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dc.contributor.advisor Modipane, M. C. Mugari, Xitshembiso Petunia 2021-09-29T07:24:30Z 2021-09-29T07:24:30Z 2021
dc.description Thesis (M.Ed.) -- University of Limpopo, 2021 en_US
dc.description.abstract This study investigated how educators apply democratic principles and values in their practice after two decades of democracy in South Africa. It dwells on how democratic principles and values are infused into teaching, learning and assessment in the classroom. The study followed an interpretive paradigm using the qualitative approach through a descriptive case study design. Data collection methods used included semi structured interviews, focus group interviews, classroom observations and document analysis. Purposive sampling was used with focus on Grade 10-12 educators and learners from two secondary schools in Mogoshi Circuit of Limpopo Province of South Africa. The theoretical frameworks of the study drew from the Child-Friendly Schools and Social Reconstructionism approach. Emphasis is on the upholding of children‟s rights, and the, re-dress of educational imbalances. The frameworks also recommend the promotion and integration of democratic principles and values in schools. The study concludes that educators do incorporate democratic principles and values in their teaching, learning and assessment with the promotion of attributes such as participation (dialogue), respect, equity and inclusion which impact greatly on learners‟ daily lives. However, it is not without fault that certain activities which are not child-friendly are still practised by some educators in some schools as they do not promote democratic principles and values, while some educators do. It was found that democratic principles and values are embedded in schools. However, not all educators are doing this. The study recommends further investigation on the implementation of democratic principles and values for reflection and improvement. en_US
dc.description.sponsorship EDTP SETA en_US
dc.format.extent xi, 154 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Democracy en_US
dc.subject democratic education en_US
dc.subject democratic principles and values en_US
dc.subject classroom practice en_US
dc.subject educator en_US
dc.subject Democratic education en_US
dc.subject Democratic principles and values en_US
dc.subject.lcsh Educators en_US
dc.subject.lcsh Classroom environment en_US
dc.title An investigation into how educators incorporate democratic principles and values into their classroom practices : a case study of Mogoshi Circuit, Limpopo Province, South Africa en_US
dc.type Thesis en_US

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