Relevant bibliographies by topics / Moral Education in Africa

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Moral Education in Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Moral Education in Africa"

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Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

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This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been made.
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Poudiougo, Bakaye, and Sunil Kumar Saroha. "Moral Education and the Condition of Africa." Humanities and Social Sciences 8, no. 5 (2020): 147. http://dx.doi.org/10.11648/j.hss.20200805.13.

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Mapana, Kedmon Elisha. "Why the Enculturative Context of Moral Education Matters." Utafiti 15, no. 1 (June 23, 2020): 28–44. http://dx.doi.org/10.1163/26836408-15010021.

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Abstract Auto-ethnography is an effective methodology to reflect upon the moral values and their acquisition among the Wagogo people in central Tanzania against the background of postmodernity. In so doing I have identified the enculturative contexts within which I came to acquire the moral values that I live by, in particular my immediate family (i.e. my parents), the religion I was brought up in, and traditional school experiences (i.e. my initiation). I argue that despite contemporary theories of African character formation generating from the impact in Africa of cultural diversity and neuroscientific research, our traditional enculturative contexts of parenting, religious upbringing, and indigenous initiation ceremonies continue to have a central and enduring impact on the development of moral values among the Wagogo people of central Tanzania.
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Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt, and Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.

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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.
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van den Toren, Dr Benno. "Teaching Ethics in the Face of Africa’s Moral Crisis: Reflections from a Guest." Transformation: An International Journal of Holistic Mission Studies 30, no. 1 (January 2013): 1–16. http://dx.doi.org/10.1177/0265378812468405.

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Though the Christian faith has in recent years increasingly shown itself to be a truly African religion, a variety of African authors such as Kä Mana, George Kinoti, Hannah Kinoti, August Shutte and Efoé Julien Penoukou have noted that sub-Saharan Africa is facing a moral crisis. This article explores this crisis in as far as it is caused by difficulties in the reception of the (Western) Christian ethic by African Christian communities. It points out that this crisis is visible in (a) double morality, (b) immorality and (c) legalism. It shows that it is both caused by rapid social change in contemporary Africa and by the way the Christian ethic was introduced with a lack of attention for (a) the relationship between worldview and ethics, (b) the social impact of changing cultural practices and (c) the importance of virtue ethics. In this way it also points to the shape Christian moral education for present-day Africa should take.
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Utietiang Ukelina, Bekeh. "The Mis-education of the African Child: The Evolution of British Colonial Education Policy in Southern Nigeria, 1900–1925." ATHENS JOURNAL OF HISTORY 7, no. 2 (February 18, 2021): 141–62. http://dx.doi.org/10.30958/ajhis.7-2-3.

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Education did not occupy a primal place in the European colonial project in Africa. The ideology of "civilizing mission", which provided the moral and legal basis for colonial expansion, did little to provide African children with the kind of education that their counterparts in Europe received. Throughout Africa, south of the Sahara, colonial governments made little or no investments in the education of African children. In an attempt to run empire on a shoestring budget, the colonial state in Nigeria provided paltry sums of grants to the missionary groups that operated in the colony and protectorate. This paper explores the evolution of the colonial education system in the Southern provinces of Nigeria, beginning from the year of Britain’s official colonization of Nigeria to 1925 when Britain released an official policy on education in tropical Africa. This paper argues that the colonial state used the school system as a means to exert power over the people. Power was exercised through an education system that limited the political, technological, and economic advancement of the colonial people. The state adopted a curricular that emphasized character formation and vocational training and neglected teaching the students, critical thinking and advanced sciences. The purpose of education was to make loyal and submissive subjects of the state who would serve as a cog in the wheels of the exploitative colonial machine.
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Beyers, Eefke. "Towards a Formulation of a Philosophical Base for Education in South Africa." South African Journal of Psychology 26, no. 3 (September 1996): 191–97. http://dx.doi.org/10.1177/008124639602600309.

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The reconstruction of educational practice in South Africa, should have as an aim the accommodation of local realities. It is argued that this can be achieved when educational practice is inspired by a specific idea of what it means to be fully human. A definition is given of what is meant by the term ‘humanness’ in the following terms: Full humanness exists where a person achieves agency. Agency can be conceptualized in terms of the three phenomena — autonomy, reflexivity and mutuality, the latter being the situational condition for the existence of the former. Autonomy and reflexivity develop on two conditions: (1) where the intersubjective experiences of a person are open and take place in a spirit of mutuality and through talk; and (2) where the moral order which regulates the intersubjectivity, protects both autonomy and reflexivity. In turn, the moral order should also be protected by the intersubjective context. Two paradoxical positions are therefore emphasized: humanness as an expression of agency and the moral order which supports the agency. Further thoughts are given on how this idea of full humanness differs from what has up to now dominated the educational scene, also on why it should lead to its improvement.
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Swartz, Sharlene. "The pain and the promise of moral education in sub‐Saharan Africa." Journal of Moral Education 39, no. 3 (August 4, 2010): 267–72. http://dx.doi.org/10.1080/03057240.2010.497608.

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Muasya, Juliet Njeri. "Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature." East African Journal of Education Studies 3, no. 1 (April 16, 2021): 77–86. http://dx.doi.org/10.37284/eajes.3.1.320.

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Decolonizing knowledge is the process of questioning, changing and transforming imposed theories and interpretations brought about by colonial systems. In particular, decolonizing Religious Education involves challenging religious systems and structures imposed by colonial masters. During the colonial period, religion was used as a tool of 'racism', 'apartheid' ‘indoctrination’, ‘evangelisation’ and ‘exploitation’, yet it is a subject that acknowledges and respects the diversity of African beliefs and culture. By decolonizing the Religious Education curriculum, the subject is likely to become a powerful tool for promoting sustainable development in Africa. In this paper, I argue that decolonized Religious Education is likely to contribute to development in Africa in a variety of ways; resolving conflict and peacebuilding, management and conservation of natural resources, in addition to promoting appropriate religious beliefs and moral values. I conclude this paper by presenting a rationale for the inclusion of a multi-faith Religious Education curriculum in Kenya, while decolonizing Religious Education pedagogical approaches, in order to actualise Kenya's Vision 2030 and Big Four Agenda of the Jubilee Government
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Tavernaro-Haidarian, Leyla. "Decolonization and development: Reimagining key concepts in education." Research in Education 103, no. 1 (May 2019): 19–33. http://dx.doi.org/10.1177/0034523719839750.

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In view of the importance and urgency of transformation within post-colonial educational settings, this article considers key concepts in relation to re-curriculation efforts. It specifically discusses how the concepts of development and decolonization are typically understood and how they can be reimagined through the realism provided by the African moral philosophy of ubuntu. Ubuntu foregrounds deeply relational and immaterial notions of power, and through its lens development can be thought of in terms of ‘mutual empowerment’ and decolonization as a process of ‘constructive resilience’. The author elaborates on these definitions and draws on a practical example from an educational project in Limpopo, South Africa, to show how this can be operationalized and translated into the genesis of materials and methods that facilitate participatory citizenship.
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Dissertations / Theses on the topic "Moral Education in Africa"

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Griffin, Karen E. "Empowering African-American youth, 9--12, through moral character education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/AAIDP14669.

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This project that was designed to enhance the development of moral character of African-American children, ages nine to twelve (9-12). For purposes of this dissertation, moral development and character development are used interchangeably. A curriculum was developed for children and one for parents to assist them to help young people reach their potential in regard to moral character development. The underlying principles of the study were moral character, spiritual formation, and faith development. The major premise of the project was that if children feel good about themselves and feel a connection to God, then people will behave better, love themselves and God, and they will make better decisions to negotiate life. This pilot study was conducted at two urban churches. There was a total of 35 children participating in the study, and there were 38 parent participants. The training took place over a sixteen-week period. The results of the study indicate that there was a significant increase in self-esteem among the children. Additionally, findings from the behavioral scale demonstrated a significant positive change in behavior among children. There was also a significant improvement of the parents' level of contentment with their children.
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Boltman, Tamarah. "Consumers’ perception of generic drugs in South Africa." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14664.

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Medicines play a pivotal role in the process of human development as their rational utilization can decrease morbidity and mortality as well as improve quality of life (Jamshed, Hassali, Ibrahim, Shafie, & Babar, 2010). Access to therapeutic drugs form an integral part of any successful healthcare system. The high cost of medicines, is a barrier to accessibility and improved health to the majority of the South African population (Bangalee, 2015). In developing countries with limited healthcare budgets, such as South Africa, generic drugs (medicines) can be a cost-saving treatment alternative, resulting in medical expenditure being reduced and access to scarce resources increased (Van der Westhuizen, Burger, Lubbe, Serfontein, 2010). There is very little knowledge on perception and attitude of South African citizens with regard to use of generic drugs (Bangalee, 2015). Consumer perception can have a large impact on the choice of medicines or drugs chosen. The study intended to find out what the current consumer beliefs, attitudes, behaviours and knowledge of generic drugs are. There was also intent to establish if lack of awareness or misconception about generic drugs influence consumer choice. The study consists of a literature review of the definition of generic drugs and original or branded drugs, their influence in the public and private health sector, factors that influence consumer behaviour, brand effect, brand trust, brand loyalty, and most importantly the South Africa acceptance of generic drugs. Primary data was collected, reported and analysed through the use of a questionnaire to determine the current consumers’ belief, attitude, behaviour and knowledge of generic drugs. The study results reveal that scepticism does exists, yet there was clear acceptance, but still lack of confidence in generic drugs. Consumer education and information is the key to increased generic drug acceptance.
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Alidzulwi, Tshililo Alfred. "The role of parents in values education with special reference to the situation in Venda (Northern Province)." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52019.

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Thesis (MEd)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: It is true, to say that education in Venda in the Northern Province was experiencing and is still experiencing problems. Many schools in Venda - primary and secondary schools - have lost their vision. Statistics reveal that there is a large number of failures and dropouts at these schools with discipline dropping in almost all schools. Learners are no longer committed, they go to school late, they do not wear uniforms, they are not prepared to devote time and energy to their studies. They boycott classes and spend long periods of time not attending lessons. Daily classroom routines no longer receive their utmost attention, homework is not done resulting in many failing their examinations every year. In some of the schools, especially in the secondary schools, many learners are arrogant. They no longer respect their teachers and some schools have developed into battlefield - learners carry weapons such as guns to schools, they stab their teachers and principals with pangas and they also fight each other. The Research has revealed that many learners are unprepared for the responsibilities of being a student. On the other hand teachers also embark on strikes, sit-ins and chalk downs as some teachers are no longer loyal to their profession. They go to work late and leave early. At the end of the month they do not even go to work, while those that go, sometimes are unprepared for their lessons. Child (learners) abuse is also rife in some schools. There are also areas in the Province where learners do not receive stationeries, textbooks and prescribed books during the course of the year. Some learners are still taught in shanties built by the communities while some learners in the rural areas are still being taught outside, under trees. The research revealed that the situation which is prevailing in schools in the Venda area can be remedied by better relationship between the different stakeholders : parents, teachers, learners, Department, communities and churches. Of all the stakeholders, the parent is regarded as the primary educator since all others like . teachers, the Education Department, communities, churches etc. are assisting the parents in the task entrusted to them by God. The results also revealed that many parents in Venda do not participate in the education of their children causing poor results, high dropouts rate and the absence of discipline in the schools. Therefore, the role of parents in values education with special reference to the situation in Venda is significant. The effective involvement of the parents in these situations can be the best remedy. They are the most important stakeholders in creating conducive teaching and learning atmosphere.
AFRIKAANSE OPSOMMING: Daar word beweer dat onderwys in Venda, in die Noordelike Provinsie verskeie probleme in skole ervaar het en nogs steeds ervaar. Heelwat skole in Venda; primêr sowel as sekondêr, het hulle doelstellings ten opsigte van gesag, dissipline, leerdoelsteIlinge in die klaskamer en samewerking met ouers verloor. Statistieke bring aan die lig dat skole te doen het met In hoë druipsyfer, onderpresteerders, uitsakkers en vroeë skoolverlating. Gesag en dissipline verval in byna al die skole. Leerlinge is nie meer entoesiasties en toegewyd in hulle skoolwerk nie. Laatkommery is algemeen, hulle dra nie meer die voorgeskrewe skooldrag nie en hulle is nie bereid om hulle tyd en energie aan hulle studies te bestee nie. Leerlinge boikot hulle klasse en bry weg van die lesperiodes. Huiswerk end opdragte word geignoreer en die eindresultaat is dat baie leerlinge jaarliks druip. Verwaantheid onder leerlinge kom veral in die sekondêre skole voor. Leerlinge respekteer nie meer hulle onderwysers nie en die probleem het al so handuitgeruk dat sommige skole in In oorlogsveld ontaard het. Onderwysers en medeleerlinge se veiligheid word bedreig deur wapens wat skool toe gebring word. Voorvalle waar onderwysers en hoofde met messe gesteek is, het al voorgekom. Gevegte onder leerlinge is algemeen. Die ondersoek/navorsing het verder aan die lig gebring, dat, leerlinge nog nie gereed is om as verantwoordelike studente op te tree nie. Leiding en gesag is steeds nodig. Leerlinge kan egter nie alleen verantwoordelik gehou word vir hierdie probleme nie. Onderwysers neem ook deel aan wegblyaksies, daag laat by die skoolop, is onvoorbereid vir hulle dagtaak, verlaat die skool sonder toestemming en kom nie skool toe aan die einde van die maand nie. Mishandeling van leerlinge kom in sommige skole voor. In sekere gebiede in die Provinsie ontvang leerlinge nie betyds skryfbehoeftes, handboeke en voorgeskrewe boeke nie. Sommige skole ontvang geen boeke gedurende die jaar nie. Sommige leerlinge ontvang nog steeds onderrig in vervalle klaskamers wat lank gelede deur die gemeenskap gebou is, terwyl leerlinge in die landelike gedeeltes van Venda nog steeds onderrig buite onder die bome ontvang. Die ondersoek het aangetoon dat hierdie situasies wat in die skole in Venda heers herstel kan word deur 'n beter verhouding tussen die verskillende insethouers nl. ouers, onderwysers, leerlinge, die Department, gemeenskap en kerke te skep. Ouers word nog steeds beskou as die primêre opvoeders en word bygestaan en ondersteun deur die verskillende insethouers in hulle Godgegewe opvoedingstaak. Verdere resultate van die ondersoek toon aan dat baie ouers in Venda nie deel het aan die opvoeding van hulle kinders nie en dit lei tot swak eksamenuitslae, swak dissipline en vroeë skoolverlating in skole. Daarom is die rol van die ouer in die opvoeding van waardes met spesiale verwysing na die probleemsituasie in skole in Venda belangrik.
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Buchanan, Mariah Spann. "Educating black youth moral principles through black art." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/mariah_s_buchanan/buchanan_mariah_s_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 203-215) and appendices.
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Kutame, Azwidohwi Philip. "Researching sensitive issues in education in the Limpopo Province of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50080.

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Thesis (DPhil)--Stellenbosch University, 2004
ENGLISH ABSTRACT: Researchers in Social Sciences have generally encountered problems in ensuring data quality when dealing with topics that are regarded as sensitive. This thesis reports on an investigation into the methodology used for research projects around sensitive issues in education in the Limpopo Province of South Africa. Data consists of twelve interviews with individual principals (each interview schedule containing semi-structured question items from ten categories) and a thirty-three item self-report questionnaire survey administered to one hundred and fifty principals drawn from two hundred and seventy two secondary schools over the course of an academic year (2002) and conducted in the Limpopo Province of South Africa .. Results reveal nine major categories of sensitive issues in school management on which principals have difficulty in providing information to researchers: school policy, school financial issues, moral or social relations issues, learner and educator disciplinary issues, working conditions, absenteeism, developmental appraisal, educator unions, and religious matters policy issues. Principals have also reported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide information around. Of these, moral issues were considered the most sensitive. The major reasons given were: confidentiality, intrusion of privacy, fear oflegal sanction, threat to work and violation of the rights of the individual. Analysis of the different sensitive issues also show that certain biographical characteristics - age of the principal and years of experience as principal - are significant mediators in principals' perceptions of sensitive issues in school management. That is to say, these contribute to principals' assessment of their emotional, physical and psychological well-being. Sensitivity is a problem when collecting data for research purposes. It warrants the attention of all those involved in social science research. The findings in this study point to the issues in school management that are highly sensitive to provide information suggesting that data collected would therefore not be of a high quality.
AFRIKAANSE OPSOMMING: Menige navorsers in sosiale wetenskappe het oor die algemeen probleme teëgekom met die versekering van data kwaliteit in sensitiewe onderwerpe. Hierdie tesis raporteer oor 'n ondersoeke in die metodologie gebruik vir navorsing projekte rondom sensitiewe onderwerpe in onderwys in die Limpopo Provinsie in Suid-Afrika. Data bestaan uit twaalf onderhoude met individuele prinsipale (elke onderhoud se skedule bevat se gestruktureerde items van tien katagorieë) en 'n drie-en-dertig item (self-report) vraelys wat onder 150 prinsipale uitgedeel is, waarvan 272 sekondêre skole oor 'n tydperk van 'n akademiese jaar (2002) gebruik was in die Limpopo Provinsie van Suid Afrika. Die resultate toon nege hoof onderwerpe in skoolbestuur waar prinsipale dit moeilik vind om informasie aan navorsers te verskaf: skoolbeleid, finansiële onderwerpe, moraliteite of sosiale verhoudinge, leerder en onderwyser dissiplinêre onderwerpe, werkverhoudinge, afwesigheid, personeelontwikkeling, onderwysunies, en godsdienstige sake. Prinsipale raporteer om verskeie redes waarom hulle elk van die aspekte as sensitief beskou. Onder hierdie is morele sake as die sensitiefste geklasifiseer. Die hoofredes hiervoor is gegee as vertroulikheid, inbreuk van privaatheid, vrees vir wettige sanksies, dreigemente in die werk en skending van die regte van die indiwidueel. Analiese van die verskillende sensitiewe sake toon aan dat verskeie biografiese eienskappe - ouderdom van die prinsipaal - is oorsake in die prinsipaal se persepties in die prinsipaal se sake onder die skool se bestuur. Dit se met ander woorde bogenoemde dra by tot die prinsipaal se emosionele en fisiese geestelike toestand. Sensitifiteit is 'n probleem wanneer data vir navorsing doeleindes verkry word. Dit regverdig die aandag van die mense betrokke in sosiale wetenskap navorsing. Die bevinding in hierdie studie verwys na sake in skoolbestuur wat hoogssensitief is om informasie te voorsien, en stel voor dat die data verkry is nie van hoë standard is nie.
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Shanyanana, Rachel Ndinelao. "Examining the potential of an ethics of care for inclusion of women in African higher education discourses." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86547.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well.
AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.
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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.

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Thesis (MEd)--Stellenbosch University, 2013.
The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.
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Du, Preez Petro. "Dialogue as facilitation strategy : infusing the classroom with a culture of human rights." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/19516.

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Thesis(PhD)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: In this dissertation the proposals made by the Department of Education towards the infusion of a culture of human rights and using dialogue as a facilitation strategy are problematised. It is argued that the lack of professional development programmes to assist educators in dealing with these proposals is one of the reasons why the infusion of a culture of human rights and dialogue as a facilitation strategy have not transpired as desired. Another apparent reason for the non-realisation of these ideals is that the classroom is not generally seen as an ethical community that has the propensity to anthropomorphise the ideal of infusing a culture of human rights through dialogue. The main focus of this enquiry was therefore to propose a normative theory of dialogue as a facilitation strategy as constitutive to the infusion of a culture of human rights in the context of an ethical community, aiming towards applying this theory in the form of an intervention research programme for selected in-service educators in the Mafikeng/Mmabatho area. The application assisted in determining the viability of the programme, specifically in terms of its theoretical underpinning, and the possibility of further developing it for the purpose of professional development of in-service educators beyond the scope of this target group. The theoretical underpinning of the intervention research programme consisted of a normative theory of dialogue as facilitation strategy characterised by: providing a dialogic stimulus, allowing for moments of deconstruction, critique and reconstruction, and finishing with debriefing and reflection. With regard to the human rights components, the focus was more on the infusion of a culture of human rights on a moral level than on an epistemological level. The intervention research process revealed how diverse groups of educator-participants responded to the intervention research programme. In addition, the research process demonstrated how and why the intervention research process could serve as a possible methodological framework for the design and development of professional development that is inclusive to a variety of education stakeholders. From this study it seems that the participating educators approved of and assimilated the intervention research programme and its underlying theory, albeit in different stages of the research process and with different concerns in mind. The work presented in this dissertation contributes firstly to a refined understanding of dialogue as a facilitation strategy in the South African context and secondly to an understanding of the frequently used notion of infusing the classroom with a culture of human rights in terms of its moral significance. Finally, it also focuses on and addresses the challenge of educator development and the organisation of facilitation strategies that are required to prevent human rights from being assimilated in inept educational paradigms.
AFRIKAANSE OPSOMMING: Hierdie proefskrif poog om die voorstelle van die Departement van Onderwys rakende die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te bevraagteken. Daar is geargumenteer dat die tekort aan professionele ontwikkelingsprogramme ter ondersteuning van onderwysers om hierdie voorstelle te implementeer een van die redes is waarom die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie nie tot sy reg kom nie. Die feit dat die klaskamer meestal nie gesien word as ʼn etiese gemeenskap wat oor die potensiaal beskik om die ideaal van die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te verwesenlik nie, is nog ’n rede waarom hierdie voorstelle oënskynlik geen effek het nie. Die hooffokus van hierdie ondersoek was dus om ʼn normatiewe teorie ter ondersteuning van dialoog as fasiliteringstrategie wat bevorderlik is vir die infusie van ʼn kultuur van menseregte in die konteks van ’n etiese gemeenskap te ontwikkel. Hierdie teorie is toegepas in die konteks van ’n intervensie-navorsingsprogram vir geselekteerde indiens-onderwysers in die Mafikeng/ Mmabatho-omgewing. Die toepassing het gehelp om vas te stel wat die praktiese waarde van die program is, veral ten opsigte van die program se teoretiese onderbou. Die moontlikheid om die program verder te ontwikkel as ’n professionele ontwikkelingsprogram vir indiens-onderwysers buite die bereik van die studie, is sodoende ook ondersoek. Die teoretiese onderbou van die intervensie-navorsingsprogram het bestaan uit ʼn normatiewe teorie van dialoog as fasiliteringstrategie wat gekenmerk word deur ’n dialogiese stimulus, wat ruimte laat vir oomblikke soos dekonstruksie, kritiek en rekonstruksie, asook vir ontlonting en refleksie. Met betrekking tot die menseregtekomponent, was die fokus meer op die morele infusie van ʼn menseregtekultuur as op die epistemologiese infusie daarvan. Die intervensie-navorsingsproses het openbaar hoe diverse onderwyser-deelnemers op die intervensie-navorsingsprogram reageer. Die navorsingsproses het ook gewys hoe en waarom intervensie-navorsingsprosesse kan dien as ʼn moontlike metodologiese raamwerk vir die ontwerp en ontwikkeling van professionele ontwikkelingsprogramme wat ʼn verskeidenheid van onderwysbelanghebbendes in ag neem. Van die resultate kon daar afgelei word dat die deelnemende onderwysers die intervensie-navorsingsprogram en onderliggende teorie goedgekeur en geassimileer het. Dit was egter duidelik dat elke groep deelnemers die program verskillend geassimileer het en dat hul verskillende probleemareas ervaar het. Die werk wat in hierdie proefskrif weergegee word het eerstens ʼn bydrae gemaak tot die begrip van dialoog as fasiliteringstrategie in die Suid-Afrikaanse konteks, en tweedens tot die verstaan van die idee rakende die infusie van ’n menseregtekultuur in die klaskamer waarna telkens verwys word. Laastens het dit ook gefokus op die uitdaging van onderwyserontwikkeling en die organisering van fasiliteringstrategieë wat benodig word om te verhoed dat menseregte geassimileer word in paradigmas wat onvanpas is vir die onderwys.
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Marthinus, Mercia. "Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1589.

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Hendricks, Dorothea. "The promotion of moral development: a case study of teachers' perceptions and practices in a rural, primary school in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7894_1256888519.

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This research was undertaken to explore teachers' perceptions and practices as mediators of morals and values. Schools have an important role to play in developing future citizens as moral beings. This is variously named citizenship education, character education, moral education, and values education.

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Books on the topic "Moral Education in Africa"

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Kigongo, J. K. Ethical values in African traditional education. [Uganda?: s.n.], 1990.

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Msafiri, Aidan G. Rediscovering African and Christian values for moral formation. Nairobi, Kenya: CUEA Press, 2010.

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Anyiam-Fiberesima, Peace, and Charles O. Anyiam-Osigwe. Youth and education: Africa's 21st century youth : everyone a fisherman : brief of the fourth session Emmanuel Onyechere Osigwe Anyiam-Osigwe memorial lecture series, 2002. Edited by Olayemi Rotimi. [Nigeria?]: Osigwe Anyiam-Osigwe Foundation, 2002.

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Ilori, Joseph A. Moral philosophy in African context: For universities and colleges of education. 2nd ed. Zaria, Nigeria: Ahmadu Bello University Press, 1994.

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Bennaars, Gerard. Ethics, education, and development: An introductory text for students in African colleges and universities. Nairobi: East African Educational Publishers, 1993.

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The moral ecology of South Africa's township youth. New York: Palgrave Macmillan, 2009.

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1788-1838, Lazarus Rachel Mordecai, and Schroeder-Lein Glenna R. 1951-, eds. Ways of wisdom: Moral education in the early national period. Athens: University of Georgia Press, 2001.

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Etuk, Udo. The riches of philosophy. Uyo, Nigeria: Scholars Press, 2000.

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The African American moral tradition as a resource for leadership education: Developing ethical leaders for America. Lewiston, NY: Edwin Mellen Press, 2009.

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Being at home: Race, institutional culture and transformation at South African higher education institutions. Pietermaritzburg, South Africa: University of KwaZulu-Natal Press, 2015.

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Book chapters on the topic "Moral Education in Africa"

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Lombard, Christo. "Namibia and South Africa as Examples of Religious and Moral Education in Changing Societies." In Values, Religions and Education in Changing Societies, 129–44. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9628-9_12.

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Halstead, J. Mark. "Moral Education." In Encyclopedia of Cross-Cultural School Psychology, 630–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_260.

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Heintz, Monica. "Moral education." In The Anthropology of Morality, 108–17. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003108306-8.

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Lind, Georg. "Moral Competence." In Accounting Ethics Education, 155–74. New York : Routledge, 2021. | Series: Routledge studies in accounting: Routledge, 2020. http://dx.doi.org/10.4324/9780429321597-10.

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Korthals, Michiel. "Moral development." In Philosophy and Education, 119–33. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8782-2_9.

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Elfstrom, Gerard. "South Africa." In Moral Issues and Multinational Corporations, 90–99. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21257-6_8.

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Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

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Palmer, Eustace. "Education in Africa." In Africa, 229–45. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003111733-12.

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Balakrishnan, Vishalache. "Humanizing Education through Moral Education." In A Human Values Pathway for Teachers, 89–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0200-9_8.

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Cuypers, Stefaan E. "Moral Education,Moral Responsibility,and Deontic Morality." In Moral Education and Development, 147–60. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_11.

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Conference papers on the topic "Moral Education in Africa"

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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"Moral Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000987.

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Chenglong, Xu, and Hu Xiufan. "Physical Education, Aesthetic Education, Moral Education." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.120.

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Efrat, Shay. "The Evolution Of Moral Atiitudes Towards Holocaust Moral Dilemmas." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.61.

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Efrat, Shay. "The Correlations Between Holocaust Moral Attitudes and Moral Lessons." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.38.

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Efrat, Shay. "The Evolution Of Moral Atitudes Towards Post Holocaust Moral Dilemmas." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.62.

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Mao, Ye. "Moral Values Education is the Core of Moral Education in Colleges and Universities." In IPEC 2021: 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452446.3452581.

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Tong, Fuchao. "Education as Foundation, Moral Education First---- Several Trials in Moral Education in Ideological and Political Education Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.184.

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Wang Xiaowu and Zhao Chun. "Computer web aided moral education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132056.

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Reports on the topic "Moral Education in Africa"

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Baghdady, Ahmed Baghdady, and Omar Zaki Zaki. Education Governance in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36890.

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Tofaris, Elizabeth, Tristan McCowan, and Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, March 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Boghossian, Peter. Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5552.

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Zubiri, Asma Zubiri, and Pauline Rose Rose. Equitable Financing of Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.36866.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36823.

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Unterhalter, Elaine, and Elaine Unterhalter. Looking the other way : gender and education in South Africa. University of Witwatersrand, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii062.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Barrett, Angeline Mbogo Barrett, Leon Tikly Tikly, Marie Joubert Joubert, and Vicki Gardner Gardner. Approaches to Strengthening Secondary STEM & ICT Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.35787.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation and Support Literature Review. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36806.

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