Faculty of Humanities
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Item "100 papers": an anthology of flash fiction and prose poetry with a theoretical postscript(2008-05-30T07:24:40Z) Jobson, Liesl Karen[NO ABSTRACT PRESENT]Item 3D animation as a medium of cultural representation and education : a case study of Magic Cellar part 1.(2011-05-03) Kangong, Roland N.Post-apartheid South African children are exposed to modern technological entertainment – television, cell phones, video games, TV animations and many other forms of popular art and media. This research report analyzes how well Magic Cellar (hereafter referred to as MC) both represents cultural diversity to a mixed audience of South African children from different ethnic backgrounds and cultures, and educates them more generally. A historical perspective on animation is provided, including animation in South Africa, as well as the technical processes of animation, and how these apply to MC. In so doing, answers to two main questions are sought: can 3D animation be used as an alternative or support to the school classroom in educating children through popular media forms? To what extent can 3D digital art technology in the form of animation be used in representing cultural diversity to children of different cultural backgrounds? Drawing on theoretical concepts, as well as comparing MC to successful programming for children that uses animation to educate, this research report argues that 3D animation, a medium that “seems to attract learners’ attention and increase their motivation to learn”(Khairezan 2), can be used to represent cultural diversity and to educate children.Item A Musical History Through Vocal Expressions at the Abbey Cindi Cosmology Concert(Arts Research Africa, 2022-09-16) Moshugi, KgomotsoThis paper reports on a research project that culminated in a concert honoring South African musician and activist Bra Abbey Cindi. The project involved reissuing Cindi’s album, forming a band of young musicians to perform his music, and creating a vocal group called No Limits to reinterpret Cindi’s earlier South African choral works. The paper proposes the use of music to explore the past, present, and future, linking generations and addressing social issues. It discusses specific compositions, their lyrical and musical merits, and the process of arranging them for vocal performance. The paper also highlights the role of community engagement and the value of reimagining historical musical works.Item A Return to Practices and Pedagogies: Artistic Research as Untethering and Foraging(Arts Research Africa, 2022-09-16) Barry, Hedwig; Andrew, DavidThis paper reflects on the intertwining of artistic research and pedagogies within the context of a collaborative project conducted at the University of the Witwatersrand, Johannesburg. The authors explore the concepts of proximities, grids and flows, confrontations, and time as entry points into the space of artistic research. They emphasize the importance of untethering and foraging, challenging established boundaries and embracing discomfort as a catalyst for creative growth. The paper also highlights the significance of proximities and the relational aspect of artistic research, inviting a communal and interdisciplinary approach. The authors reflect on their experiences during the pandemic and the evolving nature of teaching and learning in relation to time.Item 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 ‘pull and push factors’ 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 Education’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.  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 societyItem Academic support programmes(Johannesburg College of Education, 1989-12) Hunter, Peter; Starfield, SueItem The access paradox.(2004) Janks, HilaryBecause English is a dominant world language, access to English provides students with ‘linguistic capital’. Bourdieu’s theory of the linguistic market (1991) has important consequences for the teaching of a powerful language such as English. English teachers, who take issues of language, power and identity seriously, confront the following irresolvable contradiction. If you provide more people with access to the dominant variety of the dominant language, you contribute to perpetuating and increasing its dominance. If, on the other hand, you deny students access, you perpetuate their marginalisation in a society that continues to recognise this language as a mark of distinction. You also deny them access to the extensive resources available in that language; resources which have developed as a consequence of the language's dominance. This contradiction is what Lodge (1997) calls the ‘access paradox’. This paper explores ways of working inside the contradiction by examining language in education policy in South Africa as well as classroom materials and classroom practices. It shows the importance of counterbalancing access with an understanding of linguistic hegemony, diversity as a productive resource, and the way in which ‘design’ can be enriched by linguistic and cultural hybridity.Item "Adaptation of the Marginal Budgeting for Bottlenecks model for planning, costing and budgeting in the educational sector".(2015-05-14) Duehring, Momo E.Already in its Education Strategy, adopted by the Executive Board in 2007, UNICEF fully obligates to the international commitment to universal education and defines its contribution to national efforts to fulfil children’s right to education. In September 2010, UNICEF further published a special report on a study showing that an equity-focused approach to child survival and development is the most practical and cost-effective way of meeting the health MDGs for children. For the modelling process of the research a simulation was run employing the Marginal Budgeting for Bottlenecks (MBB) model, jointly developed by the World Bank and UNICEF. This model has been widely used in international public health research to design and test development strategies. In its consistency with the human-right based approach, the MBB model addresses bottlenecks in the capacity of duty-bearers to fulfil human-rights as well as barriers of the capacity of right-holders to claim their rights. Using the MBB model, policymakers and researchers can simulate varying configurations of service delivery modes to expand access of coverage and measures to encourage usage. For each strategy, the model generates the predicted impact on intervention coverage and outcomes, overall cost and cost-effectiveness. UNICEF’s global refocus on equity and the most disadvantaged children makes it necessary to introduce improved planning and monitoring instruments. In this context, the MBB model is used as a budgeting and simulation tool for UNICEF interventions in health and nutrition. UNICEF aims to use harmonized tools across different sectors to reduce transaction costs and to improve comparison and sharing of lessons learned between the different sectors. However, it is also important to adapt and develop instruments based on the diverse needs of different sectors to ensure best results. Therefore, the main purpose of this research is to find an answer to following question: Can, and if so, how can the Marginal Budgeting for Bottlenecks model, developed for the health sector, be adapted for planning, costing and budgeting allocations in the education sector? An adapted Marginal Budgeting for Bottleneck model for education could be applied for a comprehensive sector analysis, comparing intervention alternatives and setting policy goals and strategies. It could further be used to monitor the implementation of major sector reforms with regard to the comparison of potential versus actual impact of interventions on learning achievements. Applying two production functions, the MBB model applies the basic principle of Cost-Effectiveness Analysis, comparing the costs of education interventions with the corresponding expected impact on increased service coverage. However, detailed inputs, outputs, outcomes and impacts and the corresponding correlations would need to be defined for an Service Production Function (inputoutput) and an Education Production Function (output-outcome/impact). Further, a selection of globally proved remedial actions to overcome sector bottlenecks need to be specified. Education interventions largely depend on the country context and different countries and regions apply different remedial actions. Since the relationship of input and impact is not as linear as the illness-treatment relationship in health, international research and comparison of effective interventions would need to be conducted. The MBB model is applying service coverage determinants of both, supply and demand side. Therefore the approach could be a helpful instrument in the context of the Human Rights-based Approach as used within programming of the United Nations and UNICEF. However, applying further analysis on humanitarian aspects of programming always depends on the availability of disaggregated information. Based on the outline of the Service Coverage Concept and the Marginal Budgeting for Bottlenecks model and the conceptual adaptation of the MBB model for its use in education, following suggestions can be made for the Service Delivery Modes and Service Coverage Determinants: Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All. Five Service Delivery Modes Ten Sub-Packages 1. Pre-School Education 1.1 Public Early Childhood Education 1.2 Private Early Childhood Education 2. Formal Basic Education 2.1 Public Formal Basic Education 2.2 Private Basic Education 3. Non-Formal Basic Education 3.1 Public Non-Formal Basic Education 3.2 Private Non-Formal Basic Education 4. (Lower) Secondary Education 4.1 Public Secondary Education 4.2 Private Secondary Education 5. Adult Literacy, Continuing Education 5.1 Youth and Adult Literacy Interventions 5.2 Continuing Education Six Service Coverage Determinants Indicator Supply side 1. Availability of essential commodities Pupil-Classroom Ratio by grade Pupil-Textbook Ratio 2. Availability of human resources Pupil-Teacher Ratio (or Pupilqualified Teacher Ratio) by grade 3. Geographic and financial accessibility School-Distance School-Costs by grade Demand side 4. Initial Utilization Net-Enrolment Ratio (or Gross- Enrolment Ratio) by grade 5. Continuous Utilization Survival Rate by grade 6. Effective Utilization Graduation Ratio Graduation Test Scores Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All.Item Adaptive teaching machines(Johannesburg College of Education, 1964) Lake, I.Item Additional comments [on the crisis of teacher supply].(Johannesburg College of Education, 1976) Richards, Mervyn WhitmoreItem An address given at the official opening of the language laboratory at Kearsney College, Botha’s Hill, Natal, 16th October, 1965(Johannesburg College of Education, 1966) Biebuyck, L.J.Item 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 curriculaItem The adoption and ratification of the African Union's Convention for the Protection and Assistance of Internally Displaced Persons in Africa: an analysis of the dicourse of states and the international humanitarian aid community(2012-10-17) Johnson, Hilton William EricThe phenomenon of internal displacement dwarfs the refugee crisis world-wide. Forced migration, and more specifically internal displacement, looms as one of the largest and most poorly understood humanitarian challenges currently facing states and the international humanitarian aid community in Africa. This research project aims to increase our understanding of internal displacement by factoring in the discourse of states and the international humanitarian aid community as a key contributing factor to our conceptualization of this phenomenon in Africa. Discourse analysis may demonstrate various “sites of struggle” as important messages and ideas from the various actors compete. The well-established notion of discourse framing and containing the responses of certain actors and institutions is at the heart of this research project. The international humanitarian aid community and Africa states have been described in various documents related to the 2009 Kampala Convention as playing leading roles in the provision of protection and assistance to internally displacedConvention as its discursive locus, analyzing selected texts (documents) that are related to the production, adoption and ratification processes of the Convention. This research report will include diachronic and synchronic analyses of the ID discourse, in the form of documents, for the purpose of exploring the key messages and ideas, which will then be contextualized with the incorporation of academic literature and information related to the phenomenon of internal and forced displacement in Africa. This research report will attempt to demonstrate the various ways in which the limits of the internal displacement discourse are constructed and negotiated by states and the international humanitarian aid community, in order for us gain a better understanding of the role that is played by this growing platform for international deliberation. persons. This paper uses the KampalaItem 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 teachers’ 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.Item 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, ATextbook 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.Item 'African discourses' : the old and the new in post-apartheid isiZulu literature and South African black television dramas(2009-02-02T11:38:06Z) Mhlambi, Innocentia JabulisileABSTARCT This thesis sets out to explore the problematic perceptions regarding African indigenous language literature. The general view regarding this literature is that it is immature, irrelevant school-market driven and shows no artistic complexities and ingenuity.1 These disparaging remarks resonated persistently after the first democratic elections in 1994. Both local and international critics expected marked shifts in post-apartheid isiZulu literary productions because factors that hampered its development have been removed. The dominant Western and postcolonial critical approaches from which these critics articulated their views, operated on assumptions that failed to look at the role and centrality of the broader concerns usually covered by this literature. Barber (1994: 3) points out that these Western and postcolonial critical approaches, block a properly historical localized understanding of any scene of colonial and postindependence literary production in Africa. Instead it selects and overemphasized one sliver of literary and cultural production…and this is experience’. Furthermore it is the contention of this thesis that these critics used critical tools that are fundamentally mismatched for the types of narratives with which isiZulu literature and African-language literatures in general are engaged. It is the view of the author of this thesis that if a new set of critical tools are used, a paradigm shift may result which allows for revisiting creative conceptualisations involved in the production of these literatures. The primary aim of this thesis is to read post-apartheid isiZulu novels and the black television dramas using theoretical tenets postulated by Karin Barber. Barber’s research on African everyday culture is the key epistemological and cosmological framework with which to study post-apartheid literary and film productions that narrate the everyday life experiences of ordinary South Africans. The basic assumption is that orality which is the maximal point of reference for 1 See Mpahlele, 1992; Kunene, D. P. 1992 and 1994; Kunene, M. 1976 and 1991; and Chapman, 1996 any African work of imagination continues to thrive in black everyday popular culture as manifest in both print and broadcast media. The first part of this thesis deals with the use of oral genres in print media. Six novels are selected to explore the uses of proverbs, folktale motifs and naming as strategies for reading post-apartheid contemporary South African society. The thesis proceeds from an analysis of what these oral forms aim to achieve in the post-apartheid context. It is argued that through these oral verbal art forms the narratives transpose the traditional episteme and re-inscribe it for modern contemporary African society, where traditional morality is made to continue to shape and animate contemporary morality. The second section deals with the implications of some of these traditional epistemologies in broadcast media texts. Four post-apartheid black television dramas are selected. With Ifa LakwaMthethwa and Hlala Kwabafileyo, the thesis, demonstrates how these films position the middle-class as a solution to post-apartheid leadership challenges. The discussion of Gaz’ Lam and Yizo Yizo demonstrates the nature of orality, where oral texts are seen to be endlessly recycling similar themes in different media forms. The emphasis is on how renditions of texts always bring in new elements and topical issues, fresh and precise photographic capturing of key moments in society. In view of the nature of Barber’s theoretical model and that of isiZulu fiction and film, this thesis argues that it is the most appropriate to use for the analysis of Africanlanguages literatures. Barber’s theoretical model has intertextual links with the Black Film theoretical traditions in the Diaspora and the Third Cinema in Africa. These black film traditions, like Barber’s model, centralise the black experience, everyday culture and orality as the basic reference for African work of imagination and aesthetics.Item African education in Zambia: A partial bibliography(Johannesburg College of Education, 1966) Parker, FranklinItem African education: A partial bibliography of U.S.A. doctoral dissertations(Johannesburg College of Education, 1965) Franklin, ParkerItem African Spiritual Healing in Drama Therapy: An Exploration of Movement and Sound as a means of Facilitating Healing(Arts Research Africa, The Wits School of Arts, University of the Witwatersrand, 2020-07) Siko, ZaneleCan African spirituality in African dance be used as a means of facilitating the healing of women’s trauma? This performance explores the possibilities of fusing Credo Mtwa’s notion of African spirituality with the ritualistic elements of the Senegalese Ndeup dance healing method. The notion of embodiment of trauma is the entry point into this consideration of the embodiment of African dance as a healing tool.Item Against all odds: The role of ‘community cultural wealth’ in overcoming challenges as a black African woman(Unisa, 2014) Nkambule, ThabisileAcademic challenges for students from ‘previously disadvantaged backgrounds’ do not necessarily begin at university, but start during their school years, as was the case for the author. This article is in three parts. Firstly, the author presents a brief narration of the challenges faced before she went to university, which influenced her undergraduate progress. Secondly, the author describes the key challenges she experienced as an undergraduate in particular courses and in a postgraduate education course. Thirdly, she focuses on the challenges she encountered during her first work experience as a black African PhD student and tutor on an education campus. In particular, the author focuses on key challenging incidents and how she approached and engaged with them to enable a successful journey through university as a student and young academic staff member. In the form of a first-person narration, the qualitative research method of ‘testimony’ is used to reflect critically on her academic and professional journeys as a black African woman in the post-apartheid era. Testimony was chosen because it provides an epistemic lens to support an analytical inquiry into experiences and intellectual understanding of self and community.