Browsing by Author "Hlatshwayo, Boy Cyril."

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    Black parent's perceptions of their educational responsibility in a changing educational dispensation
    (University of Zululand, 1996) Hlatshwayo, Boy Cyril.; Urbani, G.; Vos, M.S.
    The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.
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    Corporal punishment in the Department of Education and Culture (DEC) in Kwa-Zulu schools : a psychopedagogic perspective
    (1992) Hlatshwayo, Boy Cyril.; Urbani, G.; Vos, M.S.
    The aims of this investigation were: to provide an analysis of the problems surrounding corporal punishment in the Department of Education and Culture (DEC) in Kwa-Zulu schools; to give a description of the life-world in which the Black adolescent finds himself as influenced by enculturation and the adoption of new parental styles regarding authority; and in the light of the findings obtained from the literature study determine certain guide1ines according to which accountable administration of corporal punishment can be instituted. As an introduction a psychopedagogical perspective is given. Education is a universal phenomenon which is limited to human beings. Education involves an action where a responsible adult leads, helps, supports and accompanies an educand to self-actualization and ultimate adulthood. An educational situation is a situation where authority prevails. If authority does not prevail there cannot be an educational situation and education cannot take place. The educational acts of the adult as a helping and supporting guidance of the child imply that the educator has authority. The educational relationship is essentially a relation of authority. For successful teaching it is essential that good discipline should exist in the entire school. Firm but sympathetic and meaningful discipline is a sine qua nan for effective teaching. It means that education is essentially an (vii) inter—human relationship. This is actually a constel1 ation of re1ationshi ps which is called the re 1 a tionshi p s true ture of the peciagog ic situation and reveals the perspectives of knowing, trust and authority. The category of authority rests on the fallowing pedagogic postulates: The child is someone who desires to be somebody himself; The child experiences, in his desire to become somebody, a distinct need for an adult to support him; and The adult responds to this appeal. From these postulates it becomes clear that the child needs education in his development to adulthood. I f the relationship of knowing, trust and authority is sound, then discipline is justified in education. When the educator disciplines the child he should take into consideration the values of the community and the dignity of the child. If the educator observes that the child acts contrary to 1 ife—compulsory norms, it is the duty of the education to intervene with the view to changing the child's life far the better (pedagogic disapproval). This may involve various forms of punishment, inter alia — Reproof; Isolation; Staying in; Imposition at home; Deprivation of privileges; Temporary or permanent suspension; and Corporal punishment (viix) From the above it is clear that corporal punishment should be used as a last resort. It shouId be borne in mind that physical punishment ought to be administered according to prescribed regulations in the Department of Education and Culture in Kwa-Zulu schools. A breach of these rules may result in total rejection of czorpors.1 punishment as an educative punishment. In the light of the findings of this research the following are recommended: Effective internal management; Parental involvement and assistance; and That further in—depth research regarding parental involvement and assistance to our Black children and their relationship with parents, be conducted.