DOCSLIB.ORG

Chapter 1: Orientation of the Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

SOCIAL COHESION IN SCHOOL CHOIR COMPETITIONS: THE EXPERIENCES OF CONDUCTORS AND ADJUDICATORS by OREEDITSE PATRICK MASUELELE A thesis in partial fulfilment of the requirement of the degree of DOCTOR OF PHILOSOPHY in the Department of Humanities Education Faculty of Education University of Pretoria 2020 Supervisor: Dr Riekie van Aswegen Co-supervisor: Prof. Johan Wassermann © University of Pretoria Declaration I declare that the thesis, which I hereby submit for the degree Doctor of Philosophy at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution”. ............................................................. Oreeditse Patrick Masuelele 3 November 2020 ii © University of Pretoria Ethics clearance certificate iii © University of Pretoria Ethics statement “The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that he/she has observed the ethical standards required in terms of the University of Pretoria’s code of ethics for researchers and the policy guidelines for responsible research”. iv © University of Pretoria Language editor certificate MJ de Jager Translator and text editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, completed the language and technical editing of the thesis, “Social cohesion in school choir competitions: the experiences of conductors and adjudicators”, by Mr Oreeditse Patrick Masuelele. The onus was on the author to attend to all my suggested changes and comments. I do not take responsibility for any suggestions that the author did not accept or for any changes effected in the document after the fact. MJ DE JAGER 7 November 2020 v © University of Pretoria Acknowledgements I would like to express my sincere gratitude and appreciation to the people listed below, without whose support this study would not have been possible: • My supervisor, Dr Riekie van Aswegen, for believing in me and staying even when conditions became challenging. • Prof. Johan Wasserman, Head of Department, who continuously encouraged and assisted me. We appreciate your positive reinforcement through your words of encouragement. • My wife, Poloko Masuelele, who gave me unconditional support. I thank you for your patience and unselfish belief in me. • My beloved daughter, Rebaone Masuelele, for her support in ensuring that this work got done in time. • My church leadership, Pastors Keberekile and Isaac Tau, who dedicated special prayers for the success of this project. • My heavenly Father, God, who supported me through thick and thin for the duration of my study. “No weapon formed against me shall prosper” (Isaiah 54:17) vi © University of Pretoria Abstract In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa. Keywords: choir competition; choir competition adjudication; choir conductor; cultural diversity; social cohesion; South African school choirs vii © University of Pretoria List of abbreviations ATKV Afrikaanse Taal- en Kultuurvereniging DAC Department of Arts and Culture DBE Department of Basic Education DCC District Coordinating Committees DoE Department of Education EU European Union HSRC Human Sciences Research Council HEDCOM Heads of Education Departments Committee NCC National Coordinating Committee NDP National Development Plan PCC Provincial Coordinating Committees SASCE South African Schools Choral Eisteddfod TLT Transformative Learning Theory UNESCO United Nations Educational, Scientific and Cultural Organisation viii © University of Pretoria Table of contents Declaration ........................................................................................................................... ii Ethics clearance certificate .................................................................................................. iii Ethics statement .................................................................................................................. iv Language editor certificate .................................................................................................. iv Acknowledgements ............................................................................................................. vi Abstract .............................................................................................................................. vii List of abbreviations ........................................................................................................... viii Table of contents ................................................................................................................. ix List of tables, figures and addenda.................................................................................... xiv Chapter 1: Orientation of the study .................................................................................. 1 1.1 Introduction ................................................................................................................. 1 1.2 Background ................................................................................................................. 3 1.3 Research on choir competitions .................................................................................. 5 1.4 Problem statement ...................................................................................................... 7 1.5 The purpose of the study ............................................................................................ 7 1.6 Research questions .................................................................................................... 8 1.7 Research design and methodology ............................................................................. 9 1.8 Theoretical framework ............................................................................................... 10 1.9 Relevance of the study .............................................................................................. 11 1.10 Concept clarification ................................................................................................ 14 1.10.1 Social cohesion ............................................................................................................... 14 1.10.2 Social capital ................................................................................................................... 14 1.10.3 Distinguishing between social capital and social cohesion .............................................. 15 1.10.4 Social inclusion ............................................................................................................... 15 1.10.5 Social justice ..................................................................................................................
Recommended publications
  • Rural Young Children with Disabilities: Education, Challenges, and Opportunities

    Rural Young Children with Disabilities: Education, Challenges, and Opportunities

    International Journal on Studies in Education Volume 2, Issue 2, 2020 ISSN: 2690-7909 Rural Young Children with Disabilities: Education, Challenges, and Opportunities Novuyo Nkomo, Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Adiele Dube Department of Health Education, Southern Africa Nazarene University, Eswatini, [email protected] Donna Marucchi Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Abstract: The plight of young children with disabilities who live in rural communities remains unsolved issue in many developing countries. Culturally, many people have negative beliefs regarding the causes of disabilities. Disability may be associated with punishment by gods, ancestral spirits resulting from mother‟s promiscuity during pregnancy, witchcraft, or evil spirits. This article focuses on challenges and opportunities of young children with disabilities who live in the rural communities of Eswatini and Zimbabwe, and related to accessing early childhood development (ECD) education services. Lessons drawn between the two countries reveal that in Eswatini, the Disability Unit which caters for disability issues is under the Social Welfare Department and is accommodated in the Deputy Prime Minister‟s Office. In Zimbabwe, Chikwature, Oyedele and Ntini (2016) noted that an inclusive education policy is still yet to be drafted. Disability issues are still not fully represented constitutionally. Using the social exclusion theory enabled the researcher to determine how deeply rooted social exclusion is in the attitudes of teachers and rural communities. Using interviews and focus group discussions, 30 parents/caregivers for children with disabilities, aged 4 to 5 years, were purposively sampled for study. Results showed that the failure of these children to access ECD services in the community impacts negatively on their holistic development.
  • Matthew Guy Lombard

    Matthew Guy Lombard

    Matthew Guy Lombard PO Box 36019, Menlo Park, Pretoria, 0102, South Africa × +27 (082) 538 0092 × [email protected] EDUCATION PROFESSIONAL ENDORSEMENTS • University of California, Los Angeles, • Key Leaves Endorsee (2019) United States • Henri Selmer Paris Reed Ambassador (2016) DMA, Performance (June 2019) • Henri Selmer Paris Endorsee (2015) • Marshall Music South Africa (2013) • Royal Northern College of Music, Manchester, United Kingdom GENERAL SKILLS MMus, Performance (May 2013) • Computer literate - With Distinction • Languages: English (fluent), Afrikaans (fluent), German (reading proficiency) • University of Pretoria, South Africa BMus, Performance (December 2009) DISCOGRAPHY - With Distinction • Chamber Music II – works for saxophone by Niel van der Watt. Debut Solo CD. • Blend – Johannesburg Music Initiative Orchestra. Featured soloist. • Heavenly Organ – Martin Lane CD. Featured soloist. OTHER QUALIFICATIONS • Practical Music Examiner, University of South Africa (2016) • Mobile Learning Certification, University of Pretoria, South Africa (2015) • Master of Music in Solo Performance (saxophone) with distinction, Royal Northern College of Music, United Kingdom (2013) • Teachers Licentiate Certificate (alto saxophone) with distinction, University of South Africa (2012) • Bachelor of Music in Solo Performance with distinction, University of Pretoria, South Africa (2009) • UNISA Grade 8 (alto saxophone) with distinction, University of South Africa (2007) • ABRSM Diploma (alto saxophone) with distinction, Associated Board
  • Download File

    Download File

    KINGDOM OF ESWATINI STANDARDS FOR INCLUSIVE EDUCATION SPECIAL EDUCATION NEEDS UNIT, MINISTRY OF EDUCATION AND TRAINING FINANCIAL REPORT 2019 Design and layout: www.itldesign.co.za Copyright: Eswatini Ministry of Education and Training. Publication year: 2019 CONTENTS FOREWORD ................................................................................................. IV INTRODUCTION ............................................................................................1 What is ‘Inclusive Education’? .................................................................1 Inclusive Education in Eswatini ...............................................................2 STANDARDS FOR INCLUSIVE EDUCATION IN ESWATINI ........................4 WHO IS THIS DOCUMENT FOR? ................................................................5 STANDARDS AND INDICATORS ..................................................................6 Standard 1: Leadership and management ............................................6 Standard 2: Planning and budgeting for inclusion ............................. 10 Standard 3: School accessibility .......................................................... 11 Standard 4: Support for special needs and disabilities .....................12 Standard 5: Support for potential dropouts and repeaters ...............14 Standard 6: Curriculum, assessment and language ..........................15 Standard 7: Quality teaching and staff development .........................17 Standard 8: Health and Safety ............................................................18
  • Guild Music Limited Guild Catalogue 36 Central Avenue, West Molesey, Surrey, KT8 2QZ, UK Tel: +44 (0)20 8404 8307 Email: Orders@Guildmusic.Com

    Guild Music Limited Guild Catalogue 36 Central Avenue, West Molesey, Surrey, KT8 2QZ, UK Tel: +44 (0)20 8404 8307 Email: [email protected]

    Guild Music Limited Guild Catalogue 36 Central Avenue, West Molesey, Surrey, KT8 2QZ, UK Tel: +44 (0)20 8404 8307 email: [email protected] CD-No. Title Composer/Track Artists GMCD 7101 Canticum Novum My soul, there is a country - Charles H.H.Parry; All Wisdom cometh from the Lord - Philip The Girl Choristers, The Boy Choristers and The Lay Vicars of Moore; Tomorrow shall be my dancing day - John Gardner; Psalm Prelude (2nd Set, No.1) - Salisbury Cathedral directed by Richard Seal / David Halls Organ / Herbert Howells; Quem vidistis pastores dicite - Francis Poulenc; Videntes stellam - Francis Martin Ings Trumpet Poulenc; The old order changeth - Richard Shepard; Even such is time - Robert Chilcott; Paean - Kenneth Leighton; When I survey the wondrous Cross - Malcolm Archer; Magnificat (Salisbury Service) - Richard Lloyd; A Hymn to the Virgin - Benjamin Britten; Pastorale - Percy Whitlock; Psalm 23 (Chant) - Henry Walford Davies; Love's endeavour, love's expense - Barry Rose; Ye Choirs of new Jerusalem - Richard Shepard GMCD 7102 Coronation Anthems & Hymns “Jubilant” Fanfare - Arthur Bliss; I was glad when they said unto me - Charles H.H. Parry; O The Choir of St Paul’s Cathedral directed by Barry Rose / Christopher taste and see - Ralph Vaughan Williams; Credo from the “Mass in G minor” - Ralph Vaughan Dearnley Organ Williams; Praise, my soul, the King of heaven - John Goss; Trumpet Tune f GMCD 7103 In Dulci Jubilo Ad Libitum/O Come, all ye faithful - Hark! the Herald-Angels Sing - Once in Royal David's city - - Festive & Christmas Music - Paul Plunkett Trumpets & Rudolf Lutz The First Nowell - Ding Dong! Merrily on High - Away in a Manger - Angels from the Realms Organ of Glory - Noël Op.
  • The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini

    The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini

    The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini GUGULETHU MGABHI1* AND MANGALISO MOHAMMED1 1Eswatini Economic Policy Analysis and Research Centre, Mbabane, Eswatini *Correspondence: [email protected] Abstract. This study assesses the economic benefits of the Government of Eswatini’s investment to technical vocational education and training (TVET) from 2005 to 2017. TVET Graduates from 12 public TVET Institutions have been tracked to uncover their absorbability in the labour market and, or self-employment. The study finds that the economic return of the Government of Eswatini’s investment to TVET in 2017 is E1,51. This means that for every E1 invested by the Government of Eswatini to TVET, the economy generates E1,51 through the TVET graduates’ activities in self-employment, formal employment, and part-time skills utilisation. With regards to highly demanded courses amongst the graduates, ccomputer studies have been found to be highly demanded at 20.9%, while agriculture is lowly demanded at 6.3%. The study finds that 56.6% of the graduates are absorbed in formal employment, while 13.7% are engaged in self-employment, meaning that 29.9% are part of the 32.4% unemployed persons in the country. However, the level of unemployment is still high, 43.3%. Graduates who were not economically active before enrolling at the TVET colleges have been found to be formally employed, 35%, 14% are self-employed, 2.5% are both formally and self-employed, while 48.5% are unemployed. A majority (58.5%) of employed graduates are from Gwamile VOCTIM, while self-employment is high amongst graduates from Big Bend Rural Education Centre, 44.4%.
  • Pretorian 2016

    Pretorian 2016

    The Pretorian 2016 Annual Magazine of Pretoria Boys High School www.boyshigh.com Valediction 4 Matric Results 12 Matrics 14 Academic Awards 15 Staff and Governors 17 Tributes 22 House Reports 32 Annual Events 52 Special Events 63 The Bill Schroder Centre 68 Tours 76 Services 82 The Bush School 93 ‘Scene’ Around Boys High 96 Spotted at Boys High 97 Music Department 98 Cultural Activities 110 CONTENTS 124 Clubs and Societies Production credits 160 Creative Writing Editor: John Illsley Layout: Elizabeth Barnard 190 Art Department Typing: Cathy Louw 192 Art Gallery Advertising: Jamie Fisher Proof Reading: Heidi Stuart 198 Photo Gallery Sub Editors Art: Debbie Cloete 202 Athletics English Creative Writing: Penny Vlag 212 Basketball Afrikaans Creative Writing: Amanda Robinson French Creative Writing: Hedwig Coetzee 218 Climbing German Creative Writing: Corli Janse van Rensburg 220 Cricket Sepedi Creative Writing: Brenda Bopape Photography 238 Cross Country Formal group photographs: Martin Gibbs Photography Principal Sports Photographer: Duncan McFarlane www.dmcfarlane,photium.com 244 Fencing PBHS Photographic Society contributors 246 Golf Jarod Coetzee, Craig Kunte, Zander Taljaard, Alexander van Twisk, Jaryd van Straaten, Duncan Lotter, Malcolm van Suilichem, Ockert van Wyk, Cuan 248 Hockey Gilson, Lê Anh Vu, Cole Govender, Sachin du Plooy-Naran, Jonathan Slaghuis 264 Rugby Other photographs Jamie-Lee Fisher, Malcolm Armstrong, Joni Jones, Mervyn Moodley, Mike 292 Squash Smuts, Debbie Cloete, Peter Franken, Rob Blackmore, Cornelius Smit, Jocelyn Tucker, Ryan o’Donoghue, Mark Blew, Erlo Rust, Karen Botha, 296 Swimming Chan Dowra, Nick Zambara, Lamorna Georgiades, Marina Petrou, Desireé 298 Tennis Glover, Andrew De Kock, John Illsley, Jaydon Kelly, Melissa Rust.
  • A Community Cultural Wealth Approach for Enhancing Positive Discipline in Eswatini Schools

    A Community Cultural Wealth Approach for Enhancing Positive Discipline in Eswatini Schools

    A COMMUNITY CULTURAL WEALTH APPROACH FOR ENHANCING POSITIVE DISCIPLINE IN ESWATINI SCHOOLS. by SICEBO CEDUSIZI KUNENE Thesis submitted in the fulfillment of the requierements for the degree DOCTOR OF PHILOSOPHY in EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF KWAZULU-NATAL COLLEGE OF HUMANITIES SCHOOL OF EDUCATION PROMOTER: PROFESSOR D. J. HLALELE 2020 i DECLARATION Student number: 2145884567 I, SICEBO CEDUSIZI KUNENE declare that: (i) The research reported in this thesis, except where otherwise indicated is my original research. (ii) This thesis has not been submitted for any degree or examination at any other university. (iii) This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a publication of which I am author, co-author or editor, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications. (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the references sections. Signature: Date: 21/02/2020 ii DEDICATION I dedicate this dissertation to my son Scebiso Aphelele Kunene and daughter Scebile Wandisile Kunene.
  • Uneswa Journal of Education (Ujoe)

    Uneswa Journal of Education (Ujoe)

    UJOE Vol. 3 No 1 (JUNE, 2020) UNESWA JOURNAL OF EDUCATION (UJOE) An Online Journal of the Faculty of Education University of Eswatini Kwaluseni Campus. ISSN: 2616-301 UJOE Vol. 3 No 1 (JUNE, 2020) EDITOR-IN-CHIEF Prof.O. I. Oloyede Dean Education EDITOR Dr. P. Mthethwa MANAGING EDITORS Prof. I. Oloyede Prof. C. I. O. Okeke Dr. P. Mthethwa Dr. Y. Faremi Dr. R. Mafumbate Dr. K. Ntinda Dr. S.K. Thwala Ms M.S. Ngcobo. EDITORIAL BOARD MEMBERS Prof. V. Chikoko (Educational Leadership), School of Education, University of KwaZulu-Natal, Durban, South Africa. Dr. O. Pemede (Sociology of Education), Faculty of Education, Lagos State University, Lagos, Nigeria. Prof. M. Chitiyo (Special Education), Department Chair, Duquesne University, Pittsburgh, Pennsylvania, United States of America. Dr. E. Mazibuko (History of Education), Examination Council of Eswatini. Prof. K.G. Karras (Education Studies), Faculty of Education, University of Crete, Gallos University Campus, Rethymno 74100, Crete, Greece. Prof. I. Oloyede (Science Education), Dept. of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. Z. Zhang (Teaching and Learning), College of Education and P-16 Integration, The University of Texas, Rio Grange Valley, Brownsville, United States of America. Prof. C. I. O. Okeke (Sociology of Education), Dept. of Educational Foundations & Management, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. J.W. Badenhorst (Educational Psychology), Department of Postgraduate Studies, Central University of Technology, Welkom Campus, South Africa. Prof. A.B. Oduaran (Adult Education & Lifelong Learning), Faculty of Education, North-West University, Mmabatho 2735, South Africa. Dr. S.S.K. Thwala (Special Needs & Psychology of Education), Dept.
  • The History of the Clarinet in South Africa

    The History of the Clarinet in South Africa

    The History of the Clarinet in South Africa by Becky L. Steltzner M.Mus. (University of Southern California) Thesis Presented in partial fulfilment of the Degree of DOCTOR OF PHILOSOPHY in the South African College of Music Faculty of Humanities University of Cape Town February 2016 Supervisor: Prof. Dr. Rebekka Sandmeier University of Cape Town The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town Copyright © 2016 Becky L. Steltzner The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non-commercial research purposes only. Abstract This thesis explores and traces the history of the clarinet in South Africa. After discussing the problems of researching western European music history in South Africa from the arrival of the Dutch in 1652, and briefly summarising that music history up to the first clarinet reference, the thesis goes through the existing clarinet references. These have been sourced from travellers’ journals, newspapers, military histories, other theses, etc., with particular emphasis on the 19th century, since the clarinet was introduced to South Africa near the beginning of it, and the most unknown part of the clarinet’s South African history is within it.
  • Exploring Christian Religious Education and Learners' Behaviour

    Exploring Christian Religious Education and Learners' Behaviour

    Volume 5, Issue 1, January – 2020 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 Exploring Christian Religious Education and Learners’ Behaviour among Primary School Learners in the Manzini Urban Area of Eswatini Nonhlanhla Moletsane Sithulisiwe Bhebhe Bha Dlamini Faculty of Education, University of Faculty of Education, University of Institute of Distance Education, Eswatini Eswatini University of Eswatini Kwaluseni, Eswatini Kwaluseni, Eswatini Kwaluseni, Eswatini Corresponding Author Sithulisiwe Bhebhe Faculty of Education, University of Eswatini Kwaluseni, Eswatini Abstract:- The main purpose of the study was to explore Njoku (2015) argues that the aim of teaching CRE in the extent to which Religious Education moulds schools is to produce boys and girls who will be men and behaviour among primary school learners. The study women of real Christian character. C.R.E has a great used a qualitative approach and it followed a case study potential to carry out this responsibility because its design of one school in the Manzini urban area of objectives are not only on acquisition of knowledge but Eswatini. A purposive sampling technique was used to also about the formation of the right moral values. In other select a sample of participants comprising of words, as much as CRE has an academic component it has Christiamn Religious Education (CRE) teachers, and not left out the issue of character formation, both at the grade seven learners. The study revealed that learners attitudinal and behavioural levels. Kipkemboi (2009), were aware of the Christian based Religious Education discussing about Christian Religion and the development of and that the learners believed that Christianity teaches Africa, says that there is need to strengthen CRE in schools them good morals.
  • STATE of FUNDING for CHILDREN in SADC REPORT RIATT-ESA by February 2019

    STATE of FUNDING for CHILDREN in SADC REPORT RIATT-ESA by February 2019

    STATE OF FUNDING FOR CHILDREN IN SADC REPORT RIATT-ESA BY February 2019 Report authored by: Dr. Musavengana W.T. Chibwana Chengetai Kanyangu 0 1 The budget is the skeleton of the state, stripped of all misleading ideologies… Joseph Schumpeter, 1918 2 TABLE OF CONTENTS INTRODUCTION ...................................................................................................................................... 5 BACKGROUND ......................................................................................................................................... 7 RATIFICATION OF INTERNATIONAL INSTRUMENTS: INSTRUMENTS NOT RATIFIED BY MEMBER STATES .. 8 SCOPE OF THE REPORT ................................................................................................................................ 9 METHODOLOGY ................................................................................................................................... 11 LOCATING THE STUDY IN RESEARCH PHILOSOPHY ..................................................................................... 11 DATA COLLECTION METHODS ..................................................................................................................... 11 DATA ANALYSIS ........................................................................................................................................... 12 LIMITATIONS OF THE STUDY ....................................................................................................................... 12 FUNDING TRAJECTORIES
  • Experiences of Teachers of Deaf and Hard- Of- Hearing Students’ in a Special Needs School: an Exploratory Study

    Experiences of Teachers of Deaf and Hard- Of- Hearing Students’ in a Special Needs School: an Exploratory Study

    Journal of Education and Training Studies Vol. 7, No. 7; July 2019 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study Kayi Ntinda1, S’lungile K. Thwala2, Bonginkhosi Tfusi3 1Department of Education Foundations and Management, University of Eswatini, Kwaluseni, Eswatini/Swaziland Correspondence: Kayi Ntinda, Department of Education Foundations and Management, University of Eswatini, Private Bag 4 Kwaluseni Campus, M201 Eswatini/Swaziland. Received: March 5, 2019 Accepted: May 7, 2019 Online Published: May 20, 2019 doi:10.11114/jets.v7i7.4274 URL: https://doi.org/10.11114/jets.v7i7.4274 Abstract This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills.