Masters Degrees (School of Education Studies)
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Browsing Masters Degrees (School of Education Studies) by Author "Beyers, Christa"
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Item Open Access Challenges in mainstreaming learners with visual impairment in Botswana secondary schools(University of the Free State, 2013-11) Makeme, Boitshoko; Beyers, ChristaThis research explores the challenges experienced by learners with visual impairment in Botswana mainstream schools. Data was collected from learners with visual impairment and their teachers in Molefhi Senior Secondary School in Botswana. A qualitative research methodology was employed to interpret data from interviews and questionnaires. Participants were selected using purposive sampling procedures. The literature study investigated key literature themes including the developmental difficulties caused by visual impairment; international and national declarations that led to inclusive education in Botswana; challenges in implementing inclusive education policies and how the Strength Based Approach can help learners with visual impairment to be resilient and thrive in mainstream schools despite their impairment. The key findings of the research were that the learners with visual impairment are faced with various difficulties and needs but with support and focus on personal strengths these setbacks could be successfully dealt with. It was also found that, despite the challenges, the learners prefer to be in mainstream schools. The research emphasized the need for modifications and adaptations of the entire curriculum and the provision of resources. The need for trained teachers is also viewed as essential.Item Open Access A critical analysis of sexuality education in schools beyond the disciplinary boundaries of life orientation(University of the Free State, 2017-09) Chaka, John Ngwanya; Beyers, Christa; Swanepoel, EbenSexuality education has become the cornerstone in curbing the risks of risky behaviours in an effort to decrease the spread of HIV and AIDS. However, formal instruction regarding sexuality education is primarily isolated to the Life Orientation classroom, and has been found to be ineffective as cultural diversity influences what content should be taught and subsequently what is being taught. The primary aim of this study is twofold, (1) to investigate the perceptions of teachers not teaching Life Orientation regarding theri responsibility in the teaching of sex and sexuality, and (2) to investigate sexual messages that learners receive from their teachers. The form of this study is presented through two publishable articles, where article 1 investigates the perception of teachers as to whether they responsibility in teaching sexuality education while article 2 investigates learner perceptions of messages received from their teachers. Article 1 is framed through constructivist theory as a means to understand how teachers construct and perceive their social environment and interact therewith accordingly. Through the use of semi-structured interviews, 16 teachers from the Free State province reported on their perceptions of comprehensive sexuality education. While consensus was reached that sexuality education is important many teachers felt it was not their role to teach learners about sexuality. It is further found that background influences such as culture and religion greatly impact the manner in which teachers perceive and approach sexuality education. It was further found that younger teachers felt they have a responsibility in teaching sexuality education, while older teachers expressed greater discomfort and less accountability in the area. Article 2 investigates the perceptions learners as to what messages they receive from teachers regarding sexuality education. A total of 16 learners communicated, through drawing pictures, and providing short narratives, their perceptions about sexuality within their school. It was found that teacher role-modelling greatly influence learner perceptions, which is in practice often problematic to social justice as many teachers engage in sexual misconduct and risky behaviours. The two articles together suggest the need to bring accountability to all teachers as to their teaching methodologies and their responsibility of teaching learners healthy sexual attitudes and values. It is suggested that teachers become more sensitive to their role as models within the area of comprehensive sexuality education.Item Open Access Judgement suspension as mediating agent between heteronormative bias and homosexual pedagogy: the role of the modernized Life Orientation teacher(University of the Free State, 2015-07) Swanepoel, Eben Haeser; Beyers, Christa; De Wet, Lizette; Francis, DennisArticle 1: The emotive nature of teaching sexuality during childhood is especially underscored with the stigmas attached to the teaching of sexuality. While sex and gender form a uniform part of the aims of social justice within Life Orientation, the issue of the teacher‟s personal bias can give rise to tension when compared to the needs of the learners. Modern society is characterized by gender identities that are constantly reconstructed and ingrained with the multicultural and socio-historical context of sexuality. However, characterization of gender identity, whether positive or negative, can lead to judgements that form a preconceived context within which identity is shaped. Related to the ambiguity of the term „sexuality‟, this paper focuses on the boundaries of sexuality teaching, with specific reference to sexual orientation which often forms a core area of judgement and expectations. I question the applicability of content taught in the subject Life Orientation and propose a model based on cultural intelligence that mediates subjective teaching by utilizing the construct‟s components of knowledge, mindfulness and behaviour. These three components and their link to judgement are proposed to form a uniform model whereby successful sexuality teaching should take place, subsequently allowing identity and understanding to emerge instead of advocating knowledge that is incompatible when compared to the diverse reality of South African culture.