Showing papers by "Saloshna Vandeyar published in 2009"

The attitudes, beliefs and anticipated actions of student teachers towards difference in South African classrooms

Abstract: Recognizing that teacher commitments are consequential for classroom practice, this research seeks to understand the beliefs, perceptions and attitudes among student teachers towards diversity in their classroom. Using evocative case studies drawn from everyday classroom practice, this study draws out the existing understandings and commitments of this group of white South African student teachers on a subject (diversity in education) that continues to occupy center stage in policy reforms twelve years after the legal termination of apartheid. There are three major research findings emanating from this study: first, that students do not enter pre-service training as ‘blank slates' with respect to diversity questions; second, that white student teachers are diverse in their attitudes, beliefs and strategies for dealing with diversity; and third, that teacher education program designs, correctly implemented, can challenge and change preexisting attitudes and beliefs of student teachers towards difference in South African classrooms. South African Journal of Higher Education Vol. 22 (3) 2008: pp. 692-707

A Portrait of an Integrating School: Equity High

Abstract: This research study seeks to understand how a former Afrikaans medium school, named after a prominent president of the apartheid era and steeped within the proud traditions and customs of the Afrikaans culture, went against the grain to become a shining beacon of democracy in South Africa. Utilising the methodology of portraiture this research study draws attention to the outstanding qualities of this school, Equity High, studying excellence rather than pathology. Three major research findings emanated from this study: first, a transitory leader that is committed to humanistic principles and norms can effect positive educational change; second, if change attempts are to be successful, individuals and groups must find meaning concerning what should change as well as how to go about it; and third, a school climate that promotes cultural interconnectedness and cultural interdependency can foster a sense of belonging and a feeling at home for all students at school.