003 and 35% in 2007. There seems to be a correlation between the high numbers of unqualified teachers and low academic achievement of learners in these schools. This study was undertaken to determine the extent to which matching teaching a nd learning styles enhances academic achievement of learners in the rural secondary school ecologies of Lesotho, with t he view to improve academic achievement of such schools. The Solomon Felder Index of Learning Styles (SFILS) and selfdesigned teaching style questionnaire were used using 190 learners and 95 teachers from rural secondary schools, respectively. The empirical findings indicate that mismatches of teaching and learning styles largely inhibit academic achievement of learners while matching them largely enhances this achievement. The findings of this research indicated that mismatches do exist in the teaching styles of teachers and their learners' learning styles and that matching teaching and learning styles enhances academic achievement of learners in rural learning ecologies. In this regard, it is recommended that: Teachers should match their teaching styles with the learning styles of their learners in most lessons to enhance their learners' academic achievement.

Research paper thumbnail of Do Educators in the Free State Province of South Africa Engage Learners Via Outcomes Based Teaching Styles?

Journal of Social Sciences, 2010

Since the first democratic elections in 1994, education in South Africa has been characterized by... more Since the first democratic elections in 1994, education in South Africa has been characterized by an unprecedented process of transformation. Furthermore, a resurgence from the government, business, organized labor and providers of education and training emphasized the need for educational imbalances, which were prevalent in the country's rote learning/ traditional schooling system to be redressed and that equal educational opportunities should be provided for all citizens. This process signaled the introduction of Outcomes Based Education (OBE) within the National Curriculum Statement (South Africa's own unique curriculum response to OBE) which necessitated educators to be trained and teach in learner centered, activity based teaching methodologies. Through a quantitative study, administered to 344 postgraduate educators, enrolled for the course: Self concept development and Learning styles at the University of the Free State, researchers wanted to ascertain the extent to which teaching styles employed by these educators, are reflective of OBE teaching methodologies. Findings revealed that the majority of educators' are not engaging learners via OBE centred teaching styles and that they are still advocating "traditional/rote learning" teaching styles. Furthermore, we conclude that the National Department of Education needs to empower and capacitate educators in learner centered teaching styles.

Research paper thumbnail of A Reflection on Gender Achievement in Sciences' Rural School Settings of Multicultural South Africa

The participation of learners in science is important to a country's socioeconomic development im... more The participation of learners in science is important to a country's socioeconomic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa's scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.

Research paper thumbnail of University access, inclusion and social justice

South African journal of higher education, 2012

University access programmes inherently and inevitably provide students with a ‘label’. Firstly, ... more University access programmes inherently and inevitably provide students with a ‘label’. Firstly, students are generally segregated and stigmatised as they are treated as a separate group that accessed university somewhat ‘illegitimately’. Access programmes generally place more emphasis on academic development and in so doing seem to undermine the importance of inclusivity. Even though evidence suggests that these concerted efforts at ‘pulling out’ students in order to ensure that they learn in homogeneous environments, the practice somewhat falls short of observing heterogeneity, and does, to some extent, not seem to employ inclusive practices. We therefore argue that inclusion poses a social justice challenge to university access programmes. Through the social critique lens, we challenge stereotypes associated with university access programmes in accordance with critical intellectual enterprises. Critical intellectual enterprises require that we constantly re-evaluate, not only our...

Research paper thumbnail of The Legitimation of Recognition of Prior Learning (RPL) As Redress Mechanism for Work Spaces in Post-Apartheid South Africa: Narrative of a Black Master Builder

Journal of Social Sciences, 2011

Prior to the first democratic elections in 1994, historically disadvantaged populations (blacks) ... more Prior to the first democratic elections in 1994, historically disadvantaged populations (blacks) in South Africa were subjected to Eurocentric learning content that discriminated against any validation of examples relevant to their lives. Invariably, the site and practitioners in prior learning processes are located in work spaces which are often outside formal institutions. RPL as endorsed by post-Apartheid legislation and structures, such as the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NRF) recognise knowledge and skills learnt from experiences through informal settings. In this paper, the narrative of a black master builder is presented as a case for RPL. Our contention is that learning experiences acquired from work spaces such as the building industry, are equally legitimate, so too are their ‘knowers’. Transformative redress mechanisms should recognise diverse ‘ways of knowing’ and the assessment of quality and enskilment. Our ca...

Research paper thumbnail of Overcoming Adversity: A Holistic Response to Creating Sustainable Rural Learning Ecologies

Journal of Human Ecology, 2012

The whole world is working towards creation of sustainable learning ecologies and mobilization of... more The whole world is working towards creation of sustainable learning ecologies and mobilization of better and socially acceptable life through provision of transformed quality education for all. In order to achieve this, societies, in their different ecologies, should work collaboratively. This is, however, critical to achieve because most of the rural ecologies are faced with poverty, as such, it seems very difficult for them to render education support services. Another barrier is that gender inequalities exist in different parts of the world despite democracy that countries claim to be working in alliance with. Taking Lesotho as an example, several cases show how girls and women continue to be excluded from participating fully in the political, socioeconomic structures a nd other national plans through lack of access to quality education. It is therefore believed that through collaborative participation of different stakeholders, such as educators, parents, learners, different government ministries and non-governmental organizations, societies will be empowered to create sustainable rural learning ecologies for learners so that adversity can be overcome; and underlying issues that affect sustainable rural lear ning will be identified together with the solutions and strategies towards overcoming such issues will be predicted.

Research paper thumbnail of Does Cooperative Learning as a Teaching Approach Enhances Teaching and Learning in Integrated Culturally Diverse School Settings? An Exploratory Study

Mediterranean Journal of Social Sciences, 2014

Cooperative learning is a philosophical and practical approach to change classrooms settings and ... more Cooperative learning is a philosophical and practical approach to change classrooms settings and school organizations, classroom processes and learning activities in order to offer all learners more active learning experiences, equal opportunities, access, and a more social supportive role. This article explores cooperative learning (CL) as a learner centeredness teaching approach in enhancing teaching and learning in integrated culturally diverse ecologies in the Northern Cape province of South Africa. A survey was designed to explore teachers' views regarding the value of the cooperative learning approach in enhancing quality teaching and learning. Findings of this investigation revealed that educators viewed their lack of understanding the use of CL as teaching approach as a challenge in enhancing effective teaching and learning opportunities in culturally diverse settings. Participants alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. Suggestions are formulated to empower in-service teachers in CL as a teaching approach. This investigation which was conducted as an exploratory value-based study forms part of the first phase of a funded project.

Research paper thumbnail of Ascertaining the Use of Extracurricular Activities in Promoting Learners’ Holistic Development in Multicultural School Settings

Education and New Developments 2021, 2021

Encouraging learners to participate in extracurricular activities should commence in the early ph... more Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement i...

Research paper thumbnail of Considerations of Talent Management in Retention of Academics in the National University of Lesotho

The aim of the study was to examine the contribution of talent management practices at the Nation... more The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It is threatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu's social theory and Adam's theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu's theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study 'talent' is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university's productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

Research paper thumbnail of Social Science Student Teachers’ Awareness of the Intertwiness of Social Science and Social Justice in Multicultural School Settings

Education and New Developments 2021, 2021

This qualitative study is an exploration of final year Social Science education students awarenes... more This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having t...

Research paper thumbnail of Perceptions of teacher education students at a South African university on the relationship between culture and education: implications for social justice

The Constitution of South Africa envisions a socially just society. However, realising this requi... more The Constitution of South Africa envisions a socially just society. However, realising this requires an education context that amongst other things, celebrates and promotes cultural diversity. Widely known as the rainbow nation, South Africa is home to diverse cultures, both from within and from all over Africa and the rest of the world. This fact poses particular challenges to education, which is not only required to provide a multi-cultural educational context conducive to effective teaching and learning, but also to promote social justice. However, indications are that SA education fails dismally to achieve both ends. We argue that part of the reason for this failure is the inability of (pre-service) education students to understand, acknowledge and validate the intrinsic relationship that exists between culture and education. As such, they hamper efforts to realise social justice through education. In this paper we report on the perceptions regarding the relationship between cul...

Research paper thumbnail of Teachers' Coping Strategies in a Classroom with Disadvantaged Pupils from Child Headed Households in a Rural School Environment of South Africa

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Outcomes in South African Higher Education: Imagine that!

Journal of Social Sciences, 2010

Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students... more Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students to internalise, reshape or transform new information .From this teaching perspective, students should be able to construct knowledge for themselves through goal- orientated activity. In other words, they need to engage with content in such a manner that it becomes meaningful and useful to them within their own context. Furthermore, it is only when students can apply what they have learned, that knowledge becomes meaningful. The fundamental principle informing constructivist learning is not what students learn, but how they learn, whilst the skills they learn are more critical than the given content. With the acquisition of effective learning skills, such as found within project work, excursions, interviewing, group- work, fieldwork, simulations, role play, research and debates, learners place themselves in a position to learn whatever they wish to learn. The South African education syst...

Research paper thumbnail of Inclusive Leadership Strategies to Sustain the Inclusive Pedagogical Practices of Preservice Teachers at a University of Technology

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Perceptions of Women Teachers on Condom Availability in Schools: South African perspective

Journal of Social Sciences, 2011

The former Minister of Education in South Africa recently stated that education authorities will ... more The former Minister of Education in South Africa recently stated that education authorities will not be making condoms available to learners at school. In her opinion, "…holding teachers responsible for distributing condoms would make teaching very, very difficult". On the contrary, despite acknowledging a dissident view which says that condom availability in schools may encourage sexual activity, one may argue that one way of increasing condom access for adolescents is to make condoms available in schools. Utilising a sample of 281 women teachers from primary and secondary schools in the eastern Free State region, South Africa, the study investigates perceptions of women teachers on condom availability in schools through a structured questionnaire. The majority of women teachers in the sample were aware that some schools in their area distribute condoms to learners and regard the distribution of condoms in schools not as a responsibility of teachers.

Research paper thumbnail of Revisiting School Integration in Multicultural Contexts in the Northern Cape Province of South Africa

Procedia - Social and Behavioral Sciences, 2012

The aim of the paper was to revisit issues and challenges pertaining to integrated school setting... more The aim of the paper was to revisit issues and challenges pertaining to integrated school settings (historically white schools or ex-Model C schools) in the Northern Cape province of South Africa. To accomplish the stated goal, 241 white educators were investigated as to ascertain their perceptions regarding key aspects of teaching black learners in multicultural school contexts. A main finding revealed that integration in the Northern Cape schooling context, implies interrogating different notions attached to multicultural education, such as constructing anti-racist curricula; enhancing critical pedagogies; cultivating cultural relevant learning environments; teaching for social justice and source material that are underpinned by a democratic value system.

Research paper thumbnail of Exploring the Value of Cooperative Learning in Enhancing Teaching in Integrated School Environments of the Northern Cape Province

Procedia - Social and Behavioral Sciences, 2012

This paper via a mixed research method explores the value of cooperative learning in enhancing te... more This paper via a mixed research method explores the value of cooperative learning in enhancing teaching and learning in integrated school environments in the Northern Cape province of South Africa. Furthermore it attempts in determining the views of educators regarding cooperative learning and to identify issues relevant to the learning contexts of learners. Findings of this investigation revealed that educators viewed their lack of understanding the use of cooperative learning as teaching tool as a challenge in enhancing teaching and cultural diversity. Learners alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. This investigation which was conducted as a pilot study and is as such part of the first phase of a funded project by the National Research Foundation of South Africa.

Research paper thumbnail of Social Identity Formation of Black Learners in South African Historically White Schools

Advances in Education and Educational Trends Series

The chapter engages with the issues influencing the social identity formation of black learners a... more The chapter engages with the issues influencing the social identity formation of black learners attending historically white schools (HWSs) in the Northern Cape province of South Africa. Black South Africans were treated as intellectually and racially inferior during the apartheid years. The situation was further exacerbated when black learners were admitted to HWSs. Consequently, the school that should normally contribute to developing a positive social identity formation of learners, seemingly has the opposite effect on black learners. An empirical investigation, by way of quantitative research, was employed to ascertain the issues influencing the social identity formation of black learners in HWSs. The authors, however, report on the data segment of 10 selected items pertaining to social identity formation, which was one of the components of an extensive doctoral study questionnaire, which was completed by 832 black learners enrolled at 27 HWSs in the Northern Cape province. Some of the findings indicate the manifestation of negative influences, low educator expectations, the disjuncture between home and school education as having an effect on the social identity formation of black learners. This chapter proposes certain suggestions to be considered by HWSs in South Africa to possibly mitigate the identified challenges.

Research paper thumbnail of Academic Behavioural Confidence of First-entering Mathematics and Science University Access Program Students

The Anthropologist, 2012

The current study seeks to gain insight into the Academic Behavioural Confidence (ABC) of firsten... more The current study seeks to gain insight into the Academic Behavioural Confidence (ABC) of firstentering university access program students intending to enroll for mathematics and science degree programs at a historically disadvantaged campus that was incorporated into a historically White university. The study adopts a quantitative-descriptive (survey) design. The respondents, 169 university access program students, completed the questionnaires on their own, at the same time and the author was present to respond to concerns raised. This measure ensured that respondents did not collude and give responses that were not authentic and secured a hundred percent return on the questionnaires. The study found that a significant difference can be expected amongst individuals than between groups of different ages, gender groups whilst a lesser difference can be expected between different home languages. On the whole, a significantly high level of academic behavioural confidence was discovered for the respondents. This clearly indicates that, should the ceteris paribus principle apply, these students are likely to perform well academically.

Research paper thumbnail of Constructing Student-Teacher Identities via a Mentorship Programme Initiative: A Case for School-Based Learning

Mediterranean Journal of Social Sciences, 2014

The aim of this paper is to explore how student-teachers narratively constructed their identities... more The aim of this paper is to explore how student-teachers narratively constructed their identities through a mentorship schoolbased approach. These prospective teachers used typologies of their identities as a base of support for their becoming teacher professionals. This study employed a qualitative research method via semi-structured interviews and explored studentteachers' learning experiences during the school-based learning project. From these interviews, which are inductive in nature, we first sought out recurring themes in student-teachers' ways of speaking about their mentors and their experiences of the school-based learning project. The findings revealed that PGCE student-teachers' exposure to a structured mentorship programme provides more than adequate opportunities for the enhancement of personal growth and professional development; thus reinforcing the construction of multiple teacher identities.

Research paper thumbnail of Matching/Mismatching of Teaching and Learning Styles in Rural Learning Ecologies of Lesotho: Does it Enhance Academic Achievement

Journal of Human Ecology, 2013

The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary... more The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary schools of Lesotho the pass rate ranged from 51% to 58%. These figures are low compared to those in the urban schools for the same years which ranged from 70% to 72%. In addition, the Teaching Service Department shows that there was 40% of unqualified teachers in these rural schools in 2003 and 35% in 2007. There seems to be a correlation between the high numbers of unqualified teachers and low academic achievement of learners in these schools. This study was undertaken to determine the extent to which matching teaching a nd learning styles enhances academic achievement of learners in the rural secondary school ecologies of Lesotho, with t he view to improve academic achievement of such schools. The Solomon Felder Index of Learning Styles (SFILS) and selfdesigned teaching style questionnaire were used using 190 learners and 95 teachers from rural secondary schools, respectively. The empirical findings indicate that mismatches of teaching and learning styles largely inhibit academic achievement of learners while matching them largely enhances this achievement. The findings of this research indicated that mismatches do exist in the teaching styles of teachers and their learners' learning styles and that matching teaching and learning styles enhances academic achievement of learners in rural learning ecologies. In this regard, it is recommended that: Teachers should match their teaching styles with the learning styles of their learners in most lessons to enhance their learners' academic achievement.

Research paper thumbnail of Do Educators in the Free State Province of South Africa Engage Learners Via Outcomes Based Teaching Styles?

Journal of Social Sciences, 2010

Since the first democratic elections in 1994, education in South Africa has been characterized by... more Since the first democratic elections in 1994, education in South Africa has been characterized by an unprecedented process of transformation. Furthermore, a resurgence from the government, business, organized labor and providers of education and training emphasized the need for educational imbalances, which were prevalent in the country's rote learning/ traditional schooling system to be redressed and that equal educational opportunities should be provided for all citizens. This process signaled the introduction of Outcomes Based Education (OBE) within the National Curriculum Statement (South Africa's own unique curriculum response to OBE) which necessitated educators to be trained and teach in learner centered, activity based teaching methodologies. Through a quantitative study, administered to 344 postgraduate educators, enrolled for the course: Self concept development and Learning styles at the University of the Free State, researchers wanted to ascertain the extent to which teaching styles employed by these educators, are reflective of OBE teaching methodologies. Findings revealed that the majority of educators' are not engaging learners via OBE centred teaching styles and that they are still advocating "traditional/rote learning" teaching styles. Furthermore, we conclude that the National Department of Education needs to empower and capacitate educators in learner centered teaching styles.

Research paper thumbnail of A Reflection on Gender Achievement in Sciences' Rural School Settings of Multicultural South Africa

The participation of learners in science is important to a country's socioeconomic development im... more The participation of learners in science is important to a country's socioeconomic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa's scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.

Research paper thumbnail of University access, inclusion and social justice

South African journal of higher education, 2012

University access programmes inherently and inevitably provide students with a ‘label’. Firstly, ... more University access programmes inherently and inevitably provide students with a ‘label’. Firstly, students are generally segregated and stigmatised as they are treated as a separate group that accessed university somewhat ‘illegitimately’. Access programmes generally place more emphasis on academic development and in so doing seem to undermine the importance of inclusivity. Even though evidence suggests that these concerted efforts at ‘pulling out’ students in order to ensure that they learn in homogeneous environments, the practice somewhat falls short of observing heterogeneity, and does, to some extent, not seem to employ inclusive practices. We therefore argue that inclusion poses a social justice challenge to university access programmes. Through the social critique lens, we challenge stereotypes associated with university access programmes in accordance with critical intellectual enterprises. Critical intellectual enterprises require that we constantly re-evaluate, not only our...

Research paper thumbnail of The Legitimation of Recognition of Prior Learning (RPL) As Redress Mechanism for Work Spaces in Post-Apartheid South Africa: Narrative of a Black Master Builder

Journal of Social Sciences, 2011

Prior to the first democratic elections in 1994, historically disadvantaged populations (blacks) ... more Prior to the first democratic elections in 1994, historically disadvantaged populations (blacks) in South Africa were subjected to Eurocentric learning content that discriminated against any validation of examples relevant to their lives. Invariably, the site and practitioners in prior learning processes are located in work spaces which are often outside formal institutions. RPL as endorsed by post-Apartheid legislation and structures, such as the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NRF) recognise knowledge and skills learnt from experiences through informal settings. In this paper, the narrative of a black master builder is presented as a case for RPL. Our contention is that learning experiences acquired from work spaces such as the building industry, are equally legitimate, so too are their ‘knowers’. Transformative redress mechanisms should recognise diverse ‘ways of knowing’ and the assessment of quality and enskilment. Our ca...

Research paper thumbnail of Overcoming Adversity: A Holistic Response to Creating Sustainable Rural Learning Ecologies

Journal of Human Ecology, 2012

The whole world is working towards creation of sustainable learning ecologies and mobilization of... more The whole world is working towards creation of sustainable learning ecologies and mobilization of better and socially acceptable life through provision of transformed quality education for all. In order to achieve this, societies, in their different ecologies, should work collaboratively. This is, however, critical to achieve because most of the rural ecologies are faced with poverty, as such, it seems very difficult for them to render education support services. Another barrier is that gender inequalities exist in different parts of the world despite democracy that countries claim to be working in alliance with. Taking Lesotho as an example, several cases show how girls and women continue to be excluded from participating fully in the political, socioeconomic structures a nd other national plans through lack of access to quality education. It is therefore believed that through collaborative participation of different stakeholders, such as educators, parents, learners, different government ministries and non-governmental organizations, societies will be empowered to create sustainable rural learning ecologies for learners so that adversity can be overcome; and underlying issues that affect sustainable rural lear ning will be identified together with the solutions and strategies towards overcoming such issues will be predicted.

Research paper thumbnail of Does Cooperative Learning as a Teaching Approach Enhances Teaching and Learning in Integrated Culturally Diverse School Settings? An Exploratory Study

Mediterranean Journal of Social Sciences, 2014

Cooperative learning is a philosophical and practical approach to change classrooms settings and ... more Cooperative learning is a philosophical and practical approach to change classrooms settings and school organizations, classroom processes and learning activities in order to offer all learners more active learning experiences, equal opportunities, access, and a more social supportive role. This article explores cooperative learning (CL) as a learner centeredness teaching approach in enhancing teaching and learning in integrated culturally diverse ecologies in the Northern Cape province of South Africa. A survey was designed to explore teachers' views regarding the value of the cooperative learning approach in enhancing quality teaching and learning. Findings of this investigation revealed that educators viewed their lack of understanding the use of CL as teaching approach as a challenge in enhancing effective teaching and learning opportunities in culturally diverse settings. Participants alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. Suggestions are formulated to empower in-service teachers in CL as a teaching approach. This investigation which was conducted as an exploratory value-based study forms part of the first phase of a funded project.

Research paper thumbnail of Ascertaining the Use of Extracurricular Activities in Promoting Learners’ Holistic Development in Multicultural School Settings

Education and New Developments 2021, 2021

Encouraging learners to participate in extracurricular activities should commence in the early ph... more Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement i...

Research paper thumbnail of Considerations of Talent Management in Retention of Academics in the National University of Lesotho

The aim of the study was to examine the contribution of talent management practices at the Nation... more The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It is threatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu's social theory and Adam's theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu's theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study 'talent' is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university's productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

Research paper thumbnail of Social Science Student Teachers’ Awareness of the Intertwiness of Social Science and Social Justice in Multicultural School Settings

Education and New Developments 2021, 2021

This qualitative study is an exploration of final year Social Science education students awarenes... more This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having t...

Research paper thumbnail of Perceptions of teacher education students at a South African university on the relationship between culture and education: implications for social justice

The Constitution of South Africa envisions a socially just society. However, realising this requi... more The Constitution of South Africa envisions a socially just society. However, realising this requires an education context that amongst other things, celebrates and promotes cultural diversity. Widely known as the rainbow nation, South Africa is home to diverse cultures, both from within and from all over Africa and the rest of the world. This fact poses particular challenges to education, which is not only required to provide a multi-cultural educational context conducive to effective teaching and learning, but also to promote social justice. However, indications are that SA education fails dismally to achieve both ends. We argue that part of the reason for this failure is the inability of (pre-service) education students to understand, acknowledge and validate the intrinsic relationship that exists between culture and education. As such, they hamper efforts to realise social justice through education. In this paper we report on the perceptions regarding the relationship between cul...

Research paper thumbnail of Teachers' Coping Strategies in a Classroom with Disadvantaged Pupils from Child Headed Households in a Rural School Environment of South Africa

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Outcomes in South African Higher Education: Imagine that!

Journal of Social Sciences, 2010

Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students... more Constructivism reasserts the importance of ‘meaning making’ in the sense that it assists students to internalise, reshape or transform new information .From this teaching perspective, students should be able to construct knowledge for themselves through goal- orientated activity. In other words, they need to engage with content in such a manner that it becomes meaningful and useful to them within their own context. Furthermore, it is only when students can apply what they have learned, that knowledge becomes meaningful. The fundamental principle informing constructivist learning is not what students learn, but how they learn, whilst the skills they learn are more critical than the given content. With the acquisition of effective learning skills, such as found within project work, excursions, interviewing, group- work, fieldwork, simulations, role play, research and debates, learners place themselves in a position to learn whatever they wish to learn. The South African education syst...

Research paper thumbnail of Inclusive Leadership Strategies to Sustain the Inclusive Pedagogical Practices of Preservice Teachers at a University of Technology

EDULEARN21 Proceedings, 2021

Research paper thumbnail of Perceptions of Women Teachers on Condom Availability in Schools: South African perspective

Journal of Social Sciences, 2011

The former Minister of Education in South Africa recently stated that education authorities will ... more The former Minister of Education in South Africa recently stated that education authorities will not be making condoms available to learners at school. In her opinion, "…holding teachers responsible for distributing condoms would make teaching very, very difficult". On the contrary, despite acknowledging a dissident view which says that condom availability in schools may encourage sexual activity, one may argue that one way of increasing condom access for adolescents is to make condoms available in schools. Utilising a sample of 281 women teachers from primary and secondary schools in the eastern Free State region, South Africa, the study investigates perceptions of women teachers on condom availability in schools through a structured questionnaire. The majority of women teachers in the sample were aware that some schools in their area distribute condoms to learners and regard the distribution of condoms in schools not as a responsibility of teachers.

Research paper thumbnail of Revisiting School Integration in Multicultural Contexts in the Northern Cape Province of South Africa

Procedia - Social and Behavioral Sciences, 2012

The aim of the paper was to revisit issues and challenges pertaining to integrated school setting... more The aim of the paper was to revisit issues and challenges pertaining to integrated school settings (historically white schools or ex-Model C schools) in the Northern Cape province of South Africa. To accomplish the stated goal, 241 white educators were investigated as to ascertain their perceptions regarding key aspects of teaching black learners in multicultural school contexts. A main finding revealed that integration in the Northern Cape schooling context, implies interrogating different notions attached to multicultural education, such as constructing anti-racist curricula; enhancing critical pedagogies; cultivating cultural relevant learning environments; teaching for social justice and source material that are underpinned by a democratic value system.

Research paper thumbnail of Exploring the Value of Cooperative Learning in Enhancing Teaching in Integrated School Environments of the Northern Cape Province

Procedia - Social and Behavioral Sciences, 2012

This paper via a mixed research method explores the value of cooperative learning in enhancing te... more This paper via a mixed research method explores the value of cooperative learning in enhancing teaching and learning in integrated school environments in the Northern Cape province of South Africa. Furthermore it attempts in determining the views of educators regarding cooperative learning and to identify issues relevant to the learning contexts of learners. Findings of this investigation revealed that educators viewed their lack of understanding the use of cooperative learning as teaching tool as a challenge in enhancing teaching and cultural diversity. Learners alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. This investigation which was conducted as a pilot study and is as such part of the first phase of a funded project by the National Research Foundation of South Africa.