4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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    Adolescents’ identity development through literature: A study of pedagogy and canon in the Grade 11 English FAL poetry classroom
    (University of the Witwatersrand, Johannesburg, 2023-10) Mavhiza, Grace; Nkealah, Naomi
    The aim of this study was to analyse the effect of pedagogy and canon on adolescents’ identity development in the Grade 11 English First Additional Language (FAL) poetry classroom. Despite the well-documented benefits of poetry (Femer, 2003; Pushpa & Savaedi, 2014; Antika, 2017), this study identified the problem that poetry is not realising its potential as a subject in the schools in relation to the identity development of adolescents. The school is a place where adolescents spend much of their time and there are many factors which shape adolescents’ identities within the school context. This qualitative study focused on pedagogy and canon among these many factors. The study was designed as a dual case study and set up within the interpretivism paradigm which allowed different interpretations of the data about the effect of pedagogy and canon on adolescents’ development. The complexity of the study meant a dual focused theoretical framework. Thus, the study used a combination of the theories of identity development by Erik Erikson (1963; 1968) and critical pedagogy by Paulo Freire (1970). Purposive sampling was used to identify the cases for this study. The two schools selected happen to be within Ekurhuleni District. In one school the teacher applied traditional pedagogy while in the other school the teacher employed the modern pedagogy which included multimodality, multiliteracies and new literacies. Qualitative data was collected using three tools, namely, participant observation, questionnaire, and reflective journals. Descriptive and thematic analyses of data were conducted, and the results show that there are limitations and affordances of both the traditional and modern pedagogies. In relation to the impact of the poetry pedagogy and canon on adolescents’ identity development in the Grade 11 English FAL poetry classroom, key findings reveal that traditional pedagogy takes away adolescents’ opportunities to explore their personal identities. In addition, the modern pedagogy is preferable among the Grade 11 English FAL poetry adolescents who participated in this study. The study concluded that the current Grade 11 English FAL poetry canon is alienated from the lives of adolescents who participated in this research. Learners yearn for new poetry which speaks to their daily experiences.
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    The influence of digital literacy initiatives in South Africa : a Nemisa case study
    (2022) Moleko, Letlotlo Kenneth
    The aim of the study the Influence of digital literacy initiatives in South Africa. The study focuses on the National Electronic Media Institute of South Africa (NEMISA which was initiated in 1998 with the core purpose of being an education, learning and technical skills centre for the Television, Radio and Broadcasting industries. Studies on the influence of digital literacy initiatives in South Africa are limited. Therefore, a need exists for a thorough understanding of these digital literacy initiatives' influence in improving economic and job opportunities for the target user groups. A qualitative case study research methodology was used to establish deeper insights and perspectives from multiple stakeholders to ensure a holistic and in depth view of these initiatives within their natural context. 14 individuals were interviewed and 6 of the of the respondents were current and former students of NEMISA. The research study adopted the Multiliteracies framework as a means for understanding how the evolution of technology impacts the learning context and identify ways to improve digital literacy in the cultural context of South Africa. The research study uncovered six key themes which comprised namely accessibility, e-learning, economic viability, future Skills, lifelong learning and partnerships. The results from this research revealed that digital literacy training provided by NEMISA improved the opportunity to gain job opportunities for students, improved access to institutions of further learning, and aided in motivating lifelong learning. The researcher recommends digital literacy to be introduced at basic, secondary and tertiary education levels