Special thanks to the Funders of European Union (EU/DHET) project (Language in Foundation Phase Teaching-Mother Tongue instruction). In addition, the study investigated the grade R teacher's strategies for teaching themed stories in their primary classrooms, taking into account such representations in the themed storybooks.
- INTRODUCTION
- STORYBOOKS AS THE INTERGRAL PART OF GRADE R TEACHING
- MOTIVATION FOR THE STUDY
- PROBLEM STATEMENT
- STUDY FOCUS AND PURPOSE
- STUDY OBJECTIVES
- RESEARCH QUESTIONS
- SIGNIFICANCE OF THE STUDY
- LIMITATIONS OF THE STUDY
- ARRANGEMENT OF CHAPTERS
- CONCLUSION
Therefore, this study examines the teaching of theme storybooks to grade R learners in multicultural and multiracial classrooms in the North Durban area of the KwaZulu-Natal province in South Africa. The study focuses on the teaching of theme storybook(s) to grade R learners in multicultural and multiracial classrooms in the North Durban area.
I NTRODUCTION
M ULTICULTURALISM AND M ULTIRACIALISM IN CHILDREN LITERATURE
- Multiculturalism
- Multiracialism
However, in the context of this study, multiculturalism is used to challenge fairness, tolerance and also brings awareness in terms of representation in children's literature. This suggests that there is still a gap in terms of representation in terms of race in children's literature in the United States.
R OLE OF CHILDREN ’ S LITERATURE IN MULTICULTURAL AND MULTIRACIAL CONTEXTS
Moreover, students also gain a sense of acceptance and appreciation from other people in society. Samuels (2006) believes that awareness of similarities in children's literature across gender, class, and culture can reduce prejudice and fear of difference and also reduce cultural, multicultural, and multiracial ethnocentrism in the classroom.
T EACHING STRATEGIES IN MULTICULTURAL AND MULTIRACIAL CONTEXTS
Therefore, all three of these aspects are important in the teaching and learning process in multicultural and multiracial contexts. Cope and Kalantzis (2000) support the above claim by including the design concept in teaching multicultural and multiracial classrooms and workplaces, where this concept is seen as dominant for the modern world, so modern world teachers and managers are seen as process designers. and learning environments. not change instructors.
G ENDER B IAS IN CHILDREN ’ S LITERATURE
This study of gender and stereotyping in children's literature is relevant to this study because it examines gender issues in textbooks. Cekiso (2013) conducted a study in South Africa on gender stereotypes in children's literature to increase awareness of gender in learning and teaching.
C ULTURE REPRESENTATION IN CHILDREN ’ S LITERATURE
In Hall (2005), research into the extent of cultural discourses in children's literature and power struggles is highlighted. Rogers and Christian (2007) also confirmed this position by reporting on a study conducted in the United States of America that analyzed the construction of whiteness in children's literature.
S OCIAL C LASS REPRESENTATION IN CHILDREN ’ S LITERATURE
Jones adds that class is of great importance in society and how it is represented in children's literature. The findings showed that there is still a huge gap still attached to the representation of working class families and the poor in the context of children's literature.
C ONCLUSION
Jones (2008) conducted a study that examined the lack of representation of several working and poor classes in storybooks as a way of combating the marginalization of both poor and working class families. As a researcher, he not only studied these two variables of diversity, but also included sexism, racism, albinism, heterosexism, ageism, and other forms of oppression that persist in society.
- INTRODUCTION
- CONCEPTS CLARIFICATION
- Culture
- Ideology
- Social Class
- Gender
- A THEORY OF PEDAGOGICAL DISCOURSE TO UNDERSTAND TEACHERS ’ STRATEGIES IN
- I MPLICATION FOR PEDAGOGY IN A MULTICULTURAL AND MULTIRACIAL CONTEXT
- A PPLICATION OF B ERNSTEIN ’ S THEORY IN PRODUCTION AND REPRODUCTION OF
- C ONCLUSION
Within the context of the study, this concept helps provide insight into the distribution of power in the classroom as evidenced by the findings. In the context of this study, therefore, children's literature has been emphasized as a medium through which power is exercised, as a routine part of momentary behavior in social reproduction. Basil Bernstein was one of the most influential and most discussed theorists in the sociology of knowledge (Singh, 2002).
One of the ideas in this study is to explore Bernstein's concept of the pedagogical device. In addition, he models how changes can be created in principles of order and disorder for pedagogy of knowledge. Bernstein and 2000) describe the organizing and disorganizing principles for the pedagogy of knowledge as the pedagogical tool.
- INTRODUCTION
- R ESEARCH APPOACH , DESIGN AND PARADIGM
- T HE STUDY SAMPLE AND RESEARCH SITE
- D ATA GENERATION METHODS
- D ATA A NALYSIS METHOD
- D ATA V ERIFICATION
- E THICAL ISSUES
- CONCLUSION
Thus, Erickson (in Gall, 1996) defines interpretivist research as the study of the current and limited meanings of cultural and social activities for the actors involved in them. According to Patton (2002), the purpose of an interview is to allow researchers to enter another person's perspective. This interview helped me gain insight into the knowledge, experience and understanding of the phenomenon of teachers.
According to Mouton, data analysis involves breaking down data into manageable themes, patterns, trends, and relationships, each of which aims to understand key elements of the data. Additionally, Hoffman, Wilson Martinez, and Sailors (2006) define content analysis as a method that leads to the discovery of both background meaning and patterns used, as well as ambiguity in the meaning of a text. In accordance with good research practice, I have considered all ethical concerns in this study. First, I sought a certificate of ethical clearance from the Ethics Committee in the Research Office of the University of KwaZulu-Natal, which was approved (please see Appendix C) to conduct research on the approved topic.
INTRODUCTION
REPRESENTATION OF SOCIO - CULTURAL GROUPS IN THE GRADE R THEME STORYBOOKS
The gender roles played by boys and girls, men and women are often more embedded in the representation of children's characters than among adults. It also reinforces traditional gender role stereotypes that oppose equality in the diverse context of class and society and are contrary to the concept of multiculturalism that promotes a gender-free environment regardless of students' cultural backgrounds. In the stories, girls are involved in helping mothers and boys are helping fathers.
In the selected thematic stories analyzed, there is little representation of disability in the stories and other characters from the stories (e.g. 'Afro ant and my garden in category one'). The character portrayal is unclear. For example, the story Kwenza wase Ngwavuma (category one) depicts the nutrition plan for students who come from disadvantaged rural backgrounds. The representation of disability is a challenge in the theme stories and there is a stereotypical belief that people with disabilities are powerless and unable to contribute much to society – a female teacher helps them.
T EACHER ’ S KNOWLEDGE AND UNDERSTANDING OF GENDER , CLASS , AND CULTUR AL
- The grade R teachers’ narratives on culture
- Three teacher’s perception of gender in theme stories
- Three teacher’s perceptions of social class in theme stories
This is clearly reflected in the theme stories for group R, where the issues of gender, class and culture are not sufficiently represented. Therefore, given the above stories, it is clear that heritage, cultural and religious celebrations are misrepresented in the theme storybooks, contrary to the principles of CAPS (2011) which are supported by the Constitution of South Africa (1996). The participating teachers indicated that traditional gender roles and gender stereotypes were still prevalent in the theme storybooks.
If we look at the story we created in the first semester, the theme story is about 'friends'. Currently, as we live in a democratic South Africa, segregation still exists, especially in the theme stories and the messages it portrays to the students. Ms Whyte also stated that the representation of social class in the themed storybooks hardly reflected the reality of the majority of students at the school.
T EACHERS STRATEGIES OF TEACHING MULTICULTURAL AND MULTIRACIAL CLASSROOM
In the story Sweet Dreams, the family has beds, pets, and a television, yet most of the students still come from disadvantaged backgrounds and there is little or no representation of their backgrounds in the stories. According to Ms. Whyte, her counterintuitive classroom strategy in dealing with issues of gender roles in the classroom can be aligned with that of Banks' (1993) equity pedagogy, with its desire to reduce injustice. In African culture, a thumb represents the number 6, while in my culture it is the number 1.
Ms. Sarah also explained her teaching strategies that try to include all students in the class. In a multicultural and multiracial classroom, it is important to use a teaching strategy that will include all students regardless of their socio-cultural background. I have to] come up with a good strategy to use in a diverse classroom without disadvantaging other students.
C ONCLUSION
I NTRODUCTION
The findings in the study show this context and the images of the characters still portray stereotypical roles based on gender, class and culture. He was particularly interested in how this relationship not only reflects but also structures inequality. Findings on teachers' knowledge and understanding of the phenomenon in the study show that culture, gender, class and disability are not fairly represented in thematic storybooks.
They support their argument with the fact that themed storybooks do not deal well with issues such as diversity as included in CAPS (2011). However, they only create synchronization in the classroom so that all students can be involved. However, he suggests that there are rules governing the implementation of pedagogical practice in the classroom.
C ONCLUSION
R ECOMMENDATIONS
Gender stereotypes in selected fairy tales: implications for primary reading instruction in South Africa. In: The Foucault Reader (ed.. 1998).The History of Sexuality Volume I: the Will to Knowledge.London: Penguin. The discourse of 'voice' and the problem of knowledge and identity in the sociology of education.
Do you want to fix things now?'An analysis of adult questions in the English establishment scene. This letter serves to ask for permission and at the same time to inform you that I have selected your school as one of the schools in the Pinetown district area where I intend to conduct my research. This study will identify the areas of what students try to learn and the strategies teachers use to teach in the multicultural context using themed storybooks.
This study will identify areas of what students find difficult to learn and strategies that the teachers use to teach in the multiracial and multicultural context using theme storybooks. I….(full names of participant) hereby confirm that I understand the contents of this document and the nature of the research project, and that I agree to participate in the research project.
