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Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools
Thesis MA (VA)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613752065523712 |
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| access_status_str | Open Access |
| author | Peckham, Christine Jane |
| author2 | Stockhall, R. G. |
| author_browse | Peckham, Christine Jane Stockhall, R. G. |
| author_facet | Stockhall, R. G. Peckham, Christine Jane |
| author_sort | Peckham, Christine Jane |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis MA (VA)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132518 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:07.950Z |
| 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:10019.1/132518 Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools Peckham, Christine Jane Stockhall, R. G. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. Art -- Study and teaching (Secondary) -- South Africa Visual arts -- Study and teaching -- South Africa Education -- South Africa -- History Multicultural education -- South Africa Education -- Curricula -- South Africa Educational change -- South Africa South Africa -- Politics and government -- 1994- UCTD Thesis MA (VA)--Stellenbosch University, 2025. Peckham, C. J. 2025. Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/0ea29d56-ca02-44e4-b158-9046aa95f55a ENGLISH ABSTRACT: My intention with this study was to use the possibilities inherent in the visual arts to contribute towards realising the expectations of South Africa’s Constitution in the classroom. Specifically, I examined how social justice, democratic values and fundamental human rights can be applied to the Visual Arts curriculum. The terms ‘decoloniality’, ‘social justice’ and ‘art from the Global South’ may be viewed as overly political by teachers, resulting in a level of discomfort. My objectives were to use the themes that already exist in the Independent Examinations Board Subject Assessment Guidelines as a pathway to introducing a decolonial lens to allow students to fully identify with content and educational process. Further, I wished to model critical citizenship, social justice and indigenous practices in a safe, compassionate environment. Decolonial theory provides the lens through which I considered the frameworks of decoloniality and indigenous knowledge, with consideration given to critical citizenship, social justice, whiteness and the hidden curriculum. This articulates challenges to my perception that the Western canon of art remains dominant in the Visual Arts classroom. I applied a multi-method qualitative methodology in a case study with a Grade 10 Visual Arts class. Findings from the data were through an inductive manner, based on the themes I examined from the start, namely power, narrative, belief systems and aesthetics. Shared power within the group allowed knowledge production that went beyond individual capacity and, significantly, the participants recognised power structures in the societies they examined as well as power of the image. Narrative was revealed as a necessary signifier for the participants and curiosity about images seen as ‘other’ allowed the participants the beginnings of empathetic identification. Agency, collaboration, trust and openness to growth emerged from the study, showing that the students were not bound by a traditional canon of Western art. AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die inherente moontlikhede van die visuele kunste om by te dra tot verwesenliking van die verwagtinge van Suid-Afrika se Grondwet in die klaskamer te gebruik. Ek het spesifiek ondersoek ingestel na hoe sosiale geregtigheid, demokratiese waardes en fundamentele menseregte in die Visuele Kunste-kurrikulum toegepas kan word. Die terme ‘dekonialiteit’, ‘sosiale geregtigheid’ en ‘kuns van die Globale Suide’ word soms deur onderwysers as oormatig gepolitiseer beskou, wat tot ʼn mate van ongemak lei. My doelstellings was om die bestaande temas in die Onafhanklike Eksamenraad (IEB) se Vakassesseringsriglyne te gebruik om leerders deur middel van ʼn dekoloniale lens die geleentheid te gee om hulle te vereenselwig met die inhoud en opvoedkundige proses. Voorts wou ek kritiese burgerskap, sosiale geregtigheid en inheemse praktyke in ʼn veilige, meelewende omgewing demonstreer. Dekoloniale teorie het as die lens gedien waardeur ek die raamwerke van dekolonialiteit en inheemse kennis ondersoek het, met inagneming van kritiese burgerskap, sosiale geregtigheid, witwees en die verborge kurrikulum. Dit behels aanvegting van my persepsie dat die Westerse kanon van kuns dominant bly in die Visuele Kunste-klaskamer. Ek het ʼn multimetodiese, kwalitatiewe metodologie in ʼn gevallestudie met ʼn Graad 10- Visuele Kunste-klas toegepas. Die bevindinge uit die data was induktief van aard, gegrond op die temas wat ek vanuit die staanspoor ondersoek het, naamlik dié van mag, narratief, geloofstelsels en estetika. Die eweredige verspreiding van mag in die groep het die voortbring van nuwe kennis wat verder as individuele kapasiteit gestrek het, teweeggebring, en dit was merkwaardig dat die deelnemers die magstrukture in die samelewings wat hulle ondersoek het, asook die mag van die visuele beeld, besef het. Narratiewe is as nodige aanduier vir die deelnemers ontbloot en nuuskierigheid oor die beelde wat as ‘anders’ beskou is, het die begin van meelewende vereenselwiging in die deelnemers ontketen. Persoonlike mag, samewerking, vertroue en gewilligheid om te groei, het uit die studie voortgevloei en toon dat die leerders nie ingeperk was deur die tradisionele kanon van Westerse kuns nie. Masters 2025-06-10T11:35:55Z 2025-06-10T11:35:55Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132518 en_ZA Stellenbosch University 91 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Art -- Study and teaching (Secondary) -- South Africa Visual arts -- Study and teaching -- South Africa Education -- South Africa -- History Multicultural education -- South Africa Education -- Curricula -- South Africa Educational change -- South Africa South Africa -- Politics and government -- 1994- UCTD Peckham, Christine Jane Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title | Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title_full | Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title_fullStr | Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title_full_unstemmed | Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title_short | Developing a decolonialised vision in Grade 10 students through visual arts in post-apartheid South African schools |
| title_sort | developing a decolonialised vision in grade 10 students through visual arts in post apartheid south african schools |
| topic | Art -- Study and teaching (Secondary) -- South Africa Visual arts -- Study and teaching -- South Africa Education -- South Africa -- History Multicultural education -- South Africa Education -- Curricula -- South Africa Educational change -- South Africa South Africa -- Politics and government -- 1994- UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132518 |
| work_keys_str_mv | AT peckhamchristinejane developingadecolonialisedvisioningrade10studentsthroughvisualartsinpostapartheidsouthafricanschools |