Conscious Policy
Decolonising Curricula: Attitudes, Learning Environments, and Student Wellbeing
Paper Presentation in a Themed Session Danielle Tran
Much has been discussed in terms of the meaning behind the phrase "decolonisation of the curriculum" and its connection to an internationalisation of the curriculum, but consideration should also fall on the effect this can have on attitudes and the wellbeing of students. This paper considers what decolonising curricula can mean to staff and students, and how these meanings can affect practical changes for redesigning curricula. By reviewing the attitudes among students towards their existing curricula and the ideas surrounding a decolonising of curricula, the talk also considers the ways in which students' sense of wellbeing is connected to curriculum content (what is taught), teaching approaches (how it is taught), and who it is taught by. Curriculum design in light of decolonising curricula debates, subject content, delivery, and the attitudes of teaching staff all come together to form a learning environment for students which affect their wellbeing and is thus an emerging research area which is in urgent need of further exploration. Through drawing upon first hand interviews, surveys, and focus group data, the talk aims to explore whether decolonising curricula can positively impact on student wellbeing in HE within particular subject disciplines.
The Recruitment and Retention of Male Educators in Preschools in South Africa
Paper Presentation in a Themed Session Chinedu Ifedi Onochie Okeke, Enock Nyanhoto
This study focused on the recruitment and retention of male educators in preschools in one Education District in the Eastern Cape Province. It employed an interpretivist paradigm and a qualitative approach to gain an understanding of the suitable strategies to recruit and retain male educators in preschools. Purposive sampling was used to select ten participants consisting of 2 officials from the Department of Education, 2 principals, 2 preschool proprietors and 2 female preschool educators, and 2 male educators from the Foundation Phase. Data were obtained through the use of in-depth interviews, while the obtained data were analysed by content thematic analysis. All ethical principles for research involving human beings were clearly observed by the researchers. Results indicate that there were no male educators in preschools in the Education District that took part in the study. Results also reveal that men shun away from preschools as a result of culture, stigma, fear, prejudice and the low status of ECCE. Further findings show that the presence of male educators, as role models and father figures, can actually benefit children who attend preschools. In addition, preschools environments were perceived as hostile working environments for male educators. The study concludes that a clear policy on the recruitment and retention of male educators is germane for the sustainability of male educators’ participation in preschools in the Education District that took part in the study. Few recommendations were made based on this conclusion.
