Regional thickening as game-changing: examining transnational activities of gender and women-focused civil society actors for region-building in Southern Africa
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
Building IKhwezi, a digital platform to capture everyday Indigenous Knowledge for improving educational outcomes in marginalised communities
- Authors: Ntšekhe, Mathe V K
- Date: 2018
- Subjects: Information technology , Knowledge management , Traditional ecological knowledge , Pedagogical content knowledge , Traditional ecological knowledge -- Technological innovations , IKhwezi , ICT4D , Indigenous Technological Pedagogical Content Knowledge (I-TPACK) , Siyakhula Living Lab
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62505 , vital:28200
- Description: Aptly captured in the name, the broad mandate of Information and Communications Technologies for Development (ICT4D) is to facilitate the use of Information and Communication Technologies (ICTs) in society to support development. Education, as often stated, is the cornerstone for development, imparting knowledge for conceiving and realising development. In this thesis, we explore how everyday Indigenous Knowledge (IK) can be collected digitally, to enhance the educational outcomes of learners from marginalised backgrounds, by stimulating the production of teaching and learning materials that include the local imagery to have resonance with the learners. As part of the exploration, we reviewed a framework known as Technological Pedagogical Content Knowledge (TPACK), which spells out the different kinds of knowledge needed by teachers to teach effectively with ICTs. In this framework, IK is not present explicitly, but through the concept of context(s). Using Afrocentric and Pan-African scholarship, we argue that this logic is linked to colonialism and a critical decolonising pedagogy necessarily demands explication of IK: to make visible the cultures of the learners in the margins (e.g. Black rural learners). On the strength of this argument, we have proposed that TPACK be augumented to become Indigenous Technological Pedagogical Content Knowledge (I-TPACK). Through this augumentation, I-TPACK becomes an Afrocentric framework for a multicultural education in the digital era. The design of the digital platform for capturing IK relevant for formal education, was done in the Siyakhula Living Lab (SLL). The core idea of a Living Lab (LL) is that users must be understood in the context of their lived everyday reality. Further, they must be involved as co-creators in the design and innovation processes. On a methodological level, the LL environment allowed for the fusing together of multiple methods that can help to create a fitting solution. In this thesis, we followed an iterative user-centred methodology rooted in ethnography and phenomenology. Specifically, through long term conversations and interaction with teachers and ethnographic observations, we conceptualized a platform, IKhwezi, that facilitates the collection of context-sensitive content, collaboratively, and with cost and convenience in mind. We implemented this platform using MediaWiki, based on a number of considerations. From the ICT4D disciplinary point of view, a major consideration was being open to the possibility that other forms of innovation—and, not just ‘technovelty’ (i.e. technological/- technical innovation)—can provide a breakthrough or ingenious solution to the problem at hand. In a sense, we were reinforcing the growing sentiment within the discipline that technology is not the goal, but the means to foregrounding the commonality of the human experience in working towards development. Testing confirmed that there is some value in the platform. This is despite the challenges to onboard users, in pursuit of more content that could bolster the value of everyday IK in improving the educational outcomes of all learners.
- Full Text:
- Date Issued: 2018
- Authors: Ntšekhe, Mathe V K
- Date: 2018
- Subjects: Information technology , Knowledge management , Traditional ecological knowledge , Pedagogical content knowledge , Traditional ecological knowledge -- Technological innovations , IKhwezi , ICT4D , Indigenous Technological Pedagogical Content Knowledge (I-TPACK) , Siyakhula Living Lab
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62505 , vital:28200
- Description: Aptly captured in the name, the broad mandate of Information and Communications Technologies for Development (ICT4D) is to facilitate the use of Information and Communication Technologies (ICTs) in society to support development. Education, as often stated, is the cornerstone for development, imparting knowledge for conceiving and realising development. In this thesis, we explore how everyday Indigenous Knowledge (IK) can be collected digitally, to enhance the educational outcomes of learners from marginalised backgrounds, by stimulating the production of teaching and learning materials that include the local imagery to have resonance with the learners. As part of the exploration, we reviewed a framework known as Technological Pedagogical Content Knowledge (TPACK), which spells out the different kinds of knowledge needed by teachers to teach effectively with ICTs. In this framework, IK is not present explicitly, but through the concept of context(s). Using Afrocentric and Pan-African scholarship, we argue that this logic is linked to colonialism and a critical decolonising pedagogy necessarily demands explication of IK: to make visible the cultures of the learners in the margins (e.g. Black rural learners). On the strength of this argument, we have proposed that TPACK be augumented to become Indigenous Technological Pedagogical Content Knowledge (I-TPACK). Through this augumentation, I-TPACK becomes an Afrocentric framework for a multicultural education in the digital era. The design of the digital platform for capturing IK relevant for formal education, was done in the Siyakhula Living Lab (SLL). The core idea of a Living Lab (LL) is that users must be understood in the context of their lived everyday reality. Further, they must be involved as co-creators in the design and innovation processes. On a methodological level, the LL environment allowed for the fusing together of multiple methods that can help to create a fitting solution. In this thesis, we followed an iterative user-centred methodology rooted in ethnography and phenomenology. Specifically, through long term conversations and interaction with teachers and ethnographic observations, we conceptualized a platform, IKhwezi, that facilitates the collection of context-sensitive content, collaboratively, and with cost and convenience in mind. We implemented this platform using MediaWiki, based on a number of considerations. From the ICT4D disciplinary point of view, a major consideration was being open to the possibility that other forms of innovation—and, not just ‘technovelty’ (i.e. technological/- technical innovation)—can provide a breakthrough or ingenious solution to the problem at hand. In a sense, we were reinforcing the growing sentiment within the discipline that technology is not the goal, but the means to foregrounding the commonality of the human experience in working towards development. Testing confirmed that there is some value in the platform. This is despite the challenges to onboard users, in pursuit of more content that could bolster the value of everyday IK in improving the educational outcomes of all learners.
- Full Text:
- Date Issued: 2018
A study of mathematics teacher identity as shaped through participation in a mathematics teacher professional development programme
- Authors: Kangela, Nyameka
- Date: 2017
- Subjects: Mathematics Teacher Enrichment Programme (MTEP) (Rhodes University) , Mathematics teachers -- Psychology , Mathematics teachers -- Psychology -- Case studies , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7832 , vital:21305
- Description: There is an abundance of evidence suggesting that all is not well in mathematics education in South Africa. It is also common cause that the role of mathematics teachers is central to finding sustainable solutions to what is commonly referred to as a mathematics crisis. The purpose of this study is to explore the process of change in selected mathematics teachers’ identities as they participated in a mathematics teacher Professional Development Programme (PDP) at Rhodes University. The core of the PDP was a teacher enrichment programme called the Mathematics Teacher Enrichment Programme (MTEP), under the aegis of the First Rand Foundation (FRF) Mathematics Education Chair at Rhodes University. MTEP foregrounded and emphasized the teaching of mathematics for conceptual understanding. The research approach was qualitative, and it used elements of the methods associated with educational ethnography. The data was collected from five teachers from five different schools that participated in the FRF Maths Chair project. I used Wenger’s (1998) three modes of belonging to analyse the identities of the five participants. This was achieved through analysing the teachers’ practice with a particular focus on teaching for conceptual understanding. I used Sfard & Prusak’s (2005) framework to analyse the participants’ journey from an actual to a designated identity through their participation in MTEP. The participants’ changing sense of belonging to MTEP was a key element in transforming their practice to teaching for conceptual understanding. I assumed the role of a participant observer during MTEP sessions, and of an outside observer as a researcher.The study found that the selected teachers’ participation in the MTEP community of practice strongly encouraged them to accumulate shared histories of learning and teaching. The study found that as participating teachers adopted and grew into their designated identity they partially embraced and implemented a conceptual teaching approach. The gap between their actual and their designated identity was partly closed as they sought to align their teaching with MTEP’s goal of conceptual teaching.
- Full Text:
- Date Issued: 2017
- Authors: Kangela, Nyameka
- Date: 2017
- Subjects: Mathematics Teacher Enrichment Programme (MTEP) (Rhodes University) , Mathematics teachers -- Psychology , Mathematics teachers -- Psychology -- Case studies , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7832 , vital:21305
- Description: There is an abundance of evidence suggesting that all is not well in mathematics education in South Africa. It is also common cause that the role of mathematics teachers is central to finding sustainable solutions to what is commonly referred to as a mathematics crisis. The purpose of this study is to explore the process of change in selected mathematics teachers’ identities as they participated in a mathematics teacher Professional Development Programme (PDP) at Rhodes University. The core of the PDP was a teacher enrichment programme called the Mathematics Teacher Enrichment Programme (MTEP), under the aegis of the First Rand Foundation (FRF) Mathematics Education Chair at Rhodes University. MTEP foregrounded and emphasized the teaching of mathematics for conceptual understanding. The research approach was qualitative, and it used elements of the methods associated with educational ethnography. The data was collected from five teachers from five different schools that participated in the FRF Maths Chair project. I used Wenger’s (1998) three modes of belonging to analyse the identities of the five participants. This was achieved through analysing the teachers’ practice with a particular focus on teaching for conceptual understanding. I used Sfard & Prusak’s (2005) framework to analyse the participants’ journey from an actual to a designated identity through their participation in MTEP. The participants’ changing sense of belonging to MTEP was a key element in transforming their practice to teaching for conceptual understanding. I assumed the role of a participant observer during MTEP sessions, and of an outside observer as a researcher.The study found that the selected teachers’ participation in the MTEP community of practice strongly encouraged them to accumulate shared histories of learning and teaching. The study found that as participating teachers adopted and grew into their designated identity they partially embraced and implemented a conceptual teaching approach. The gap between their actual and their designated identity was partly closed as they sought to align their teaching with MTEP’s goal of conceptual teaching.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »