SAE3701 assignment 2 Feedback.

SAE3701 assignment 2 Feedback | Pre-colonial education embraced the building of character, the development of physical ability and the attainment of honourable virtues that are a fundamental part of maturity. Pre-colonial education was oral in nature and was taught through the peoples own languages. Through legends, children learned the virtues of their community and appreciated the power and beauty of their own languages before colonization took place. 2. The main aspects of socialization in pre-colonial societies are the values and beliefs that were instilled in individuals, the rules that were used when interacting with others and the gaining of cultural norms. The primary agents of socialisation are family as they have an important role in shaping the child’s behaviour. Children from a very young age were taught how to feel, think and act in an “appropriate” manner, and to do what was told to them without any questions. 3. Formal learning was taught through initiation rites and apprenticeship. It was distinctly known as the “hierarchically controlled educational system”. Whereas informal learning was taught through the elders and parents in the society/village/tribe through a practice of socialization (interacting with others). They acquire skills, knowledge and values from their everyday experiences and learnt through folklore. 4. –Authority structures changed - New social groups were created - African chiefs and their kingdoms were defeated by white subjugation - People’s views towards education changed as they saw that it was a way into a more leading economic and social system. - Black individuals were willing to comply into monetary labour Question 2 1. Missionary schools were responsible for teaching children how to read and write. They also taught obedience, manual work as well as convenient education and a major emphasis was put on Christian principles. They were 2 sets of groups that were able to graduate from the school, children who got a basic education that consisted of only reading and writing, and those who received a higher level of education (math, etc). 2. The three aspects of mission education that was always criticised was the; industrial and manual education (instead of teaching learners the proper skills needed, they were taught about having the correct attitudes when working), Racism and subordination(schools curriculum was based on European history rather than local history. The black learners were only able to get basic education, therefore only having limited job opportunities) and lastly Sexism and woman’s subordination(They believed that females had to be taught domestic values as they have no place in the economy) 3. The purpose of introducing Bantu education was to provide education to black people. Its major condition was implementing racially separated educational amenities. Bantu education was aimed to direct black or nonwhite youth to the unskilled labour market.. Teaching took place in the learner’s mother tongue, though the syllabus included classes in English and Afrikaans. Lessons included needlework (for girls), handcraft, planting, and soil management as well as Christian religion. The education aimed at training the children for manual labour and tedious jobs that the government saw appropriate for those of their race, and it was openly planned to encourage the idea that black people were to accept being submissive to white South Africans. 4. The criticism under the Bantu education act was mainly about how education for black and non-white South Africans was built on a shallow foundation as it underfunded. The training of teachers were poor and classrooms were overcrowded. There was inadequate finance for people of colours education. Question 3 1. The students from Mofolo secondary school had their first incident when they argued with their principle over the issue of being taught in Afrikaans. This then lead to other schools standing up and hosting strikes. Black South African high school learners started to protest against the Afrikaans declaration, which forced all black schools to use Afrikaans and English in a language of instruction. 2. It was seen as the government’s way of showing the authority and power they hold over black individuals. Learners were comfortable with the way they were taught and were familiar with the language. Changing the whole schooling process to a language that they were unfamiliar with seemed unfair. Some teachers could not understand Afrikaans, let alone teach in it.