The relationship between health and safety and human risk taking behaviour in the South African electrical construction industry
- Authors: Du Toit, Willem Johannes
- Date: 2012
- Subjects: Electrical engineering -- Safety measures , Electrical engineering -- Health aspects , Construction industry -- Safety measures , Psychology, industrial
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9691 , http://hdl.handle.net/10948/d1009529 , Electrical engineering -- Safety measures , Electrical engineering -- Health aspects , Construction industry -- Safety measures , Psychology, industrial
- Description: Mankind, and the development of people, exists due to risk-taking behaviour. It is not that humans should not take risks, but rather the ability to identify the magnitude of risk exposure in order that mankind‟s actions would be so selected as to mitigate exposed risk factors, that no harm should befall them. The approach to health and safety (H&S) has always been to manage H&S environmental factors that could have a negative impact on people, capital, and organisational systems. However, the critical component of human risk-taking behaviour that would have a far greater impact has rarely been acknowledged as part of the drivers that increase risk exposure. Human behaviour is a major contributing factor in accident causation. Although human error cannot be completely eliminated, it should be identified and correctly managed according to each individual‟s risk-taking profile. The reason people decide to take certain risks under certain conditions and the effect it has on H&S management systems is a key component to managing organisational risk exposure. To quantify the value of individual risk-taking behaviour could provide management with better opportunities of lowering the organisational risk exposure. Human risk-taking behaviour is influenced by each individual‟s perception of risk. Such perception of risk will influence decisions on risk-taking behaviour, which in turn is influenced by the individual‟s psychological profile and environmental factors, including character and the impact of a cultural environment. The electrical construction and maintenance industry differs from other similar industries in that the physical entity of electricity requires not only sensory perception for the identification and evaluation of risk factors, but also requires specialised knowledge and testing equipment to evaluate the parameters of electrical installation, plant or equipment. Without such competence, direct exposure to most electrical installations could be fatal. The optimum human resource (HR) solution for managing the risk potential of high risk-taking behaviour is the rating and allocation of specific job tasks that can match and limit the individual potential for risk-taking behaviour and the impact on organisational incident statistics. Maintaining and optimising employee job performance enables organisations to better achieve pre-set goals and missions. Such improvements being a catalyst for better job performance by setting limitations on high risk-taking behaviour, that will improve H&S performance by lowering incident rates.
- Full Text:
- Date Issued: 2012
- Authors: Du Toit, Willem Johannes
- Date: 2012
- Subjects: Electrical engineering -- Safety measures , Electrical engineering -- Health aspects , Construction industry -- Safety measures , Psychology, industrial
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9691 , http://hdl.handle.net/10948/d1009529 , Electrical engineering -- Safety measures , Electrical engineering -- Health aspects , Construction industry -- Safety measures , Psychology, industrial
- Description: Mankind, and the development of people, exists due to risk-taking behaviour. It is not that humans should not take risks, but rather the ability to identify the magnitude of risk exposure in order that mankind‟s actions would be so selected as to mitigate exposed risk factors, that no harm should befall them. The approach to health and safety (H&S) has always been to manage H&S environmental factors that could have a negative impact on people, capital, and organisational systems. However, the critical component of human risk-taking behaviour that would have a far greater impact has rarely been acknowledged as part of the drivers that increase risk exposure. Human behaviour is a major contributing factor in accident causation. Although human error cannot be completely eliminated, it should be identified and correctly managed according to each individual‟s risk-taking profile. The reason people decide to take certain risks under certain conditions and the effect it has on H&S management systems is a key component to managing organisational risk exposure. To quantify the value of individual risk-taking behaviour could provide management with better opportunities of lowering the organisational risk exposure. Human risk-taking behaviour is influenced by each individual‟s perception of risk. Such perception of risk will influence decisions on risk-taking behaviour, which in turn is influenced by the individual‟s psychological profile and environmental factors, including character and the impact of a cultural environment. The electrical construction and maintenance industry differs from other similar industries in that the physical entity of electricity requires not only sensory perception for the identification and evaluation of risk factors, but also requires specialised knowledge and testing equipment to evaluate the parameters of electrical installation, plant or equipment. Without such competence, direct exposure to most electrical installations could be fatal. The optimum human resource (HR) solution for managing the risk potential of high risk-taking behaviour is the rating and allocation of specific job tasks that can match and limit the individual potential for risk-taking behaviour and the impact on organisational incident statistics. Maintaining and optimising employee job performance enables organisations to better achieve pre-set goals and missions. Such improvements being a catalyst for better job performance by setting limitations on high risk-taking behaviour, that will improve H&S performance by lowering incident rates.
- Full Text:
- Date Issued: 2012
Ties that bind
- Authors: Tshisela, Namhla
- Date: 2012
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:20988 , http://hdl.handle.net/10962/5913
- Description: This collection of short stories about contemporary black South African women reveals their hopes and anxieties, and explores their relationships with themselves, their families, and the people around them. It sets out to challenge stereotypes about black women being browbeaten in a country riddled by poverty and disease by portraying women successfully forging their identities in society.
- Full Text:
- Date Issued: 2012
- Authors: Tshisela, Namhla
- Date: 2012
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:20988 , http://hdl.handle.net/10962/5913
- Description: This collection of short stories about contemporary black South African women reveals their hopes and anxieties, and explores their relationships with themselves, their families, and the people around them. It sets out to challenge stereotypes about black women being browbeaten in a country riddled by poverty and disease by portraying women successfully forging their identities in society.
- Full Text:
- Date Issued: 2012
Why do learners and teachers experience problems with the concept of zero?
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
"But what story?": a narrative-discursive analysis of "white" Afrikaners' accounts of male involvement in parenthood decision-making
- Authors: Morison, Tracy
- Date: 2011
- Subjects: Family planning -- South Africa -- Psychological aspects Family size Birth intervals Men -- South Africa -- Attitudes Men -- South Africa -- Psychology Couples -- South Africa -- Psychology Afrikaners -- Attitudes
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3025 , http://hdl.handle.net/10962/d1002534
- Description: Despite the increased focus on men in reproductive research, little is known about male involvement in the initial decision/s regarding parenthood (i.e., to become a parent or not) and the subsequent decision-making that may ensue (e.g., choices about timing or spacing of births). In particular, the parenthood decision-making of “White”, heterosexual men from the middle class has been understudied, as indicated in the existing literature. In South Africa, this oversight has been exacerbated by the tendency for researchers to concentrate on “problematic” men, to the exclusion of the “boring, normal case”. I argue that this silence in the literature is a result of the taken for granted nature of parenthood in the “normal” heterosexual life course. In this study, I have turned the spotlight onto the norm of “Whiteness” and heterosexuality by studying those who have previously been overlooked by researchers. I focus on “White” Afrikaans men’s involvement in parenthood decision-making. My aim was to explore how constructions of gender inform male involvement in decision-making, especially within the South African context where social transformation has challenged traditional conceptions of male selfhood giving rise to new and contested masculine identities and new discourses of manhood and fatherhood. In an effort to ensure that women’s voices are not marginalised in the research, as is often the case in studies of men and masculinity, I conducted in-depth, semi-structured interviews about male involvement in decision-making with both “White” Afrikaans women and men. There were 23 participants in total, who all identified as heterosexual and middle-class. The participants were divided into two age cohorts (21 – 30 years and >40 years), which were then differentiated according to gender, reproductive status, and relationship status. Treating the interviews as jointly produced narratives, I analysed them by means of a performativity/performance lens. This dual analytic lens focuses on how particular narrative performances are simultaneously shaped by the interview setting and the broader discursive context. The lens was fashioned by synthesising Butler’s theory of performativity with Taylor’s narrative-discursive method. This synthesis (1) allows for Butler’s notion of “performativity” to be supplemented with that of “performance”; (2) provides a concrete analytical strategy in the form of positioning analysis; and (3) draws attention to both the micro politics of the interview conversation and the operation of power on the macro level, including the possibility of making “gender trouble”. The findings of the study suggest that the participants experienced difficulty narrating about male involvement in parenthood decision-making, owing to the taken for granted nature of parenthood for heterosexual adults. This was evident in participants’ sidelining of issues of “deciding” and “planning” and their alternate construal of childbearing as a non-choice, which, significantly served to bolster hetero-patriarchal norms. A central rhetorical tool for accomplishing these purposes was found in the construction of the “sacralised” child. In discursively manoeuvring around the central problematic, the participants ultimately produced a “silence” in the data that repeats the one in the research literature.
- Full Text:
- Date Issued: 2011
- Authors: Morison, Tracy
- Date: 2011
- Subjects: Family planning -- South Africa -- Psychological aspects Family size Birth intervals Men -- South Africa -- Attitudes Men -- South Africa -- Psychology Couples -- South Africa -- Psychology Afrikaners -- Attitudes
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3025 , http://hdl.handle.net/10962/d1002534
- Description: Despite the increased focus on men in reproductive research, little is known about male involvement in the initial decision/s regarding parenthood (i.e., to become a parent or not) and the subsequent decision-making that may ensue (e.g., choices about timing or spacing of births). In particular, the parenthood decision-making of “White”, heterosexual men from the middle class has been understudied, as indicated in the existing literature. In South Africa, this oversight has been exacerbated by the tendency for researchers to concentrate on “problematic” men, to the exclusion of the “boring, normal case”. I argue that this silence in the literature is a result of the taken for granted nature of parenthood in the “normal” heterosexual life course. In this study, I have turned the spotlight onto the norm of “Whiteness” and heterosexuality by studying those who have previously been overlooked by researchers. I focus on “White” Afrikaans men’s involvement in parenthood decision-making. My aim was to explore how constructions of gender inform male involvement in decision-making, especially within the South African context where social transformation has challenged traditional conceptions of male selfhood giving rise to new and contested masculine identities and new discourses of manhood and fatherhood. In an effort to ensure that women’s voices are not marginalised in the research, as is often the case in studies of men and masculinity, I conducted in-depth, semi-structured interviews about male involvement in decision-making with both “White” Afrikaans women and men. There were 23 participants in total, who all identified as heterosexual and middle-class. The participants were divided into two age cohorts (21 – 30 years and >40 years), which were then differentiated according to gender, reproductive status, and relationship status. Treating the interviews as jointly produced narratives, I analysed them by means of a performativity/performance lens. This dual analytic lens focuses on how particular narrative performances are simultaneously shaped by the interview setting and the broader discursive context. The lens was fashioned by synthesising Butler’s theory of performativity with Taylor’s narrative-discursive method. This synthesis (1) allows for Butler’s notion of “performativity” to be supplemented with that of “performance”; (2) provides a concrete analytical strategy in the form of positioning analysis; and (3) draws attention to both the micro politics of the interview conversation and the operation of power on the macro level, including the possibility of making “gender trouble”. The findings of the study suggest that the participants experienced difficulty narrating about male involvement in parenthood decision-making, owing to the taken for granted nature of parenthood for heterosexual adults. This was evident in participants’ sidelining of issues of “deciding” and “planning” and their alternate construal of childbearing as a non-choice, which, significantly served to bolster hetero-patriarchal norms. A central rhetorical tool for accomplishing these purposes was found in the construction of the “sacralised” child. In discursively manoeuvring around the central problematic, the participants ultimately produced a “silence” in the data that repeats the one in the research literature.
- Full Text:
- Date Issued: 2011
A comparative analysis of the development of performers' rights in the United Kingdom and South Africa
- Authors: Wagenaar, Tanya
- Date: 2011
- Subjects: Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10215 , http://hdl.handle.net/10948/1442 , Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Description: Although performers have been rife for centuries, no legal regime was required for their protection owing to the fact that the nature of their performances was transitory. It was not until the invention of the phonogram in 1877, that the need to provide performers with the means to protect the unauthorised uses of their performances became an issue. The subsequent development of performers' rights has been fuelled by the rapid technological developments of the modern age which has prompted the international community to respond through various international instruments. Performers initially sought protection in terms of the Berne Convention in 1886, but it was not until the Rome Convention in 1961 that performers were first accorded international recognition. This was followed by the TRIPs Agreement in 1994 and the WPPT in 1996. This work involves an investigation into the historical development of performers' rights in the United Kingdom and South Africa. This is followed by a comparative analysis of the current state of performers' rights as between the United Kingdom and South Africa with a view to proposing recommendations for improving the level of protection accorded performers in South Africa. Arguments in favour of a regime of performers' rights as well as possible counter-arguments have been advanced. The general development of performers' rights as a related or neighbouring right to copyright is focussed on. The development of performers' rights in the United Kingdom is discussed with reference to the first English legislative form of protection, namely the Dramatic and Musical Performers' Protection Act, 1925. This Act only provided performers with criminal remedies, a view that prevailed through several subsequent enactments designed to protect performers as a result of ratification of the Rome Convention. It was not until 1988 when the decision in Rickless v United Artists Corp prompted the legislature to grant performers with enforceable civil remedies through the enactment of the Copyright, Designs and Patents Act, 1988. Several European Union Council Directives aimed at harmonising the law relating to performers' rights throughout the Union were issued, mainly in response to the TRIPS Agreement. In order to comply with these Directives, the United Kingdom passed Regulations to bring about the necessary amendments to the Copyright, Designs and Patents Act. Performers in the United Kingdom were granted moral rights in 2006 as a result of the United Kingdom's ratification of the WPPT. The development of performers' rights in South Africa has been slow when compared to that of the United Kingdom. It was not until 1967 that performers were first legally recognised in South Africa. Although South Africa has yet to ratify the Rome Convention, it was stated in South African Broadcasting Corporation v Pollecutt that the Act was clearly passed with a view to complying with the Convention. South Africa's ratification of the TRIPs Agreement brought about amendments to the Act, particularly regarding the duration of protection which was increased from 20 to 50 years. Although South Africa played an active role in the conclusion of the WPPT, it has yet to ratify it. However, amendments were made to the Act in line with this Treaty, such as the incorporation of “expressions of folklore” within the ambit of protection, and the granting of a right to receive royalties whenever a performer's performances are broadcast. This is commonly known as needletime. South Africa's reluctance to grant performers with moral rights as provided for by the Treaty is noteworthy. The introduction of needletime into South African law has resulted in a fierce debate between collecting societies (who represent authors and performers) and the NAB (who represent users of performances). Mainly as a result of this dispute, performers in South Africa have, to date, not received any royalties due to them. The protection of traditional knowledge has also received attention of late with the Intellectual Property Laws Amendment Bill, 2010 which aims to bring traditional knowledge inter alia within the ambit of the Performers' Protection Act. The current state of performers' rights in the United Kingdom and South Africa are compared in order to identify ways in which the level of protection accorded performers in South Africa could be improved. The Copyright, Designs and Patents Act is compared with the Performers' Protection Act through emphasis being placed on the definition of a “performer”; the definition of a “performance”; the nature of performers' rights; exceptions to infringement; the term of protection; the retrospectivity of the legislation; and the enforcement measures in place. Upon analysis, it was found that the Performers' Protection Act can be amended in several ways in order to increase the level of protection accorded performers in South Africa.
- Full Text:
- Date Issued: 2011
- Authors: Wagenaar, Tanya
- Date: 2011
- Subjects: Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10215 , http://hdl.handle.net/10948/1442 , Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Description: Although performers have been rife for centuries, no legal regime was required for their protection owing to the fact that the nature of their performances was transitory. It was not until the invention of the phonogram in 1877, that the need to provide performers with the means to protect the unauthorised uses of their performances became an issue. The subsequent development of performers' rights has been fuelled by the rapid technological developments of the modern age which has prompted the international community to respond through various international instruments. Performers initially sought protection in terms of the Berne Convention in 1886, but it was not until the Rome Convention in 1961 that performers were first accorded international recognition. This was followed by the TRIPs Agreement in 1994 and the WPPT in 1996. This work involves an investigation into the historical development of performers' rights in the United Kingdom and South Africa. This is followed by a comparative analysis of the current state of performers' rights as between the United Kingdom and South Africa with a view to proposing recommendations for improving the level of protection accorded performers in South Africa. Arguments in favour of a regime of performers' rights as well as possible counter-arguments have been advanced. The general development of performers' rights as a related or neighbouring right to copyright is focussed on. The development of performers' rights in the United Kingdom is discussed with reference to the first English legislative form of protection, namely the Dramatic and Musical Performers' Protection Act, 1925. This Act only provided performers with criminal remedies, a view that prevailed through several subsequent enactments designed to protect performers as a result of ratification of the Rome Convention. It was not until 1988 when the decision in Rickless v United Artists Corp prompted the legislature to grant performers with enforceable civil remedies through the enactment of the Copyright, Designs and Patents Act, 1988. Several European Union Council Directives aimed at harmonising the law relating to performers' rights throughout the Union were issued, mainly in response to the TRIPS Agreement. In order to comply with these Directives, the United Kingdom passed Regulations to bring about the necessary amendments to the Copyright, Designs and Patents Act. Performers in the United Kingdom were granted moral rights in 2006 as a result of the United Kingdom's ratification of the WPPT. The development of performers' rights in South Africa has been slow when compared to that of the United Kingdom. It was not until 1967 that performers were first legally recognised in South Africa. Although South Africa has yet to ratify the Rome Convention, it was stated in South African Broadcasting Corporation v Pollecutt that the Act was clearly passed with a view to complying with the Convention. South Africa's ratification of the TRIPs Agreement brought about amendments to the Act, particularly regarding the duration of protection which was increased from 20 to 50 years. Although South Africa played an active role in the conclusion of the WPPT, it has yet to ratify it. However, amendments were made to the Act in line with this Treaty, such as the incorporation of “expressions of folklore” within the ambit of protection, and the granting of a right to receive royalties whenever a performer's performances are broadcast. This is commonly known as needletime. South Africa's reluctance to grant performers with moral rights as provided for by the Treaty is noteworthy. The introduction of needletime into South African law has resulted in a fierce debate between collecting societies (who represent authors and performers) and the NAB (who represent users of performances). Mainly as a result of this dispute, performers in South Africa have, to date, not received any royalties due to them. The protection of traditional knowledge has also received attention of late with the Intellectual Property Laws Amendment Bill, 2010 which aims to bring traditional knowledge inter alia within the ambit of the Performers' Protection Act. The current state of performers' rights in the United Kingdom and South Africa are compared in order to identify ways in which the level of protection accorded performers in South Africa could be improved. The Copyright, Designs and Patents Act is compared with the Performers' Protection Act through emphasis being placed on the definition of a “performer”; the definition of a “performance”; the nature of performers' rights; exceptions to infringement; the term of protection; the retrospectivity of the legislation; and the enforcement measures in place. Upon analysis, it was found that the Performers' Protection Act can be amended in several ways in order to increase the level of protection accorded performers in South Africa.
- Full Text:
- Date Issued: 2011
A short composition portfolio
- Buitendag, Kingsley Alexander
- Authors: Buitendag, Kingsley Alexander
- Date: 2011
- Subjects: Music -- South Africa Composition (Music)
- Language: English
- Type: text , Thesis , Masters , MMus
- Identifier: vital:2632 , http://hdl.handle.net/10962/d1002297
- Full Text:
- Date Issued: 2011
- Authors: Buitendag, Kingsley Alexander
- Date: 2011
- Subjects: Music -- South Africa Composition (Music)
- Language: English
- Type: text , Thesis , Masters , MMus
- Identifier: vital:2632 , http://hdl.handle.net/10962/d1002297
- Full Text:
- Date Issued: 2011
A strange counterpoint : classical music performance and identities in Grahamstown, South Africa
- Marais, Terence Wilmot Eugene
- Authors: Marais, Terence Wilmot Eugene
- Date: 2011
- Subjects: Music -- Western influences Music -- Performance -- Psychological aspects Music appreciation -- South Africa -- Grahamstown Music -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2677 , http://hdl.handle.net/10962/d1007491
- Description: This study investigates the perceptions of South African practitioners of Western European Art Music (WEAM), specifically as they relate to the value of WEAM in contemporary South African society. In exploring some of the connections between musical identity and national identity, it sets out to discover what value WEAM holds for a certain group of student pianists. Qualitative empirical data was collected in the form of in-depth, semi-structured interviews and questionnaire responses, and the findings point to numerous, nuanced expressions of self and varied intersections of the nation with musical identity in the life of the individual. Further, WEAM appears to represent a crucial point of identification for these individuals, in each case generating positive affirmations of the self.
- Full Text:
- Date Issued: 2011
- Authors: Marais, Terence Wilmot Eugene
- Date: 2011
- Subjects: Music -- Western influences Music -- Performance -- Psychological aspects Music appreciation -- South Africa -- Grahamstown Music -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2677 , http://hdl.handle.net/10962/d1007491
- Description: This study investigates the perceptions of South African practitioners of Western European Art Music (WEAM), specifically as they relate to the value of WEAM in contemporary South African society. In exploring some of the connections between musical identity and national identity, it sets out to discover what value WEAM holds for a certain group of student pianists. Qualitative empirical data was collected in the form of in-depth, semi-structured interviews and questionnaire responses, and the findings point to numerous, nuanced expressions of self and varied intersections of the nation with musical identity in the life of the individual. Further, WEAM appears to represent a crucial point of identification for these individuals, in each case generating positive affirmations of the self.
- Full Text:
- Date Issued: 2011
A study of mathematics instructional practices in foundation phase grade three classrooms in East London
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
An investigation into Grade R teachers' experiences of implementing numeracy in Grade R
- Authors: Barnard, Elna
- Date: 2011
- Subjects: Teachers -- South Africa -- Attitudes Numeracy -- Study and teaching (Elementary) -- South Africa Teachers -- Training of -- South Africa Mathematics teachers -- In-service training -- South Africa Early childhood education -- South Africa -- History Early childhood education -- South Africa -- Political aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1855 , http://hdl.handle.net/10962/d1004529
- Description: This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.
- Full Text:
- Date Issued: 2011
- Authors: Barnard, Elna
- Date: 2011
- Subjects: Teachers -- South Africa -- Attitudes Numeracy -- Study and teaching (Elementary) -- South Africa Teachers -- Training of -- South Africa Mathematics teachers -- In-service training -- South Africa Early childhood education -- South Africa -- History Early childhood education -- South Africa -- Political aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1855 , http://hdl.handle.net/10962/d1004529
- Description: This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.
- Full Text:
- Date Issued: 2011
An investigation of Grade 11 Oshindonga teachers' understanding and implementation of the learner-centered approach adopted in Namibia : a case study
- Mbangula, Christofina Nalweendo
- Authors: Mbangula, Christofina Nalweendo
- Date: 2011
- Subjects: Student-centered learning -- Namibia Ndonga language -- Study and teaching -- Namibia Teachers -- Training of -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1628 , http://hdl.handle.net/10962/d1003510
- Description: Before the Republic of Namibia achieved independence in 1990, Bantu Education was the prevailing structure used to promote the social, economic, and political ethos of apartheid through a teacher-centered education system. After 1990, Namibia underwent a major restructuring of education. Learner-centered education was introduced as an inclusive and participatory approach to achieve the reform goals. One of the aims was to review the existing Language policy and to promote mother tongue teaching, since it is through language we internalize our experience and construct our own understanding. In other words, our cognitive, emotional and social development is dependent on language. In this case study, the understanding and implementation of a learner-centered approach in Namibia were investigated in order to gain insights about how the participating education officer, responsible for Oshindonga understands and assists teachers to implement this approach. At the same time, this study aimed at investigating Grade 11 teachers‟ understanding and implementation of LCE in their classrooms. The qualitative methodology in this case study used semi-structured interviews, classroom observations and document analysis for data collection. The data revealed that there are a number of misconceptions. In some cases, what teachers say is not what they do. The findings suggest that teachers, while attempting to implement a learner-centered approach, are not confident about its underlying theory, and therefore the degree of implementation depends on how the teachers used their understanding of that theory in their practice within these conceptual constraints. The study highlights particular challenges and problems that hinder the effective implementation of learner-centered education.
- Full Text:
- Date Issued: 2011
- Authors: Mbangula, Christofina Nalweendo
- Date: 2011
- Subjects: Student-centered learning -- Namibia Ndonga language -- Study and teaching -- Namibia Teachers -- Training of -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1628 , http://hdl.handle.net/10962/d1003510
- Description: Before the Republic of Namibia achieved independence in 1990, Bantu Education was the prevailing structure used to promote the social, economic, and political ethos of apartheid through a teacher-centered education system. After 1990, Namibia underwent a major restructuring of education. Learner-centered education was introduced as an inclusive and participatory approach to achieve the reform goals. One of the aims was to review the existing Language policy and to promote mother tongue teaching, since it is through language we internalize our experience and construct our own understanding. In other words, our cognitive, emotional and social development is dependent on language. In this case study, the understanding and implementation of a learner-centered approach in Namibia were investigated in order to gain insights about how the participating education officer, responsible for Oshindonga understands and assists teachers to implement this approach. At the same time, this study aimed at investigating Grade 11 teachers‟ understanding and implementation of LCE in their classrooms. The qualitative methodology in this case study used semi-structured interviews, classroom observations and document analysis for data collection. The data revealed that there are a number of misconceptions. In some cases, what teachers say is not what they do. The findings suggest that teachers, while attempting to implement a learner-centered approach, are not confident about its underlying theory, and therefore the degree of implementation depends on how the teachers used their understanding of that theory in their practice within these conceptual constraints. The study highlights particular challenges and problems that hinder the effective implementation of learner-centered education.
- Full Text:
- Date Issued: 2011
An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study
- Authors: Iileka, Ottilie
- Date: 2011
- Subjects: Teacher educators -- Namibia Educational evaluation -- Namibia Educational tests and measurements -- Namibia Academic achievement -- Testing -- Namibia Teachers -- Training of -- Namibia Universities and colleges -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1645 , http://hdl.handle.net/10962/d1003527
- Description: Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
- Full Text:
- Date Issued: 2011
- Authors: Iileka, Ottilie
- Date: 2011
- Subjects: Teacher educators -- Namibia Educational evaluation -- Namibia Educational tests and measurements -- Namibia Academic achievement -- Testing -- Namibia Teachers -- Training of -- Namibia Universities and colleges -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1645 , http://hdl.handle.net/10962/d1003527
- Description: Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
- Full Text:
- Date Issued: 2011
Elephants, compassion, and the largesse of literature
- Authors: Wylie, Dan
- Date: 2011
- Language: English
- Type: Text
- Identifier: vital:582 , http://hdl.handle.net/10962/d1018924
- Description: [From the text] Why is it that we do not raise a monument, a mausoleum, nor even a humble gravestone, to mark the death of every elephant? We habitually, even compulsively, do this for other humans, occasionally for treasured pets. Yet we do not do it for the most charismatic, gigantic, culturally resonant land animal we will ever encounter. Why not? Some possible answers. One: too much work. Another: we regard other animals as less conscious than ourselves; we are the only creatures who deserve to have our deaths so commemorated. A third: wild animals are part of wild ecosystems; it is ‘natural’ for them to die and to be reabsorbed namelessly back into those ecosystems. We humans, on the other hand, consider ourselves somehow separate from those ecosystems: we shield ourselves from ‘Nature’ with bricks and literatures while we live, with marble and epitaphs after we die.
- Full Text:
- Date Issued: 2011
- Authors: Wylie, Dan
- Date: 2011
- Language: English
- Type: Text
- Identifier: vital:582 , http://hdl.handle.net/10962/d1018924
- Description: [From the text] Why is it that we do not raise a monument, a mausoleum, nor even a humble gravestone, to mark the death of every elephant? We habitually, even compulsively, do this for other humans, occasionally for treasured pets. Yet we do not do it for the most charismatic, gigantic, culturally resonant land animal we will ever encounter. Why not? Some possible answers. One: too much work. Another: we regard other animals as less conscious than ourselves; we are the only creatures who deserve to have our deaths so commemorated. A third: wild animals are part of wild ecosystems; it is ‘natural’ for them to die and to be reabsorbed namelessly back into those ecosystems. We humans, on the other hand, consider ourselves somehow separate from those ecosystems: we shield ourselves from ‘Nature’ with bricks and literatures while we live, with marble and epitaphs after we die.
- Full Text:
- Date Issued: 2011
Empowering teachers to render learner support to learners who experience reading barriers
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana
- Authors: Silo, Nthalivi
- Date: 2011
- Subjects: Environmental education -- Botswana -- Case studies Environmental education -- Study and teaching (Primary) -- Botswana -- Case studies Environmental education -- Activity programs -- Botswana -- Case studies Student-centered learning -- Botswana -- Case studies Refuse and refuse disposal -- Environmental aspects -- Botswana -- Case studies Active learning -- Botswana -- Case studies Competency-based education -- Botswana -- Case studies Teacher-student relationships -- Botswana -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1541 , http://hdl.handle.net/10962/d1003423
- Description: The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
- Full Text:
- Date Issued: 2011
- Authors: Silo, Nthalivi
- Date: 2011
- Subjects: Environmental education -- Botswana -- Case studies Environmental education -- Study and teaching (Primary) -- Botswana -- Case studies Environmental education -- Activity programs -- Botswana -- Case studies Student-centered learning -- Botswana -- Case studies Refuse and refuse disposal -- Environmental aspects -- Botswana -- Case studies Active learning -- Botswana -- Case studies Competency-based education -- Botswana -- Case studies Teacher-student relationships -- Botswana -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1541 , http://hdl.handle.net/10962/d1003423
- Description: The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
- Full Text:
- Date Issued: 2011
Exploring perceptions and implementation experiences of learner-centered education among history teachers : a case study in Namibia
- Authors: Sibeya, Nestor Mutumba
- Date: 2011
- Subjects: Student-centered education -- Namibia , History -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1988 , http://hdl.handle.net/10962/d1013226
- Description: The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.
- Full Text:
- Date Issued: 2011
- Authors: Sibeya, Nestor Mutumba
- Date: 2011
- Subjects: Student-centered education -- Namibia , History -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1988 , http://hdl.handle.net/10962/d1013226
- Description: The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.
- Full Text:
- Date Issued: 2011
From physics to music: an analysis of the role of overtones in the improvement of choral tone
- Authors: Starker, Leonard Bonn
- Date: 2011
- Subjects: Choral singing , Choral singing -- Intonation , Choral singing -- Instruction and study , Voice culture
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8518 , http://hdl.handle.net/10948/d1012937
- Description: Numerous studies exist examining the link in solo singers between timbre and overtone spectra. The purpose of this study is to examine if similar results can be obtained by applying the same techniques to choral singing. The study is aimed at non-scientific readers and therefore introduces the subject with background to the relevant physics. In this study a number of recorded samples of choirs were taken from www.youtube.com and analyzed. The analysis included computation of long-term average spectra (LTAS) and singing power ratio‟s (SPR), which provided an indication of the relative energy in the higher overtone region of every choir. This was compared to a binary value judgment of the choirs. The results indicate that the SPR as applied to soloists cannot be directly applied to choirs. A link between SPR and a perceived “good” choral tone could exist but would have to be interpreted differently than in the case of soloists. It was also found that a possible link could exist between frequency peaks in LTAS and a choir‟s intonation.
- Full Text:
- Date Issued: 2011
- Authors: Starker, Leonard Bonn
- Date: 2011
- Subjects: Choral singing , Choral singing -- Intonation , Choral singing -- Instruction and study , Voice culture
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8518 , http://hdl.handle.net/10948/d1012937
- Description: Numerous studies exist examining the link in solo singers between timbre and overtone spectra. The purpose of this study is to examine if similar results can be obtained by applying the same techniques to choral singing. The study is aimed at non-scientific readers and therefore introduces the subject with background to the relevant physics. In this study a number of recorded samples of choirs were taken from www.youtube.com and analyzed. The analysis included computation of long-term average spectra (LTAS) and singing power ratio‟s (SPR), which provided an indication of the relative energy in the higher overtone region of every choir. This was compared to a binary value judgment of the choirs. The results indicate that the SPR as applied to soloists cannot be directly applied to choirs. A link between SPR and a perceived “good” choral tone could exist but would have to be interpreted differently than in the case of soloists. It was also found that a possible link could exist between frequency peaks in LTAS and a choir‟s intonation.
- Full Text:
- Date Issued: 2011
From physics to music: an analysis of the role of overtones in the improvement of choral tone
- Authors: Starker, Leonard Bonn
- Date: 2011
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8502 , http://hdl.handle.net/10948/1650
- Description: Numerous studies exist examining the link in solo singers between timbre and overtone spectra. The purpose of this study is to examine if similar results can be obtained by applying the same techniques to choral singing. The study is aimed at non-scientific readers and therefore introduces the subject with background to the relevant physics. In this study a number of recorded samples of choirs were taken from www.youtube.com and analyzed. The analysis included computation of long-term average spectra (LTAS) and singing power ratio‟s (SPR), which provided an indication of the relative energy in the higher overtone region of every choir. This was compared to a binary value judgment of the choirs. The results indicate that the SPR as applied to soloists cannot be directly applied to choirs. A link between SPR and a perceived “good” choral tone could exist but would have to be interpreted differently than in the case of soloists. It was also found that a possible link could exist between frequency peaks in LTAS and a choir's intonation.
- Full Text:
- Date Issued: 2011
- Authors: Starker, Leonard Bonn
- Date: 2011
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8502 , http://hdl.handle.net/10948/1650
- Description: Numerous studies exist examining the link in solo singers between timbre and overtone spectra. The purpose of this study is to examine if similar results can be obtained by applying the same techniques to choral singing. The study is aimed at non-scientific readers and therefore introduces the subject with background to the relevant physics. In this study a number of recorded samples of choirs were taken from www.youtube.com and analyzed. The analysis included computation of long-term average spectra (LTAS) and singing power ratio‟s (SPR), which provided an indication of the relative energy in the higher overtone region of every choir. This was compared to a binary value judgment of the choirs. The results indicate that the SPR as applied to soloists cannot be directly applied to choirs. A link between SPR and a perceived “good” choral tone could exist but would have to be interpreted differently than in the case of soloists. It was also found that a possible link could exist between frequency peaks in LTAS and a choir's intonation.
- Full Text:
- Date Issued: 2011
Heroes at the gates appeal and value in the Homeric epics from the archaic through the classical period
- Authors: Fox, Peta Ann
- Date: 2011
- Subjects: Homer. Iliad Homer. Odyssey Homer Criticism and interpretation Homer Influence Epic poetry, Greek -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3593 , http://hdl.handle.net/10962/d1002168
- Description: This thesis raises and explores questions concerning the popularity of the Homeric poems in ancient Greece. It asks why the Iliad and Odyssey held such continuing appeal among the Greeks of the Archaic and Classical age. Cultural products such as poetry cannot be separated from the sociopolitical conditions in which and for which they were originally composed and received. Working on the basis that the extent of Homer’s appeal was inspired and sustained by the peculiar and determining historical circumstances, I set out to explore the relation of the social, political and ethical conditions and values of Archaic and Classical Greece to those portrayed in the Homeric poems. The Greeks, at the time during which Homer was composing his poems, had begun to establish a new form of social organisation: the polis. By examining historical, literary and philosophical texts from the Archaic and Classical age, I explore the manner in which Greek society attempted to reorganise and reconstitute itself in a different way, developing original modes of social and political activity which the new needs and goals of their new social reality demanded. I then turn to examine Homer’s treatment of and response to this social context, and explore the various ways in which Homer was able to reinterpret and reinvent the inherited stories of adventure and warfare in order to compose poetry that not only looks back to the highly centralised and bureaucratic society of the Mycenaean world, but also looks forward, insistently so, to the urban reality of the present. I argue that Homer’s conflation of a remembered mythical age with the contemporary conditions and values of Archaic and Classical Greece aroused in his audiences a new perception and understanding of human existence in the altered sociopolitical conditions of the polis and, in so doing, ultimately contributed to the development of new ideas on the manner in which the Greeks could best live together in their new social world.
- Full Text:
- Date Issued: 2011
- Authors: Fox, Peta Ann
- Date: 2011
- Subjects: Homer. Iliad Homer. Odyssey Homer Criticism and interpretation Homer Influence Epic poetry, Greek -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3593 , http://hdl.handle.net/10962/d1002168
- Description: This thesis raises and explores questions concerning the popularity of the Homeric poems in ancient Greece. It asks why the Iliad and Odyssey held such continuing appeal among the Greeks of the Archaic and Classical age. Cultural products such as poetry cannot be separated from the sociopolitical conditions in which and for which they were originally composed and received. Working on the basis that the extent of Homer’s appeal was inspired and sustained by the peculiar and determining historical circumstances, I set out to explore the relation of the social, political and ethical conditions and values of Archaic and Classical Greece to those portrayed in the Homeric poems. The Greeks, at the time during which Homer was composing his poems, had begun to establish a new form of social organisation: the polis. By examining historical, literary and philosophical texts from the Archaic and Classical age, I explore the manner in which Greek society attempted to reorganise and reconstitute itself in a different way, developing original modes of social and political activity which the new needs and goals of their new social reality demanded. I then turn to examine Homer’s treatment of and response to this social context, and explore the various ways in which Homer was able to reinterpret and reinvent the inherited stories of adventure and warfare in order to compose poetry that not only looks back to the highly centralised and bureaucratic society of the Mycenaean world, but also looks forward, insistently so, to the urban reality of the present. I argue that Homer’s conflation of a remembered mythical age with the contemporary conditions and values of Archaic and Classical Greece aroused in his audiences a new perception and understanding of human existence in the altered sociopolitical conditions of the polis and, in so doing, ultimately contributed to the development of new ideas on the manner in which the Greeks could best live together in their new social world.
- Full Text:
- Date Issued: 2011
My other - my self: post-Cartesian ontological possibilities in the fiction of J M Coetzee
- Authors: Mfune, Damazio Laston
- Date: 2011
- Subjects: Coetzee, J. M., 1940- -- Criticism and interpretation Self in literature Identity (Psychology) in literature Consciousness in literature Intersubjectivity in literature Ontology in literature Metaphysics in literature South African fiction (English) -- 20th century -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2246 , http://hdl.handle.net/10962/d1002289
- Description: The central argument of my study is that, among other matters, in his works, J.M. Coetzee could be said to demonstrate that the known Self is an embodied being and is not autonomous. With regard to the latter contention, Coetzee intimates that any two Subjects are implicated in each other’s subjectivities in a reciprocal process that involves what Derek Attridge has called “irruptions of otherness” (2005: xii) into the Subject’s subjectivity. These irruptions, which happen during the encounter, lead to a double loss of autonomy for each Subject and this phenomenon renders the relationship between Subjects non-dichotomus or non-binaric. In other words, the Subject does not produce the contents of his or her consciousness in a sui generis and ex nihilo fashion, and his or her ontological indebtedness to the Other constitutes his or her first loss of autonomy. As for those Others that do possess consciousness, the Subject is implicated in their consciousness and this constitutes the Subject’s second loss of autonomy. These losses counter the near solipsistic Nagelian neo-Cartesianism and paves the way for imagining both intra- and inter-species “intersubjectivity”. It is my view that this double loss of autonomy accounts for the sympathetic and empathetic imagination that we encounter in Coetzee’s fiction. Following Coetzee’s intimations of intersubjectivity through irruptions of otherness, what I see as my contribution to studies on this author’s work through this study is the link I have established between the physicalist strain within the philosophy of mind (whose central thesis is that consciousness is an embodied phenomenon) and a modified Kantian “metaphysics”, especially Immanuel Kant’s conception of concepts as comprising form and content. I have deployed this conception in demonstrating the Subject’s ontological indebtedness to external sources of the content part of consciousness. And, through the Husserlian concept of intentionality, and Kant’s (1929: 27) observation that we cannot have appearances without something that appears, I have linked the Subject to the sources of his or her content and thereby also demonstrated that the Subject is not eternally separated or alienated from those sources. Instead, the Subject is not simply contiguous but coterminous and co-extensive, albeit in a mediated way, with the external sources of the content part of his or her consciousness. Thus, while accepting the thesis of the Other’s radical otherness, I modify the thesis of the Other’s radical exteriority. Ultimately, then, ontologically speaking, the Coetzeean project could be described as one of embodying and grounding the supposedly autonomous, solipsistic and freefloating/disembodied Cartesian Subject. This he does by alerting this Subject, first and foremost, to its embodiedness and, further to that, pointing out its ontological indebtedness to its Others and its implication in the Others’s consciousnesses and so prevent it from continuing with its imperialistic and ecological barbarities. However, ethically speaking, beyond the reciprocal ethics that arises from mutual ontological indebtedness and implication, it is the selflessness that characterises a cruciform logic that comes across as the epitome of Coetzeean ethics.
- Full Text:
- Date Issued: 2011
- Authors: Mfune, Damazio Laston
- Date: 2011
- Subjects: Coetzee, J. M., 1940- -- Criticism and interpretation Self in literature Identity (Psychology) in literature Consciousness in literature Intersubjectivity in literature Ontology in literature Metaphysics in literature South African fiction (English) -- 20th century -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2246 , http://hdl.handle.net/10962/d1002289
- Description: The central argument of my study is that, among other matters, in his works, J.M. Coetzee could be said to demonstrate that the known Self is an embodied being and is not autonomous. With regard to the latter contention, Coetzee intimates that any two Subjects are implicated in each other’s subjectivities in a reciprocal process that involves what Derek Attridge has called “irruptions of otherness” (2005: xii) into the Subject’s subjectivity. These irruptions, which happen during the encounter, lead to a double loss of autonomy for each Subject and this phenomenon renders the relationship between Subjects non-dichotomus or non-binaric. In other words, the Subject does not produce the contents of his or her consciousness in a sui generis and ex nihilo fashion, and his or her ontological indebtedness to the Other constitutes his or her first loss of autonomy. As for those Others that do possess consciousness, the Subject is implicated in their consciousness and this constitutes the Subject’s second loss of autonomy. These losses counter the near solipsistic Nagelian neo-Cartesianism and paves the way for imagining both intra- and inter-species “intersubjectivity”. It is my view that this double loss of autonomy accounts for the sympathetic and empathetic imagination that we encounter in Coetzee’s fiction. Following Coetzee’s intimations of intersubjectivity through irruptions of otherness, what I see as my contribution to studies on this author’s work through this study is the link I have established between the physicalist strain within the philosophy of mind (whose central thesis is that consciousness is an embodied phenomenon) and a modified Kantian “metaphysics”, especially Immanuel Kant’s conception of concepts as comprising form and content. I have deployed this conception in demonstrating the Subject’s ontological indebtedness to external sources of the content part of consciousness. And, through the Husserlian concept of intentionality, and Kant’s (1929: 27) observation that we cannot have appearances without something that appears, I have linked the Subject to the sources of his or her content and thereby also demonstrated that the Subject is not eternally separated or alienated from those sources. Instead, the Subject is not simply contiguous but coterminous and co-extensive, albeit in a mediated way, with the external sources of the content part of his or her consciousness. Thus, while accepting the thesis of the Other’s radical otherness, I modify the thesis of the Other’s radical exteriority. Ultimately, then, ontologically speaking, the Coetzeean project could be described as one of embodying and grounding the supposedly autonomous, solipsistic and freefloating/disembodied Cartesian Subject. This he does by alerting this Subject, first and foremost, to its embodiedness and, further to that, pointing out its ontological indebtedness to its Others and its implication in the Others’s consciousnesses and so prevent it from continuing with its imperialistic and ecological barbarities. However, ethically speaking, beyond the reciprocal ethics that arises from mutual ontological indebtedness and implication, it is the selflessness that characterises a cruciform logic that comes across as the epitome of Coetzeean ethics.
- Full Text:
- Date Issued: 2011
Oil enclave economy and sexual liaisons in Nigeria's Niger Delta region
- Authors: Gandu, Yohanna Kagoro
- Date: 2011
- Subjects: Women -- Violence against -- Nigeria Abused women -- Nigeria Sexual abuse victims -- Nigeria Prostitution -- Nigeria Oil industries -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3318 , http://hdl.handle.net/10962/d1003106
- Description: This thesis examines the intersection of oil enclave economy and the phenomenon of sexual liaisons in Nigeria’s Niger Delta region. The particular focus of this thesis is on the extent to which oil enclavity contributes to the emergence of sexual liaisons between local women and expatriate oil workers. Despite the fact that the Nigerian oil industry has been subjected to considerable scholarly debate for over five decades, this aspect of the social dimension of oil has not received adequate scholarly attention. Gender-specific discourse has tended to focus more on women protest. Other aspects, such as gender-specific violence that women in the region have had to live with, are either ignored or poorly articulated. Picketing of oil platforms by protesting women is celebrated as signs that women are active in the struggle against oil Transnational Companies (TNCs). While women protest is a significant struggle against oil TNCs, it has the potential of blurring our intellectual focus on the specific challenges confronting women in the Niger Delta. This study shows that since the inauguration of the Willink Commission in 1957, national palliatives meant to alleviate poverty in the Niger Delta region have not been gender sensitive. A review of the 1957 Willink Commission and others that came after it shows that the Nigerian state is yet to address the peculiar problems that the oil industry has brought to the women folk in the region. The paradox is that while oil provides enormous wealth and means of patronage to the Nigerian state elite, the oil TNCs, and better paid expatriate oil workers, a large section of the local Oil Bearing Communities (OBCs), especially women and unemployed youth, are not only dispossessed but survive in an environment characterised by anxiety and misery. With limited survival alternatives, youths resort to violent protest including oil thefts and bunkering. Local women are also immersed in this debacle because some of them resort to sexual liaisons with economically empowered expatriate oil workers as an alternative means of survival. This study therefore shifts the focus to women by exploring the extent to which sexual liaison reflects the contradictions in the enclave oil economy. The study employed an enclave economy conceptual framework to demonstrate that oil extractive activities compromise and distort the local economies of OBCs. This situation compels local women to seek for alternative means of survival by entering into sexual liaisons with more financially privileged expatriate oil workers. The study reviewed relevant secondary documentary sources of data. Further, it employed primary data collection techniques which include in-depth interviews/life histories, ethnographic observations, focus group discussions, and visual sociology. Besides obtaining the social profile and challenges facing the women involved in sexual liaisons with expatriate oil workers, the study provides an outline of participants’ narratives on the different social and economic dimensions of the intersection of oil enclave economy and sexual liaisons. The study found that some of the women involved in sexual liaisons with expatriate oil workers have been abandoned with ‘fatherless’ children. Some of them have also been rejected by their immediate family members and, in some cases, by their community. The study also found that the phenomenon of sexual liaisons and the incidents of abandoned ‘fatherless’ children that result from the practice, has over the years been played out through local resentment against oil TNCs and their expatriate employees. This finding helps to fill the gap in narratives and to make sense of the civic revolt and deepening instability in the Niger Delta region.
- Full Text:
- Date Issued: 2011
- Authors: Gandu, Yohanna Kagoro
- Date: 2011
- Subjects: Women -- Violence against -- Nigeria Abused women -- Nigeria Sexual abuse victims -- Nigeria Prostitution -- Nigeria Oil industries -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3318 , http://hdl.handle.net/10962/d1003106
- Description: This thesis examines the intersection of oil enclave economy and the phenomenon of sexual liaisons in Nigeria’s Niger Delta region. The particular focus of this thesis is on the extent to which oil enclavity contributes to the emergence of sexual liaisons between local women and expatriate oil workers. Despite the fact that the Nigerian oil industry has been subjected to considerable scholarly debate for over five decades, this aspect of the social dimension of oil has not received adequate scholarly attention. Gender-specific discourse has tended to focus more on women protest. Other aspects, such as gender-specific violence that women in the region have had to live with, are either ignored or poorly articulated. Picketing of oil platforms by protesting women is celebrated as signs that women are active in the struggle against oil Transnational Companies (TNCs). While women protest is a significant struggle against oil TNCs, it has the potential of blurring our intellectual focus on the specific challenges confronting women in the Niger Delta. This study shows that since the inauguration of the Willink Commission in 1957, national palliatives meant to alleviate poverty in the Niger Delta region have not been gender sensitive. A review of the 1957 Willink Commission and others that came after it shows that the Nigerian state is yet to address the peculiar problems that the oil industry has brought to the women folk in the region. The paradox is that while oil provides enormous wealth and means of patronage to the Nigerian state elite, the oil TNCs, and better paid expatriate oil workers, a large section of the local Oil Bearing Communities (OBCs), especially women and unemployed youth, are not only dispossessed but survive in an environment characterised by anxiety and misery. With limited survival alternatives, youths resort to violent protest including oil thefts and bunkering. Local women are also immersed in this debacle because some of them resort to sexual liaisons with economically empowered expatriate oil workers as an alternative means of survival. This study therefore shifts the focus to women by exploring the extent to which sexual liaison reflects the contradictions in the enclave oil economy. The study employed an enclave economy conceptual framework to demonstrate that oil extractive activities compromise and distort the local economies of OBCs. This situation compels local women to seek for alternative means of survival by entering into sexual liaisons with more financially privileged expatriate oil workers. The study reviewed relevant secondary documentary sources of data. Further, it employed primary data collection techniques which include in-depth interviews/life histories, ethnographic observations, focus group discussions, and visual sociology. Besides obtaining the social profile and challenges facing the women involved in sexual liaisons with expatriate oil workers, the study provides an outline of participants’ narratives on the different social and economic dimensions of the intersection of oil enclave economy and sexual liaisons. The study found that some of the women involved in sexual liaisons with expatriate oil workers have been abandoned with ‘fatherless’ children. Some of them have also been rejected by their immediate family members and, in some cases, by their community. The study also found that the phenomenon of sexual liaisons and the incidents of abandoned ‘fatherless’ children that result from the practice, has over the years been played out through local resentment against oil TNCs and their expatriate employees. This finding helps to fill the gap in narratives and to make sense of the civic revolt and deepening instability in the Niger Delta region.
- Full Text:
- Date Issued: 2011