A critical and intercultural analysis of selected isiXhosa operas in the East Cape Opera Company's repertory
- Authors: Kunju, Hleze Welsh
- Date: 2013
- Subjects: East Cape Opera Company Operas -- Research -- South Africa -- Eastern Cape Performing arts -- Research -- South Africa -- Eastern Cape Multiculturalism -- South Africa -- Eastern Cape Apartheid -- Research -- South Africa Apartheid and art -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3557 , http://hdl.handle.net/10962/d1001861
- Description: The East Cape Opera Company was founded by Gwyneth Lloyd in 1995 and has performed in various Eastern Cape venues and festivals as well as conducting a tour of the Netherlands. The Company has performed well known operas and operettas such as Mozart's The Magic Flute, Gilbert and Sullivan's The Mikado as well as their own original isiXhosa operas such as Temba and Seliba, The Moon Prince - Inkosana Yenyanga and The Clay Flute. This thesis is situated within the context of apartheid and post-apartheid, and an emerging post-1994 South African’s operatic culture that embraces multiculturalism. The aim of this research is to explore and raise awareness regarding intercultural communication in relation to isiXhosa operas and examine the linguistic and dramatic characteristics of the construction of these operas. This involves an analysis of the integration of African cultural practices (dramatic and musical) within an essentially western art form. The thesis makes use of intercultural and literary theory as a point of departure to analyse not only the literary qualities of the isiXhosa operas performed by the East Cape Opera Company, but it also seeks to show how these operas reflect an emerging intercultural reality within the South African context. The thesis explores the mixing of genres, including African genres such as the folktale and oral poetry as part of Opera, which has previously been seen as a Western domain. It is argued that this mixing of genres and languages allows for the success of African Opera
- Full Text:
- Date Issued: 2013
- Authors: Kunju, Hleze Welsh
- Date: 2013
- Subjects: East Cape Opera Company Operas -- Research -- South Africa -- Eastern Cape Performing arts -- Research -- South Africa -- Eastern Cape Multiculturalism -- South Africa -- Eastern Cape Apartheid -- Research -- South Africa Apartheid and art -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3557 , http://hdl.handle.net/10962/d1001861
- Description: The East Cape Opera Company was founded by Gwyneth Lloyd in 1995 and has performed in various Eastern Cape venues and festivals as well as conducting a tour of the Netherlands. The Company has performed well known operas and operettas such as Mozart's The Magic Flute, Gilbert and Sullivan's The Mikado as well as their own original isiXhosa operas such as Temba and Seliba, The Moon Prince - Inkosana Yenyanga and The Clay Flute. This thesis is situated within the context of apartheid and post-apartheid, and an emerging post-1994 South African’s operatic culture that embraces multiculturalism. The aim of this research is to explore and raise awareness regarding intercultural communication in relation to isiXhosa operas and examine the linguistic and dramatic characteristics of the construction of these operas. This involves an analysis of the integration of African cultural practices (dramatic and musical) within an essentially western art form. The thesis makes use of intercultural and literary theory as a point of departure to analyse not only the literary qualities of the isiXhosa operas performed by the East Cape Opera Company, but it also seeks to show how these operas reflect an emerging intercultural reality within the South African context. The thesis explores the mixing of genres, including African genres such as the folktale and oral poetry as part of Opera, which has previously been seen as a Western domain. It is argued that this mixing of genres and languages allows for the success of African Opera
- Full Text:
- Date Issued: 2013
A standardised protocol for roadkill detection and the determinants of roadkill in the greater Mapungubwe Transfrontier Conservation Area, Limpopo Province, South Africa
- Authors: Collinson, Wendy Jane
- Date: 2013
- Subjects: Roadkill -- South Africa -- Mapungubwe Site , Traffic safety and wildlife -- South Africa -- Mapungubwe Site
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5606 , http://hdl.handle.net/10962/d1002056 , Roadkill -- South Africa -- Mapungubwe Site , Traffic safety and wildlife -- South Africa -- Mapungubwe Site
- Description: Despite evidence suggesting that road traffic is a major threat to biodiversity loss, very little is known about its actual impact on wildlife populations in South Africa. Globally, road density and traffic volumes are increasing, and although huge budgets are devoted to the construction and upgrading of roads, there is little or no allocation to mitigation measures for protecting fauna in most countries, particularly Africa. Further, no global standardised protocol exists for the rapid assessment of roadkill or the most economical and efficient approach for assessing roadkill rates. Using vehicle field trials, the reliability of detecting artificially deployed roadkill was assessed. Roadkill detection rates decreased significantly at speeds >50 km/h and were also significantly influenced by light conditions (i.e. detection success was greater when the sun was high) and the position of the roadkill on the road (i.e. smaller roadkill on verges were often missed). These results suggest that roadkill sampling was most effective between 1.5 hours after dawn and 1.5 hours before dusk and that driving at slower speeds (<50 km.h⁻ₑ) was required to detect roadkill. This protocol was implemented across three ecological seasons on a 100 km paved road and a 20 km unpaved road in the Greater Mapungubwe Transfrontier Conservation Area, Limpopo Province, South Africa. Driven daily over a 120-day period (three periods consisting each of 40 days), a total of 1,027 roadkill were recorded. These comprised 162 species from all terrestrial vertebrate groups with birds being the most commonly encountered roadkill (50% of all incidents). The high numbers of vertebrates identified as roadkill suggests that road traffic could have potentially unsustainable impacts on wildlife populations and hence the biodiversity of the area. Seventeen variables were identified as possible determinants of roadkill occurrence with season, rainfall, minimum and maximum temperature, habitat type, grass height, grass density, fence type and vehicle type significantly influencing roadkill numbers. Significantly more roadkill were detected on the paved road (9.91/100km) than on the unpaved road (1.8/100km) probably because of greater traffic volumes and the increased speed that vehicles travelled on the paved road. Warmer temperatures and increased rainfall in the preceding 24 hours also increased road mortality numbers as animals tended to become more active during these times. Interestingly, more roadkill was detected in open roadside habitats compared to dense roadside habitats on both the paved and unpaved roads and when grass on the roadside verge was of intermediate height. Open habitat possibly may provide a natural corridor for wildlife which ultimately end up on the road. Roadkill numbers increased when certain other physical barriers, such as cattle fences, were present, probably because these barriers were more penetrable than electric fencing. A series of mitigation measures are proposed to reduce the impacts of roads on wildlife in South Africa. These mitigation measures highlight the need to address the balance between the development of a country’s transport infrastructure and the conservation of its fauna. It is important that research on the impacts of roads becomes standardised to enable robust statistical comparisons which will provide a greater understanding of the potential threats to vertebrate biodiversity
- Full Text:
- Date Issued: 2013
- Authors: Collinson, Wendy Jane
- Date: 2013
- Subjects: Roadkill -- South Africa -- Mapungubwe Site , Traffic safety and wildlife -- South Africa -- Mapungubwe Site
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5606 , http://hdl.handle.net/10962/d1002056 , Roadkill -- South Africa -- Mapungubwe Site , Traffic safety and wildlife -- South Africa -- Mapungubwe Site
- Description: Despite evidence suggesting that road traffic is a major threat to biodiversity loss, very little is known about its actual impact on wildlife populations in South Africa. Globally, road density and traffic volumes are increasing, and although huge budgets are devoted to the construction and upgrading of roads, there is little or no allocation to mitigation measures for protecting fauna in most countries, particularly Africa. Further, no global standardised protocol exists for the rapid assessment of roadkill or the most economical and efficient approach for assessing roadkill rates. Using vehicle field trials, the reliability of detecting artificially deployed roadkill was assessed. Roadkill detection rates decreased significantly at speeds >50 km/h and were also significantly influenced by light conditions (i.e. detection success was greater when the sun was high) and the position of the roadkill on the road (i.e. smaller roadkill on verges were often missed). These results suggest that roadkill sampling was most effective between 1.5 hours after dawn and 1.5 hours before dusk and that driving at slower speeds (<50 km.h⁻ₑ) was required to detect roadkill. This protocol was implemented across three ecological seasons on a 100 km paved road and a 20 km unpaved road in the Greater Mapungubwe Transfrontier Conservation Area, Limpopo Province, South Africa. Driven daily over a 120-day period (three periods consisting each of 40 days), a total of 1,027 roadkill were recorded. These comprised 162 species from all terrestrial vertebrate groups with birds being the most commonly encountered roadkill (50% of all incidents). The high numbers of vertebrates identified as roadkill suggests that road traffic could have potentially unsustainable impacts on wildlife populations and hence the biodiversity of the area. Seventeen variables were identified as possible determinants of roadkill occurrence with season, rainfall, minimum and maximum temperature, habitat type, grass height, grass density, fence type and vehicle type significantly influencing roadkill numbers. Significantly more roadkill were detected on the paved road (9.91/100km) than on the unpaved road (1.8/100km) probably because of greater traffic volumes and the increased speed that vehicles travelled on the paved road. Warmer temperatures and increased rainfall in the preceding 24 hours also increased road mortality numbers as animals tended to become more active during these times. Interestingly, more roadkill was detected in open roadside habitats compared to dense roadside habitats on both the paved and unpaved roads and when grass on the roadside verge was of intermediate height. Open habitat possibly may provide a natural corridor for wildlife which ultimately end up on the road. Roadkill numbers increased when certain other physical barriers, such as cattle fences, were present, probably because these barriers were more penetrable than electric fencing. A series of mitigation measures are proposed to reduce the impacts of roads on wildlife in South Africa. These mitigation measures highlight the need to address the balance between the development of a country’s transport infrastructure and the conservation of its fauna. It is important that research on the impacts of roads becomes standardised to enable robust statistical comparisons which will provide a greater understanding of the potential threats to vertebrate biodiversity
- Full Text:
- Date Issued: 2013
An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study
- Shaakumeni, Simson Ndadaleka
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
An investigation of community music in the Northern Areas of Port Elizabeth :a case study of five community bands
- Tobias, Michael Charles Peter
- Authors: Tobias, Michael Charles Peter
- Date: 2013
- Subjects: Community music -- South Africa -- Port Elizabeth , Bands (Music) -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8528 , http://hdl.handle.net/10948/d1020949
- Description: The Northern Areas of Port Elizabeth are mostly comprised of the so called “Coloured” community and is vibrant in tradition and musical activities. Community music in the form of marching bands, brigade bands, wind bands and brass bands form a central part of the music activities in this area. The non-availability of music education in schools combined with the multitude of social challenges creates a cultural and moral vacuum. Children are not exposed to the finer arts and music in particular and without these bands and groups probably never will. This study will explore five community bands/groups and the role they play in the lives of people and especially the children and the youth. The impact and influence music has on the social upliftment of under-privileged children in this area has never been studied. The study shows the big impact these bands/groups have on the children and the communities they serve and highlights the dedication and good work of those band managers working with these groups. The study concludes with a proposal that an art/music centre be established in the Northern Areas of Port Elizabeth.
- Full Text:
- Date Issued: 2013
- Authors: Tobias, Michael Charles Peter
- Date: 2013
- Subjects: Community music -- South Africa -- Port Elizabeth , Bands (Music) -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8528 , http://hdl.handle.net/10948/d1020949
- Description: The Northern Areas of Port Elizabeth are mostly comprised of the so called “Coloured” community and is vibrant in tradition and musical activities. Community music in the form of marching bands, brigade bands, wind bands and brass bands form a central part of the music activities in this area. The non-availability of music education in schools combined with the multitude of social challenges creates a cultural and moral vacuum. Children are not exposed to the finer arts and music in particular and without these bands and groups probably never will. This study will explore five community bands/groups and the role they play in the lives of people and especially the children and the youth. The impact and influence music has on the social upliftment of under-privileged children in this area has never been studied. The study shows the big impact these bands/groups have on the children and the communities they serve and highlights the dedication and good work of those band managers working with these groups. The study concludes with a proposal that an art/music centre be established in the Northern Areas of Port Elizabeth.
- Full Text:
- Date Issued: 2013
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
An investigation of teachers' mathematical task selection in the Zambia context
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
Exploring a grade 5 English teacher's strategies for helping her learners develop their reading literacy: a case study
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Date Issued: 2013
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Date Issued: 2013
Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown
- Whittington-Jones, Alexandra
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013
Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District
- Authors: Hlalukana, Sibonginkosi
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9465 , http://hdl.handle.net/10948/d1020821
- Description: South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
- Full Text:
- Date Issued: 2013
- Authors: Hlalukana, Sibonginkosi
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9465 , http://hdl.handle.net/10948/d1020821
- Description: South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
- Full Text:
- Date Issued: 2013
Investigating the grade four ESL teachers' and learners' attitudes and experiences of learning and teaching through the medium of English in five primary schools in the King William's Town district
- Authors: Gqamane, Gilbert Khangelani
- Date: 2013
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape , English language -- Study and teaching (Elementary) -- South Africa , Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6290 , vital:21070
- Description: In this study I investigated the attitudes and experiences of Grade four ESL learners and teachers in learning and teaching through the medium of English. The sample for the study was purposive and the design was a multiple case study which involved five primary schools from the rural environs of KWT. Grade four ESL teachers and learners of the five chosen primary schools participated in this study. The objective of this research study was to investigate the attitudes and experiences of grade four ESL teachers and learners in learning through the medium of English in order to establish how these experiences and attitudes may have an influence on teaching for effective school learning. The research method used was qualitative with a small quantitative component. The following research tools were used in collecting data: Language surveys, classroom observation schedules, teacher questionnaires, teacher level interviews, language comprehension tests and learner level interviews. The data were generated to provide answers to the main research question which was: ―What are Grade four ESL teachers‘ and learners‘ attitudes and experiences of learning through the medium of English in five primary schools in the KWT district? The analyses of data generated from the language surveys confirm that in the KWT rural schools from grade one to grade three isiXhosa is used exclusively. It is in grade four where the official transition from isiXhosa to English begins. The data generated from the language surveys further confirm that both learners and teachers use isiXhosa as their mother tongue and English is an additional language for both groups. The analysis of data generated from learner interviews suggests that the most prevalent attitude from the learners is that English is a hindering factor to school learning because they do not understand it. However, the learners also highlight the need to study English because it is the language of success and aspiration which is normally used in the global village. The analysis of the data generated from teacher questionnaires and the teacher level interviews also suggests that English is a barrier to school learning for ESL learners. ESL learners do not achieve optimally in English medium school learning. However, the same data suggest that English is still preferred to be the LoLT because it is perceived to be the language of success and aspiration. Moreover, the majority of written materials is in English and English is perceived to be an international language. The analysis of the data generated from language comprehension tests suggests that it had an effect on performance when the learners wrote a test that they had seen in another language. This is indicated by the learners‘ better levels of performance in the language tests when they have seen in another language. The main finding of the study is that English medium learning makes school learning difficult. The transition from isiXhosa medium learning to English medium learning in grade four is early. Teachers resort to code switching as a language strategy for effective teaching in order to minimise the blow caused by the use of English as the LoLT.
- Full Text:
- Date Issued: 2013
- Authors: Gqamane, Gilbert Khangelani
- Date: 2013
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape , English language -- Study and teaching (Elementary) -- South Africa , Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6290 , vital:21070
- Description: In this study I investigated the attitudes and experiences of Grade four ESL learners and teachers in learning and teaching through the medium of English. The sample for the study was purposive and the design was a multiple case study which involved five primary schools from the rural environs of KWT. Grade four ESL teachers and learners of the five chosen primary schools participated in this study. The objective of this research study was to investigate the attitudes and experiences of grade four ESL teachers and learners in learning through the medium of English in order to establish how these experiences and attitudes may have an influence on teaching for effective school learning. The research method used was qualitative with a small quantitative component. The following research tools were used in collecting data: Language surveys, classroom observation schedules, teacher questionnaires, teacher level interviews, language comprehension tests and learner level interviews. The data were generated to provide answers to the main research question which was: ―What are Grade four ESL teachers‘ and learners‘ attitudes and experiences of learning through the medium of English in five primary schools in the KWT district? The analyses of data generated from the language surveys confirm that in the KWT rural schools from grade one to grade three isiXhosa is used exclusively. It is in grade four where the official transition from isiXhosa to English begins. The data generated from the language surveys further confirm that both learners and teachers use isiXhosa as their mother tongue and English is an additional language for both groups. The analysis of data generated from learner interviews suggests that the most prevalent attitude from the learners is that English is a hindering factor to school learning because they do not understand it. However, the learners also highlight the need to study English because it is the language of success and aspiration which is normally used in the global village. The analysis of the data generated from teacher questionnaires and the teacher level interviews also suggests that English is a barrier to school learning for ESL learners. ESL learners do not achieve optimally in English medium school learning. However, the same data suggest that English is still preferred to be the LoLT because it is perceived to be the language of success and aspiration. Moreover, the majority of written materials is in English and English is perceived to be an international language. The analysis of the data generated from language comprehension tests suggests that it had an effect on performance when the learners wrote a test that they had seen in another language. This is indicated by the learners‘ better levels of performance in the language tests when they have seen in another language. The main finding of the study is that English medium learning makes school learning difficult. The transition from isiXhosa medium learning to English medium learning in grade four is early. Teachers resort to code switching as a language strategy for effective teaching in order to minimise the blow caused by the use of English as the LoLT.
- Full Text:
- Date Issued: 2013
Microcystin enhances the fitness of microcystin producing cyanobacteria at high light intensities by either preventing or retarding photoinhibition
- Authors: Phelan, Richard Reginald
- Date: 2013
- Subjects: Microcystins , Microcystis , Cyanobacterial toxins
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10354 , http://hdl.handle.net/10948/d1020957
- Description: Several genera of cyanobacteria produce microcystin, a monocyclic peptide, with a unique chemical structure. To date, there have been over a 100 different structural variants of microcystin which have been identified. Microcystin production is affected by numerous environmental factors. However, the primary modulating factor for intracellular microcystin quota is the intracellular N:C ratio. No clearly defined biological role has been described for microcystin. Proposed roles for microcystin include defence against plankton grazers, metal chelation, an infochemical and a protectant against oxidative stress. There is sufficient evidence to support a biological role for microcystin in photosynthesis: microcystin is predominantly located in the thylakoid membranes, the microcystin gene cluster is differentially expressed as a function of light and a growth advantage for the microcystin producer in saturating light intensities. The purpose of this study is to investigate a possible biological role for microcystin in preventing photoinhibition and thus explaining the growth advantage observed in toxin-producers over non-toxin-producers. The uptake of exogenous microcystin was observed in Synechocystis PCC 6803 which was internalized and located in the thylakoid membranes and caused the inhibition of photosynthesis. Microcystin variants and increasing concentrations of microcystin-LR had no effect on the fluidity of the thylakoid membranes. The exposure of thylakoid membranes from Synechocystis PCC 6803 to physiologically relevant concentrations of different microcystin variants resulted in the inhibition of photosystem II activity but not photosystem I activity. The inhibition of photosystem II was variant dependent and concentration dependent for microcystin-LR and microcystin-RR. Chlorophyll a fluorescence data showed that photosystem II inhibition was caused by the inhibition of the oxygen evolving complex. Furthermore, a completion study revealed that the microcystin-producing Microcystis PCC 7806 had a competitive advantage over the non-microcystin producing ΔmcyA mutant of Microcystis PCC 7806 at high light intensities. The data indicates that microcystin protects the toxin-producer by either retarding or preventing photoinhibition and thus identifying the first data supported function for microcystin in cyanobacteria.
- Full Text:
- Date Issued: 2013
- Authors: Phelan, Richard Reginald
- Date: 2013
- Subjects: Microcystins , Microcystis , Cyanobacterial toxins
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10354 , http://hdl.handle.net/10948/d1020957
- Description: Several genera of cyanobacteria produce microcystin, a monocyclic peptide, with a unique chemical structure. To date, there have been over a 100 different structural variants of microcystin which have been identified. Microcystin production is affected by numerous environmental factors. However, the primary modulating factor for intracellular microcystin quota is the intracellular N:C ratio. No clearly defined biological role has been described for microcystin. Proposed roles for microcystin include defence against plankton grazers, metal chelation, an infochemical and a protectant against oxidative stress. There is sufficient evidence to support a biological role for microcystin in photosynthesis: microcystin is predominantly located in the thylakoid membranes, the microcystin gene cluster is differentially expressed as a function of light and a growth advantage for the microcystin producer in saturating light intensities. The purpose of this study is to investigate a possible biological role for microcystin in preventing photoinhibition and thus explaining the growth advantage observed in toxin-producers over non-toxin-producers. The uptake of exogenous microcystin was observed in Synechocystis PCC 6803 which was internalized and located in the thylakoid membranes and caused the inhibition of photosynthesis. Microcystin variants and increasing concentrations of microcystin-LR had no effect on the fluidity of the thylakoid membranes. The exposure of thylakoid membranes from Synechocystis PCC 6803 to physiologically relevant concentrations of different microcystin variants resulted in the inhibition of photosystem II activity but not photosystem I activity. The inhibition of photosystem II was variant dependent and concentration dependent for microcystin-LR and microcystin-RR. Chlorophyll a fluorescence data showed that photosystem II inhibition was caused by the inhibition of the oxygen evolving complex. Furthermore, a completion study revealed that the microcystin-producing Microcystis PCC 7806 had a competitive advantage over the non-microcystin producing ΔmcyA mutant of Microcystis PCC 7806 at high light intensities. The data indicates that microcystin protects the toxin-producer by either retarding or preventing photoinhibition and thus identifying the first data supported function for microcystin in cyanobacteria.
- Full Text:
- Date Issued: 2013
Objecting to apartheid: the history of the end conscription campaign
- Authors: Jones, David
- Date: 2013
- Subjects: End Conscription Campaign (South Africa) , Apartheid -- South Africa , Government, Resistance to South Africa , Conscientious objection South Africa , South Africa -- Social conditions , South Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA (History)
- Identifier: vital:11538 , http://hdl.handle.net/10353/d1005998 , End Conscription Campaign (South Africa) , Apartheid -- South Africa , Government, Resistance to South Africa , Conscientious objection South Africa , South Africa -- Social conditions , South Africa -- Politics and government
- Description: It is important that the story of organisations like the End Conscription Campaign be recorded. The narrative of the struggle against apartheid has become a site of contestation. As the downfall of apartheid is still a relatively recent event, the history is still in the process of formation. There is much contestation over the relative contributions of different groups within the struggle. This is an important debate as it informs and shapes the politics of the present. A new official narrative is emerging which accentuates the role of particular groupings, portraying them as the heroes and the leaders of the struggle. A new elite have laid exclusive claim to the heritage of the struggle and are using this narrative to justify their hold on power through the creation of highly centralised political structures in which positions of power are reserved for loyal cadres and independent thinking and questioning are seen as a threat. A complementary tradition of grassroots democracy, of open debate and transparency, of “people’s power”, of accountability of leadership to the people fostered in the struggle is being lost. It is important to contest this narrative. We need to remember that the downfall of apartheid was brought about by a myriad combination of factors and forces. Current academic interpretations emphasize that no one group or organisation, no matter how significant its contribution, was solely responsible. There was no military victory or other decisive event which brought the collapse of the system, rather a sapping of will to pay the ever increasing cost to maintain it. The struggle against apartheid involved a groundswell, popular uprising in which the initiative came not from centralised political structures, orchestrating a grand revolt, but from ordinary South Africans who were reacting to the oppressive nature of a brutally discriminatory system which sought to control every aspect of their lives.4 Leaders and structures emerged organically as communities organised themselves around issues that affected them. Organisations that emerged were highly democratic and accountable to their members. There was no grand plan or centralised control of the process. As Walter Benjamin warned in a different context, but applicable here: “All rulers are the heirs of those who have conquered before them.” He feared that what he referred to as a historicist view constructed a version of history as a triumphal parade of progress. “Whoever has emerged victorious” he reminds us “participates to this day in the triumphal procession in which the present rulers step over those who are lying prostrate. According to traditional practice the spoils are carried along in the procession.” 5 He was warning of just such a tendency, which has been repeated so often in the past, for the victors to construct a version of history which ends up justifying a new tyranny. To counter this tendency it is important that other histories of the struggle are told – that the stories of other groups, which are marginalised by the new hegemonic discourse, are recorded.This aim of this dissertation is thus two-fold. Firstly it aims to investigate “the story” of the End Conscription Campaign, which has largely been seen as a white anti-apartheid liberal organisation. The objective is to provide a detailed historical account and periodisation of the organisation to fill in the gaps and challenge the distortions of a new emerging “official” discourse.Secondly within this framework, and by using the activities and strategies of the organisation as evidence for its suppositions, the question of the role played by the ECC in the struggle.
- Full Text:
- Date Issued: 2013
- Authors: Jones, David
- Date: 2013
- Subjects: End Conscription Campaign (South Africa) , Apartheid -- South Africa , Government, Resistance to South Africa , Conscientious objection South Africa , South Africa -- Social conditions , South Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA (History)
- Identifier: vital:11538 , http://hdl.handle.net/10353/d1005998 , End Conscription Campaign (South Africa) , Apartheid -- South Africa , Government, Resistance to South Africa , Conscientious objection South Africa , South Africa -- Social conditions , South Africa -- Politics and government
- Description: It is important that the story of organisations like the End Conscription Campaign be recorded. The narrative of the struggle against apartheid has become a site of contestation. As the downfall of apartheid is still a relatively recent event, the history is still in the process of formation. There is much contestation over the relative contributions of different groups within the struggle. This is an important debate as it informs and shapes the politics of the present. A new official narrative is emerging which accentuates the role of particular groupings, portraying them as the heroes and the leaders of the struggle. A new elite have laid exclusive claim to the heritage of the struggle and are using this narrative to justify their hold on power through the creation of highly centralised political structures in which positions of power are reserved for loyal cadres and independent thinking and questioning are seen as a threat. A complementary tradition of grassroots democracy, of open debate and transparency, of “people’s power”, of accountability of leadership to the people fostered in the struggle is being lost. It is important to contest this narrative. We need to remember that the downfall of apartheid was brought about by a myriad combination of factors and forces. Current academic interpretations emphasize that no one group or organisation, no matter how significant its contribution, was solely responsible. There was no military victory or other decisive event which brought the collapse of the system, rather a sapping of will to pay the ever increasing cost to maintain it. The struggle against apartheid involved a groundswell, popular uprising in which the initiative came not from centralised political structures, orchestrating a grand revolt, but from ordinary South Africans who were reacting to the oppressive nature of a brutally discriminatory system which sought to control every aspect of their lives.4 Leaders and structures emerged organically as communities organised themselves around issues that affected them. Organisations that emerged were highly democratic and accountable to their members. There was no grand plan or centralised control of the process. As Walter Benjamin warned in a different context, but applicable here: “All rulers are the heirs of those who have conquered before them.” He feared that what he referred to as a historicist view constructed a version of history as a triumphal parade of progress. “Whoever has emerged victorious” he reminds us “participates to this day in the triumphal procession in which the present rulers step over those who are lying prostrate. According to traditional practice the spoils are carried along in the procession.” 5 He was warning of just such a tendency, which has been repeated so often in the past, for the victors to construct a version of history which ends up justifying a new tyranny. To counter this tendency it is important that other histories of the struggle are told – that the stories of other groups, which are marginalised by the new hegemonic discourse, are recorded.This aim of this dissertation is thus two-fold. Firstly it aims to investigate “the story” of the End Conscription Campaign, which has largely been seen as a white anti-apartheid liberal organisation. The objective is to provide a detailed historical account and periodisation of the organisation to fill in the gaps and challenge the distortions of a new emerging “official” discourse.Secondly within this framework, and by using the activities and strategies of the organisation as evidence for its suppositions, the question of the role played by the ECC in the struggle.
- Full Text:
- Date Issued: 2013
Portfolio
- Hogge, Quentin Edward Somerville
- Authors: Hogge, Quentin Edward Somerville
- Date: 2013
- Subjects: Poetry , Post-apartheid , Environment , South African poetry (English) -- 21st century , Creative writing (Higher education) , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5963 , http://hdl.handle.net/10962/d1001813
- Description: My initial intention is to try to show how, as a poet in South Africa, I suffer from a creative identity crisis. I am a white English-speaking male. I live surrounded by isiXhosa-speaking people. Is my poetry, or will my poetry be, relevant in the ‘New’ South Africa? Is English, the language of the colonial oppressors, the appropriate medium in the post-apartheid milieu? Will my subject matter be relevant? These questions and my attempts at answering them, form the basis of the poetry and the portfolio that accompanies the poems. My absorption with finding a creative ‘voice’, my concerns with the environment and a questioning of what post-apartheid poetry should write about all seem a bit Quixotic, especially to me! But at another level, they are deeply serious. (p. 5.)
- Full Text:
- Date Issued: 2013
- Authors: Hogge, Quentin Edward Somerville
- Date: 2013
- Subjects: Poetry , Post-apartheid , Environment , South African poetry (English) -- 21st century , Creative writing (Higher education) , English language -- Writing
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5963 , http://hdl.handle.net/10962/d1001813
- Description: My initial intention is to try to show how, as a poet in South Africa, I suffer from a creative identity crisis. I am a white English-speaking male. I live surrounded by isiXhosa-speaking people. Is my poetry, or will my poetry be, relevant in the ‘New’ South Africa? Is English, the language of the colonial oppressors, the appropriate medium in the post-apartheid milieu? Will my subject matter be relevant? These questions and my attempts at answering them, form the basis of the poetry and the portfolio that accompanies the poems. My absorption with finding a creative ‘voice’, my concerns with the environment and a questioning of what post-apartheid poetry should write about all seem a bit Quixotic, especially to me! But at another level, they are deeply serious. (p. 5.)
- Full Text:
- Date Issued: 2013
Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice
- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining microinteractions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity. , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining microinteractions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity. , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
Self-esteem, coping and the psychology of infertility
- Authors: Jordaan, Hendrina Jacoba
- Date: 2013
- Subjects: Infertility -- Psychological aspects , Self-esteem -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9959 , http://hdl.handle.net/10948/d1020055
- Description: This exploratory-descriptive study, using multiple case studies, investigated the self-esteem, coping and psychology of infertility of a sample of individuals who have received infertility treatment at a privately managed health care unit. Infertility is a complex condition associated with the inability to conceive a child, frequently manifesting itself as a result of various biological factors. A literature review indicated that being on Artificial Reproductive Technology (ART) treatment significantly increases the stress in an individual. In an attempt to gain insight into the way patients undergoing infertility treatment find the strength to complete their treatment cycles, and to endure and overcome the pressures associated therewith, in order to continue their lives – in spite of a negative treatment/pregnancy result, the researcher found it necessary to investigate the self-esteem, coping and the psychology of patients undergoing infertility treatment. An exploratory descriptive research design was used and the participants were chosen by means of a non-probability purposive sampling procedure. The participants were given a package of questionnaires to complete under the supervision of the group facilitator and researcher, prior to, as well as after the intervention. The assessment consisted of a biographical questionnaire and two standardised paper and pencil measures. The participants’ self-esteem was explored using James Battle’s (1981) Culture-Free Self-Esteem Inventory; while the coping resources were explored using Hammer and Marting’s (1988) Coping Resource Inventory (CRI). Although these data were not analysable, due to the small sample size, it was utilised in a qualitative manner to support the findings from the qualitative data. The data were also gathered from the participants via a psychological intervention programme in the format of three focus group sessions. All the qualitative results were analysed, according to Tesch’s model of content analysis. The general finding was that the period of infertility treatment is experienced as both difficult and challenging by individuals, and that there is immense healing in the sharing of one’s narrative with other infertility patients. It also surfaced that selfesteem, especially one’s feelings of worth, is most affected by a diagnosis of infertility, as well as by going through the roller coaster of the emotions associated with the treatment and monthly cycle of infertility. It was evident from the narratives told by the participants that every domain of one’s self-esteem is affected by a diagnosis of infertility, and that the biggest challenge in maintaining a positive selfesteem seemed to be in finding a balance between one’s real self and one’s ideal self. Furthermore, this study found that the challenge related to coping for the participants in this study was to present a coherent life narrative to the ‘world’, despite intense feelings of being misunderstood by others, and being faced with the discourse of infertility, as part of one’s life script. The main coping responses utilized by participants included the re-channelling of one’s focus, using denial, seeking out familial and social support, bargaining with God, and nurturing hope and faith that this journey of infertility is merely just a journey and not a destination, with the destination that of being blessed with a biological child of one’s own.
- Full Text:
- Date Issued: 2013
- Authors: Jordaan, Hendrina Jacoba
- Date: 2013
- Subjects: Infertility -- Psychological aspects , Self-esteem -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9959 , http://hdl.handle.net/10948/d1020055
- Description: This exploratory-descriptive study, using multiple case studies, investigated the self-esteem, coping and psychology of infertility of a sample of individuals who have received infertility treatment at a privately managed health care unit. Infertility is a complex condition associated with the inability to conceive a child, frequently manifesting itself as a result of various biological factors. A literature review indicated that being on Artificial Reproductive Technology (ART) treatment significantly increases the stress in an individual. In an attempt to gain insight into the way patients undergoing infertility treatment find the strength to complete their treatment cycles, and to endure and overcome the pressures associated therewith, in order to continue their lives – in spite of a negative treatment/pregnancy result, the researcher found it necessary to investigate the self-esteem, coping and the psychology of patients undergoing infertility treatment. An exploratory descriptive research design was used and the participants were chosen by means of a non-probability purposive sampling procedure. The participants were given a package of questionnaires to complete under the supervision of the group facilitator and researcher, prior to, as well as after the intervention. The assessment consisted of a biographical questionnaire and two standardised paper and pencil measures. The participants’ self-esteem was explored using James Battle’s (1981) Culture-Free Self-Esteem Inventory; while the coping resources were explored using Hammer and Marting’s (1988) Coping Resource Inventory (CRI). Although these data were not analysable, due to the small sample size, it was utilised in a qualitative manner to support the findings from the qualitative data. The data were also gathered from the participants via a psychological intervention programme in the format of three focus group sessions. All the qualitative results were analysed, according to Tesch’s model of content analysis. The general finding was that the period of infertility treatment is experienced as both difficult and challenging by individuals, and that there is immense healing in the sharing of one’s narrative with other infertility patients. It also surfaced that selfesteem, especially one’s feelings of worth, is most affected by a diagnosis of infertility, as well as by going through the roller coaster of the emotions associated with the treatment and monthly cycle of infertility. It was evident from the narratives told by the participants that every domain of one’s self-esteem is affected by a diagnosis of infertility, and that the biggest challenge in maintaining a positive selfesteem seemed to be in finding a balance between one’s real self and one’s ideal self. Furthermore, this study found that the challenge related to coping for the participants in this study was to present a coherent life narrative to the ‘world’, despite intense feelings of being misunderstood by others, and being faced with the discourse of infertility, as part of one’s life script. The main coping responses utilized by participants included the re-channelling of one’s focus, using denial, seeking out familial and social support, bargaining with God, and nurturing hope and faith that this journey of infertility is merely just a journey and not a destination, with the destination that of being blessed with a biological child of one’s own.
- Full Text:
- Date Issued: 2013