Browsing by Author "Mlondo, Nomusa Mavis"

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    An analysis of the educator's authority in Black Secondary Schools
    (1990) Mlondo, Nomusa Mavis; Luthuli, P.C.
    The aim of this study was to investigate how educators exercise their authority over Black Secondary school pupils. A teacher is an authority by virtue of his being a source of knowledge and his expertise in communicating this knowledge to the pupils. It is on the basis of this knowledgeability that he takes charge of the experiences of the pupil. He becomes morally obligated to control pupils' expenditure of energy. The depth of the teachers knowledgeability of the learning content was tested by variables like academic qualifications, supplementary reading, frequency and encouragement of pupil questions, and extent of use of short answer items. All these variables yielded negative responses. The epistemic stand of most teachers' authority appeared not to be firmly grounded. Successful dissemination of knowledge was tested by, among other variables, quality of feedback, rate of pupil absenteeism and testing techniques. Responses showed a lack of follow-up to measure the grasp of the learning content. Execution of moral authority was measured by inter alia, probing the application and enforcement of school rules, forms of punishment, attitude towards establishing a rationale for values behind rules and punishment. Findings showed a trend of authoritarianism.
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    The educational role of a Black working mother
    (1987) Mlondo, Nomusa Mavis; Luthuli, P.C.; Cemane, K.B.
    Working outside the home exposes a woman to experiences and views common to herself and her family. The kind of job she does and her satisfaction with it, as well as her family's attitude towards her work affects the way she performs her roles as a wife and as a mother. Very few Black working mothers derive pleasure from their occupations. Their working conditions and renumeration are not consistent with effective mothering in the sense that the period of interaction with the child is minimised, the quality of mother-child interaction is affected and low wages do not allow for satisfactory child care arrangements. This study revealed that since the quality of mother child relationship during the formative phase determines the child's philosophy of life and his educability in later life^ Black working mothers can ill afford to be effective primary educators. Inadequate ante-natal and pcst-natal care deprives the infant of general alertness that a psychologically prepared mother would elicit from him. Delegating motherhood to caregivers does not compensate for maternal deprivation because they change most of the time providing the child with different values and exposing him to a shaky framework of authority structure. Each of the caregivers does not stay with the child long enough to understand and monitor his total development. Maternal nurturance builds feelings of security, love esteem and confidence which facilitates the child's venturing into new situations. A mother offers a comfortable and reassuring backdrop in his educational endeavours. Besides being a feedback mechanism for the child.^ She is a source of reference and she offers a reliable supportive guidance.