RSE 4801

Assignment 2023

Assignment number 01

Unique number 745272

Surname NZAMA

First Names NGENZELANI NOBUHLE

Student Number 51635704

Date 31/05/2023
Honesty Declaration

HONESTY DECLARATION FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Module Code: RSE4801 Assessment Date: 31/05/2023

1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation
marks) or any attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of material found in textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately referenced.

4. This assignment/exam file/portfolio is my own work. I acknowledge that copying

someone else’s work, or part of it, is wrong, and that submitting identical work to
others constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with the
intention of passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarized.

7. I understand that my assignment/exam file/portfolio may be submitted

automatically to Turnitin.

8. I confirm that I have read and understood the following UNISA policies:

8.1 Policy for Copyright and Plagiarism -

8.2 Policy on Academic Integrity

8.3 Student Disciplinary Code

9. I have not changed the wording of the original honesty declaration document.

Name: NZAMA NGENZELANI NOBUHLE Student No: 51635704

Signed: Nzama N.N Date: 27/05/2023

Question 1

Linda Tuhiwai Smith is a prominent Maori (are the indigenous Polynesian people of
mainland New Zealand, Maori originated with settlers from East Polynesia, who arrived
in New Zealand in several waves of canoe voyages between roughly 1320 and 1350)
scholar who has made important contributions to the field of indigenous research. Her
book Decolonising Methodologies provides a critical analyses of the history and politics
of indigenous research communities. It offers framework for decolonising research
practices. In narrating her journey as a community health worker and researcher, Smith
highlights several personal, professional, ethical and political factors that shaped her
research path.

Personal factors such as her Maori identity and her experience of marginalisation and
discriminations as a Maori woman have influenced her interest and approach. Smith’s
commitment to Maori self-determination and the empowerment of indigenous people is
evident in her research, which is focused on directing the needs and concerns of
indigenous communities

Professional factors, such as her training as a community health worker, have also
shaped her research path. Smith’s background in community health work provided her
with a deep understanding of the cultural, social and economic factors that impact the
health and well-being of indigenous communities. This understanding informed her
research path and help her to expand culturally appropriate interventions and
strategies to address health disparities.

Ethical factors, such as her commitment to decolonising research practices, have also
influenced Smith’s path research. Her work has been directed by principles of respect,
reciprocity and collaboration with indigenous communities. Smith has supported for
the inclusion of indigenous perspectives and knowledge in research and has opposed
the power of dynamics that often characterised research relationships between
indigenous communities and non-indigenous researchers.

Political factors, such as the legacy of colonisation and the ongoing struggle for
indigenous rights, have also shaped her research path. Smith’s work is grounded in a
critical analysis of the history and politics of research in indigenous communities and
the ways in which research has been used to marginalise and disempower indigenous
people.

As an educational researcher, Smith’s journey has been useful in helping me to

understand the significance of incorporating indigenous perspectives and knowledge
into my research. Her commitment to Maori’s self-determination and empowerment of
indigenous people has been a great inspiration and has motivated me to study issues of
equity and justice in my research. I am committed to develop research practices that
prioritise the community involvement and participation. Her emphasis on decolonising
research practices has influenced my approach to research. I am committed to examine
critical the history and political context of my research and the potential implications
for marginalised communities.

As an educational researcher, I am very interested in exploring the different ways in

which indigenous knowledge and perspectives can be integrated into educational
research to improve educational outcomes for indigenous students. Her work has
demonstrated the importance of incorporating indigenous perspectives and knowledge
into research and has encouraged me to prioritise this in my research.

Lastly, Linda Tuhiwai Smith’s journey as a community health worker and a researcher
can serve as a source of inspiration and guidance for other researchers in the field of
education. Her commitment to decolonising research practices, cantering the voices of
marginalised communities and promoting social justice and equity can inspire
researchers to come up with research projects that prioritise ethical considerations and
work to challenge power dynamics in research.
Question 2

A research proposal is a written document that provides a detailed overview of a

research project, including what you want to study, research questions, methods and
the outcome you expect. In educational research, a research proposal for teaching may
involve exploring a specific teaching methodologies, assessing learning outcomes or
evaluating the effectiveness of the curriculum.

Main elements of the research proposal include the following:

Title: the title should be clear, concise and reflect the study’s main focus. It should also
be attention-grabbing and motivate the reader to learn more.

Introduction: this section should provide a broad overview of the research topic, the
problem researcher seek to study, and the importance of the study. It hold include a
critical review of that cover the topic.

The background: it should provide a detailed explanation of the key points of the
research topic, including its development and time taken to do research. It should also
outline the researcher’s interests in the research topic or issue and the specific area
within which the topic falls in their field of study. The targeted audience must also be
detailed.

Research question: the research question must clearly state what the study is meant to
address or answer. Research question should be specific, brief, achievable and relevant.

Objectives of the research: it is very important that the objectives are aligned with the
research question and also indicate the aim of the research study. They should provide a
clear indication of the steps followed by the researcher. The objectives should be
specific, measurable, achievable, relevant, brief and time-bound.

Research Methods/ Research Methodology: it should outlines the approach that the
researcher will follow in order to address the research problem and to answer the
research questions. It should be clearly designed and define methods used in the study.
Literature review: this part present the relevant literature on the topic of your choice.
It include recent literature and literature that presents counterarguments to the topic.
The justification for the study needs to be based on existing literature.

Limitations and Delimitations of the study: the researcher must indicate the
limitations and delimitations of the study. Limitations are factors that are beyond the
control of the researcher. Delimitations are boundaries that the researcher has set for
the study.

Work Plan: this should provide a detailed schedule for the research, including the
projected timeline for the various stage of the study.

Bibliography: this should include all the list of the resources used in alphabetical order,
using referencing style prescribed on the module or by the lecturer.

A research proposal for educational research should provide a clear overview of the
research project, including reasons, research questions, research methods, expected
outcomes, literature review, work plan, budget (optional) and bibliography.
Question 3

The Anthropocene is an expression that allude to the effect result of human activities on
the planet, resulting in a crisis that intimidates sustainable life on Earth (Gough &
Gough, 2017). The Anthropocene demands a radical rethinking of the relationship
between humans and the Earth, including a transformation of multifaceted exchange
into an operative tool that assemble active collaboration between research and
education (Zylinska, 2016).

Education plays an important role in addressing the problem of the Anthropocene,

promoting sustainable practices, and formulating future generations to tackle these
problems. According to a study by Chikoko and Hlongwane (2020), education should
incorporate a sustainable and interdisciplinary approach, including science, technology,
engineering and mathematics (STEM) subjects, as well as social sciences, humanities
and arts. This approach promotes critical thinking, problem-solving and skills
collaboration, as well as appreciation of cultural diversity and intercultural competence.

In South Africa, the effect of the Anthropocene for the curriculum are particularly
important. The country is particularly vulnerable to the impacts of climate changes,
these includes droughts, food security and floods (Nhamo et al, 2019). The curriculum
should therefore focus on equipping students with knowledge, skills and values they
need to address these problem environmental, social and economic issues. According to
Chikoko (2020), this may include teaching students about renewable resource, energy
reduction and sustainable agriculture. According to Nhamo (2019) he claim that the
implications of the Anthropocene for the curriculum are important, given the country’s
defenseless to the impacts of climate change. The Anthropocene Curriculum aims to
create new forms of education that involve various social, scientific, epistemic and
political reconfigurations (Zylinska, 2016).

In conclusion, Anthropocene presents significant challenges for society, and education

has an important role to play in addressing these challenges. By incorporating a
sustainable and interdisciplinary approach into the curriculum, particularly in countries
such as South Africa that are particularly vulnerable to the impacts of climate change.
Anthropocene Curriculum provides an opportunity for education to address the
ecological crisis and create a more sustainable future.
Question 4

Problem

The initiation of democratic country in South Africa has led to a renewed focus on the
skills and values of education, especially in the development of the curriculum. The
South African Curriculum and Assessment Policy Statement (CAPS) deals with
equipping learners with knowledge, skills and values necessary for self-fulfillment and
meaningful participation in society at large. (Department of Basic Education, 2012). It is
not clear how these values are being implemented and application in the classroom
context.

Problem Statement

This study aims to investigate the implementation and application of these democratic
values in the classroom context of South Africa, focusing on teaching and learning of
social sciences subjects in high schools.

Research Question

The study will deals with the following research questions:

 How are the democratic values linked to the teaching and learning of social
sciences in S.A high schools?

 What are the challenges and opportunities for the implementation and
application of democratic values and skills in the social sciences classroom?

 How learners and teachers achieve the values and skills regarding the relevant
values and skills in the science curriculum?

Research Type

The study will analyse policy documents and curriculum materials to see how
democratic values and skills are linked to the science curriculum. Observations from the
classroom context will be done to see how teachers implement and apply democratic
values and skills when teaching. Interviews will be conducted for teachers and learners
to get their views and what they have experienced in the democratic values and skills in
the social sciences classroom.

Appropriate Research Methods

The study will use samples from four high schools, in Umgungundlovu District, Kwa-
Zulu Natal, South Africa. In each school a social science teacher, two parents and four
learners will be selected to participate in the study. Curriculum and policy documents
will be used to analyse and identify the clear and unclear promotion of democratic
values and skills of the study. Classroom observations will also be conducted to observe
how teachers implement and apply democratic values and skills in their teaching.
Interviews will be done with chosen educators, parents and learners to inquire their
experiences in the democratic values and skills in the social sciences classroom.

Research/Study Findings

During one on one interviews with the teachers it was discovered that since social
sciences is a two-in-one subject other teachers are only equipped to teach one part of
the subject either History or Geography. This becomes a great challenge as it is stated
that every teacher of Social sciences should be familiar with the content to be taught.
Teachers lack resources for teaching social sciences, these include (textbook, maps,
dictionary, atlas, globe). Their classroom are not conducive for the teaching and
learning of social sciences. Progressed learners are having a huge challenge in grasping
the content of the current grade as they were not fit to be in that particular grade.

For learners interviews, the language barrier were the biggest challenge as some come
from the primary where they were taught in their mother’s tongue in order to
understand the content of subjects. They are not being provided with computers and
Wi-Fi were they can explore all different visuals may it be videos or photos. As visual
resources can make information more accessible to many learners. In other schools they
do not even have the books, therefore they only depend on the summary notes provided
by the teacher.
What I observed is that classes are very congested (approximately 50-65 learners per
class). Which makes it difficult for the teacher to address the needs of the individual
learner in an appropriate manner. Lack of resources is a huge challenge as teachers are
forced to show learners pick from his or her own book for those schools that do not
have social sciences books. Parents go an extra mile in helping learners (their children)
complete projects as learners do not have access to Library, Internet and Computers in
some schools. Some learners submit work of poor standards simply because their
parents or guardian do not have money to help them.

Conclusion

Social sciences aims to provide opportunities for learners to look at their own worlds
with fresh critical eyes, and perhaps more importantly, it aims to introduce learners to a
world beyond their everyday realities. Schools should be that special places that
provide learners with knowledge to which they would otherwise not have access to.
Learners should be trained to speculate, to debate, to make connections, to select, to
prioritise and to persist in tackling real issues and important questions.

The Department of Basic Education in South Africa and the government of this country
(South Africa) should consider in investing more on education: Training of the teachers
or make sure that a teacher is allocated to his or her major subject(s), providing schools
with resources (library, laboratories, computers, Wi-Fi etc.) needed for that particular
learning area.

The aim of this study is to contribute an understanding of the implementation and

application of democratic values and skills in social sciences curriculum. By
investigating the link of democratic values and skills in the teaching and learning of
social sciences, the study has identified the challenges and opportunities for the
promotion of these values in the classroom.
References

Smith, Linda Tuhiwai, 1950-(1996), Nga aho o te kakahu mafauranga: the multiple layer
of struggle by Maori in education. (Doctoral thesis), ResearchSpace@Auckland.

Smith Linda Tuhiwai. Decolonising methodologies: Research and indigenous peoples.

Zed BooksLtd, 2013.

Chikoko, V, Chikoko, A, & Hlongwane, J. (2020). Curriculum reform in South Africa:

implications of the Anthropocene. International Journal of Environmental Science and
Education, 15(9), 67-80

Gough, A, & Gough, N. (2017). The Curriculum: What’s needed for a planetary
civilization in the Anthropocene? The Journal of Environmental Education, 48(2), 79-87

Zylinska, J. (2016). The Anthropocene Curriculum: a new pedagogical framework. The

Sociological Review.

Department of Basic Education. (2011). Curriculum and Assessment Policy Statement:

Social Sciences.