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An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies
Thesis (MMus)--Stellenbosch University, 2024.
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613898610311168 |
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| access_status_str | Open Access |
| author | Ncamani, Lunathi |
| author2 | Berger, Martin |
| author_browse | Berger, Martin Ncamani, Lunathi |
| author_facet | Berger, Martin Ncamani, Lunathi |
| author_sort | Ncamani, Lunathi |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MMus)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131855 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:43:27.297Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131855 An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies Ncamani, Lunathi Berger, Martin Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music. Pedagogy (Music) Choirs (Music) -- Study and teaching School music -- Instruction and study Choral music -- Education School music -- South Africa -- History and criticism Economics -- Sociological aspects Choirs (Music) -- South Africa -- Stellenbosch Education -- Political aspects -- South Africa UCTD Thesis (MMus)--Stellenbosch University, 2024. ENGLISH ABSTRACT: The Republic of South Africa is a nation with a diverse and inclusive democracy that embraces and values the diverse races and cultures of its people. The diversity of South African public school choirs should reflect the image of a free and fair society. However, the reality is that there are still inequalities in access to formal choral music education of good quality. When formal music education is available, it is often guided by European epistemologies and teaching approaches that only target one cultural group of learners, rather than taking a holistic and culture-oriented approach. To address this problem, the concept of culturally responsive teaching proposes a student-centred approach that considers learners' lived cultural experiences in the classroom, including in the context of public school choirs. This approach aims to promote social cohesion in the school choir context by recognizing and addressing social justice issues and acknowledging the diverse cultures represented in the school choir. In this work, five case studies are compiled to examine the implementation of culture-oriented pedagogy by school choir teachers. The research focuses on five choral teachers from different socio-economic and cultural backgrounds in the Stellenbosch and Cape Winelands region who were interviewed by use of semi-structured interviews. The research Findings are discussed in relation to current international choral pedagogy research. The results show different practical approaches towards culturally responsive teaching and this thesis will discuss and evaluate these approaches. Additionally, the study raises the question of what tools and knowledge are needed to apply culturally responsive teaching in a way that addresses social justice issues. AFRIKAANSE OPSOMMING: Die Republiek van Suid-Afrika is 'n nasie met 'n diverse en inklusiewe demokrasie wat die diverse rasse en kulture van sy mense omhels en waardeer. Die diversiteit van Suid-Afrikaanse openbare skoolkore moet die beeld van 'n vrye en regverdige samelewing weerspieël. Die realiteit is egter dat daar steeds ongelykhede is in toegang tot formele en kwaliteit koormusiekonderrig. Wanneer formele musiekonderrig beskikbaar is, word dit dikwels gelei deur Europese epistemologieë en onderrigbenaderings wat slegs een kulturele groep leerders teiken, eerder as om 'n holistiese en kultuurgeoriënteerde benadering te volg. Om hierdie probleem aan te spreek, stel die konsep van kultuurresponsiewe onderrig 'n studentgesentreerde benadering voor wat leerders se geleefde kulturele ervarings in die klaskamer in ag neem, insluitend in die konteks van openbare skoolkore. Hierdie benadering het ten doel om sosiale kohesie in die skoolkoorkonteks te bevorder deur sosiale geregtigheidskwessies te erken en aan te spreek en die diverse kulture wat in die skoolkoor verteenwoordig word, te erken. In hierdie werk word vyf gevallestudies saamgestel om die implementering van kultuurgeoriënteerde pedagogie deur skoolkooronderwysers te ondersoek. Die navorsing fokus op vyf kooronderwysers uit verskillende sosio-ekonomiese en kulturele agtergronde in die Stellenbosch- en Kaapse Wynland-streke met wie onderhoude gevoer is deur gebruik te maak van semi-gestruktureerde onderhoude. Bevindinge is bespreek ten opsigte van huidige internasionale navorsing. Die resultate toon die verskillende praktiese benaderings van kultureel-responsiewe onderrig. Boonop laat die studie die vraag ontstaan oor watter gereedskap en kennis nodig is om kultureel-responsiewe onderrig toe te pas op 'n manier wat sosiale geregtigheidkwessies aanspreek. USHWANKATHELO: IRiphabliki yoMzantsi Afrika lilizwe elinolawulo lwentando yesininzi, esibandakanya kwaye esixabisa iintlanga ezahlukeneyo neenkcubeko zabantu balo. Ulwahluko lweekwayala zezikolo zikarhulumente zaseMzantsi Afrika kufuneka lubonise umfanekiso wentlalo yoluntu olukhululekileyo nolungenamkhethe. Nangona kunjalo, inyaniso yeyokuba kusekho ukungalingani ekufikeleleni kwimfundo esesikweni nese mgangathweni yomculo wekwayala. Xa imfundo yomculo emiselweyo ifumaneka, ikholisa ukukhokelwa zii-epistemologies zaseYurophu kunye neendlela zokufundisa ezijolise kuphela kwiqela elinye lenkcubeko yabafundi, kunokuba kuthathwe inkqubo ejolise kwiinkcubeko zonke ezahlukeneyo. Ukukhawulelana nale ngxaki, imfundo ejolise kwaye esabela ikhwelo lezenkcubeko, iphakamisa indlela ejolise kumfundi kwaye ithathela ingqalelo namava enkcubeko yabafundi kumagumbi okufundela, kunye neekwayala zezikolo zikarhulumente. Le nkqubo ijolise ekukhuthazeni ubumbano loluntu kwimeko zekwayala zesikolo ngokuqaphela nokulungisa imiba yobulungisa kwezentlalo, nokuqaphela iinkcubeko ezahlukeneyo ezibandakanya izifundo kwikwayala zezikolo. Oluphando, luqulunqwe ngenjongo yokuphonononga ukuphunyezwa kwemfundo esekelwe kwiinkcubeko, ngootitshala bekwayala zezikolo. Uphando lujolise kootitshala bekwayala abahlanu abavela kwimvelaphi ezahlukeneyo zentlalo, uqoqosho, kunye nenkcubeko, kwingingqi yaseStellenbosch, kumasipala we-Cape Winelands. Uqokelelo lolwazi lulandele imigaqo siseko yodliwano-ndlebe olungacwangciswanga, kunye noqwalaselo lwendlela abasebenza ngayo otitshala. Iziphumo zoluphando zibonisa, kwaye zixoxa indlela ezahlukeneyo zokusekela imfundo ejolise kwinkcubeko. Kwaye, oluphando lusikhokelela ekuhlalutyeni izixhobo zolwazi ezidingekayo kwimfundo ejolise kwinkcubeko, kunye nezobulingisa kwezentlalo. Masters 2025-04-03T09:41:17Z 2025-04-03T09:41:17Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131855 Stellenbosch University 120 pages : illustrations, maps application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Pedagogy (Music) Choirs (Music) -- Study and teaching School music -- Instruction and study Choral music -- Education School music -- South Africa -- History and criticism Economics -- Sociological aspects Choirs (Music) -- South Africa -- Stellenbosch Education -- Political aspects -- South Africa UCTD Ncamani, Lunathi An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title | An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title_full | An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title_fullStr | An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title_full_unstemmed | An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title_short | An investigation into the practice of culturally responsive pedagogy in selected South African school choirs: five case studies |
| title_sort | investigation into the practice of culturally responsive pedagogy in selected south african school choirs five case studies |
| topic | Pedagogy (Music) Choirs (Music) -- Study and teaching School music -- Instruction and study Choral music -- Education School music -- South Africa -- History and criticism Economics -- Sociological aspects Choirs (Music) -- South Africa -- Stellenbosch Education -- Political aspects -- South Africa UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131855 |
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