4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
Permanent URI for this communityhttps://hdl.handle.net/10539/37773
For queries relating to content and technical issues, please contact IR specialists via this email address : openscholarship.library@wits.ac.za, Tel: 011 717 4652 or 011 717 1954
Browse
Search Results
Item Exploring Indigenous Knowledge as Curriculum Knowledge for the Life Sciences Curriculum and Assessment Policy Statements: What Rural Communities Can Offer in South Africa(University of the Witwatersrand, Johannesburg, 2024) Lefora, Neo; Masinire, AlfredThe study focused on collecting, documenting, and describing Indigenous Knowledge which could be relevant to teaching and learning grade 12 Life Sciences CAPS in a rural South African community. The aim of the study was to create a database of Life Science-related Indigenous Knowledge and propose how it may be integrated with the current grade 12 Life Sciences curriculum. The methodology involved a qualitative indigenous research paradigm centred on Ubuntu approach. Data was collected from 10 community elders through interviews while 6 participated further in focus group discussion. Through thematic analysis, three themes emerged from the data: the knowledge of traditional plants and herbs, knowledge regarding sustainability processes for the traditional plants and herbs, and the knowledge of traditional and cultural practices. The findings show that the Indigenous Knowledge which is used for health and cultural-spiritual purposes is relevant to the grade 12 Life Sciences CAPS. This includes the community’s understanding and use of Artemesia Afra and the African Potato for flu symptoms and diabetes, respectively, which can be explained scientifically. However, some of this knowledge exceeds the scope of Western scientific understanding. The making of Umqombothi as a traditional type of prayer and the burning of Helichrysum Odoratissimum as a way of inviting the presence of the ancestors demonstrates the relational ontology of the community members. The study argues for an intersecting approach to integration in which Indigenous Knowledge is integrated with the grade 12 Life Sciences content at the point of factual and procedural knowledge. This implies integrating Indigenous Knowledge along with associated values and beliefs without compromising the science in the curriculum. In this way, the curriculum is decolonised by adopting a Pluriversal approach to knowledge.Item What exactly is to decolonise curricula? Exploring lecturers’ perspectives on decolonisation in relation to the intended and enacted curriculum: A case study of a Postgraduate Teacher Education course at a University in Gauteng(University of the Witwatersrand, Johannesburg, 2024) Dlamini, Noxolo Zandile; Masinire, Alfred; Maluleka, PaulThe discourse on curriculum decolonisation in South African higher education institutions has been marked by contention, particularly as the country contends with the enduring legacies of apartheid, colonialism, and a pervasive coloniality. This study was conducted at a university in Gauteng where curriculum decolonisation has been established in a postgraduate teacher education course for about 8 years. The research aimed to explore how lecturers perceive and implement curriculum decolonisation at intended and enacted curriculum levels, encompassing knowledge, pedagogy, and assessment. Through a decolonial case study approach, involving document analysis and semi-structured interviews, this study explored how lecturers involved in curriculum decolonisation navigate this diverse, multi-layered concept in practice. The findings highlighted the dynamic and complex nature of curriculum decolonisation presenting a range of opportunities and challenges- as lecturers are presented with unique ways of engaging and challenged within tensions of institutional power dynamics. While progress and responsiveness to curriculum decolonisation are evident in both the intended and enacted curriculum of the course, this study illustrates that there is a critical need for heightened dialogue, support and mutual understanding among lecturers and students to address the deeply embedded coloniality, diverse perspectives and experiences related to curriculum decolonisation. Thus, the study joins in a larger conversation happening nationally and internationally on curriculum decolonisation in higher education.Item Expressions of Solidarity and Decolonisation of Philanthropy in Southern Africa(University of the Witwatersrand, Johannesburg, 2024) Makombe, Zanele; Moyo, BhekinkosiSolidarity is not a new phenomenon; however, the emergence of new or revived forms of reciprocity, giving and sharing based on the principle of solidarity has reignited discussions within philanthropy. This research report explores expressions of solidarity and the decolonisation of philanthropy within the context of six study countries: Eswatini, Malawi, Mozambique, South Africa, Zambia, and Zimbabwe. These countries are interconnected geographically, economically, and culturally, forming a vital region in Southern Africa. The research study is grounded in social capital and social justice theoretical framework. Through a qualitative research approach involving interviews, focus groups and document analysis, the research explores the experiences and perspectives of stakeholders that include selected philanthropy organisations, funding partners, community initiatives, and local communities. The study examines how ACT Ubumbano contributes to expressions of solidarity and advances the decolonisation agenda within philanthropy in response to the question: How does ACT Ubumbano’s approach contribute to expressions of solidarity and advance the decolonisation agenda within philanthropy? ACT Ubumbano was jointly established by European and Southern African organisations in 2019 as a social justice initiative. ACT Ubumbano works to centre solidarity as communities resist dehumanisation and injustice. The findings highlight the complexity of solidarity and decolonisation definitions, with diverse interpretations among stakeholders. Solidarity is expressed through informal networks, movements, community-based actions, and partnerships. Decolonisation efforts promote equitable power dynamics in funding, challenge dominant relationships, and support collective action. ACT Ubumbano initiatives support solidarity and decolonisation through resource allocation, partnerships, and networking platforms, fostering ii collective action and bridging gaps. The research study findings present solidarity as a tool for decolonisation.