The role of educators in promoting African indigenous culture in schools
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Date
2005
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Abstract
This research has been conducted during the period when South Africa has undergone numerous changes as a result of social, political and economic developments in the country. The aim of the study was to find out the role that can be played by the educators in promoting the African indigenous culture in schools under Umgungundlovu region. Qualitative research in the form of ideograms, as well as unstructured interviews with educators was used to elicit educators1 views concerning how they perceive their roles in the promotion of African indigenous culture in schools. Interviews conducted enabled the researcher to gain deeper understanding of an insight into the problem under investigation.
Results revealed among other issues that;
(i) there is a problem of time for African indigenous cultural activities in
schools.
(ii) not all educators engage themselves in the promotion of African
indigenous culture in schools.
(iii) the South African curriculum is not doing enough to promote
African indigenous culture in schools.
(iv) not all parents and School Governing Bodies support the promotion
of African indigenous culture in schools.
(v) there is a conflict between African indigenous culture and Western
culture.
(vi) there is a lack of experience in managing diversity in schools.
(vii) cultural aspects accommodated in schools are not the same.
(viii) sometimes people's right to culture is infringed.
These findings presuppose that the South African education department needs to review its policy with regard to the promotion of African indigenous culture in schools.
Finally the research recommends that:
(i) training of educators on African indigenous culture should be done..
(ii) there should be an improvement of the school curriculum.
(iii) consultation to acquire knowledge should be done by educators.
(iv) there is a need for an increased support by the SGB and parents.
(v) there is a need for educators to be the role models of African
indigenous culture.
(vi) educators should organise cultural days in their schools.
(vii) there is a need for maintenance and elaboration of cultural values.
(viii) there should be a development of innovative and adaptive abilities
of learners.
(ix) there should be a promotion of educational tours to places of
cultural importance.
(x) promotion of indigenous languages should be done.
(xi) there is a need for paradigm shift among Africans.
(xii) educators should manage cultural diversity in schools.
Promotion of African indigenous culture in schools will amongst other things help the learners to know their history i.e. where they come from and ultimately to regain their identity.
Description
Submitted to the Faculty of Education in fufilment of the requirements for the Degree of Doctor of Education in the Department Foundations of Education at the University of Zululand, 2005.
Keywords
Educators--South Africa--Umgungundlovu--Attitudes, Educational equalization--South Africa--Umgungundlovu, Discrimination in education--South Africa--Umgungundlovu, Children, Black--Education--South Africa--Umgungundlovu--Evaluation