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Teachers and high school learners’ experiences of a diversity programme
Thesis (PhD)--Stellenbosch University, 2024.
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867614086453264384 |
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| access_status_str | Open Access |
| author | Singh, Suzanne Angelique Maria |
| author2 | Dreyer, Lorna |
| author_browse | Dreyer, Lorna Singh, Suzanne Angelique Maria |
| author_facet | Dreyer, Lorna Singh, Suzanne Angelique Maria |
| author_sort | Singh, Suzanne Angelique Maria |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130667 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:25.318Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130667 Teachers and high school learners’ experiences of a diversity programme Singh, Suzanne Angelique Maria Dreyer, Lorna Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Cultural pluralism Multicultural education Teaching Educational change Post-apartheid era High school students High school teachers UCTD Thesis (PhD)--Stellenbosch University, 2024. ENGLISH ABSTRACT: Post-apartheid democratic South Africa has seen many policies with recommendations and initiatives to promote social justice and inclusion in schools. Desegregated schools have a significant role to play in nation-building and the significance of schools as both a reflection of and a shaping force in society is emphasised. This research aimed to investigate the experiences of teachers and learners in a diversity programme implemented at a former whites-only school in South Africa. The rationale for this programme was that participation in a diversity programme could create and promote opportunities for authentic inter-racial and inter-cultural interaction in a structured way. This qualitative research was guided by the ecological systems theory and cultural-historical activity theory. Participants in this research were purposively selected. Data was collected through the review of documents, individual semi-structured interviews, and focus group discussions. Interpretative phenomenological analysis was used to generate in-depth accounts of participants’ experiences. The findings revealed that building intercultural awareness and understanding necessitates a multifaceted strategy that considers the diverse cultural-historical backgrounds and experiences of all participants involved. It emphasised the significance of contextual factors such as social class, gender, location, as well as cultural and historical perspectives of participants. Based on the research findings, valuable insights into participants’ lived experiences and personal growth formed the basis for the development of the model of practice presented as a scholarly contribution of this research. AFRIKAANSE OPSOMMING: Post-apartheid demokratiese Suid-Afrika het baie beleide gesien met aanbevelings en inisiatiewe om sosiale geregtigheid en insluiting in skole te bevorder. Degesegregeerde skole speel ’n belangrike rol in nasiebou en die belangrikheid van skole as ’n weerspieëling van en ’n vormende krag in die samelewing word beklemtoon. Daarom het hierdie navorsing ten doel gehad om die ervarings van onderwysers en leerders in ’n diversiteitsprogram, wat by ’n skool, voormalig slegs vir Blankes, in Suid-Afrika geïmplementeer is, te bestudeer. Die rasionaal vir hierdie program was dat deelname aan ’n diversiteitsprogram die skep en bevordering van geleenthede vir interrassige en interkulturele interaksie op ’n gestruktureerde wyse moontlik kan maak. Hierdie kwalitatiewe navorsing is gelei deur die ekologiese sisteemteorie en kultuurhistoriese aktiwiteitsteorie. Deelnemers aan hierdie navorsing is doelgerig gekies. Data is ingesamel deur die hersiening van dokumente, individuele semi-gestruktureerde onderhoude en fokusgroeponderhoude. Interpretatiewe fenomenologiese analise is gebruik om diepgaande weergawes van deelnemers se ervarings te genereer. Die bevindinge het aan die lig gebring dat die bou van interkulturele bewustheid en begrip ’n veelvlakkige strategie noodsaak wat die verskillende kultuurhistoriese agtergronde en ervarings van alle betrokke deelnemers in ag neem. Dit beklemtoon die belangrikheid van kontekstuele faktore soos sosiale klas, geslag, ligging, asook die kulturele en historiese perspektiewe van deelnemers. Op grond van die navorsingsbevindinge het waardevolle insigte in deelnemers se geleefde ervarings en persoonlike groei die basis gevorm vir die ontwikkeling van die praktykmodel wat as ’n vakkundige bydrae van hierdie navorsing aangebied is. Doctoral 2024-02-15T15:17:16Z 2024-04-27T01:57:13Z 2024-02-15T15:17:16Z 2024-04-27T01:57:13Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130667 en Stellenbosch University xiv, 224 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Cultural pluralism Multicultural education Teaching Educational change Post-apartheid era High school students High school teachers UCTD Singh, Suzanne Angelique Maria Teachers and high school learners’ experiences of a diversity programme |
| title | Teachers and high school learners’ experiences of a diversity programme |
| title_full | Teachers and high school learners’ experiences of a diversity programme |
| title_fullStr | Teachers and high school learners’ experiences of a diversity programme |
| title_full_unstemmed | Teachers and high school learners’ experiences of a diversity programme |
| title_short | Teachers and high school learners’ experiences of a diversity programme |
| title_sort | teachers and high school learners experiences of a diversity programme |
| topic | Cultural pluralism Multicultural education Teaching Educational change Post-apartheid era High school students High school teachers UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/130667 |
| work_keys_str_mv | AT singhsuzanneangeliquemaria teachersandhighschoollearnersexperiencesofadiversityprogramme |