Nkidi Phatudi - Academia.edu (original) (raw)
Papers by Nkidi Phatudi
Research indicates that mother tongue is an important medium of learning. It is also perceived as... more Research indicates that mother tongue is an important medium of learning. It is also perceived as a medium of identity formation. The first six years of schooling are critical years in the development of the child. These are the years that are crucial in making certain that the child is educated in a familiar medium. A study was conducted among African students at two institutions, one a formerly white institution, and the other a formerly black institution, to determine the level of usage of their respective mother tongues (African languages) on campus in and outside of the lecture hall. Language is a situated practice and is reordered differently depending on different spaces. The ethos, culture and character of each institution determine to a large extent how language identities are constructed and actualised. Whilst all students have high regard for mother tongue, those at formerly white higher education (HE) institutions feel that speaking mother tongue there had a discriminato...
This study explored teachers' experiences in teaching HIV and AIDS as a subject in secondary scho... more This study explored teachers' experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe. The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers' knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects and low self efficacy. School heads should provide resources and develop teachers' experiences in HIV and AIDS so that the subject area is well received in schools.
Mediterranean Journal of Social Sciences, 2014
The challenges confronting neighbouring South African countries such as Zimbabwe continues to inc... more The challenges confronting neighbouring South African countries such as Zimbabwe continues to increase as a result of the economic down turn it experiences. Consequently people are forced to break barriers in order to cross to South Africa in an attempt to settle down. Their settlement in South Africa presents the reality that their children have to attend South African schools with the attendant challenges and opportunities. Not much is known about how the children of immigrants from Zimbabwe acculturate to the school environment and the South African cultures. Utilising a qualitative case study approach, legitimate peripheral participation, semistructured interviews and observation, this paper explores the impact of familial and school experiences of immigrant children from Zimbabwe on their acculturation to the school environment and the society of sojourn. The study sample consisted of four male immigrant children from Zimbabwe and their parents. The study revealed that familial dynamics seemed to predispose Zimbabwean immigrant children to receive incessant protection in terms of the culture to adopt and the culture to refuse. They were trained at the home front to imbibe their home-based culture and not to inculcate the mainstream culture.
Mediterranean Journal of Social Sciences, 2014
This paper explores the effects of the encounter between the host and home cultures on Zimbabwean... more This paper explores the effects of the encounter between the host and home cultures on Zimbabwean immigrant children's acculturation and academic performance in the Foundation Phase in two South African primary schools. The study was qualitative, and made use of case study and narrative inquiry as methodology. Data were collected using interviews, field notes and observation techniques, analysed via document and content analyses. The sample consisted of four immigrant children from Zimbabwe, their parents and teachers. Utilising the communities of practice (Wenger, 1998) and legitimate peripheral participation frameworks, results from the study reveal the following. First, amiable teacher-learner relationships enhanced the adjustment of immigrant children from Zimbabwe in the Foundation Phase to the academic regimen of the schools. Second, adjusting to the school environment can be complicated for immigrant children when they are not acquainted with the language of communication, indigenous South African languages and the academic regimen of the school. Third, linguistically disadvantaged immigrant devised own means of communicating with peers in their communities of practice.
Journal of Asian and African Studies, 2013
This study examined secondary school teachers’ understanding of the HIV and AIDS education policy... more This study examined secondary school teachers’ understanding of the HIV and AIDS education policy and curriculum in Zimbabwe. The study was informed by the Concerns-Based Adoption Model. Twenty teachers, four school heads from the participating schools and two Ministry of Education officials from Masvingo provincial offices participated in the study. Data for the qualitative case study were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had mixed perceptions of the HIV and AIDS school policy. Few teachers had a clear understanding of the policy and curriculum innovation while most of them were uninformed, ignorant, frustrated or confused regarding this policy and the implementation thereof. Overall, there was a disjunction between policy, curriculum requirements and teacher understanding and conceptualisation of the subject area due to a lack of professional qualifications and the non-availability of policy an...
European Early Childhood Education Research Journal, 2013
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (EC... more In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Résumé: En Afrique du Sud, l'élaboration du Livre blanc n° 5 de 2001 sur le Développement de la petite enfance (DPE) constitue une politique essentielle dans le cadre de l'élaboration de nouvelles orientations pour préparer les enfants pour l'enseignement formel, mettant un fort accent sur le développement de la petite enfance. Toutefois, l'étendue de l'application de ces mesures est relativement peu connue. La présente étude s'est penchée sur les entendements et les pratiques mis en oeuvre par les partenaires impliqués dans la transition des enfants de la maternelle ou du foyer vers l'école primaire en Afrique du Sud. La méthode des cas a été adoptée pour étudier deux écoles situées dans des provinces économiquement défavorisées en Afrique du Sud. Des directeurs d'école et des instituteurs ont été interviewés pour établir leurs rapports avec les maternelles et les pratiques autour de la transition vers la scolarisation. Les instituteurs de la première année du primaire ont également été interrogés sur les éléments ayant une incidence sur la transition vers la scolarisation. Les parents ont été interrogés sur leurs vues concernant la transition et le soutien fourni aux enfants en début de scolarisation. Il était important de prendre en compte les opinions des enfants eux-mêmes pour établir comment ils vivaient cette transition. Bien qu'il n'est pas possible de généraliser à partir des constations d'études de cas, les résultats suggèrent que beaucoup reste à faire dans le cadre de la sensibilisation au développement de la petite enfance et l'État doit, au-delà de l'accessibilité universelle, assurer une prestation au niveau local de meilleure qualité. German: Die Schaffung der öffentlichen Diskussionsschrift No. 5 aus dem Jahre 2001 über die Frühe Kindliche Entwicklung (Early Childhood Development (ECD)) stellte in Südafrika eine bedeutende Herangehensweise im Hinblick auf anstehende Veränderungen dar, die zusammen mit dem Schwerpunkt auf das Lernen in der frühen Kindheit dazu dienen sollte, Kinder leichter in das formelle Schulsystem einzugliedern. Das Ausmass der Anwendung dieser Empfehlungen ist jedoch weitgehend unbekannt. Die Studie untersuchte das Verständnis und die Praktiken all derjenigen, die an dem Übergang von Kindern, die in Südafrika vom Kindergarten oder von Zuhause aus auf die Grundschule weitergehen, beteiligt sind. Dies wurde anhand von Fallstudien beleuchtet, die sich auf zwei Schulen in wirtschaftlich unterentwickelten südafrikanischen Provinzen konzentrieren. Schuldirektoren und Lehrer wurden in diesem Zusammenhang interviewt, um deren Wissen um diesen Schulübergang und deren praktischen Hilfestellungen für die Kinder zu bestimmen. Lehrer der ersten Klasse wurden zudem über die Faktoren befragt, die den Übergang der Kinder in das formelle Schulsystem beeinflussen. Eltern wurden nach ihren Ansichten, den Übergang betreffend befragt, und auf welche Weise ihre Kinder zum Schulanfang unterstützt werden. Es war dabei unerlässlich den eigenen Meinungen der Kinder Beachtung zu schenken, um herauszufinden wie sie selbst den Übergang empfanden. Die Ergebnisse der Fallstudien können zwar nicht verallgemeinert werden, zeigen jedoch, dass noch viel getan werden muss, um das Wissen um das Lernen in der frühen Kindheit zu fördern und um die Regierung dazu zu veranlassen sich über die allgemeine Zugänglichkeit hinaus zu bewegen, damit die Qualität der Bereitstellung auf lokaler Ebene ermöglicht werden kann. Resumen: En Sudáfrica, el desarrollo del Informe Oficial Número 5 de 2001 sobre el Desarrollo Infantil del Primer Ciclo (sigla en inglés ECD), ha sido una política que contribuyó decisivamente en el desarrollo de los cambios para asistir en la preparación de los niños hacia la escuela primaria, junto con un fuerte enfoque en la educación infantil del primer ciclo. No obstante, es relativamente desconocido el alcance de las políticas aplicadas. El estudio investigó acuerdos y prácticas de los interesados involucrados en la transición de los niños de edad preescolar o del entorno
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
This paper is based on a field experience project designed as part of the foundation phase litera... more This paper is based on a field experience project designed as part of the foundation phase literacy programme. In this project, foundation phase teacher education student-teachers selected a teaching site and a learner or group of learners that they would teach to read in the afternoons and over the weekends. The aim of the project was to offer the teacher education student-teachers an opportunity to put theory into practice using self-reflective strategies that included group and individual reflections on instructional strategies presented in DVDs, reflections on microteaching lessons to the class, and reflections on teaching learners in local schools. During the time that they were working with their learners, they were also expected to confer with other teacher education student-teachers to exchange ideas, strategies and their "best practice" experiences with others. Three distinct stages emerged as student-teachers taught and reflected on their experiences. Student-teachers were initially unsure of their capability of taking on the project. The second stage was that of determination to grapple with the project and the last stage was resolving to take ownership of the project. This paper recommends that projects of this nature are necessary as they allow undergraduate student-teachers opportunities for authentic learning regarding the teaching of reading.
Research indicates that mother tongue is an important medium of learning. It is also perceived as... more Research indicates that mother tongue is an important medium of learning. It is also perceived as a medium of identity formation. The first six years of schooling are critical years in the development of the child. These are the years that are crucial in making certain that the child is educated in a familiar medium. A study was conducted among African students at two institutions, one a formerly white institution, and the other a formerly black institution, to determine the level of usage of their respective mother tongues (African languages) on campus in and outside of the lecture hall. Language is a situated practice and is reordered differently depending on different spaces. The ethos, culture and character of each institution determine to a large extent how language identities are constructed and actualised. Whilst all students have high regard for mother tongue, those at formerly white higher education (HE) institutions feel that speaking mother tongue there had a discriminato...
This study explored teachers' experiences in teaching HIV and AIDS as a subject in secondary scho... more This study explored teachers' experiences in teaching HIV and AIDS as a subject in secondary schools in Zimbabwe. The Concerns-Based Adoption Model (CBAM) guided the study. Twenty teachers, four school heads and two Ministry of Education officials in Masvingo district comprised the sample. A qualitative research design was applied. Data were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had diverse experiences in teaching HIV and AIDS. All twenty teachers (100%) experienced frustration, lack of direction, being overburdened and fear regarding teaching HIV and AIDS. Some teachers 15 (75%) experienced the subject as sensitive. Yet others experienced uncertainty and insecurity. 14 (70%) teachers experienced lack of information and confusion regarding the subject and its execution thereof. Overall, there were inconsistencies regarding teacher experiences in executing the subject due to lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry should become proactive in developing teachers' knowledge and skills through ongoing professional development. HIV and AIDS teachers should lessen negative affects and low self efficacy. School heads should provide resources and develop teachers' experiences in HIV and AIDS so that the subject area is well received in schools.
Mediterranean Journal of Social Sciences, 2014
The challenges confronting neighbouring South African countries such as Zimbabwe continues to inc... more The challenges confronting neighbouring South African countries such as Zimbabwe continues to increase as a result of the economic down turn it experiences. Consequently people are forced to break barriers in order to cross to South Africa in an attempt to settle down. Their settlement in South Africa presents the reality that their children have to attend South African schools with the attendant challenges and opportunities. Not much is known about how the children of immigrants from Zimbabwe acculturate to the school environment and the South African cultures. Utilising a qualitative case study approach, legitimate peripheral participation, semistructured interviews and observation, this paper explores the impact of familial and school experiences of immigrant children from Zimbabwe on their acculturation to the school environment and the society of sojourn. The study sample consisted of four male immigrant children from Zimbabwe and their parents. The study revealed that familial dynamics seemed to predispose Zimbabwean immigrant children to receive incessant protection in terms of the culture to adopt and the culture to refuse. They were trained at the home front to imbibe their home-based culture and not to inculcate the mainstream culture.
Mediterranean Journal of Social Sciences, 2014
This paper explores the effects of the encounter between the host and home cultures on Zimbabwean... more This paper explores the effects of the encounter between the host and home cultures on Zimbabwean immigrant children's acculturation and academic performance in the Foundation Phase in two South African primary schools. The study was qualitative, and made use of case study and narrative inquiry as methodology. Data were collected using interviews, field notes and observation techniques, analysed via document and content analyses. The sample consisted of four immigrant children from Zimbabwe, their parents and teachers. Utilising the communities of practice (Wenger, 1998) and legitimate peripheral participation frameworks, results from the study reveal the following. First, amiable teacher-learner relationships enhanced the adjustment of immigrant children from Zimbabwe in the Foundation Phase to the academic regimen of the schools. Second, adjusting to the school environment can be complicated for immigrant children when they are not acquainted with the language of communication, indigenous South African languages and the academic regimen of the school. Third, linguistically disadvantaged immigrant devised own means of communicating with peers in their communities of practice.
Journal of Asian and African Studies, 2013
This study examined secondary school teachers’ understanding of the HIV and AIDS education policy... more This study examined secondary school teachers’ understanding of the HIV and AIDS education policy and curriculum in Zimbabwe. The study was informed by the Concerns-Based Adoption Model. Twenty teachers, four school heads from the participating schools and two Ministry of Education officials from Masvingo provincial offices participated in the study. Data for the qualitative case study were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had mixed perceptions of the HIV and AIDS school policy. Few teachers had a clear understanding of the policy and curriculum innovation while most of them were uninformed, ignorant, frustrated or confused regarding this policy and the implementation thereof. Overall, there was a disjunction between policy, curriculum requirements and teacher understanding and conceptualisation of the subject area due to a lack of professional qualifications and the non-availability of policy an...
European Early Childhood Education Research Journal, 2013
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (EC... more In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Résumé: En Afrique du Sud, l'élaboration du Livre blanc n° 5 de 2001 sur le Développement de la petite enfance (DPE) constitue une politique essentielle dans le cadre de l'élaboration de nouvelles orientations pour préparer les enfants pour l'enseignement formel, mettant un fort accent sur le développement de la petite enfance. Toutefois, l'étendue de l'application de ces mesures est relativement peu connue. La présente étude s'est penchée sur les entendements et les pratiques mis en oeuvre par les partenaires impliqués dans la transition des enfants de la maternelle ou du foyer vers l'école primaire en Afrique du Sud. La méthode des cas a été adoptée pour étudier deux écoles situées dans des provinces économiquement défavorisées en Afrique du Sud. Des directeurs d'école et des instituteurs ont été interviewés pour établir leurs rapports avec les maternelles et les pratiques autour de la transition vers la scolarisation. Les instituteurs de la première année du primaire ont également été interrogés sur les éléments ayant une incidence sur la transition vers la scolarisation. Les parents ont été interrogés sur leurs vues concernant la transition et le soutien fourni aux enfants en début de scolarisation. Il était important de prendre en compte les opinions des enfants eux-mêmes pour établir comment ils vivaient cette transition. Bien qu'il n'est pas possible de généraliser à partir des constations d'études de cas, les résultats suggèrent que beaucoup reste à faire dans le cadre de la sensibilisation au développement de la petite enfance et l'État doit, au-delà de l'accessibilité universelle, assurer une prestation au niveau local de meilleure qualité. German: Die Schaffung der öffentlichen Diskussionsschrift No. 5 aus dem Jahre 2001 über die Frühe Kindliche Entwicklung (Early Childhood Development (ECD)) stellte in Südafrika eine bedeutende Herangehensweise im Hinblick auf anstehende Veränderungen dar, die zusammen mit dem Schwerpunkt auf das Lernen in der frühen Kindheit dazu dienen sollte, Kinder leichter in das formelle Schulsystem einzugliedern. Das Ausmass der Anwendung dieser Empfehlungen ist jedoch weitgehend unbekannt. Die Studie untersuchte das Verständnis und die Praktiken all derjenigen, die an dem Übergang von Kindern, die in Südafrika vom Kindergarten oder von Zuhause aus auf die Grundschule weitergehen, beteiligt sind. Dies wurde anhand von Fallstudien beleuchtet, die sich auf zwei Schulen in wirtschaftlich unterentwickelten südafrikanischen Provinzen konzentrieren. Schuldirektoren und Lehrer wurden in diesem Zusammenhang interviewt, um deren Wissen um diesen Schulübergang und deren praktischen Hilfestellungen für die Kinder zu bestimmen. Lehrer der ersten Klasse wurden zudem über die Faktoren befragt, die den Übergang der Kinder in das formelle Schulsystem beeinflussen. Eltern wurden nach ihren Ansichten, den Übergang betreffend befragt, und auf welche Weise ihre Kinder zum Schulanfang unterstützt werden. Es war dabei unerlässlich den eigenen Meinungen der Kinder Beachtung zu schenken, um herauszufinden wie sie selbst den Übergang empfanden. Die Ergebnisse der Fallstudien können zwar nicht verallgemeinert werden, zeigen jedoch, dass noch viel getan werden muss, um das Wissen um das Lernen in der frühen Kindheit zu fördern und um die Regierung dazu zu veranlassen sich über die allgemeine Zugänglichkeit hinaus zu bewegen, damit die Qualität der Bereitstellung auf lokaler Ebene ermöglicht werden kann. Resumen: En Sudáfrica, el desarrollo del Informe Oficial Número 5 de 2001 sobre el Desarrollo Infantil del Primer Ciclo (sigla en inglés ECD), ha sido una política que contribuyó decisivamente en el desarrollo de los cambios para asistir en la preparación de los niños hacia la escuela primaria, junto con un fuerte enfoque en la educación infantil del primer ciclo. No obstante, es relativamente desconocido el alcance de las políticas aplicadas. El estudio investigó acuerdos y prácticas de los interesados involucrados en la transición de los niños de edad preescolar o del entorno
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
This paper is based on a field experience project designed as part of the foundation phase litera... more This paper is based on a field experience project designed as part of the foundation phase literacy programme. In this project, foundation phase teacher education student-teachers selected a teaching site and a learner or group of learners that they would teach to read in the afternoons and over the weekends. The aim of the project was to offer the teacher education student-teachers an opportunity to put theory into practice using self-reflective strategies that included group and individual reflections on instructional strategies presented in DVDs, reflections on microteaching lessons to the class, and reflections on teaching learners in local schools. During the time that they were working with their learners, they were also expected to confer with other teacher education student-teachers to exchange ideas, strategies and their "best practice" experiences with others. Three distinct stages emerged as student-teachers taught and reflected on their experiences. Student-teachers were initially unsure of their capability of taking on the project. The second stage was that of determination to grapple with the project and the last stage was resolving to take ownership of the project. This paper recommends that projects of this nature are necessary as they allow undergraduate student-teachers opportunities for authentic learning regarding the teaching of reading.