Photographing other selves: collecting, collections and collaborative visual identity
- Authors: Minkley, Hannah Smith
- Date: 2016
- Subjects: Documentary photography -- South Africa Semiotics -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/12669 , vital:27105
- Description: This study is situated in a social documentary photography context, and is concerned to explore whether the collaborative interaction between photographer, subject (as collector) and material object (as collection) might enable a practice that presents a more mutual and subject-centred visual identity emerge. In particular, photographers Jim Goldberg and Gideon Mendel have focused more on the subject themselves, using collaborative processes such as photo-voice and photo elicitation, as well as the use of peoples’ handwritten captions on photographic prints themselves. Claudia Mitchell’s overview of visual methodologies is drawn on, together with Ken Plummer’s Documents of Life 2 (2001) and Gillian Rose’s Visual Methodologies (2001) to extend on these possibilities of conducting collaborative visual research.The practical component of this study focuses on personal collections and follows a number of theorists, including Susan Pearce, and John Elsner and Roger Cardinal. It follows Pearce’s identification of three major modes of collecting, and suggests that collections are essentially narratives of the self, and reveal experiences and expressions of personal desire. By drawing on these approaches and the various ways the twelve collectors were photographed, as well as implementing collaborative research processes (handwritten text, archival photographs and the re-staging of the collections), the study confirms Pearce’s three primary modes of collecting, and acknowledges that they are often interlinked or overlap one another. The study further found that a more subject voiced visual identity did indeed become apparent through the collaborative methods applied and discussed. The collaborative research equally demonstrated that these narratives of identity are not singular, but rather narratives of multiple, personal identities of the self.
- Full Text:
- Date Issued: 2016
- Authors: Minkley, Hannah Smith
- Date: 2016
- Subjects: Documentary photography -- South Africa Semiotics -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/12669 , vital:27105
- Description: This study is situated in a social documentary photography context, and is concerned to explore whether the collaborative interaction between photographer, subject (as collector) and material object (as collection) might enable a practice that presents a more mutual and subject-centred visual identity emerge. In particular, photographers Jim Goldberg and Gideon Mendel have focused more on the subject themselves, using collaborative processes such as photo-voice and photo elicitation, as well as the use of peoples’ handwritten captions on photographic prints themselves. Claudia Mitchell’s overview of visual methodologies is drawn on, together with Ken Plummer’s Documents of Life 2 (2001) and Gillian Rose’s Visual Methodologies (2001) to extend on these possibilities of conducting collaborative visual research.The practical component of this study focuses on personal collections and follows a number of theorists, including Susan Pearce, and John Elsner and Roger Cardinal. It follows Pearce’s identification of three major modes of collecting, and suggests that collections are essentially narratives of the self, and reveal experiences and expressions of personal desire. By drawing on these approaches and the various ways the twelve collectors were photographed, as well as implementing collaborative research processes (handwritten text, archival photographs and the re-staging of the collections), the study confirms Pearce’s three primary modes of collecting, and acknowledges that they are often interlinked or overlap one another. The study further found that a more subject voiced visual identity did indeed become apparent through the collaborative methods applied and discussed. The collaborative research equally demonstrated that these narratives of identity are not singular, but rather narratives of multiple, personal identities of the self.
- Full Text:
- Date Issued: 2016
The design of a football academy and community sports centre for Kwazakhele, Port Elizabeth
- Authors: Fijac, Jason Andrew
- Date: 2016
- Subjects: Sports facilities -- South Africa -- Port Elizabeth -- Designs and plans Urban renewal -- South Africa -- Port Elizabeth , City planning -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18684 , vital:28706
- Description: Most youth from disadvantaged groups in South Africa’s townships lack adequate social facilities to spend time. This situation also prevails in the Ibhayi townships on the periphery of Port Elizabeth. This treatise emerged out of the author’s interest in the township of Kwazakhele (one of thirteen townships which constitute Ibhayi) and his concern for the poor sense of urban space prevailing in the area. To this end, the research conducted in this treatise investigated the nature of Kwazakhele from a macro scale to a precinct scale in terms of the township’s location, connectivity, spatial organisation, organisation of activities, lateral urban sprawl, built fabric, and socio-economic condition. From this investigation, it was determined that Kwazakhele functions as an enclaved system within the greater system of Ibhayi. The major issues affecting Kwazakhele were identified as fragmentation, disconnection, dispersal of activities, urban sprawl, and a lack of urban legibility. The issue of dispersed activities in Ibhayi had been identified as one of the major contributors to the poor urban environment. Because addressing this issue has been recognised as an effective way of improving the urban environment, the aim of this treatise is to address this issue and provide an architectural and urban response which attempts to reduce the dispersal of activities in Ibhayi in general and particularly in Kwazakhele. Through the interrogation of the nature of dispersed activities in Ibhayi, it was observed that, while activities are mostly dispersed throughout the townships, there are areas where higher concentrations of certain activities have emerged. Therefore, in response to this, a conceptual strategy has been proposed to consolidate the activities in these areas into concentrated centres of activities which are connected via a series of pedestrian movement paths. Kwazakhele had been identified as having a higher (yet inadequate) intensity of sporting facilities and had therefore been proposed as a concentrated centre of sporting and recreational activities. An appropriate site was then selected to be developed as the heart of this centre, based on a number of criteria. The resultant programme was a Football Academy and Community Sports Centre. This result was based on the needs of the community and the aims of the conceptual urban strategy. The role of the facility was then interrogated and it was determined that it should function as a major structuring element in the township. This lead to an investigation into the nature of positive urban space in a township through the interrogation of three precedents. The principles established from this interrogation were used to help structure the nature of the proposed facility in terms of its response to the public realm and its level of urban integration. The resulting building is responsive to its urban environment and sensitive to the needs of the community it serves. It plays a key role in structuring the urban environment of Kwazakhele and therefore it increases the urban legibility, while addressing the predetermined urban and architectural issues.
- Full Text:
- Date Issued: 2016
- Authors: Fijac, Jason Andrew
- Date: 2016
- Subjects: Sports facilities -- South Africa -- Port Elizabeth -- Designs and plans Urban renewal -- South Africa -- Port Elizabeth , City planning -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18684 , vital:28706
- Description: Most youth from disadvantaged groups in South Africa’s townships lack adequate social facilities to spend time. This situation also prevails in the Ibhayi townships on the periphery of Port Elizabeth. This treatise emerged out of the author’s interest in the township of Kwazakhele (one of thirteen townships which constitute Ibhayi) and his concern for the poor sense of urban space prevailing in the area. To this end, the research conducted in this treatise investigated the nature of Kwazakhele from a macro scale to a precinct scale in terms of the township’s location, connectivity, spatial organisation, organisation of activities, lateral urban sprawl, built fabric, and socio-economic condition. From this investigation, it was determined that Kwazakhele functions as an enclaved system within the greater system of Ibhayi. The major issues affecting Kwazakhele were identified as fragmentation, disconnection, dispersal of activities, urban sprawl, and a lack of urban legibility. The issue of dispersed activities in Ibhayi had been identified as one of the major contributors to the poor urban environment. Because addressing this issue has been recognised as an effective way of improving the urban environment, the aim of this treatise is to address this issue and provide an architectural and urban response which attempts to reduce the dispersal of activities in Ibhayi in general and particularly in Kwazakhele. Through the interrogation of the nature of dispersed activities in Ibhayi, it was observed that, while activities are mostly dispersed throughout the townships, there are areas where higher concentrations of certain activities have emerged. Therefore, in response to this, a conceptual strategy has been proposed to consolidate the activities in these areas into concentrated centres of activities which are connected via a series of pedestrian movement paths. Kwazakhele had been identified as having a higher (yet inadequate) intensity of sporting facilities and had therefore been proposed as a concentrated centre of sporting and recreational activities. An appropriate site was then selected to be developed as the heart of this centre, based on a number of criteria. The resultant programme was a Football Academy and Community Sports Centre. This result was based on the needs of the community and the aims of the conceptual urban strategy. The role of the facility was then interrogated and it was determined that it should function as a major structuring element in the township. This lead to an investigation into the nature of positive urban space in a township through the interrogation of three precedents. The principles established from this interrogation were used to help structure the nature of the proposed facility in terms of its response to the public realm and its level of urban integration. The resulting building is responsive to its urban environment and sensitive to the needs of the community it serves. It plays a key role in structuring the urban environment of Kwazakhele and therefore it increases the urban legibility, while addressing the predetermined urban and architectural issues.
- Full Text:
- Date Issued: 2016
Guidelines for the successful integration of ICT in schools in Cameroon
- Authors: Nangue, Calvain Raoul
- Date: 2011
- Subjects: Education -- Data processing , Computers and children -- Cameroon
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9756 , http://hdl.handle.net/10948/1311 , Education -- Data processing , Computers and children -- Cameroon
- Description: ICT integration in secondary schools in Sub-Saharan Africa is still at an early stage and already faces several setbacks that may undermine the various initiatives undertaken by governments and the private sector to promote the use of computers in schools. Based on literature and other research, this may be attributed to the fact that no guidelines for proper ICT adoption in secondary schools exist; and furthermore, most integration cases were done haphazardly with no systematic approach based on the existing frameworks or tailored towards the real context in the schools concerned. The present study aimed to provide guidelines for the successful integration of ICT into schools in Cameroon. A review of some existing frameworks for ICT integrations in schools, as well as the innovative pathways that some developing countries have taken to ensure the successful integration of ICT into schools were explored through a literature review, revealing the trends and challenges of ICT integration in schools in Sub-Saharan Africa. The current status of ICT in schools in Cameroon being at an introductory stage was established from the available literature. This led to the use of a single case study from the Western Region of Cameroon, where four secondary schools were selected from the most advanced schools in terms of ICT integration. Participants consisting of principals, ICT co-ordinators, teachers, and students were interviewed, in order to establish the current status of ICT in each school, as well as those factors affecting or promoting the adoption of ICT. Teachers’ and students’ surveys, as well as existing documentation were used to triangulate the data gathered from interviews with school principals and ICT co-ordinators. Data were descriptively analysed – and the findings revealed that ICT is at the introductory stage of integration in the Fluck’s Model of ICT development in schools. At school level, the lack of infrastructure and an ICT adoption plan were found to be the key opposing factors to ICT integration, whereas several enablers were identified, such as the positive attitude of teachers towards ICT, the existence of a minimum recurring budget for ICT adoption through parents’ funding, as well as the continually decreasing cost of ICT infrastructure in the market. Based on the findings and experiences from successfully proven projects, a set of guidelines were derived for schools’ decision-makers. It is critical to put in place a well-structured policy for ICT in the school and to recognise all the ICT-related costs.
- Full Text:
- Date Issued: 2011
- Authors: Nangue, Calvain Raoul
- Date: 2011
- Subjects: Education -- Data processing , Computers and children -- Cameroon
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9756 , http://hdl.handle.net/10948/1311 , Education -- Data processing , Computers and children -- Cameroon
- Description: ICT integration in secondary schools in Sub-Saharan Africa is still at an early stage and already faces several setbacks that may undermine the various initiatives undertaken by governments and the private sector to promote the use of computers in schools. Based on literature and other research, this may be attributed to the fact that no guidelines for proper ICT adoption in secondary schools exist; and furthermore, most integration cases were done haphazardly with no systematic approach based on the existing frameworks or tailored towards the real context in the schools concerned. The present study aimed to provide guidelines for the successful integration of ICT into schools in Cameroon. A review of some existing frameworks for ICT integrations in schools, as well as the innovative pathways that some developing countries have taken to ensure the successful integration of ICT into schools were explored through a literature review, revealing the trends and challenges of ICT integration in schools in Sub-Saharan Africa. The current status of ICT in schools in Cameroon being at an introductory stage was established from the available literature. This led to the use of a single case study from the Western Region of Cameroon, where four secondary schools were selected from the most advanced schools in terms of ICT integration. Participants consisting of principals, ICT co-ordinators, teachers, and students were interviewed, in order to establish the current status of ICT in each school, as well as those factors affecting or promoting the adoption of ICT. Teachers’ and students’ surveys, as well as existing documentation were used to triangulate the data gathered from interviews with school principals and ICT co-ordinators. Data were descriptively analysed – and the findings revealed that ICT is at the introductory stage of integration in the Fluck’s Model of ICT development in schools. At school level, the lack of infrastructure and an ICT adoption plan were found to be the key opposing factors to ICT integration, whereas several enablers were identified, such as the positive attitude of teachers towards ICT, the existence of a minimum recurring budget for ICT adoption through parents’ funding, as well as the continually decreasing cost of ICT infrastructure in the market. Based on the findings and experiences from successfully proven projects, a set of guidelines were derived for schools’ decision-makers. It is critical to put in place a well-structured policy for ICT in the school and to recognise all the ICT-related costs.
- Full Text:
- Date Issued: 2011
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