4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
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Item A strategic management approach Education for the new world of work in South Africa(University of the Witwatersrand, Johannesburg, 2021) Manuel, Zelda; James, Goerge; Wotela, KambidimaThis research investigates the readiness of the South African education system for the new world of work. The future of work will be different, driven by automation, which place employment at risk. It therefore requires educational outcomes that can prepare individuals with the correct skillset (PWC, 2019). It will demonstrate that the traditional definition of jobs is shifting , a new breed of jobs that require multiple and diverse skills will replace role specification (March & McLennan, 2017). The study used a quantitative research strategy; the data was collected from participants using a questionnaire as a data collection instrument. Descriptive statistics was used to perform the data analysis. It found that although much work was done in the tertiary education sector to prepare learners for the new world of work, respondents confirmed that they still need to continue their learning journey to remain employable in the future. An individual’s employability is dependent on effective career planning and life-long learning (M Watson, M McMahon, 2009). The research highlights that career management aim to provide a holistic approach where learners choose careers that they are passionate about and not only for employability (Maree J. G., 2009).Career counselling allows for social and economic inclusion and the absence thereof have negative impact for families and the economy (Maree J. G., 2009). Organizations need to rethink their strategies and embrace new ways of work (Magwentshu "et al", 2019).They have the responsibility to up skill and reskill their workforce in order to adapt in the future and remain profitable (PWC, 2019). South Africa has high levels of unemployment, 29% (Stats, SA, 2020) and is faced with the challenge to accelerate economic growth. A further key challenge is the pace at which local companies are prepared to compete and grow in a digital world (Magwentshu "et al", 2019). This research will assist academic institutions to prepare learners for the new world of work by identifying skills required for the 21st century workplace that will equip learners for the future. It will aid learners to research future roles prior to registration as future careers are changing and from the research results, it is clear that employability is a key factor in selecting academic courses (Chikoti, 2018)Item Translanguaging with ‘Monolingual’ Teachers and Heterogeneous Multilingual Learners: Forging New Pedagogies with Shakespeare(University of the Witwatersrand, Johannesburg, 2023-10) Ritchie, Linda Anne; Newfield, Denise; Thurman, ChrisDespite the multilingualism of most South Africans, and the use of two or more languages by many teachers and learners in South African classrooms, there is a particular sector of the formal education system that is characterised by White English ‘monolingual’ teachers who only use English to communicate with their multilingual learners, some of whom do not speak English as a home language. Such monolingualism deprives many multilinguals of the social and educational benefits of learning in their home languages. The dissertation investigates a pedagogy that can be implemented to address the linguistic injustice in this educational sector. Within the broad understanding of the concept of ‘multiliteracies’, it adopts the New London Group’s (1996) Pedagogy of Multiliteracies as its framework because the pedagogy’s emphases on social justice and linguistic inclusivity make it particularly well-suited for addressing the linguistic inequalities in this sector. However, while highlighting the importance of multilingualism, Multiliteracies pedagogy does not emphasise the lingually complex scenarios in the sector on which the study focuses. To accommodate this issue, the study investigates the inclusion of translanguaging pedagogy as a linguistic component that can be integrated into the four pedagogical components of Multiliteracies pedagogy, when and as required. Specifically, it examines the efficacy of translanguaging pedagogy when it is implemented by a ‘monolingual’ teacher (a teacher who only communicates in a single language) in a class with heterogeneous multilinguals (people who speak multiple, often unrelated languages). To obtain the data for the study, practitioner-based research was conducted in a private secondary school in Johannesburg with a class of heterogeneous multilinguals. Using a mixed-method design, a range of translanguaging activities were implemented during the teaching and learning of Shakespeare’s Macbeth. A Shakespearean play was used because the frequency with which Shakespeare is taught in South African secondary schools necessitates an urgent transformation of its pedagogy. Furthermore, the comprehension difficulties associated with the teaching and learning of Shakespeare’s Early Modern English require a form of translation, which facilitates the introduction of translanguaging pedagogy in the sector on which the study focuses. The results of the study indicate that translanguaging in this educational setting raises learners’ awareness of linguistic and cultural diversity and facilitates their understanding of Macbeth. These findings suggest that translanguaging can and should be implemented in this educational sector as much as possible. Perhaps counterintuitively, the implementation of translanguaging in the pedagogy of Shakespeare also provides a way to narrow the educational divide between the global north and the global south by empowering learners to provide uniquely (South) African contributions to global discourses on Shakespeare.Item Inheriting Resonance: Regenerating Indigenous African Musical Pedagogy Through an Education and Culture Centre in Newtown(University of the Witwatersrand, Johannesburg, 2023-09) Bopela, Bonnie; Gwebu, Nomonde; Felix, SandraIndigenous African Music requires spatial interventions to counter its erasure in a South African education system that has historically prioritised Western Art Music. This research analyses the relationship between African musical pedagogy and architecture. It aims to address the erasure of musical knowledge through an architectural design that evokes regeneration in an urban setting. Using Pallasmaa’s theory of phenomenology as a guiding focus, this research contextualises African music and how it manifests architecturally. The haptic and embodied architectural experiences defined by phenomenology are inherent within African music. By focusing on the musical bow instruments at the centre of many tribes across Southern Africa, the intrinsic qualities of these instruments are translated and abstracted to form an embodied architectural design intervention embued with an African musical identity. This research argues that phenomenological architectural design methodologies can regenerate, preserve and sustain indigenous musical knowledge(s) for future generations.