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Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales
Thesis MA (VA)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613792054018048 |
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| access_status_str | Open Access |
| author | Putter, Monique |
| author2 | Costandius, Elmarie |
| author_browse | Costandius, Elmarie Putter, Monique |
| author_facet | Costandius, Elmarie Putter, Monique |
| author_sort | Putter, Monique |
| collection | Thesis |
| description | Thesis MA (VA)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128810 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:41:46.341Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128810 Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales Putter, Monique Costandius, Elmarie Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. Citizenship -- Study and teaching Social justice and education Tales Digital storytelling Art -- Education -- South Africa Art and society Elementary school students -- South Africa UCTD Thesis MA (VA)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Visual art at school can create a safe space in which learners can think about and express opinions on critical issues that affect their lives. A relevant issue in South Africa is the need to create a sense of citizenship to help South Africans reflect on their complex colonial and apartheid history. Through understanding how learners feel they belong in the world, or are connected to the world, and focusing on how these conceptions impact the school community, the local community, and the global community, insight was gained into areas of learning that need attention. This participatory action research was designed for learners to engage with critical citizenship through project-based learning at a primary school in Cape Town, South Africa. Learners investigated critical citizenship by creating folktales, which allowed for a narrative to support the expression of a conception of citizenship in video artwork. The research benefitted the learners who participated in terms of learning through engagement with each other's folktales and the lessons about effective and responsible citizenship. Constructivist, situative and enactivist learning perspectives and the relevance of storytelling, digital storytelling, new media, and technology in art education are discussed. Critical citizenship in education, praxis in teaching and learning, and the importance of social justice in education are also considered. The participatory action research project included brainstorming and collaboration amongst learners to express their conceptions of citizenship, revealing that the immediate teaching, learning and broader South African context has significantly impacted learners' conceptions of citizenship. Research, self-exploration and social interaction influenced the learners' conceptions of citizenship and revealed what learners in contemporary society feel are important aspects of citizenship in South Africa. The creative process and artistic expression illustrated conceptions of citizenship in the art projects, demonstrating to what extent critical citizenship could be shown in art. Learning through conscious reflection on the individual and the group’s learning experience to consolidate critical citizenship showed to what extent critical citizenship can influence how learners interpret folktales in general and their own folktales for their art project. Primary school learners’ conceptions of citizenship initially focused on being a hard-working learner at school, not littering, helping people cross the street, giving food to the hungry, and helping the homeless. At the end of the project, conceptions of critical citizenship deepened to include being kind to others, showing respect, being reliable and responsible, treating people the way you want to be treated, working together to reach a common goal as a community, sharing resources, helping others, supporting others, not only thinking of yourself, learning from your mistakes and showing remorse, taking action to fix mistakes, the power of apology, and helping others without expecting anything in return. These conceptions were clearly communicated through the visual art projects. The impact of the research is to contribute to the literature on what learners grasp as essential issues in citizenship in contemporary South Africa. AFRIKAANSE OPSOMMING: Visuele kuns op skool kan 'n veilige ruimte skep vir leerders om na te dink oor hul eie menings en hulle uit te spreek oor kritieke kwessies wat hul lewens raak. 'n Relevante kwessie in Suid-Afrika is die behoefte om 'n gevoel van burgerskap te skep om Suid-Afrikaners te help om oor hul komplekse koloniale en apartheidsgeskiedenis te besin. Deur begrip van hoe leerders voel dat hulle aan die wêreld behoort en daaraan verbonde is, en deur te fokus op hoe hierdie opvattings die skoolgemeenskap, die plaaslike gemeenskap en die globale gemeenskap beïnvloed, is insigte verkry in leerareas wat aandag benodig. Hierdie deelnemende aksienavorsing is ontwerp vir leerders om betrokke te raak by kritiese burgerskap deur 'n projekgebaseerde projek aan te pak by 'n laerskool in Kaapstad, Suid-Afrika. Leerders het kritiese burgerskap ondersoek deur volksverhale te skep, wat voorsiening gemaak het vir 'n narratief om die uitdrukking van 'n opvatting van burgerskap in videokunswerke te ondersteun. Die navorsing het die deelnemende leerders bevoordeel met betrekking tot wat hulle uit mekaar se volksverhale en die lesse oor effektiewe en verantwoordelike burgerskap geleer het. Konstruktivistiese, situatiewe en enaktivistiese leerperspektiewe en die relevansie van storievertelling, digitale storievertelling, nuwe media en tegnologie in kunsopvoeding word bespreek. Kritiese burgerskap in onderwys, praktyk in onderrig en leer, en die belangrikheid van sosiale geregtigheid in die onderwys is ook ondersoek. Die deelnemende aksienavorsingsprojek wat dinkskrum-aktiwiteite en samewerking tussen leerders ingesluit het om hul opvattings van burgerskap uit te druk, het aangetoon dat die onmiddellike onderrig, leer en breër Suid-Afrikaanse konteks leerders se opvattings van burgerskap aansienlik beïnvloed het. Navorsing, selfverkenning en sosiale interaksie het die leerders se opvattings van burgerskap beïnvloed en het aan die lig gebring wat leerders in die hedendaagse samelewing as belangrike aspekte van burgerskap in Suid-Afrika beskou. Die kreatiewe proses en artistieke uitdrukkings het opvattings van burgerskap in die kunsprojekte geïllustreer en aangetoon in watter mate kritiese burgerskap in kuns getoon kan word. Leer deur bewuste nadenke oor die individu en die groepe se leerervaring om kritiese burgerskap te konsolideer, het gewys tot watter mate kritiese burgerskap kan beïnvloed hoe leerders volksverhale in die algemeen en hul eie volksverhale vir hul kunsprojek interpreteer. Laerskoolleerders se opvattings oor burgerskap het aanvanklik daarop gefokus om 'n hardwerkende leerder by die skool te wees, nie rommel te strooi nie, om mense te help om die straat oor te steek, om kos aan die hongeres te gee, en om haweloses te help. Aan die einde van die projek het hul kritiese burgerskapopvattings verdiep om vriendelik te wees teenoor ander, respek te toon, betroubaar en verantwoordelik te wees, mense te behandel soos jy behandel wil word, saam te werk om 'n gemeenskaplike doel as 'n gemeenskap te bereik, hulpbronne te deel, om ander te help en te ondersteun, nie net aan jouself te dink nie, uit jou foute te leer en berou te toon, doelbewus op te tree om foute reg te stel, die krag van verskoning, en om ander te help sonder om iets terug te verwag. Hierdie opvattings is duidelik deur die visuele kunsprojekte gekommunikeer. Die navorsing dra by tot die literatuur oor wat leerders as noodsaaklike kwessies in burgerskap in hedendaagse Suid-Afrika beskou. Masters 2023-08-17T13:26:32Z 2024-01-08T11:57:28Z 2023-08-17T13:26:32Z 2024-01-08T11:57:28Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128810 en 91 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Citizenship -- Study and teaching Social justice and education Tales Digital storytelling Art -- Education -- South Africa Art and society Elementary school students -- South Africa UCTD Putter, Monique Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title | Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title_full | Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title_fullStr | Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title_full_unstemmed | Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title_short | Investigating South African primary school learners’ conceptions of critical citizenship through the artistic expression of folktales |
| title_sort | investigating south african primary school learners conceptions of critical citizenship through the artistic expression of folktales |
| topic | Citizenship -- Study and teaching Social justice and education Tales Digital storytelling Art -- Education -- South Africa Art and society Elementary school students -- South Africa UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128810 |
| work_keys_str_mv | AT puttermonique investigatingsouthafricanprimaryschoollearnersconceptionsofcriticalcitizenshipthroughtheartisticexpressionoffolktales |