Embedding Values in the South African Curriculum: By Design or Default?

Autor/inn/en	Maphalala, Mncedisi Christian; Mpofu, Nhlanhla
Titel	Embedding Values in the South African Curriculum: By Design or Default?
Quelle	In: South African Journal of Education, 38 (2018) 3, Artikel 1437 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maphalala, Mncedisi Christian) ORCID (Mpofu, Nhlanhla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Grade 7; Grade 8; Grade 9; Values Education; Moral Values; Social Values; Principals; Governing Boards; Teachers; Holistic Approach; Citizenship Education; Parent Role; Teacher Role; Educational Environment; School Culture; Cultural Influences; African Culture; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Werterziehung; Moral value; Ethischer Wert; Sozialer Wert; Principal; Schulleiter; Governing body; Governing bodies; Leitungsgremium; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Parental role; Elternrolle; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Cultural influence; Kultureinfluss; Africa; Culture; Afrika; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores the way in which values education is incorporated in the Life Orientation (LO) curriculum of the Senior Phase (Grades 7-9) in South Africa. Researchers agree that in the light of the current need to regenerate morals and re-norm the nation, values are critical. From the moment they are born, children learn by observing adults; they mimic what they see, and repeat the words they utter. Parents and teachers have the greatest influence on a child's upbringing and therefore have a responsibility to teach them about the core values that help them become well-rounded citizens. Theoretically, the study on which this article is based was located in the literature on approaches to implementing values education. The study employed a qualitative perspective, with a descriptive case study design. Participants include purposively selected school principals, school governing body (SGB) members, and LO teachers. The data was collected using semi-structured interviews and analysed using inductive thematic analysis. The analysis revealed that the values in the school LO curriculum were incorporated eclectically through explicit, implicit and critical approaches. On the basis of these findings, it is recommended that the school community sustain an eclectic approach to values education that covers learners' holistic experiences. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01