Patrick Mweli - Academia.edu (original) (raw)

Papers by Patrick Mweli

Educational Research for Social Change, 2016

Early-career academics (ECAs) experience challenges with their integration into higher education ... more Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and challenges faced as ECAs at the University of KwaZulu-Natal; to achieve this, we used a social constructivist lens to collectively engage in conversations as we constructed new understandings of ourselves and experiences as ECAs. We show how, through the research, we learned to form and position our learning and growth within the changing university setting. We adopted a collective arts-based, self-study approach to explore our experiences and what we felt needed to happen to provide meaningful development for the newly appointed as we journey through the unclear grounds of university life. We make visible how we as ECAs feel overwhelmed when entering higher education institutions because of the need to balance research, teaching, and other demands of academic life. We find a strong need for collaborative engagement between ECAs and experienced academics. In addition, establishment of a healthy working environment and policy specific to addressing the needs of ECAs would assist in providing clear support as ECAs transition into experienced academics. Finally, we demonstrate how we took our findings forward, and describe both the resistance and support we experienced.

Educational research for social change, 2016

Early-career academics (ECAs) experience challenges with their integration into higher education ... more Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and challenges faced as ECAs at the University of KwaZulu-Natal; to achieve this, we used a social constructivist lens to collectively engage in conversations as we constructed new understandings of ourselves and experiences as ECAs. We show how, through the research, we learned to form and position our learning and growth within the changing university setting. We adopted a collective arts-based, self-study approach to explore our experiences and what we felt needed to happen to provide meaningful development for the newly appointed as we journey through the unclear grounds of university life. We make visible how we as ECAs feel overwhelmed when entering higher education institutions because of the need to balance research, teaching, and other demands of academic life. We find a strong need for collaborative engagement between ECAs and experienced academics. In addition, establishment of a healthy working environment and policy specific to addressing the needs of ECAs would assist in providing clear support as ECAs transition into experienced academics. Finally, we demonstrate how we took our findings forward, and describe both the resistance and support we experienced.

Inclusive learning and educational equity, 2022

Journal of Education

The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learni... more The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learning of most learners who speak African languages in Africa and particularly in South Africa. In this study, I explore language attitudes and the lived experiences of 400 Grade Four teachers in Pinetown and UMgungundlovu districts teaching African learners using English as LoLT. The study challenges Anglonormative language ideologies (Mckinney, Carrim, Layton, & Marshall, 2015) and the coloniality of dominant discourses about LoLT in South Africa. Calling on the voices of the teachers, I argue for the use of African languages to teach African learners as a powerful measure to regain African identity and to delink education from Eurocentric knowledge and cultures. I compared results from quantitative and qualitative data to arrive at the overall finding that most Grade Four teacher participants prefer the use of African languages to teach African learners and that these teachers are experiencing difficulty in using English as LoLT to teach most of them. Drawing from teachers' responses, I conclude that the use of African languages in education connects learners' worldviews and ways of knowing to the curriculum and provides access to knowledge.

Online Submission, Mar 15, 2012

Since the 1994 election, South Africa has moved from a politics of separatism to social justice a... more Since the 1994 election, South Africa has moved from a politics of separatism to social justice and inclusivity. The White Paper 6 (Department of Education, 2001) on inclusive education policy emphasizes inclusion of all learners in the basic education system, regardless of disability, race, learning style, HIV status etc. This has brought change to classroom dynamics, where the tradition of the classroom is based on reading and writing for "normal" learners, and diverse learning needs related to impairment is "abnormal". Theories of Inclusive Education underpin this paper. Using a qualitative approach, this study explores learners" experiences in the classroom to assess implementation of Inclusive Education. The study reveals that in South Africa the problem of inclusive curriculum implementation still persists and needs special attention from all stakeholders in education. It is also evident that teachers have not been properly prepared for the paradigm shift needed for implementation of an inclusive curriculum. The losers in the process are the learners, as they continuously have negative experiences in the classroom. The paper concludes that in-depth training of the teachers in Inclusive Education is required to ensure that the paradigm shift from the apartheid education system to Inclusive Education is achieved.

1-2 Chapter 1: Background to the study 3 1.1. Rationale of the study 1.5. Key research questions ... more 1-2 Chapter 1: Background to the study 3 1.1. Rationale of the study 1.5. Key research questions 15 1.6. Arrangement of the chapters 15-17 Chapter 2: Research findings underpinning the study 18 2.1. Introduction 18 2.2. Inclusion 18-21 2.3. Learning experiences 21-22 v 2.4. Learning environments 23-25 2.5. Inclusive education 25-32 2.6. Parental involvement in inclusive education 32-33 2.7. Conclusion 33-34 Chapter 3 35 Section A: Conceptual and Theoretical considerations 3.1. Introduction 34 3.2. Inclusion within the classroom 35-39 3.3. Asset-Based theory within Social Constructivism 40-55 Section B: Research design and Methodology 56 3.4. Research methodology 56-57 3.5. Research design 57 3.5.1. Research field 59-60 3.5.2. Participants 59-60 3.5.3. Data collection techniques 61 3.5.3.1. Focus group interviews 61-64 3.5.3.2. Semi-structured interviews 64-65 3.5.4. Process of data analysis 65-69 3.5.5. Trustworthiness 69 3.5.6. Ethical consideration 70 3.6. Conclusion 71 Chapter 4: Findings 70 4.1. Introduction 72 vi 4.2. Social interaction within the classroom context 72-74 4.3. Learners' classroom experiences 74 4.3.1. Interaction and relationships amongst learners 74-77 4.3.2. Learners account of their experiences during the learning 77-82 process 4.3.2.1. Inequalities within the classroom 82-84 4.3.2.2. Learner support during the learning process 84-87 4.4. Capacity development for teachers and learning resources 87-90 4.5. Conclusion 90-91 Chapter 5: Conclusion and Recommendations 92 5.1. Conclusion 92-97 5.2. Recommendations 97-99 References 100-104 Appendices 106 Appendix 1 Interview schedule 107-112 Appendix 2 Focus group interview schedule 113-121 Appendix 3 Informed consent letter (Learners) 122-123 Appendix 4 Participation letter (teachers) 124-125

The study intends to contribute to successful implementation of Inclusive Education in South Afri... more The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers’ views about classroom environment...

Educational Research for Social Change, 2016

Early-career academics (ECAs) experience challenges with their integration into higher education ... more Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and challenges faced as ECAs at the University of KwaZulu-Natal; to achieve this, we used a social constructivist lens to collectively engage in conversations as we constructed new understandings of ourselves and experiences as ECAs. We show how, through the research, we learned to form and position our learning and growth within the changing university setting. We adopted a collective arts-based, self-study approach to explore our experiences and what we felt needed to happen to provide meaningful development for the newly appointed as we journey through the unclear grounds of university life. We make visible how we as ECAs feel overwhelmed when entering higher education institutions because of the need to balance research, teaching, and other demands of academic life. We find a strong need for collaborative engagement between ECAs and experienced academics. In addition, establishment of a healthy working environment and policy specific to addressing the needs of ECAs would assist in providing clear support as ECAs transition into experienced academics. Finally, we demonstrate how we took our findings forward, and describe both the resistance and support we experienced.

Educational research for social change, 2016

Early-career academics (ECAs) experience challenges with their integration into higher education ... more Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and challenges faced as ECAs at the University of KwaZulu-Natal; to achieve this, we used a social constructivist lens to collectively engage in conversations as we constructed new understandings of ourselves and experiences as ECAs. We show how, through the research, we learned to form and position our learning and growth within the changing university setting. We adopted a collective arts-based, self-study approach to explore our experiences and what we felt needed to happen to provide meaningful development for the newly appointed as we journey through the unclear grounds of university life. We make visible how we as ECAs feel overwhelmed when entering higher education institutions because of the need to balance research, teaching, and other demands of academic life. We find a strong need for collaborative engagement between ECAs and experienced academics. In addition, establishment of a healthy working environment and policy specific to addressing the needs of ECAs would assist in providing clear support as ECAs transition into experienced academics. Finally, we demonstrate how we took our findings forward, and describe both the resistance and support we experienced.

Inclusive learning and educational equity, 2022

Journal of Education

The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learni... more The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learning of most learners who speak African languages in Africa and particularly in South Africa. In this study, I explore language attitudes and the lived experiences of 400 Grade Four teachers in Pinetown and UMgungundlovu districts teaching African learners using English as LoLT. The study challenges Anglonormative language ideologies (Mckinney, Carrim, Layton, & Marshall, 2015) and the coloniality of dominant discourses about LoLT in South Africa. Calling on the voices of the teachers, I argue for the use of African languages to teach African learners as a powerful measure to regain African identity and to delink education from Eurocentric knowledge and cultures. I compared results from quantitative and qualitative data to arrive at the overall finding that most Grade Four teacher participants prefer the use of African languages to teach African learners and that these teachers are experiencing difficulty in using English as LoLT to teach most of them. Drawing from teachers' responses, I conclude that the use of African languages in education connects learners' worldviews and ways of knowing to the curriculum and provides access to knowledge.

Online Submission, Mar 15, 2012

Since the 1994 election, South Africa has moved from a politics of separatism to social justice a... more Since the 1994 election, South Africa has moved from a politics of separatism to social justice and inclusivity. The White Paper 6 (Department of Education, 2001) on inclusive education policy emphasizes inclusion of all learners in the basic education system, regardless of disability, race, learning style, HIV status etc. This has brought change to classroom dynamics, where the tradition of the classroom is based on reading and writing for "normal" learners, and diverse learning needs related to impairment is "abnormal". Theories of Inclusive Education underpin this paper. Using a qualitative approach, this study explores learners" experiences in the classroom to assess implementation of Inclusive Education. The study reveals that in South Africa the problem of inclusive curriculum implementation still persists and needs special attention from all stakeholders in education. It is also evident that teachers have not been properly prepared for the paradigm shift needed for implementation of an inclusive curriculum. The losers in the process are the learners, as they continuously have negative experiences in the classroom. The paper concludes that in-depth training of the teachers in Inclusive Education is required to ensure that the paradigm shift from the apartheid education system to Inclusive Education is achieved.

1-2 Chapter 1: Background to the study 3 1.1. Rationale of the study 1.5. Key research questions ... more 1-2 Chapter 1: Background to the study 3 1.1. Rationale of the study 1.5. Key research questions 15 1.6. Arrangement of the chapters 15-17 Chapter 2: Research findings underpinning the study 18 2.1. Introduction 18 2.2. Inclusion 18-21 2.3. Learning experiences 21-22 v 2.4. Learning environments 23-25 2.5. Inclusive education 25-32 2.6. Parental involvement in inclusive education 32-33 2.7. Conclusion 33-34 Chapter 3 35 Section A: Conceptual and Theoretical considerations 3.1. Introduction 34 3.2. Inclusion within the classroom 35-39 3.3. Asset-Based theory within Social Constructivism 40-55 Section B: Research design and Methodology 56 3.4. Research methodology 56-57 3.5. Research design 57 3.5.1. Research field 59-60 3.5.2. Participants 59-60 3.5.3. Data collection techniques 61 3.5.3.1. Focus group interviews 61-64 3.5.3.2. Semi-structured interviews 64-65 3.5.4. Process of data analysis 65-69 3.5.5. Trustworthiness 69 3.5.6. Ethical consideration 70 3.6. Conclusion 71 Chapter 4: Findings 70 4.1. Introduction 72 vi 4.2. Social interaction within the classroom context 72-74 4.3. Learners' classroom experiences 74 4.3.1. Interaction and relationships amongst learners 74-77 4.3.2. Learners account of their experiences during the learning 77-82 process 4.3.2.1. Inequalities within the classroom 82-84 4.3.2.2. Learner support during the learning process 84-87 4.4. Capacity development for teachers and learning resources 87-90 4.5. Conclusion 90-91 Chapter 5: Conclusion and Recommendations 92 5.1. Conclusion 92-97 5.2. Recommendations 97-99 References 100-104 Appendices 106 Appendix 1 Interview schedule 107-112 Appendix 2 Focus group interview schedule 113-121 Appendix 3 Informed consent letter (Learners) 122-123 Appendix 4 Participation letter (teachers) 124-125

The study intends to contribute to successful implementation of Inclusive Education in South Afri... more The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers’ views about classroom environment...