Journal of Culture and Values in Education

Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum

2024-12-25T10:06:42+03:00

Whether history educators should teach history chronologically or thematically is one of the long-lasting debates in history education. We depended on the content of the Ghanaian primary school history curriculum to conduct a qualitative content analysis to assess the organization of contents in the curriculum in alignment with the chronological and thematic approaches to history teaching. Our analysis revealed that the Ghanaian primary school history curriculum designers adopted a mixed-method approach (chronological and thematic) of history teaching. Thus, they arranged the major themes and topics thematically but largely organized the sub-topics and themes chronologically. In implementing the curriculum, teachers should adopt pedagogical practices that support a mixed approach (thematic and chronological) to history teaching. We recommend that textbook authors design their materials in alignment with the principles of the two approaches of history teaching to promote historical understanding, critical thinking, and understanding of historical events in order of cause and effect. Combining the two approaches helps balance the shortfalls and the strengths of the two approaches to history teaching.

Unpacking the Nuances Behind One-Sided Gendered Violence: A Case Study of The King Sabata Dalindyebo Local Municipality, Eastern Cape, South Africa

2024-12-25T10:07:04+03:00

South Africa grapples with a pervasive GBV crisis evident in femicide, intimate partner violence, and sexual assault statistics. Gender-based violence is defined as the human-rights violation that occurs globally, in both developing and developed countries, irrespective of culture, socio-economic class or religion and it varies in frequency, forms and extent from country to country. While GBV has long been acknowledged as a pervasive issue impacting women in South Africa, recent research reveals a less recognised aspect men also experience significant abuse, often concealed by silence and stigma. In South Africa, a country with high rates of violence, this study explores the intricate interactions between cultural norms, societal expectations, and the frequency of gender-based violence against men. The Person-In-Environment theory was used in semi-structured interviews with 12 participants as part of the study's qualitative methodology. The study revealed that GBV against men is a significant yet often invisible problem. They further revealed how societal norms such as toxic masculinity, silence surrounding male vulnerability and cultural justifications contributed the occurrence and under-reporting of GBV against men as well as discouraged them from seeking help. Additionally, the findings shaded light on the specific barriers men encounter in accessing support services, highlighting the need for gender inclusive interventions.

Examining the Motivators of Prisoners to Study Using Technology While in Prison

2024-12-25T10:07:24+03:00

The study sought to investigate the motivational elements that drive inmates to participate in e-learning while incarcerated, arguing that despite difficult living conditions, offenders are eager to acquire additional knowledge. The research was carried out at a correctional facility in Namibia, using qualitative methodologies, mostly interviews, which were in line with an interpretive paradigm. Thematic analysis was employed, using transcriptions provided by a proficient transcriber. The analysis revealed a transition in Namibia's legal framework towards corrections and the reintegration of individuals into the community. The findings revealed that inmates were driven by a strong desire to provide for their families and make a meaningful impact on society after their release. This motivation was influenced by the educational accomplishments of their family members and a sense of personal responsibility. The accessibility and flexibility of e-learning were important factors, as participants appreciated the simplicity of obtaining information online. They viewed distance education as a very successful and enjoyable method of learning, acknowledging its significance in personal development. The decision to use e-learning was further supported by institutional limitations, such as a lack of personnel and prohibitions on conducting studies. Participants emphasised the ease and practicality of retrieving information via computers and the internet, thanks to the facilities provided within the facility. Inmates considered distance education as a practical way to make academic progress, even if they had to deal with obstacles including time and budget constraints.

Rurality and Curriculum Implementation in Zimbabwean Primary Schools: Challenges and Opportunities

2024-12-25T18:23:09+03:00

The paper argues that harnessing community epistemologies can greatly improve the implementation of the curriculum in Zimbabwean rural primary schools. The contribution of rural communities in educational discourses has been less valued and this position is being challenged given the wealth of knowledge and skills that are prevalent in rural communities. Employing the Social Capital Theory, the study empirically analyses the implications of engaging rural communities based on a qualitative descriptive survey design with a small purposefully selected sample of four rural primary schools, twenty primary school teachers, and ten community members. The study employed focus group discussion and in-depth unstructured interviews in data collection. The research findings indicated that rural teachers cannot self-provide all the educational knowledge critical for quality primary school education. They need to meaningfully engage community members in the implementation of the primary school curriculum. Furthermore, rural community members felt the primary schools did not value their contributions and, therefore, did not engage them in curriculum implementation discourses. The study concludes that there is a need to change the current teacher-community relationship practices that erode trust and voluntarism on classroom matters and create favourable win-win educational conditions. The study recommends that teachers identify specific attributes of members of the rural community and exploit them for the good of curriculum implementation at the primary school level.

The Pedagogic Role of Indigenous Play for Early-Grade Learners

2024-12-25T10:08:06+03:00

Preserving cultural heritage, mainly through Indigenous play, is imperative for fostering the younger generation's comprehension of diverse cultural aspects. In the 21st century, shifts in the educational landscape have jeopardised early-grade learners' involvement in Indigenous play in Nigeria, jeopardising the nation's rich multicultural diversity. This research investigates the pedagogic significance of Indigenous play for early-grade learners in the Owerri education zone of Imo State, Nigeria. The study was conducted in the Owerri education zone of Imo State, Nigeria. The setting includes schools, homes, and communities where young learners traditionally engage in Indigenous play. Utilising qualitative methods and a narrative research design, the study explores factors contributing to the decline of Indigenous play through interviews, observations, and literature reviews. The findings reveal decreased Indigenous play, highlighting various game types and benefits crucial for children's physical, socio-emotional, and academic development. Safety concerns, parental emphasis on intellectual development, and social media and technology influence diminish opportunities for early-grade learners to engage in Indigenous play. The research underscores the critical role of Indigenous play, emphasising the adverse effects of its decline and advocating for a balanced education approach prioritising cognitive and affective development.

Exploring the Sources of Conflict in Zimbabwean Teachers’ Colleges

2024-12-25T10:08:30+03:00

Conflict is inevitable in all organizations including learning institutions. The occurrence of conflict demands a management strategy that will minimise its impact on interpersonal relationships and the teaching and learning processes. Zimbabwean teachers’ colleges encounter various conflicts that involve management, staff and students. The focus of this study was to explore the sources of conflict at teachers’ colleges in Zimbabwe and provide recommendations on how to minimise their impact on teaching and learning processes. The study employed an interpretivist paradigm undergirded by qualitative approaches. A multiple case study design was used to capture and synthesise the responses of 30 lecturers who were purposively selected from six teachers’ colleges. Data were collected through focus group discussions which were arranged and conducted with six lecturers from each college. The major findings revealed that conflict was prevalent in colleges owing to poor communication processes, gender stereotyping, language differences, unclear policies, political issues and interactional patterns. The study proposed recommendations such as the need for all stakeholders in teachers’ colleges to undergo capacity development in conflict management through workshops and short courses to enable them to identify sources of conflict and manage it before it becomes destructive. Further recommendations included the empowerment of college management in inclusive and transformational leadership skills to assist college management to identify diverse skills within their subordinates and ensure all stakeholders’ involvement in decision-making.

Unpacking Gender Inequality in Education: A Theoretical Exploration

2024-12-25T10:03:59+03:00

This paper examines gender inequality in education in Ekiti State, Nigeria, using feminist and critical theories as frameworks. Gender inequality, driven by societal norms and power dynamics, appears in areas such as access, curriculum bias, and socio-cultural expectations. The study identifies key causes, measures, and impacts of this disparity on individuals and communities through a literature review and theoretical analysis. Feminist theory highlights patriarchal structures, gender socialization, and cultural norms, while critical theory examines institutional processes and power dynamics. Both theories stress the need for policy reforms, challenging norms, and promoting inclusivity to address gender disparities. The analysis underscores the complex interplay of institutional, cultural, and socioeconomic factors, necessitating comprehensive interventions. Despite challenges like limited resources and entrenched beliefs, collaboration among policymakers, educators, and communities is essential. Integrating feminist and critical perspectives can foster equitable learning environments, essential for social justice, community prosperity, and sustainable development.

Pedagogy for Teaching Mathematics to Refugee Students: A Sociocultural Learning Approach

2024-12-25T10:03:59+03:00

This paper engages in a literature review of pedagogy for teaching refugee mathematics. The paper reviewed includes the pedagogy and refugee students, the difficulty of refugee students, the methodology used to teach mathematics to refugee students, the conceptualization of the cognitive background of refugee students, and the differences in language and cultural barriers were also discussed. The paper underpins sociocultural learning theory, which has profoundly impacted educational psychology and pedagogy. The findings revealed that the understanding of the sociocultural learning approach can enhance the effective use of different pedagogies to teach mathematics to refugee students. The paper concluded that by integrating different elements into their teaching practices, educators can create a more effective and supportive learning environment for refugee students, helping them to succeed in mathematics and beyond.

Enhancing Indigenous Knowledge Systems in Education through Folklore: A Case Study at the Further Education and Training Phase in South Africa

2024-12-25T10:03:59+03:00

This article critically examines the role of folklore in teaching indigenous knowledge systems (IKS) within the Further Education and Training (FET) phase in South Africa, specifically in Home Languages curricula. Despite the recognised importance of indigenous knowledge systems in enhancing the relevance and effectiveness of education as articulated in the Curriculum and Assessment Policy Statement (CAPS), their integration into formal education remains hypothetical. Utilising a culturally relevant pedagogy framework iteratively and the decolonial theory, this article explores how folklore could serve as an effective medium for implanting the IKS formal education. The findings accentuate the need for policy reforms to prioritise folklore in the FET phase, ensuring that all learners studying Home Languages are exposed to IKS as that is crucial in nurturing the cultural identity and cognitive development among learners.

Integrating Environmental Ethics in Teaching and Learning Through the Use of Ubuntu Principles: Review of Literature

2024-12-25T10:03:59+03:00

Conversations about integrating environmental ethics into the school curriculum have recently gained attention. Scholars and stakeholders have advocated for the inclusion of ecological ethics to foster an understanding of moral values and cultivate a sustainable relationship between humans and the environment. This need has become particularly urgent in light of the global environmental crisis, affecting countries like South Africa. The purpose of this paper is to review articles published between 2011 and 2023 that examine the extent to which ecological ethics education, incorporating Ubuntu values, has been integrated into the curriculum. The majority of the 27 articles selected for this study are from Scopus-indexed journals and adhere to the PRISMA model. A qualitative research design was employed. Findings from the study indicate that teachers struggle to integrate environmental ethics, rooted in Ubuntu values, into their teaching due to a lack of appropriate knowledge areas that cultivate empathy in textbooks. Integrating Ubuntu values with environmental ethics has the potential to foster a positive relationship between humans and the environment. The study concludes that certain strategies, such as virtual reality experiences, can enhance students' understanding of Ubuntu and the ethical dimensions of humanness and communalism. Additionally, the study suggests that using Ubuntu philosophy to integrate environmental ethics into the classroom may contribute to the decolonization of education in Africa.

A Sociocultural Position of Women in Leadership: Reflections from Four School Principals’ Lived Vulnerable Experiences

2024-12-25T10:04:00+03:00

This article investigated the dynamic interaction between the leadership styles of four school principals, their vulnerability, and the interconnected relationships they share. Traditionally, patriarchal social expectations have compelled women to prioritise family responsibilities, often in tension with their career pursuits. This study investigates how women in leadership effectively lead schools despite facing their vulnerable position. In the 21st century, women leaders face challenging management duties. They have stakeholders who regard them as ignorant of leadership matters. Social role theory was applied to foreground this study. The social role theory widely highlights how gender stereotypes are often linked to the gender division of labour that characterised patriarchal society. Coupled with the theory mentioned above, a qualitative interpretive paradigm with phenomenology as a framework enhanced this mode of inquiry, and through individual face-to-face interviews, this paper explored the lived experiences of female school principals. Thematic analysis of the data revealed the resilience of these school principals and the empowerment potential of vulnerability as a management and coping strategy. This paper also offers practical solutions based on the implications of being a woman regarding the vulnerable identity within the leadership role in education spaces.

A Review towards Enhancing Geospatial Technologies in South African Rural Education

2024-12-25T10:04:00+03:00

This study investigates the geospatial technologies in the South African rural schools. Despite the increasing importance of geospatial technologies, there is inadequate research examining their integration into rural education curricula. This gap in the literature raises questions about the effectiveness of current pedagogical practices in fostering proficiency in utilizing geospatial technologies among students preparing for careers in this field. The rationale behind this study lies in recognizing the critical role that geospatial literacy plays in contemporary professional practice. By identifying effective pedagogical practices, educators can enhance teaching and learning experiences, ultimately improving student outcomes, and the study addresses the broader societal need for skilled geospatial professionals in South African rural schools. The study employed a Systematic Literature Review (SLR) on geospatial technologies in South African rural schools. In addition, the inclusion and exclusion research design were adopted for the study, while the social constructivism theory guided the study. The review process resulted in a detailed analysis of 54 relevant articles utilized for the study. The findings reveal that the challenges to utilizing GIS in South African rural education curricula are multifaceted, encompassing infrastructural deficiencies, limited access to technology and resources, lack of teacher training, curriculum integration issues, The findings contribute to understanding how proficiency in geospatial technologies can be enhanced through innovative teaching methods, addressing the growing demand for geospatial skills in various professional domains. This study recommends the enhancement of geospatial technologies rural education programs and standardizing geospatial curriculum frameworks, hands-on learning experiences, and interdisciplinary collaborations.

Improving Access to Traditional Foods Through Innovation: Enhancing Resilient Food Systems

2024-12-25T10:04:00+03:00

Food insecurity is a global concern. There is an upsurge in hunger hotspots due to several shocks and stress such as economic shocks, weather and climatic shocks as well as conflict and wars. This adverse situation necessitates the establishment of resilient food systems. The key to resilient food systems is access to traditional foods. Lately, the consumption of traditional foods has dropped as access to these foods has been decreasing. Therefore, this research investigates improving access to traditional foods through enhancing resilient food systems. Qualitative data gathered through semi-structured interviews from purposively selected participants showed that the structuring and utilisation of educational programmes on traditional foods can be an innovative solution that improves access to traditional foods. The use of online platforms to promote, avail and connect people to traditional foods can also enhance access. The study recommends the utilization of educational programmes that promote access to online platforms that are inexpensive for accessing traditional foods, exclusive or traditional foods convenient or corner stores and specialization in production, supply and distribution.

Examination of Gender Mainstreaming Policies in Mbhashe and Port St John's Local Municipalities, OR Tambo District, Eastern Cape, South Africa

2024-12-25T10:04:00+03:00

This study utilised a qualitative research approach to comprehensively assess gender mainstreaming policies in Mbhashe and Port St John's local municipalities within the O.R. Tambo District of the Eastern Cape in South Africa. Through focus group discussions with government officials, community leaders, and civil society representatives, diverse perspectives on gender issues and policy challenges were explored. Document analysis of relevant reports and policy documents provided additional context. Thematic analysis of the data identified recurring themes and related to gender mainstreaming policies, ensuring a clear understanding of their effectiveness and implementation gaps. The findings revealed Mbhashe's proactive measures to empower women in leadership roles contrasted with Port St John’s concerns about biases and unintended consequences in policy execution, highlighting the complexity of achieving comprehensive gender equality. Recommendations include enhancing educational programmes, awareness campaigns, fostering community involvement, and leveraging partnerships with religious, traditional and community leaders to promote inclusive practices and address structural inequalities, thus advancing sustainable gender equality and social justice agendas.

Living on the Margins: A University Student’s Narratives of Social Isolation

2024-12-25T10:04:00+03:00

In an increasingly globalized world, universities have become more diverse, contributing to the challenge of students experiencing a sense of belonging. Students not acknowledged for who they are may feel rejected, isolated, and lonely. Furthermore, the struggle to fit in becomes even greater if students experience rejection and social exclusion before joining higher education. With limited social capital, minority students withdraw and become disengaged. This longitudinal study uses a narrative approach to explore the social isolation experiences of a white, Afrikaans-speaking male student on a diverse university campus in South Africa. Data were generated over four years using reflexive exercises and semi-structured interviews. Drawing on Erikson’s psychosocial theory and Tajfel and Turner's social identity theory, the participant’s experiences of social isolation were analyzed. The finding revealed continuous rejection leads to social isolation and a life on the margins.

Reflections of Community Engagement Activity on Sex Education, Sexual Consent and Awareness among High School Learners in the Mpumalanga Province

2024-12-25T10:04:00+03:00

Consent related topics in sexual education seem to be avoided or considered taboo among learners in rural communities. The study explores the perceptions of sexual awareness, consent and sexual knowledge among high school learners in the Mpumalanga Province of South Africa. Two theories of social constructionism and person in the environment were used as lenses to understand sex education in relation to issues of consent. A focused ethnography approach was employed to reconnoitre the perceptions of learners on sexual awareness and sexual consent, and a purposive sample was implored to select learners involved in the study. The study used two focus groups of twenty boys and eleven girls from Grades 11 and 12. The study emanates from the reflective essays penned by ten participants from the University of South Africa, who played a role in facilitating discussions among Grades 11 and 12 learners as part of their community engagement. The study revealed that although sex education is taught at school, issues of sexual consent are lacking, and learners have no knowledge of what consent entails. Furthermore, the results revealed that the effects of sex education in the curriculum are minimal, and there should be more learning activities to promote sex education in schools.

Pre-Service Teachers’ Perceptions on the Use of Proctoring Tools and its Impact on their Well-Being during Online Examinations at an ODeL Institution

2024-12-25T10:04:00+03:00

Academic integrity has been a serious concern in online assessments, resulting in most higher education institutions (HEIs) using proctoring. This paper explored pre-service teachers’ perceptions regarding proctoring tools during online examinations at an ODeL institution and investigated its potential impact on their well-being. This qualitative study used document analysis on the twenty e-mails purposively selected to provide narratives exposing pre-service teachers’ underlying emotions and anxieties when taking proctored online examinations. The theory of planned behaviour and the PERMA model assisted the researcher in conducting document analysis using ATLAS.ti 23 software to generate codes. Similar codes were later merged to formulate themes for a deeper exploration of experiences, emotions and concerns that students raised about using the proctoring tool. The results revealed that pre-service teachers experienced challenges like slow network or load-shedding and technical challenges that hindered them from accessing exam papers and uploading their answer scripts. This triggered negative emotions like frustration and sadness, affecting their well-being. By understanding students’ experiences, educational institutions, policymakers and technology developers can collaborate to make informed decisions regarding implementing proctoring tools. The study recommends that higher education institutions consider students’ well-being during online assessments, by providing workshops on coping strategies and proctoring processes before online examinations are taken, to prepare students and alleviate fear and anxiety. Institutions should also ensure that their software service providers regularly update their proctoring tools to reduce the challenges that these tools might pose during online examinations.

Enhancing Pedagogy and Learning Outcomes in Financial Accounting: A Case Study of Higher Education Institutions in South Africa

2024-12-25T10:04:00+03:00

This study explores innovative strategies to enhance instruction and learning in financial accounting within higher education institutions in South Africa. Acknowledging the dynamic nature of the business environment and the evolving learner demands, the research investigates various approaches for optimizing educational outcomes. Through a comprehensive literature review, the study identifies contemporary challenges in financial accounting education and underscores the importance of adapting teaching methods to foster a deeper understanding of complex accounting principles. This research aims to bridge the gap between secondary school outputs and the expectations of tertiary financial accounting programs. The study examines systemic factors affecting financial accounting education and employs a self-study narrative approach, utilizing reflexive praxis to delve into the lived experiences of accounting lecturers. The findings, presented through thematic analysis, illustrate the reflective practices of higher education lecturers, providing valuable insights for professional development and growth in the accounting field. The paper advocates for diverse pedagogical approaches to address the challenges faced by accounting educators, emphasizing strategies to overcome teaching impediments. This article aims to enhance the success of post-secondary teaching and learning in the accounting discipline in South Africa, considering the quality of students transitioning from secondary education and their expectations upon entering tertiary education.