2. Academic Wits University Research Outputs (All submissions)

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Academic mobility and the experiences of foreign staff at South African higher education institutions
(Stellenbosch University, 2019) Sehoole, C.; Adeyemo, K.S.; Ojo, E.
This article analyses the patterns of international academic mobility in higher education with particular focus on academic staff. Using the â€˜pull and push factorsâ€™ as a conceptual framework, it argues that the patterns of international academic staff mobility follow the pattern of international cross-border migrants. These are driven mainly by the pull factors which include quest for better opportunities in life including education. The article uses three sources of data namely documentary analysis, statistical data from the Department of Educationâ€™s Higher Education Management Information System (HEMIS), and data from questionnaires that were distributed to international academic staff at the three South African universities; namely, the University of Pretoria, University of South Africa, and University of the Witwatersrand. Â For the international academic staff working in South Africa, it was demonstrated that they have both positive and negative experiences. The negative experiences seem to be related to the major nation building project to overcome racism and xenophobia. The principles of non-racialism and, non-discrimination need to be promoted in order to build an inclusive and socially coherent society
Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula.
(2018) Padayachee, K.; Matimolane, N.; Ganas, L.
Transformation in Higher Education has been an ongoing concern in post-apartheid South Africa, especially in light of universities’ expected contribution to economic and socio-political transformation. In particular, curriculum transformation has proved challenging, as evidenced in actions and calls by students in recent years for decolonisation of the curriculum. This study, which formed part of an institutional response to the challenge of curriculum transformation and decolonisation, initially sought to examine perceptions of the term “decolonisation” amongst a group of early career lecturers at a leading university in South Africa. Highlighted in the outcomes of the study was the centrality of personal and contextual relevance in notions of decolonised curricula, the impact of curriculum conversations on lecturers’ well-being, and the broader implications of responsive and relevant curricula for institutional and societal well-being. In this respect, the findings of the study illustrated the similarities of curriculum decolonisation approaches and the concept of education for sustainable development which is underpinned by the goal of global well-being and the common good. Also highlighted was the need for greater balance between Mode 1 (theoretical) and Mode 2 (contextually relevant) knowledge in curricula, leading us to posit that both curriculum decolonisation and education for sustainable development are equally necessary for institutional and broader societal reform and well-being, and that both imperatives may potentially be achieved by focusing on the principles of epistemically diverse curricula
Advancing professional teaching in South Africa: Lessons learnt from policy frameworks that have regulated teachers' work.
(2018) Rusznyak, L.; Kimathi, F.
Teaching and teacher education in South Africa have emerged from a highly fragmented past. Teachers from diverse backgrounds, experiences and qualifications find themselves working together in schools where they do not necessarily have access to a common language of practice, nor a shared understanding of professional teaching practices. To address these challenges, the South African Council of Educators (SACE) has developed a set of professional teaching standards for use in the South African context. This is not the first time a policy framework has tried to articulate and direct teachersâ€™ work. This paper analyses four other frameworks that have been used to regulate, monitor and evaluate the work of South African teachers over the past two decades. These other frameworks are The Roles of the Educator and Their Associated Competences, the SACE Code of Professional Ethics, the Integrated Quality Management System (IQMS) and the Basic Competences of a Beginner Teacher. Our analysis shows how these frameworks present teaching in ways that constrain teacher professionalism in some ways. They address some aspects of professional teaching while ignoring others. In particular, none of them adequately acknowledge the relations between knowledge, skills, judgement and the ethical orientations that underpin professional teaching. The ways in which previous frameworks have constrained teacher professionalism has important implications for SACE if its set of professional teaching standards is to more successfully enhance teacher professionalism in the South African context.
Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany.
(Publisher: AOSIS (pty) Ltd, 2018-09) Mellor, K; Clark, R; Essien, A
Textbook content has the ability to influence mathematical learning. This study compares how linear functions are presented in two textbooks, one of South African and the other of German origin. These two textbooks are used in different language-based streams in a school in Gauteng, South Africa. A qualitative content analysis on how the topic of linear functions is presented in these two textbooks was done. The interplay between procedural and conceptual knowledge, the integration of the multiple representations of functions, and the links created to other mathematical content areas and the real world were considered. It was found that the German textbook included a higher percentage of content that promoted the development of conceptual knowledge. This was especially due to the level of cognitive demand of tasks included in the analysed textbook chapters. Also, while the South African textbook presented a wider range of opportunities to interact with the different representations of functions, the German textbook, on the other hand, included more links to the real world. Both textbooks linked 'functions' to other mathematical content areas, although the German textbook included a wider range of linked topics. It was concluded that learners from the two streams are thus exposed to different affordances to learn mathematics by their textbooks.
Africanity and Orality in the Films/Videos of Women Filmmakers of the African Diaspora
(Deep Focus: A Film Quarterly, 1998) Ebrahim, Haseenah
In this essay, I consider the role of African cultural heritage and of oral tradition in selected films/videos by women filmmakers of the African Diaspora. for practical purposes, I limit the scope of my analysis to the works of a handful of filmmakers in the United States and the Caribbean: Julie Dash (USA), Euzhan Palcy (Martinique/France), Zeinabu irene Davis (USA), and Gloria Rolando (Cuba).
Afrocuban religions in Sara Gomez's one way or another and Gloria Ronaldo's Oggun
(The Western Journal of Black Studies, 1998) Ebrahim, Haseenah
This paper explores the depiction of Afrocuban religions in two films - Sara Gomez's One way or another(1974/1977) and Gloria Rolando's Oggun: Forever present(1991).A (Western) feminist's analysis of Gomez's One way or another characterizes Abakua and Santeria as "voodoo" - not only collapsing three different Afro-Carribean religious traditions, but also reflecting Marxistbiases that exclude (ironically) a recognition that Gomez's depictions of Abakua and Santeria reflect a gendered perspective.Rolando's Oggun reflects a recent trend in Cuban cinema to celebrate Afrocuban religious practices.Oggun's stunning visuals, compelling song and dance sequences, and fascinating mythology provoke a desire to understand the role and impact of this remarkable religious tradition in Cuban society.
The anatomy of ‘race trouble’ in online interactions
(Taylor & Francis, 2014-01) Cresswell, Catherine; Whitehead, Kevin A; Durrheim, Kevin
South Africa has a long history of race-related conflicts in a variety of settings, but the use of the concept ‘racism’ to analyse such conflicts is characterized by theoretical and methodological difficulties. In this article, we apply the alternative ‘race trouble’ framework developed by Durrheim, Mtose, and Brown (2011) to the examination of racialized conflicts in online newspaper forums. We analyse the conflicts using an approach informed by conversation analytic and discursive psychological techniques, focusing in particular on the emergence and use of race and racism as interactional resources. Our findings reveal some mechanisms through which the continuing salience of race in South Africa comes to be reproduced in everyday interactions, thereby suggesting reasons why race continues to garner social and cultural importance. Disagreements over the nature of racism were also recurrent in the exchanges that we examined, emonstrating the contested and shifting meanings of this concept in everyday interactions.
Applying upstream interventions for interpersonal violence prevention: An uphill struggle in low- to middle-income contexts
(Health Policy, 2010) Matzopoulos, Richard; Bowman, Brett; Mathews, Shanaaz; Myers, Jonny
In South Africa’s Western Cape province, interpersonal violence was identified among the key prevention priorities in the provincial government’s Burden of Disease (BoD) Reduction project. To date, there are no adequate systematic reviews of the full range of potential intervention strategies. In response, available data and the literature on risk factors and prevention strategies for interpersonal violence were reviewed with a view to providing policy makers with an inventory of interventions for application. Given the predominance of upstream factors in driving the province’s rates of interpersonal violence, efforts to address its burden require an intersectoral approach. Achievable short-term targets are also required to offset the long-term nature of the strategies most likely to affect fundamental shifts. Documentation and evaluation will be important to drive long-term investment, ensure effectiveness and enable replication of successful programmes and should be considered imperative by interpersonal violence prevention policymakers in other low- to middle-income contexts.
Are the "boys" at Pixar afraid of little girls?
(Journal of Film and Video, 2015) Ebrahim, Haseenah
The notion that American animated films are somehow excluded from ideological concerns, that they are “ideologically empty,” so to speak, reflects a widespread perception within both the USA and South Africa that children’s films are just innocent, escapist, fun. Walt Disney himself was known to perpetuate this perception by, somewhat disingenuously, remarking that “we just make the pictures, and let the professors tell us what they mean” (quoted in Bell, Haas and Sells 1). Although sometimes tongue-in-cheek, I examine Pixar’s construction of little girls within the context of a brand image of Pixar’s animator-directors as “boys at heart”--that is, as Peter Pan types who have never really grown up. I explore whether Pixar’s films reflect a certain apprehension about little girls that can, perhaps, be likened to the way young boys often display a notable ambivalence toward girls. Pixar’s little girls—Hannah, Molly, Boo, Darla and Bonnie and Daisy—are not always so “sugar and spice and everything nice,” but rather embody toxicity to varying degrees (though not always seriously), becoming a source of fear, pain, or humiliation to a number of male characters in several Pixar films. What initially appears to suggest an aversion to little girls emerges as a more complex construction of little girls by the “boys” at Pixar.
Becoming mathematical: Designing a curriculum for a mathematics club.
(2020) Lampen, E.; Brodie, K.
Mathematics clubs are becoming increasingly researched in South Africa, yet what might constitute a curriculum for such clubs has not been discussed. We present and analyse a curriculum design for clubs that we set up and worked with over three years. The goals of the clubs were to foster strong mathematical proficiency, identities and agency among learners through supporting their enjoyment of mathematics as a useful way to make sense of the world. We therefore developed a curriculum where learners could become and be ‘mathematical’, through drawing on both their everyday reasoning and the mathematics that they learned in school. Our analysis suggests an emergent, responsive curriculum, with tasks that can be categorised as: (1) becoming mathematical with everyday tasks, (2) becoming mathematical about mathematics, (3) being mathematical and making mathematics, and (4) mathematics. We argue that through such a curriculum, we can develop mathematical reasoning on the basis of learners’ everyday reasoning in ways that support their mathematical proficiency, identities and agency.
Bridging risk and enactment: the role of psychology in leading psychosocial research to augment the public health approach to violence in South Africa
(2014) Bowman, Brett; Stevens, Garth; Eagle, Gillian; Maztopoulos, Richard
In the wake of apartheid, many in the South African health and social sciences shifted their orientation to understanding violence. Rather than approaching violence as a criminal problem, post-apartheid scholarship surfaced violence as a threat to national health. This re-orientation was well aligned with a global groundswell that culminated in the World Health Assembly’s 1996 declaration of violence as a public health problem. In response, researchers and other stakeholders have committed to the public health approach to violence in South Africa. Despite some unquestionable successes in applying this approach, violence remains a critical social issue and its recalcitrantly high rates signal that there is still much work to be done. One avenue for more focussed research concerns understanding the mechanisms by which upstream risk factors for violence are translated into actual enactments. We argue that South African psychology is well placed to provide greater resolution to this focus. We begin by providing a brief overview of the public health approach to violence. We then point to three specific areas in which the limits to our understanding of the way that downstream psychological and upstream social risk factors converge in situations of violence, compromise the theoretical and prevention traction promised by this approach and chart several basic psychosocial research coordinates for South African psychology. Steering future studies of violence by these coordinates would go some way to addressing these limits and, in so doing, extend on the substantial gains already yielded by the public health approach to violence in South Africa.
Challenging gender hierarchies in narratives of the nation: representations of women in Zintgraff and the Battle of Mankon and Hard Choice
(2020) Nkealah, N.; Oluwasuji, O.G.
Abstract Ideas of nationalisms as masculine projects dominate literary texts by African male writers. The texts mirror the ways in which gender differentiation sanctions nationalist discourses and in turn how nationalist discourses reinforce gender hierarchies. This article draws on theoretical insights from the work of Anne McClintock and Elleke Boehmer to analyse two plays: Zintgraff and the Battle of Mankon by Bole Butake and Gilbert Doho and Hard Choice by Sunnie Ododo. The article argues that women are represented in these two plays as having an ambiguous relationship to nationalism. On the one hand, women are seen actively changing the face of politics in their societies, but on the other hand, the means by which they do so reduces them to stereotypes of their gender. Keywords: ambiguity; gender hierarchy; nationalism; feminism; masculinity; narratives of the nation
Children, pathology and politics: a genealogy of the paedophile in South Africa between 1944 and 2004
(South African Journal of Psychology, 2010) Bowman, Brett
By the early 1990s the paedophile as a ‘type’ of child sexual abuse (CSA) perpetrator was prioritised for study and intervention by the South African socio-medical sciences and cases of paedophilia featured prominently in the media reporting of the time. Drawing on the genealogical method as derived from Michel Foucault, this study aimed to account for this relatively recent emergence of the paedophile as an object of socio-medical study and social anxiety within the South African archive. Based on an analysis of archival texts against the backdrop of international biopolitics and local conditions of political possibility, the genealogy contends that the early figure of the paedophile was an instrument and effect of apartheid biopolitics. The paedophile was prioritised for research and escalated as social threat in the public imagination as part of the broader apartheid project aimed at protecting white hegemony through the ongoing surveillance of and health interventions directed towards South Africa’s white children. While the apartheid project constructed black children as posing fundamental threats to white supremacy, discourses beginning in the mid-1980s repositioned them as vulnerable victims of apartheid itself. It was from within these discourses that child sexual abuse (CSA) as a public health concern began to crystallise. By locating blackness within the fields of discipline and desire, the material conditions for an ever-expanding net of sexual surveillance were established. The study thus demonstrates that even the paedophile cannot be effectively researched without considering the historical co-ordinates that so powerfully contoured its emergence as an important object of study and social intervention within South Africa’s highly racialised systems of thought.
Choice shifts in school disciplinary decision making: Analysis of age differences of panel members
(2020) Aloka, P.
Background: Decision making is critical to each organization and it requires the ability to find a possible balance between risky and cautious decisions. The Kenyan secondary schools are mandated by the Ministry of Education to manage students’ misbehaviors by the disciplinary panels. Aim: The present study investigated the choice shifts in disciplinary decision making in Kenyan secondary schools based on age groups of the panel members. Methods: The Quasi-Experimental Pretest-Posttest Design was adopted. The study targeted 360 teachers- members of disciplinary panels in 45 secondary schools in the Rongo sub-county of Kenya. A sample size of 78 members of disciplinary panels in 10 secondary schools was involved. This was 22% of the target population of members of disciplinary panels in the Rongo district. The choice shift in decisions was ascertained using the Modified Choice Dilemma Questionnaire. The validity of the tools was ensured by the expert judgment by two Kenyan psychologists, while the reliability was determined using the internal consistency method and an alpha of 0.695 was reported. Results: The results of the Multivariate Analysis Of Variance indicated that there were differences in choice shifts from the pre to post-disciplinary hearing decisions among the members of selected school disciplinary panels on the basis of their age groups (Wilk’s Lambda (λ) test: F (12, 188) = 7.40, P = 0.000, P < 0.05). Conclusion: It was concluded that the age of the members of disciplinary panels influenced the nature of choice shifts in decisions. It was recommended that principals should ensure that the membership of school disciplinary panels is broad-based.
The cinematic life of the Sistren Theatre Collective: Forays into biographical documentary
(2016) Ebrahim, Haseenah
This article explores two biographical video documentaries produced by the Sistren Theater Collective of Jamaica. Together, the documentaries, Miss Amy and Miss May and The Drums Keep Sounding, document the lives of three Jamaican women activists: Amy Bailey, May Farquharson and Louise Bennett-Coverley. Although video/film production never attained a prominent role in Sistren’s approach to its activism, which focused on participatory drama to address issues of concern to working-class black women, the documentaries produced in the 1980s and 1990s allowed the Collective to expand its reach beyond the limitations imposed by the geographical proximity necessary for live theater. The article examines the structuring devices of these two biographical documentaries and interrogates how the utilization of the medium of video raises class-based ambiguities within the Collective’s mission to celebrate the lives of Caribbean women.
Colonial heritages, educational Incompartibilities and the challenges for a reunified Cameroon: 1961–2016
(2020) Ndille, R.
The reunification of British Southern Cameroons and La Republique du Cameroun 1961 required the adoption of new national policies which were to guarantee that none of the colonial identities were jeopardized.1 In doing this, the Federal Republic adopted harmonization as a policy framework for the establishment of a new national educational system that was to unequivocally represent both colonial heritages without feelings of marginalization by any side. Using archival evidence and some empirical literature, this paper has examined the landmark developments in the harmonization of education in the country. It has observed that although significant strides have been made there are still huge challenges. The paper concludes that until both sides are determined to put national interests above former colonial interests, harmonization and the ultimate establishment of a national educational system cannot be achieved.2
Community engagement: Barriers and drivers in South African higher education.
(2020) Johnson, B.J.
Community engagement professionals experience numerous barriers even though community engagement is the third mission of the university alongside first, teaching and learning, and second, research. Community engagement professionals often refer to community engagement as the “stepchild” of higher education. Yet there are also inter-related successful drivers. This article identifies the barrier–driver duality and makes a case for their systemic interconnectedness, an area that has thus far been underexplored. A prominent barrier for community engagement professionals is that there is a lack of substantive conceptualisation of community engagement, intensified by the contradictory placing of community engagement within community and university structures. Interconnected to such barriers, prominent drivers demonstrate the value of scholarly, reflective practice and to enhance the leadership role of the South African Higher Education Community Engagement Forum, inclusive of the views of pertinent members such as academic leaders, students and communities.
Comparison of students' understanding of functions in classes following English and Israeli national curricula
(Springer Netherlands, 2017-12-02) Watson, A; Ayalon, M; Lerman, S
This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We report on 120 higher achieving students, 10 from each of English and Israeli, 12–18 years old. Iterative and comparative analysis identified similarities and differences in students’ responses and we conjecture links between curriculum, enactment, task design, and students’ responses. Towards the end of school, students from both curriculum backgrounds performed similarly on most tasks but approached these by different routes, such as intuitive or formal and with different understandings, including correspondence and covariational approaches to functions.
Conceptual and representational confusion: An analysis of three foundation phase teachers' descriptions of how they teach division.
(2020) Ramsingh, A.
Background: In the foundation phase, division is split along the lines of grouping (quotition) and sharing (partition). Curriculum and Assessment Policy Statements (CAPS) recommends that representations such as drawings, concrete apparatus, and symbols are used to teach all math concepts, including division. Aim: In this article, the author investigates how three foundation phase teachers describe teaching division and the representations they would use to do this. Setting: Grade 1 and Grade 2 teachers in one previously disadvantaged urban school were selected for this study. Methods: Semi-structured interviews were used to gather information about how the teachers say they teach division. They were invited to use or talk about any representations such as actions, apparatus, drawings or writings that they would use during their teaching. Results: Using a grounded theory approach, analysis of the data showed that all three teachers talked about how they would transform the mathematics in a division word problem into actions, drawings and symbols. However, none of them was able to use their representations to find the answer to the problem or to provide a division number sentence. The representations they used were relegated to end results and served no purpose in solving the mathematical problems. Conclusion: The results show areas in which teachers need support: Their own mathematical knowledge – specifically division in the case of this study How to teach division in the foundation phase. They lack both content knowledge and pedagogical knowledge.
Confessing sex in online student communities
(Elsevier, 2017) Dominguez-Whitehead, Yasmine; Whitehead, Kevin A; Bowman, Brett
In this paper, we examine Facebook “Confessions” sites associated with two large universities (one North American and one South African) to investigate the ways in which students interactionally negotiate normativity in discussions initiated by confessions relating to sex. The research is grounded in a Foucauldian framework that emphasizes the centrality of sex and sexuality. Our findings focus on two interrelated aspects of the data. The first concerns the features of the initial (anonymous) confessional posts, and the second relates to subsequent comments on the initial post. Close examination of initial posts offers insights into participants’ orientations to sexual acts, situations and beliefs that are treated as either normative or transgressive. Subsequent comments posted by participants reveal ways in which the “confessability” of confessions is interactionally ratified or contested. The findings thus demonstrate some ways in which normative sexuality is (re)produced, ratified, and contested within student online communities.

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