School of Education Foundations

Permanent URI for this community

http://hdl.handle.net/11660/12607

Browse

Browsing School of Education Foundations by Subject "education"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Exploring place-attentive education and decoloniality in the english home language curriculum and assessment policy statement
    (University of the Free State, 2023) Tsoeu, Matladi Rosina; Barnett, E.
    In my study I undertook to explore place-attentive education and decoloniality in the 𝘌𝘯𝘨𝘭𝘪𝘴𝘩 𝘏𝘰𝘮𝘦 𝘓𝘢𝘯𝘨𝘶𝘢𝘨𝘦 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘢𝘯𝘥 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵 (2011), with the overarching aim of the study being to explore how place-based education and Ingold’s (2017) concept of attention can be read together to create the concept of place-attentive education. This was achieved by garnering a better understanding of concepts such as place and attention and place-based education. Moreover, a thorough understanding of Ingold’s principles of attention, namely the principle of habit, volition and correspondence as well as coloniality and decoloniality and the intersection of place-attentive education and decoloniality also proved seminal to my study. In that understanding how Ingold’s concept of attention intersects with decoloniality through the concepts of grounded normativity and grounded relationality enabled my analysis to be informed by these critical concepts. I sought to address the aim of the study through conducting an analysis of policy and education related documents, namely, the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 𝘰𝘧 𝘵𝘩𝘦 𝘙𝘦𝘱𝘶𝘣𝘭𝘪𝘤 𝘰𝘧 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢 (1996); the 𝘞𝘩𝘪𝘵𝘦 𝘗𝘢𝘱𝘦𝘳 1 𝘰𝘯 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘛𝘳𝘢𝘪𝘯𝘪𝘯𝘨 𝘢𝘯𝘥 𝘌𝘯𝘨𝘭𝘪𝘴𝘩 𝘏𝘰𝘮𝘦 𝘓𝘢𝘯𝘨𝘶𝘢𝘨𝘦 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 (𝘎𝘳𝘢𝘥𝘦𝘴 10-12) (2011). I found that the policy and documents achieve alignment, the White Paper 1 (1996) and the 𝘌𝘯𝘨𝘭𝘪𝘴𝘩 𝘏𝘰𝘮𝘦 𝘓𝘢𝘯𝘨𝘶𝘢𝘨𝘦 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 (𝘎𝘳𝘢𝘥𝘦𝘴 10-12) (2011) essentially echo the Constitution (1996) which is befitting since it is the supreme law of the land. Place-based education is premised as central throughout the documents as the importance of environmental education is emphasised, a factor which I contend is essential for the promotion of place-attentive education in order to promote decoloniality.
  • Thumbnail Image
    ItemOpen Access
    The potential of South African curriculum statements to promote more-than-human communal relationships: an ecojustice perspective
    (University of the Free State, 2023) Von Solms, Nastassja; Barnett, E.
    The South African curriculum has undergone several changes since the Apartheid-Era, in an attempt to transform its education system and rid it of the injustices of the past. The curriculum therefore plays a significant role in making sure that learners are empowered with the necessary knowledge and skills to be functioning members of society regarding ecological issues. Curriculum development and implementation can be a long-term solution to address ecological issues. Hence, the implementation of the 𝘕𝘢𝘵𝘪𝘰𝘯𝘢𝘭 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵, which comprises of different 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘢𝘯𝘥 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 for the different learning areas of every phase of education. This study was aimed at exploring the potential of 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘤𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘴𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 for promoting more-than-human communal relationships from and ecojustice perspective. The study was therefore aimed specifically at exploring the extent to which the 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘢𝘯𝘥 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 (2014) specifically the 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘢𝘯𝘥 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 for Natural Sciences Grades 7-9, is able to nurture the relationship(s) between humans and the more-than-human world. In order to reach the aim of my study, I made use of a literature review as well as a document analysis and policy analysis. I first unpacked the implications of an anthropocentric worldview for education and the interconnectedness between humans and the more-than-human. The educational implications of a shift from an anthropocentric to an ecocentric worldview for establishing relationships between humans and the more-than-human, was then foregrounded. I further explored the ways in which ecojustice and ecojustice education can be reconceptualised for the nurturing of more-than-human communal relationships. After conducting the literature review, I was able to explore the potential of South African curriculum statements for promoting harmonious more-than-human communal relationships by analysing the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 𝘰𝘧 𝘵𝘩𝘦 𝘙𝘦𝘱𝘶𝘣𝘭𝘪𝘤 𝘰𝘧 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢 (Act 108 of 1996), the 𝘕𝘢𝘵𝘪𝘰𝘯𝘢𝘭 𝘌𝘯𝘷𝘪𝘳𝘰𝘯𝘮𝘦𝘯𝘵𝘢𝘭 𝘔𝘢𝘯𝘢𝘨𝘦𝘮𝘦𝘯𝘵 Act (Act 107 of 1998) and the 𝘊𝘶𝘳𝘳𝘪𝘤𝘶𝘭𝘶𝘮 𝘢𝘯𝘥 𝘈𝘴𝘴𝘦𝘴𝘴𝘮𝘦𝘯𝘵 𝘗𝘰𝘭𝘪𝘤𝘺 𝘚𝘵𝘢𝘵𝘦𝘮𝘦𝘯𝘵𝘴 for Natural Sciences (Grades 7-9) (2014). The findings from my document analysis suggested that even though the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 (1996), provides a legislative framework for the safeguarding of the environment, it is silent on issues relating to environmental remediation. The enactment of the NEMA (1998) provides guidelines for ways in which the environment is managed and for the ways in which environmental management is implemented in an attempt to promote sustainability. One of the ways in which sustainability can be promoted is through education. By analysing the CAPS (2014), I found that the South African curriculum does promote sustainability and in doing so, it also nurtures the relationship between humans and the more-than-human. This analysis enabled me to comment and make suggestions on the potential of South African curriculum statements for promoting harmonious more-than-human-communal relationships. These suggestions involve the inclusion of teachings on anthropocentrism and African communitarianism in the explicit curriculum.