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Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom.
Thesis MA (VA)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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2022
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| _version_ | 1867613763079766016 |
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| access_status_str | Open Access |
| author | Naik, Ruhini |
| author2 | Costandius, Elmarie |
| author_browse | Costandius, Elmarie Naik, Ruhini |
| author_facet | Costandius, Elmarie Naik, Ruhini |
| author_sort | Naik, Ruhini |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis MA (VA)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/124698 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:18.607Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/124698 Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. Naik, Ruhini Costandius, Elmarie Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. Art -- Study and teaching Buddhism -- Rituals Multicultural education -- South Africa Cultural diversity -- South Africa Hinduism -- Solidarity -- Religious aspects Buddhism -- Solidarity -- Religious aspects Hindu religious education -- South Africa Buddhist religious education -- South Africa Hinduism -- Rituals UCTD Thesis MA (VA)--Stellenbosch University, 2022. ENGLISH ABSTRACT: This study explored how ritual practices form part of everyday teaching and learning and how Hindu and Buddhist rituals can further contribute to social cohesion in a multicultural classroom. The investigation of the Waldorf education system is a link to how one could incorporate ritual practices from other cultures into mainstream education. Theoretical frameworks of Hinduism, Buddhism, ritual, Waldorf education, multiculturalism and social cohesion were used to inform this research. The research design was in the form of a case study. Qualitative data collection techniques, quota and non-probability sampling were used. The sampling for this study entailed an art intervention, observation, interviews and questionnaires among learners and educators from one mainstream high school and one private high school, including representatives from both Hinduism and Buddhism. Grade 8 learners from a mainstream school participated in five one-hour sessions, where they were involved in a ritual practice of walking the labyrinth common to both Hinduism and Buddhism. After observation, 10 learners were interviewed. Two educators completed questionnaires regarding ritual practices. In the Waldorf school, 15 learners from grades 9 to 13 participated in face-to-face interviews. Four educators completed questionnaires and one educator opted for an interview. Two representatives from Hinduism completed questionnaires and one representative participated in a face-to-face interview. Two representatives from Buddhism completed a questionnaire. Inductive content analysis was conducted to interpret the data. The findings based on the data and conclusions reflect the contribution of incorporating ritual practices in schools. Although this study was limited to Hinduism and Buddhism, it reflects that ritual practices from all cultures could be beneficial in enhancing social cohesion between learners and can contribute to teaching and learning in a positive way in multicultural classrooms. The divisiveness among people in the world today does not serve humanity. One way of overcoming this division is by introducing positive ritual practices from all cultures to educate and inform people about the similarities that exist among humans. Understanding ritual and ritual practices from different cultures, including Hindu and Buddhist rituals could have a positive impact on education in South Africa. AFRIKAANSE OPSOMMING: Hierdie studie het ondersoek ingestel na hoe rituele praktyke deel van daaglikse onderrig en leer vorm en hoe Hindoe- en Boeddhistiese rituele verder tot sosiale samehang in ʼn multikulturele klaskamer kan bydra. Die ondersoek na die Waldorf-onderwysstelsel is ʼn skakel na die manier waarop rituele praktyke van ander kulture in hoofstroom-onderwys geinkorporeer kan word. Teoretiese perspektiewe van Hindoeisme, Boeddhisme, rituele, Waldorf-onderwys, multikulturalisme en sosiale samehang is gebruik om hierdie navorsing te rig. Die navorsingsontwerp was in die vorm van ʼn gevallestudie. Kwalitatiewe data-insamelingstegnieke, kwota en niewaarskynlikheidsteekproefneming is gebruik. Die steekproefneming vir hierdie studie het ʼn kunsintervensie, waarneming, onderhoude en vraelyste onder leerders en onderwysers van een hoofstroom-hoërskool en een Waldorfskool, insluitende verteenwoordigers van sowel Hindoeisme as Boeddhisme, behels. Graad 8-leerders van ʼn hoofstroom-skool het aan vyf eenuur-sessies deelgeneem, waartydens hulle betrokke was by ʼn rituele praktyk om die labirint van Hindoeisme en Boeddhisme te stap. Ná waarneming is onderhoude met tien leerders gevoer. Twee onderwysers het vraelyste oor rituele praktyke ingevul. In die Waldorfskool is persoonlike onderhoude met 15 leerders van Graad 9 tot 13 gevoer. Vier onderwysers het vraelyste ingevul en een onderwyser het ʼn onderhoud verkies. Twee verteenwoordigers van Hindoeisme het vraelyste ingevul en een verteenwoordiger het ʼn persoonlike onderhoud toegestaan. Twee verteenwoordigers van Boeddhisme het ʼn vraelys ingevul. Die bevindinge op grond van die versamelde data en gevolgtrekkings weerspieel die belang van die insluiting van rituele praktyke in skole. Alhoewel hierdie studie beperk was tot Hindoeisme en Boeddhisme, weerspieel dit dat rituele praktyke uit alle kulture voordelig sal wees om sosiale samehang tussen leerders te versterk en dat dit op ʼn positiewe manier tot onderrig en leer in multikulturele klaskamers kan bydra. Die verdeeldheid onder mense in die wereld vandag dien nie die mensdom nie. Een manier om hierdie verdeeldheid te oorkom, is deur positiewe rituele praktyke van alle kulture, insluitend Hindoe- en Boeddhistiese rituele, in te voer om mense op te voed en in te lig oor die ooreenkomste onder die mensdom. Implikasies op grond van die bevindinge en gevolgtrekkings uit die kunsintervensie, onderhoude en vraelyste deur die leerders, onderwysers en verteenwoordigers word aangebied. Begrip van rituele en rituele praktyke uit verskillende kulture en die positiewe impak wat dit op mense kan he, kan gevolglik ‘n positiewe uitwerking op onderwys in Suid Afrika he. Masters 2022-02-10T19:28:25Z 2022-04-29T09:27:08Z 2022-04-10T19:28:25Z 2022-04-29T09:27:08Z 2022-04 Thesis http://hdl.handle.net/10019.1/124698 en_ZA Stellenbosch University 62 pages : illustrations application/pdf |
| spellingShingle | Art -- Study and teaching Buddhism -- Rituals Multicultural education -- South Africa Cultural diversity -- South Africa Hinduism -- Solidarity -- Religious aspects Buddhism -- Solidarity -- Religious aspects Hindu religious education -- South Africa Buddhist religious education -- South Africa Hinduism -- Rituals UCTD Naik, Ruhini Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title | Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title_full | Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title_fullStr | Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title_full_unstemmed | Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title_short | Exploring how teaching and learning practices and Hindu and Buddhist rituals can contribute to social cohesion in a multicultural classroom. |
| title_sort | exploring how teaching and learning practices and hindu and buddhist rituals can contribute to social cohesion in a multicultural classroom |
| topic | Art -- Study and teaching Buddhism -- Rituals Multicultural education -- South Africa Cultural diversity -- South Africa Hinduism -- Solidarity -- Religious aspects Buddhism -- Solidarity -- Religious aspects Hindu religious education -- South Africa Buddhist religious education -- South Africa Hinduism -- Rituals UCTD |
| url | http://hdl.handle.net/10019.1/124698 |
| work_keys_str_mv | AT naikruhini exploringhowteachingandlearningpracticesandhinduandbuddhistritualscancontributetosocialcohesioninamulticulturalclassroom |