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An auto-ethnographic enquiry : critical reflection on the influences in the development of a black African male educator

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dc.contributor.advisor Conolly, Joan Lucy
dc.contributor.advisor Sienaert, Edgard
dc.contributor.author Gumede, Jerome Thamsanqa
dc.date.accessioned 2012-09-03T09:33:13Z
dc.date.available 2013-04-01T22:20:09Z
dc.date.issued 2012-09-03
dc.identifier.other 424016
dc.identifier.uri http://hdl.handle.net/10321/757
dc.description Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2011. en_US
dc.description.abstract This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development. en_US
dc.description.sponsorship National Research Foundation. en_US
dc.format.extent 332 p en_US
dc.language.iso en en_US
dc.subject.lcsh Male teachers--South Africa--KwaZulu-Natal en_US
dc.subject.lcsh Teachers, Black--South Africa--KwaZulu-Natal en_US
dc.subject.lcsh Teachers, Black--Training of--South Africa--KwaZulu-Natal en_US
dc.title An auto-ethnographic enquiry : critical reflection on the influences in the development of a black African male educator en_US
dc.type Thesis en_US
dc.dut-rims.pubnum DUT-001790


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