Onderwysers se denkraamwerke aangaande volhoubare ontwikkeling

[摘要] ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the frames of mind of teachersregarding the term sustainable development and the way it impacts on their educationalpractices. In the study, the researcher investigated the frames of mind of six Grade nineteachers teaching the Social Sciences and Natural Sciences learning areas at threedifferent high schools in the Stellenbosch vicinity. The research report comprises twocomponents, namely (a) a theoretical-philosophical component, and (b) an empiricalcomponent.The aim of the theoretical component was to explore the idea of 'sustainabledevelopment as a frame of mind critically. This was done firstly, by emphasizing thecontroversial nature of the term sustainable development, secondly, to present moreclarity on the term frame of mind, and lastly, to integrate the two concepts by discussingthe potential and development of 'sustainable development as a frame of mind, as wellas the implications this has for education.Against the background of frames of mind and sustainable development, I criticallyanalysed the South African curriculum statements of the Social Sciences and NaturalSciences learning areas for Grade nine, in order to determine which frames of mindregarding the phenomenon under investigation are most dominant within the statements.Teachers are confronted with these statements on a regular basis and the assumption isthat frames of mind prevalent in the statements might have an impact on their frames ofmind.This assumption was further explored in the interviews that were conducted withteachers, in an attempt not only to determine their frames of mind, but also to understandthese. Therefore, it was important to determine the possible influences (experiences, roleplayers, reading materials, etc.) that played a role (or are still playing) in the shaping oftheir frames of mind as these factors might serve as important points of departure in offering suggestions and recommendations for in-service teachers as well as for pre-serviceteachers.This study served as a confirmation of the controversy regarding the term sustainabledevelopment and the effect it has on teachers and the education system itself. The studyalso shows that the possibility of 'sustainable development as a frame of mind is lockedup in the complexity of this idea.

[发布机构] Stellenbosch University