Transcript Slide 1

Scraping the surface: What is the bottom line
regarding ethics
Ms Moliehi Rosemary Mpeli
School of nursing
University of the Free State
E-mail: [email protected]
Prof. M.L.E. Monnapula-Mapesela
Centre for Higher Education Studies and Development
University of the Free State
E-mail: [email protected]
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
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Overview of the presentation
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The purpose of the paper
Background and literature
Research design and methodology
Research findings
Recommendations and conclusion
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
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Purpose of the paper
This paper advocates:
• The importance of cultural values as a
basis for ethics formation and morality in
higher education
• Recognition of cultural values as the way
forward for (ethical) conduct in higher
education in democratic and diverse
communities
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Purpose of the paper cont.
• To share our experiences as academics
within an institution that lacked cultural
pluralism
• To demonstrate how our cultural values
were/are neglected by the dominant
culture
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Background and literature
The role of education in South Africa pre1994:
• Cornerstone for apartheid - transmit
values, myths and ideologies
• Sustain apartheid and culture of the
Afrikaners
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Afrikaner vs native education
The Afrikaner’s education
• Based on Christian
• National
• Spiritual and
• Cultural
The native education
• Principles of trusteeship
• Non-equality and
segregation
• Controlled in terms of
structure and content
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Afrikaner vs native education
cont.
The Afrikaner’s education
• In the light of God’s
discreet plan and will to
separate nations
The native education
• With the aim of
inculcating the Afrikaners’
way of life as senior
trustee
( Robertson and Whitten: 1978 , Hirson: 1979,
Johnson: 1982)
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Aims of native education: pre1994
• To prepare them for occupations such as
gardening and house-keeping
• To teach them that equality is not for
natives and
• Their place within the white community is
not above certain forms of labour
(Birley: 1968 and Horrel: 1968, Johnson:1982)
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The dawn of democracy 1994
Main issues of concern:
• Transformation agenda was strengthened
• Reconstruction and development of the
country
• Redress of inequality
• In higher education many policies were
developed
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The dawn of democracy cont.
These policies advocate issues of
transformation such as:
• Transforming institutional cultures
• Widening access for blacks
• Access with success
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What about institutional culture?
• Transparency, an open culture of integrity,
ownership and accountability
• Recognition of stakeholders values
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Institutional culture
• Design of institutional policies to meet
objectives
• Ensure existence of conditions that bring
the best in all people
– Are all people valued as human beings?
– Is there a sense of family or community?
– Are people physically and emotionally safe?
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Ethics in Higher education
• How does higher education contribute
towards ethics development?
• Who evaluates the impact of these
strategies on ethical development?
• Who ensures that these are enforced in
teaching and learning?
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Ethics in Higher education
Examples:
• Orientation speeches
• Convocations
• Community service learning
• Religious and spiritual activities
(Daltone and Crosby 2006)
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Ethics in Higher education cont.
• What are some of the ethical issues that
you encounter in your own practice?
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Racism
Plagiarism
Fraud
Theft
Prejudice
• Stereotyping
• Sexism
• discrimination on
grounds of disability
and sexual orientation
• gentlemen’s clubs
• queen bee syndrome,
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Controversies regarding Ethics
• Problems regarding teaching ethics and
teaching about ethics
• What type of ethics should be taught?
• Can an individual be taught to be ethical?
• Are professions: law, health, business
void of ethical issues?
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Concept culture
• Lacks a single meaning, and entails:
– Collective programming of mind that
distinguishes members of a culture
– It is an important aspect of an individual’s life
Departement Sentrum • Department Centre
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(Sivathambi : 2000, Adigalar: 2000, Hofstede: 1983, Matšela: 1979, Boas:1934)
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Culture cont.
• It builds a person’s identity
• It is a bedrock for survival of people
• It influences decision-making, thinking,
actions and behaviour
Departement Sentrum • Department Centre
(Sivathambi
Adigalar •:2000,
Hofstede:
1983,
Matšela:
Boas :1934)
UNIVERSITEIT
VAN :2000,
DIE VRYSTAAT
UNIVERSITY
OF THE
FREE
STATE 1979,
• YUNIVESITHI
YA FREISTATA
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Values
•Acted out involuntarily
•Guide interactions,
behaviour, attitudes
and psychosocial
processes
•They shape life and
experiences
Cultural values
Ethics
•Patterns of goodness
or badness assigned to
ways of being in the
world
•Shapes one’s
worldview and
behaviour
•Are related to
development of ethics
•Give meaning to
thinking, decisions and
actions
•Deeply engrained in
person
•Result from personal
choice after reflection
and deliberation on
cultural values and
morals
(Leininger and McFarland
2002, Bennet 1998)
(Winberg 2006)
•They are incorporated
in the identity and
personal policy of a
person’s life
•They guide decisionmaking and actions
Departement Sentrum • Department Centre
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Research design and
methodology
• Qualitative research
• Critical autoethnography
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The designs
These designs hold same assumptions :
• That reality in neither fixed, nor entirely
external
• But reality is created by and moves with
changing perception and beliefs
(Cormack 2000, Duncan 2004, Marxwell 1996)
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Critical Autoethnography
• It is a process by which the researcher
chooses to make explicit use of own
position, involvement and experience as
an integral part of ethnographic research
(Duncan 2004)
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Critical Autoethnography cont.
• Involves the researchers examining
critically their culturally situated lived
experiences
• Reconceptualising their cultural identities
(Duncan 2004)
Departement Sentrum • Department Centre
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Critical Autoethnography cont.
• Developing inclusive educational
philosophies that acknowledge beliefs,
values, languages, identities and
experiential realities that are brought into
the classroom
(Duncan 2004)
Departement Sentrum • Department Centre
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The context: Our university
• It is a historically white Afrikaans university
• 1904 - Its transformation started and has
been in transit ever since
• 1944 - Was forced by the Dutch Reformed
Church to introduce the Afrikaner
Education policy and to use Afrikaans as
the only medium of instruction
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The context: Our university
• 1988 – One black student was allowed to
register at the university
• 1989 – Hostel accommodation ban for
black students was lifted
• 1993 - Parallel medium was introduced
• The university is still the stronghold of the
Afrikaans culture
Departement Sentrum • Department Centre
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The context: Our university
Current university values are:
• Academic freedom and autonomy
• Excellence
• Fairness
• Service
• Integrity
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Who are we?
We are Basotho
• Raised within a rich culture that believes
initiation into the human experiential world
is a lifelong endeavour
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Who are we? Cont.
Indigenous initiation/education:
• Is a strategy that gives entry into another
experience
• It is through initiation that apprentices
become introduced into adulthood and into
important social operations
Departement Sentrum • Department Centre
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Who are we? Cont.
• Started from infancy where a woman of
good repute initiated our first morsel of
meat
• Through proverbs, fables, folktales,
legends, and myths, we learned the values
of our culture
• Cultural values form the basis of our
experiences
Departement Sentrum • Department Centre
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Who are we? Cont.
• When we were adolescents, our parents
decided on Western education for us,
instead of indigenous initiation/education
• This was approved by the community as
the benefits of this were and are still
obvious
Departement Sentrum • Department Centre
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Who are we? Cont.
• Our culture forms part of our inner world
• In order to make sense of every situation,
we consult our values faculties, which are
our experiences
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Our cultural identity
• Our culture poses a collective identity and
cultural frame of reference
• This identity is based on our values which
are some how hierarchical
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Our cultural values
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•
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Pursuit of peace (kgotso)
Service for the benefit of society
Human dignity is an important attribute
Self-expression
Appreciation and encouragement of the
good and pursuit of excellence, beauty
and mastery
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Our cultural values
• Believe in God
• Authority and respect
• Industriousness and wealth
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Experiences : Results
• Personal experiences of the authors who
studied at a transforming university of
South Africa
• Later on, we both became academic staff
members
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Experiences : Results
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Scheduling of lectures
Parallel medium (English and Afrikaans)
Window dressing
Institutional policies
Separate hostels (Rietz video)
Single classroom composed of groupings
of students based on race
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Experiences : Results
• Selective communalism
• No trusting relationship between the
communities that were separated
• Talking about racial issues, differences
and individuality is a sin
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Experiences : Results
• We feel like visitors, outsiders even after
12 years of academic life
• What keeps us going is the resilience
taught at childhood
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Experiences : Results cont.
• At times we become depressed with a
strong urge to quit (resigning has been
one strategy employed by many of our
colleagues at UFS)
Departement Sentrum • Department Centre
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Impact of unrealised values
• When a person’s culture, security and
values are threatened, neglected or
oppressed:
– Suffer ethnostress
•
•
•
•
feelings of hopelessness
malfunctioning behaviour
loss of identity,
denial of self/identity and culture
(Antone and Hill 1992)
Departement Sentrum • Department Centre
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Recommendations and
conclusions
• The interface between practice and theory
of ethics should be unified by the harmony
created by being at peace with ones
cultural values
Departement Sentrum • Department Centre
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Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Recommendations and
conclusions cont.
• Ethics should not only be good on
paper/theory but should be acted out in
moral worth
• Make students aware of the practice of
ethics
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
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Recommendations and
conclusions cont.
• Ethics should be transferable/translated
into good action and conduct (such
conduct should display ethical significance
or worth/value observable as good will)
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Recommendations and
conclusions cont.
• Value clarification
• Assist all students in searching and
researching their cultural values/prior
knowledge
• Cultural values should form a basis for the
development of ethical discernment
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
Departement Sentrum • Department Centre
UNIVERSITEIT VAN DIE VRYSTAAT • UNIVERSITY OF THE FREE STATE • YUNIVESITHI YA FREISTATA
Tel (051) 401 3000 • E-mail: [email protected] • www.ufs.ac.za
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