An evaluation of the impact of the Rhodes University Master of Education in Mathematics Education Programme in Namibia from the perspectives of its graduates
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An exploration of how schools and teachers interpret and implement the Language in Education Policy for their classroom practice: a case study
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An exploration of the mathematical learner identities of high school learners who participated in after school mathematics clubs in primary school
- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into the extent to which grade 12 Mechanical Technology (MT) curriculum practices relate to the Green Economy: A case study of two Eastern Cape technical high schools
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Catchment and River Management in Graduate Teacher Education: A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Climate for changing lenses: Reconciliation through site-specific, media arts-based environmental education on the water and climate change nexus in South Africa and Canada
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Van Borek, Sarah
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Environmental education Canada , Climatic changes in art , Water-supply Climatic factors , Decolonization , Reconciliation South Africa , Curriculum change , Traditional ecological knowledge
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192754 , vital:45260 , 10.21504/10962/192754
- Description: This study took place in the context of a growing racialised global water crisis and increasing demands worldwide for transforming higher education at institutions of ongoing settler colonialism. It presents a conceptualisation of what education, research and activism can look like and unfolded inside a doctoral research project that expands what doctoral education can look like. Using a media arts-based praxis process, I developed a relational model of university curriculum –site-specific, media arts-based, environmental education –with potential to cultivate relations (human and nonhuman) towards reconciliation while contributing to justice at the water-climate change nexus. My aim as a settler-ally was to expand my teaching and curriculum practices, thereby also offering curriculum transformation inspiration to others. My research was rooted in my concept of reconciliation as a practice towards thriving together, where the ‘together’ was inclusive of both humans and nonhumans. The curriculum engaged students in de/re/constructing water narratives through making site-specific videos focused on local water bodies. Decolonising artistic approaches known as slow media and soundscape recording were strategically incorporated into audio/video mapping assignments where students observed water aesthetics in ways that shifted their perceptions about water and entities entangled with it. Students met with Knowledge Keepers (Indigenous and non-Indigenous people from outside the academy with existing relationships to water bodies). A photovoice methodology was used in these meetings with Knowledge Keepers to reconfigure traditional film director-subject power relations. Guest lecturers from non-traditional backgrounds contributed diverse perspectives. Ecomotricity was incorporated, whereby students were in deliberate movement in/with water bodies through canoeing together. The curriculum culminated in a public screening/education event where resulting videos, interspersed with educational games facilitated by students, surfaced emotions, knowledge co-production and new synergies amongst the event’s temporary community. Through two iterations of the curriculum, where I co-designed and taught a course called Making Waveforms, one in Vancouver, Canada and one in Cape Town, South Africa, I explored the primary research question: How can a relational site specific, media arts-based university environmental education curriculum cultivate students’ relational sensibilities and abilities oriented towards reconciliation of diverse peoples and ecosystems in South Africa and Canada? Iterating the curriculum across these two contexts allowed me to assess which aspect(s)of the curriculum may have been applicable across these and other contexts. By using mixed methods of data collection and sharing throughout the research journey, I explored the sub-questions: a) How is reconciliation understood currently by university students in South Africa and Canada? and b) How can a relational site-specific, media arts-based university environmental education curriculum and my PhD methodologies (PhD-by-publication, website, and participatory approaches to podcasting, video making, and song creation), contribute to decolonising higher education, and thereby further contribute to reconciliation of diverse peoples and ecosystems in South Africa and Canada? Integral to my praxis process, I undertook a PhD-by-publication that involved writing four academic journal articles, with each paper presenting a key stage in the process. The papers, all of which have been submitted to peer-reviewed academic journals, form part of this thesis and can be found in the Appendices. The course was originally developed around Donati’s (2011) relational sociology and Gergen’s (2009) relational education theory. Throughout my praxis process, I expanded my theoretical influences as called for by the research and teaching practice. The journey behind my first PhD paper, (Towards) Sound research practice: Podcast-building as modeling relational sensibilities at the water-climate change nexus in Cape Town, began when I officially started my doctoral studies in early 2018. The paper was co-authored with a fellow PhD scholar from Rhodes University’s Environmental Learning Research Centre (ELRC), Anna James. It presents an experimental arts-based methodology we co-developed for doing contextual profiling by building a socially-engaged podcast series, called Day One, to explore the lived experiences of the Cape Town water crisis of 2018. It includes my initial tool of analysis for exploring how the curriculum might cultivate relational sensibilities and abilities towards reconciliation. The podcast pedagogy offered opportunities to develop some relational learning processes. The analytical tool was developed from cross-referencing reconciliation and relational educational theories. This paper also incorporated theories in relational solidarity and social movement learning. The podcast episodes included personal narratives that, in turn, revealed diverse ideologies and polarisations in the water situation. Working with the audio medium highlighted possibilities for creating and shifting affective relations. Recording and editing soundscapes of waterbodies began explorations of the agential qualities of water. These were foundational dynamics to explore in building the reconciliation curriculum. The paper is published in the International Journal of New Media, Technology, and the Arts (2019, Volume14, Issue1). My second PhD paper, A media arts-based praxis process of building towards a relational model of curriculum oriented towards reconciliation through water justice, presents my methodology for and analysis of a pilot course I co-designed and taught at the Emily Carr University of Art + Design (ECUAD) in Vancouver, Canada in 2018. This course served as contextual profiling around the water situation in Vancouver. The course was offered in partnership with a science-based environmental non-profit called the David Suzuki Foundation and an Indigenous-led post-secondary school called the Native Education College. The course’s public event was hosted at the Beaty Biodiversity Museum. At this stage, I was introduced to Cree/Métis filmmaker, Gregory Coyes, and his Indigenous cinematic narrative approach known as Slow Media. Integrating slow media into video mapping assignments presented exciting possibilities for shifting views and valuing of water. This was the stage at which my concept of reconciliation expanded to explicitly include nonhumans. I applied my initial analytical tool to the curriculum here, which revealed the three most prominent relational sensibilities and abilities towards reconciliation cultivated by students through the course: (1) knowledge ecologies; (2) a hopeful social imaginary; and (3) embodied ways of knowing. I began to make connections between the curriculum and Mi’kmaq elder Albert Marshall’s concept of ‘Two-Eyed-Seeing’, and expanded the notion to ‘Three-Eyed-Seeing’ to include artistic approaches. Deeply inspired by Bekerman and Zembylas’s (2012) Teaching Contested Narratives, I began to see the growing importance of the narrative aspects of reconciliation education. The paper is published in the University of Pretoria’s Journal of Decolonising Disciplines (2021, Volume 1, Issue 2). My third PhD paper, Water as artist-collaborator: Posthumanism and reconciliation in relational media arts-based education, presents a 2019 iteration of the curriculum at ECUAD in Vancouver, and illustrates my shift to include posthuman theories in my analysis. This course was offered in affiliation with the David Suzuki Foundation, and in collaboration with the Native Education College. The culminating public event was hosted by the Beaty Biodiversity Museum. Decentring the human in this data analysis better supported my research and curricular aims. The strong technoculture of the media arts-based curriculum fits well with many posthuman concepts. This posthuman reading of the course and data enabled me to see what changes were emerging through student-water-technology intra-actions, and how these supported relations towards reconciliation as well as water justice. Most notable of these changes was the emergence of water’s agential qualities, specifically of water as becoming collaborator in artistic/knowledge co-production, where students think with water. I argued this contributes to reconciliation by decentring the human, enabling relations in which power is more equal, and where there are greater possibilities for mutual responsibility between related entities. This is where I developed the concept of audio/video as relational texts, supporting the creating and shifting of affective relations more than the monumentalised verbal/written knowledge of traditional universities. This is also where I realised that relational work towards reconciliation would require engaging with the hidden curriculum of institutions. The paper is published in the journal Reconceptualizing Educational Research Methodology (2021, Volume 12, Issue 1), as part of a special issue on Posthuman Conceptions of Change in Empirical Educational Research. My fourth PhD paper, originally entitled Making waveforms: Implicit knowledge representation through video water narratives as decolonising practice towards reconciliation in South Africa’s higher education, presents an analysis of the 2019 iteration of the curriculum in South Africa. I co-designed and led a course called Making Waveforms at the University of Cape Town’s Future Water Institute (FWI) in collaboration with Rhodes University. The course was co-designed/facilitated with FWI’s Research Fellow Amber Abrams, who also co-authored this paper. The course’s public event was hosted by a non-profit organisation called the Tshisimani Centre for Activist Education. This paper explored the ways that non-verbalisable, implicit learning –understood as part of many non-Euro/Western ways of knowing– takes place in the Making Waveforms course and how this influenced water-specific climate behaviours while contributing to decolonised reconciliation practice for higher education institutions. Drawing on theories of implicit and explicit knowledge, we first showed how implicit learning primarily took place through: 1) site-specific audio/video mapping of water bodies; 2) meetings with Knowledge Keepers; and 3) an interactive public screening event. We highlighted how this non-verbalisable learning produced feelings of empathy for diverse peoples and waterways, as well as aesthetic appreciation of water, and how this can contribute to more response-able water behaviours. This, we argued, supported the valuing of implicit knowledge within a traditional educational setting, thereby pluralising knowledge, and was key to reconciliation/decolonisation in higher education. Iterating the curriculum for the South African context emphasised the importance of context-specificity of the course overall, and also of the relational work embedded in the curriculum. This paper is under review by the University of Toronto’s journal Curriculum Inquiry (CI). Following receipt of CI's internal review process, the title of the paper has since been updated to Non-verbalisable, implicit knowledge through cellphilms as decolonised reconciliation practice towards response-able water behaviours in South Africa. Through reflective analysis of my four papers, I developed a concept for an Anatomy of Decoloniz/sed Curriculum consisting of five key parts: 1) relationality; 2) multimodality; 3) narratives/counter-narratives; 4) context-specificity; and 5) unhidden curriculum. Four meta reflections have been included in this thesis, each corresponding with one of the four papers, and presented chronologically according to the stage of the praxis process with which they correspond. In these meta reflections, I applied Kolb’s (1984) Experiential Learning Cycle model for reflective writing, based on the premise that through experiences we can expand our understanding, and included four key stages: 1) concrete experience; 2) reflective observation; 3) abstract conceptualisation; and 4) active experimentation. For the concrete experience, I provided a thick description of my process in writing the paper, as well as aspects of the phase in my praxis process that was the focus of the paper, not included in but relevant to the paper. For the reflective observation, I identified any aspects of the experience that were new to me and which therefore presented opportunities for me to learn. For the abstract conceptualisation, I critically analysed my concrete experience and reflective observation to determine which, if any, of the five key parts of the Anatomy of Decoloniz/sed Curriculum that I outline in my introduction relate to this phase of my PhD praxis process. For the active experimentation, I made conclusions about the extent to which this phase of my PhD embraced decoloniality in practice, and built on this new understanding to make recommendations for myself and others committed to the decolonial project as part of my contribution to knowledge. These meta reflections also invite readers to follow my personal narrative of becoming-with water, meaning my transformation from being water illiterate to embracing a ‘watershed mind’ (Wong,2011). Multimodality, which I propose as a key part of an Anatomy of Decoloniz/sed Curriculum, is embedded in the representational aspects of this thesis. The courses I co-designed and taught as part of this project resulted in the creation of 20 short student films. My contextual profiling involved a podcast methodology that was ongoing throughout my study, as a model of decolonised research-communication-education-action at the water-climate change nexus. This methodology resulted in the creation of four Day One podcast episodes, co-produced with a PhD colleague, Anna James. Some of these episodes are available in all three main languages of Cape Town (Xhosa, Afrikaans, and English). I evolved the podcast methodology in a later stage of my praxis process as a form of member checking with contributors involved in various stages and aspects of the research. Once the four papers were written, I created a series of four short videos called In the Flow, with each video representing a translation of one of the four papers. I invited various contributors of the research project to either watch one or more of the In the Flow videos and/or read one or more of the academic papers, and then to respond in a Zoom call with me. The responses were then shared publicly in a series of seven Climate for Changing Lenses podcast episodes. Parts of these are included in a final song/music video called Please Don’t Blow It. A Climate for Changing Lenses website was created to host all of this multimedia content that forms part of this thesis. A link to this website is provided in the Introduction section of this thesis. My research contributes to the advancement of knowledge in the areas of relational and reconciliation pedagogy, decolonising higher education, arts-based teaching, learning and research methodologies and the water-climate change nexus. My praxis process provided a relational model of reconciliation curriculum that has been tried and tested in two international contexts: Canada and South Africa. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Continuing teacher professional development in the Environment Sector: A case study of Fundisa for Change continuing teacher professional development programme
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring how Grade 11 chemistry teachers make use of the periodic table of elements when mediating learning of writing and balancing chemical equations
- Kambeyo, Reginald Ndeshipanda
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring the effect of the indigenous technology of oil extraction on Grade 10 Biology learners’ perspectives and sense making of enzymes
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring visual probability teaching strategies for enhancing mathematical thinking in grade 11 classrooms
- Nghidinwa, Lavinia Tangi-Jehova
- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Mediating and examining expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in the Manicaland Province of Zimbabwe
- Authors: Mukwambo, Robson
- Date: 2021-10-29
- Subjects: Active learning Zimbabwe Chimanimani District , Food security Zimbabwe Chimanimani District , Sustainable agriculture Zimbabwe Chimanimani District , Irrigation farming Zimbabwe Chimanimani District , Qualitative research , Cultural-historical activity theory (CHAT) , Nyanyadzi Irrigation Scheme
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192712 , vital:45253 , 10.21504/10962/192712
- Description: The study sought to mediate and examine expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in Ward 8 of Chimanimani District in the Manicaland province of Zimbabwe. Therefore, the main foci of the study were to investigate how multidimensional complexities have come to be the way they are (historicizing) and how they enable or constrain learning of household food production. The study utilized Cultural Historical Activity Theory and the Expansive Learning Cycle (Engeström & Sannino, 2010) to examine and mediate collective learning in response to the multidimensional complexities and also to contribute to transforming the farmers’ activity systems towards more sustainable practices to ensure household food security. The study used a qualitative research approach, utilizing an insider formative intervention approach in a case study design in which Nyanyadzi irrigation scheme was the case study. I have adopted the insider formative interventionist role as a 3rd generation farmer, born and bred in Nyanyadzi area, and my family has been involved in the Nyanyadzi irrigation scheme for three generations. I see this as synergistic with the need for deep cultural understanding in CHAT research. However, this role also provided challenges for me to maintain a rigorous approach to the research in which I also reflexively review my own role and influence in the research process. Following CHAT expansive learning methodological guidance, data was generated through fifteen (15) face to face interviews with three generations of farmers in the scheme (historical ethnographic data); four focus group discussions (contemporary ethnographic data) and eight (8) sessions in a three (3) day change laboratory workshop (expansive learning data). Double stimulation and ‘mirror’ data was used to surface and prioritise responses to contradictions in the Change Laboratory Workshops (CLW), which is a methodology developed in and for CHAT research (ibid). The data was analysed using both inductive and abductive approaches and were conducted in a three-phased process focusing firstly on the history of the object, followed by current perspectives on the object of activity and lastly on transformations emerging in the object of activity via the expansive learning process. Cultural Historical Activity Theoretical tools informed activity system analysis and analysis of the history of the object and emerging contradictions; and the expansive learning cycle (ELP) process framework associated with and emergent from CHAT was used to analyse the emergence of transformative agency and expansion of the object. Four levels of contradictions were used to describe and explain the emergent contradictions namely, primary, secondary, tertiary and quaternary contradictions and are presented in this sequence as catalytic opportunities for expansive learning as proposed in CHAT. In addition, the four types of discursive manifestations of contradictions namely, dilemma, conflict, critical conflict and double bind were used to describe and explain the manifestations of contradictions in this study and their role in catalysing transformative agency. The concept of linguistic cues for discursive manifestations of contradictions was adopted and employed in the preliminary data analysis phase. In addition, the transformative agency expressions and zone of proximal development (ZPD) concept was applied in and to the CLW data to examine the learning pathways and to co-develop and expand farmers’ and other stakeholders’ transformative agency and ZPD respectively. I found myself as formative insider researcher having to take on a strong role as co-engaged researcher / participant in the irrigation scheme expansive learning process. The study concluded that the farmers’ activity system is the central activity system and it interacts with other activity systems on a partially shared object “improved crop production and marketing under irrigation scheme”. Through interactions with other neighbouring activity systems, the farmers have faced multidimensional complexities that constrain their ability to fully realise their object. These multidimensional complexities manifest in three critical contradictions as a critical conflict in leadership and management crisis; a dilemma and double bind in a lack of farmer education and training; and lastly, a dilemma and double bind in poor crop marketing. These multidimensional complexities have a historical account and they have evolved in complexity over time and I argue in the thesis that, a careful cultural-historicity of the object of activity and mediation of the situated learning can help to collectively come up with solutions to these multidimensional complexities. The study further concluded that despite these multidimensional complexities in the scheme, learning has been taking place and such learning was sometimes mediated through demonstrations as “learning by doing,” “seeing is believing” and the “winners and losers” concept. Furthermore, through the CLW process the farmers and other stakeholders’ cognitive horizons were expanded by the mirror data and double stimulation processes, and the expansive learning process developed their individual and collective transformative agency pathways and expanded their collective zone of proximal development. In this study I argue that there has been little said about collective learning in irrigation schemes and given the dearth of detail on such learning, it seems that this learning is either going unnoticed or is ignored. Hence, I further argued that the multidimensional complexities in irrigation schemes are both a stimulant for learning and provide a space (object) for collective learning, as was also shown by Baloi (2016). The study also shows that the collective learning potential in these irrigation schemes can be pro-actively mediated via expansive learning formative interventions in support of improved crop production and marketing for produce developed under irrigation in irrigation schemes such as the Nyanyadzi Irrigation scheme. Lastly, being an insider formative interventionist researcher in this study, with intergenerational engagement and perspective on the history of the object and integrational engagement with the transforming object, I became part of the intergenerational transformation of the irrigation scheme’s object. The intergenerational co-construction of the history of the object, coupled with the insider formative interventionist researcher approach opened up and allowed me as a current generation agent or actor to develop an in-depth understanding of the multidimensional nature and historicity of the object. This was crucial for opening up the transformative agency pathways. It also produced a responsibility for me as an insider formative interventionist researcher to carry the summative findings of the study back into the social context to widen the engagement and mediation of the transformation needed in the community. Overall not only does the study offer an intergenerational perspective on multidimensional complexities of the object and how this can generatively be mobilised via expansive learning into emerging transformative learning agency pathways, but it also offers a new vantage point on the role of the insider formative interventionist researcher. Through this, the study offers insight into how we as third generation members of the community can be brought closer to our communities through the application of our skills, thereby also offering a new type of engaged and rigorously framed and executed research with roots in our communities. As shown in this study, not only does this expand the knowledge and experience of those we engage with, but it also expands our own knowledge and expertise in order to be more able to contribute to both the challenges of our own communities but also that of other communities and situations similar to ours, and beyond these bounded contexts. The study’s contribution is both practical, but also methodological from this vantage point, especially in an African context where there is much critique of ‘outsider research’, yet little pro-active articulation of what insider (in this case, formative intervention) research may look like. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mukwambo, Robson
- Date: 2021-10-29
- Subjects: Active learning Zimbabwe Chimanimani District , Food security Zimbabwe Chimanimani District , Sustainable agriculture Zimbabwe Chimanimani District , Irrigation farming Zimbabwe Chimanimani District , Qualitative research , Cultural-historical activity theory (CHAT) , Nyanyadzi Irrigation Scheme
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192712 , vital:45253 , 10.21504/10962/192712
- Description: The study sought to mediate and examine expansive learning in the context of multidimensional complexities affecting household food security activity systems in Nyanyadzi Irrigation Scheme in Ward 8 of Chimanimani District in the Manicaland province of Zimbabwe. Therefore, the main foci of the study were to investigate how multidimensional complexities have come to be the way they are (historicizing) and how they enable or constrain learning of household food production. The study utilized Cultural Historical Activity Theory and the Expansive Learning Cycle (Engeström & Sannino, 2010) to examine and mediate collective learning in response to the multidimensional complexities and also to contribute to transforming the farmers’ activity systems towards more sustainable practices to ensure household food security. The study used a qualitative research approach, utilizing an insider formative intervention approach in a case study design in which Nyanyadzi irrigation scheme was the case study. I have adopted the insider formative interventionist role as a 3rd generation farmer, born and bred in Nyanyadzi area, and my family has been involved in the Nyanyadzi irrigation scheme for three generations. I see this as synergistic with the need for deep cultural understanding in CHAT research. However, this role also provided challenges for me to maintain a rigorous approach to the research in which I also reflexively review my own role and influence in the research process. Following CHAT expansive learning methodological guidance, data was generated through fifteen (15) face to face interviews with three generations of farmers in the scheme (historical ethnographic data); four focus group discussions (contemporary ethnographic data) and eight (8) sessions in a three (3) day change laboratory workshop (expansive learning data). Double stimulation and ‘mirror’ data was used to surface and prioritise responses to contradictions in the Change Laboratory Workshops (CLW), which is a methodology developed in and for CHAT research (ibid). The data was analysed using both inductive and abductive approaches and were conducted in a three-phased process focusing firstly on the history of the object, followed by current perspectives on the object of activity and lastly on transformations emerging in the object of activity via the expansive learning process. Cultural Historical Activity Theoretical tools informed activity system analysis and analysis of the history of the object and emerging contradictions; and the expansive learning cycle (ELP) process framework associated with and emergent from CHAT was used to analyse the emergence of transformative agency and expansion of the object. Four levels of contradictions were used to describe and explain the emergent contradictions namely, primary, secondary, tertiary and quaternary contradictions and are presented in this sequence as catalytic opportunities for expansive learning as proposed in CHAT. In addition, the four types of discursive manifestations of contradictions namely, dilemma, conflict, critical conflict and double bind were used to describe and explain the manifestations of contradictions in this study and their role in catalysing transformative agency. The concept of linguistic cues for discursive manifestations of contradictions was adopted and employed in the preliminary data analysis phase. In addition, the transformative agency expressions and zone of proximal development (ZPD) concept was applied in and to the CLW data to examine the learning pathways and to co-develop and expand farmers’ and other stakeholders’ transformative agency and ZPD respectively. I found myself as formative insider researcher having to take on a strong role as co-engaged researcher / participant in the irrigation scheme expansive learning process. The study concluded that the farmers’ activity system is the central activity system and it interacts with other activity systems on a partially shared object “improved crop production and marketing under irrigation scheme”. Through interactions with other neighbouring activity systems, the farmers have faced multidimensional complexities that constrain their ability to fully realise their object. These multidimensional complexities manifest in three critical contradictions as a critical conflict in leadership and management crisis; a dilemma and double bind in a lack of farmer education and training; and lastly, a dilemma and double bind in poor crop marketing. These multidimensional complexities have a historical account and they have evolved in complexity over time and I argue in the thesis that, a careful cultural-historicity of the object of activity and mediation of the situated learning can help to collectively come up with solutions to these multidimensional complexities. The study further concluded that despite these multidimensional complexities in the scheme, learning has been taking place and such learning was sometimes mediated through demonstrations as “learning by doing,” “seeing is believing” and the “winners and losers” concept. Furthermore, through the CLW process the farmers and other stakeholders’ cognitive horizons were expanded by the mirror data and double stimulation processes, and the expansive learning process developed their individual and collective transformative agency pathways and expanded their collective zone of proximal development. In this study I argue that there has been little said about collective learning in irrigation schemes and given the dearth of detail on such learning, it seems that this learning is either going unnoticed or is ignored. Hence, I further argued that the multidimensional complexities in irrigation schemes are both a stimulant for learning and provide a space (object) for collective learning, as was also shown by Baloi (2016). The study also shows that the collective learning potential in these irrigation schemes can be pro-actively mediated via expansive learning formative interventions in support of improved crop production and marketing for produce developed under irrigation in irrigation schemes such as the Nyanyadzi Irrigation scheme. Lastly, being an insider formative interventionist researcher in this study, with intergenerational engagement and perspective on the history of the object and integrational engagement with the transforming object, I became part of the intergenerational transformation of the irrigation scheme’s object. The intergenerational co-construction of the history of the object, coupled with the insider formative interventionist researcher approach opened up and allowed me as a current generation agent or actor to develop an in-depth understanding of the multidimensional nature and historicity of the object. This was crucial for opening up the transformative agency pathways. It also produced a responsibility for me as an insider formative interventionist researcher to carry the summative findings of the study back into the social context to widen the engagement and mediation of the transformation needed in the community. Overall not only does the study offer an intergenerational perspective on multidimensional complexities of the object and how this can generatively be mobilised via expansive learning into emerging transformative learning agency pathways, but it also offers a new vantage point on the role of the insider formative interventionist researcher. Through this, the study offers insight into how we as third generation members of the community can be brought closer to our communities through the application of our skills, thereby also offering a new type of engaged and rigorously framed and executed research with roots in our communities. As shown in this study, not only does this expand the knowledge and experience of those we engage with, but it also expands our own knowledge and expertise in order to be more able to contribute to both the challenges of our own communities but also that of other communities and situations similar to ours, and beyond these bounded contexts. The study’s contribution is both practical, but also methodological from this vantage point, especially in an African context where there is much critique of ‘outsider research’, yet little pro-active articulation of what insider (in this case, formative intervention) research may look like. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Museums for the Planet: Critical Realist Philosophy and the Possibility of an Eco-decolonial Museology
- Authors: Jeffery, Thomas Carnegie
- Date: 2021-10-29
- Subjects: Museums Management , Critical realism , Ontology , Decolonization , Organizational change , Social ecology , Eco-decolonial
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192692 , vital:45251 , 10.21504/10962/192692
- Description: This study introduces dialectical critical realism into museology as a philosophical underlabourer for the development of new theoretical potentials for the transformation of museum practice. The idea of the museum is in a moment of fluidity evident in emergent decolonial and ecological perspectives and in the International Council of Museum’s process of redefinition of the museum. The potential to reimagine the museum lacks a coherent philosophical and theoretical foundation. The persistence of museological dualism separates the social from the ecological and absents the emergence of relational modes of thinking and practice. This study conceives an ecological-decolonial or eco-decolonial mode of museology that is disruptive of dualism and generative of relationality, and is thus generative of agency for deeper, more effective and enduring social-ecological justice. The core of this thesis is the development of the eco-decolonial mode of museology through the DCR onto-axiological chain or ‘MELD’ schema. At 1M a depth ontological analysis augmented by interviews with key informants establishes a dialectic of society and ecology in the museological context. 1M surfaces capitalism and the implicit neoliberal ontology of museology as deep causal mechanisms of the 2E persistence of museological human-nature dualism. The paradox of ‘emancipatory neoliberalism’ is a policy-practice contradiction that absents potentials for transformation of the museum and that is held in place by the grounding ontological activity of museology, collection. The 2E perspective on absences enables the emergence of new transformative pathways towards the 3L vision of the eco-decolonial mode of museology as a (4D) new way of thinking and working to resolve neoliberal restrictions. The fundamental 4D change envisioned for museum philosophy, theory and practice is an ontological transformation from traditionalist human-nature dualism to a progressive human-nature dialectic. A case study considers instances where museum workers exercised the agency to expand practice in this way. Future work using the expansive learning methodology of Change Laboratories will develop and implement the potentials generated by the onto-axiological chain for the eco-decolonial mode to bring real change to traditional, dualist museum practice, in order to ensure the relevance and the agency of the museum as a social structure in and for a changing world. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Jeffery, Thomas Carnegie
- Date: 2021-10-29
- Subjects: Museums Management , Critical realism , Ontology , Decolonization , Organizational change , Social ecology , Eco-decolonial
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192692 , vital:45251 , 10.21504/10962/192692
- Description: This study introduces dialectical critical realism into museology as a philosophical underlabourer for the development of new theoretical potentials for the transformation of museum practice. The idea of the museum is in a moment of fluidity evident in emergent decolonial and ecological perspectives and in the International Council of Museum’s process of redefinition of the museum. The potential to reimagine the museum lacks a coherent philosophical and theoretical foundation. The persistence of museological dualism separates the social from the ecological and absents the emergence of relational modes of thinking and practice. This study conceives an ecological-decolonial or eco-decolonial mode of museology that is disruptive of dualism and generative of relationality, and is thus generative of agency for deeper, more effective and enduring social-ecological justice. The core of this thesis is the development of the eco-decolonial mode of museology through the DCR onto-axiological chain or ‘MELD’ schema. At 1M a depth ontological analysis augmented by interviews with key informants establishes a dialectic of society and ecology in the museological context. 1M surfaces capitalism and the implicit neoliberal ontology of museology as deep causal mechanisms of the 2E persistence of museological human-nature dualism. The paradox of ‘emancipatory neoliberalism’ is a policy-practice contradiction that absents potentials for transformation of the museum and that is held in place by the grounding ontological activity of museology, collection. The 2E perspective on absences enables the emergence of new transformative pathways towards the 3L vision of the eco-decolonial mode of museology as a (4D) new way of thinking and working to resolve neoliberal restrictions. The fundamental 4D change envisioned for museum philosophy, theory and practice is an ontological transformation from traditionalist human-nature dualism to a progressive human-nature dialectic. A case study considers instances where museum workers exercised the agency to expand practice in this way. Future work using the expansive learning methodology of Change Laboratories will develop and implement the potentials generated by the onto-axiological chain for the eco-decolonial mode to bring real change to traditional, dualist museum practice, in order to ensure the relevance and the agency of the museum as a social structure in and for a changing world. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Opportunities for the inclusion of Environmental Education in the Namibia Senior Secondary Certificate, Geography, Grade 11-12: a case study from Namibia
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Re-imagining the use of the abacus as a visualization tool to develop number sense in Grade 3 learners
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Sustainability focus in water management and curriculum practices in an agricultural college: a case study of Fort Cox Agriculture and Forestry Training Institute
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ramphinwa, Azwindini Edson
- Date: 2021-10-29
- Subjects: Water-supply Management South Africa Ixesi , Water-supply Management Study and teaching (Higher) South Africa Ixesi , Curriculum planning South Africa Ixesi , Environmental education Activity programs South Africa Ixesi , Agricultural colleges Curricula South Africa Ixesi , Sustainable development South Africa Ixesi , Educational change South Africa , Fort Cox Agriculture and Forestry Training Institute , Practice Architectures Theory (PAT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192030 , vital:45189
- Description: This case study of Fort Cox Agriculture and Forestry Training Institute explored the sustainability focus in water management and curriculum practices. I was inspired to develop a deeper understanding of current water management and curriculum practices at Fort Cox with fellow academics involved in the teaching of water dependent curricula, students who were enrolled in water dependent subjects, and support staff involved in water management practices around campus. My initial assumption was there was a practice disconnect or mismatch between water management practices and the stated curriculum requirements at Fort Cox. To develop a deeper understanding and possible responses, the study adopted the Practice Architectures Theory (PAT) developed by Kemmis (2009) and Kemmis, McTaggart and Nixon (2013). A supportive theory was also considered in the form of the action learning process developed by Marquardt (2007), which was aimed at bringing people together in an attempt to respond to water management practice concerns in their context. Practice Architectures Theory was used with the view to understand the ‘sayings, doings, and relatings’ regarding water management and curriculum practices at Fort Cox, in particular around Irrigation, Soil and Water Conservation subjects and the other water dependent subjects. Kemmis et al. (2013) suggested that practices come into being because people do not act alone but as a collective, and bring them into being. In practice, individual understanding and action are orchestrated in collective social-relational projects. A qualitative case study approach was used to solicit data using different techniques namely workshops, semi-structured interviews, document analysis, observations and Unit-Based Sustainability Assessment Tool questionnaires. Data collected through all these techniques was triangulated in the form of analytical memoranda which helped to develop analytical statements aligned with the research goals. The findings confirmed the evident practice disconnect between water management and curriculum practices which was found to be problematic at Fort Cox. The findings also suggest that there were inadequate water management topics across the curriculum. The findings lead to recommendations including future research recommendations for possible implementation. One notable recommendation is staff development on current sustainable water management and curriculum practices to address the challenges of both Fort Cox and the region. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring affordances and hindrances when using Grade 8 Physical Science learners’ home language to mediate learning of chemical bonding
- Shilongo, Wilhelm Nghidiputate
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
Is there an inverse-u relationship between financialisation and investment?: South Africa’s stock market capitalisation in comparative perspective
- Authors: Owen, Michael Robert
- Date: 2021-10
- Subjects: Monetary policy South Africa , Globalization , Economics South Africa , Capital movements South Africa , Stock exchanges South Africa , Investments South Africa , Economic development South Africa , South Africa Economic conditions 1991-
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191084 , vital:45058
- Description: In recent decades, the growth and fluctuations in the financial sector have become increasingly disjointed from events in the real economy. There has been a dramatic increase in global market integration and globalisation since the 2008 financial crisis. The argument presented in the thesis shows perspective from the two general debates in Economics. The Orthodox view, which suggests there is an efficient flow of resources between people and institutions over time, supports the argument that there is a positive relationship between financialisation and economic growth. Alternatively, the Heterodox view argues that financial liberalisation fails to anticipate market effects and requires intervention in order to limit negative consequences. More recent studies have proposed an inverse-U theory between financialisation and investment, which suggests that there is a threshold, above which further financial development and financial globalisation has detrimental effects on the real economy. With South Africa being a developing country that is highly reliant on capital inflows to finance the economy, there is space for more acute research to investigate whether South Africa has surpassed this threshold. This study focusses on one aspect of this relationship, namely the relationship between Stock Market Capitalisation and Investment. It uses panel data analysis and other methods to explore whether such an inverse-U relationship exists internationally, and whether South Africa is suffering from the effects of financialisation. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Owen, Michael Robert
- Date: 2021-10
- Subjects: Monetary policy South Africa , Globalization , Economics South Africa , Capital movements South Africa , Stock exchanges South Africa , Investments South Africa , Economic development South Africa , South Africa Economic conditions 1991-
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191084 , vital:45058
- Description: In recent decades, the growth and fluctuations in the financial sector have become increasingly disjointed from events in the real economy. There has been a dramatic increase in global market integration and globalisation since the 2008 financial crisis. The argument presented in the thesis shows perspective from the two general debates in Economics. The Orthodox view, which suggests there is an efficient flow of resources between people and institutions over time, supports the argument that there is a positive relationship between financialisation and economic growth. Alternatively, the Heterodox view argues that financial liberalisation fails to anticipate market effects and requires intervention in order to limit negative consequences. More recent studies have proposed an inverse-U theory between financialisation and investment, which suggests that there is a threshold, above which further financial development and financial globalisation has detrimental effects on the real economy. With South Africa being a developing country that is highly reliant on capital inflows to finance the economy, there is space for more acute research to investigate whether South Africa has surpassed this threshold. This study focusses on one aspect of this relationship, namely the relationship between Stock Market Capitalisation and Investment. It uses panel data analysis and other methods to explore whether such an inverse-U relationship exists internationally, and whether South Africa is suffering from the effects of financialisation. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10
Mobilising stories about cultural beliefs and practices on traditional foods to contextualise the topic on nutrition in a Grade 6 township class
- Authors: Nuntsu, Sipho Nimrod
- Date: 2021-10
- Subjects: Culturally relevant pedagogy South Africa , Science Study and teaching (Elementary) South Africa , Nutrition Study and teaching (Elementary) South Africa , Traditional ecological knowledge South Africa , Storytelling , Reasoning , Contiguity Argumentation Theory (CAT) , South African Curriculum Assessment and Policy Statement (CAPS) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190940 , vital:45043
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) document stipulates that science teachers should integrate indigenous knowledge (IK) into their science teaching. The rationale for this is to contextualise the content and make science accessible and relevant to learners. Despite these ideals, however, CAPS seems to be silent on how science teachers should go about doing this. Instead, it assumes that all teachers know how to integrate IK in their science teaching. As a result, many teachers are still not sure of how to integrate IK into their science classrooms. Such rhetoric and tension between curriculum formulation and implementation triggered my interest to do a study on how to mobilise stories about cultural beliefs and practices of traditional foods to mediate learning of nutrition in a Grade 6 Natural Sciences township class. The study was underpinned by an interprevist paradigm complemented with an Ubuntu paradigm to enhance explanations. Within these paradigms, a qualitative case study research design was adopted. It was conducted at Mdoko Primary school (pseudonym) in a semi-urban community in the Amathole West district of the Eastern Cape. The participants were 34 Grade 6 learners (15 boys and 19 girls), a Grade 6 Natural Sciences teacher who was my critical friend, and two expert community members. To generate data, I used a focus group discussion, group activities, classroom observations, and learners’ reflective journals. Vygotsky’s socio-cultural theory and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed. That is, data were analysed inductively to identify sub-themes and subsequently similar sub-themes were grouped together to form themes. The two expert community members’ presentations equipped my learners with stories on cultural beliefs and practices that were used in the olden days (past) and how such stories are used in our days (present). For instance, the findings of this study revealed that women during menstruation must not drink amasi as it is believed that it would prolong the menstruation time. The findings also revealed that eating of amaqanda and inside meat by youths should be minimised as it is believed that it can stimulate their sex hormones. It also revealed that there is no relevance to science that men eating imifino would be weak among other men who do not eat them. The implications for this study is that science teachers should make some efforts to integrate IK in their teaching to make science accessible and relevant to their learners. To achieve this, the study thus recommends that science teachers should find ways of tapping into the cultural heritage and wisdom that is possessed by the expert community members to enable learners to cross the bridge from home to school. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Nuntsu, Sipho Nimrod
- Date: 2021-10
- Subjects: Culturally relevant pedagogy South Africa , Science Study and teaching (Elementary) South Africa , Nutrition Study and teaching (Elementary) South Africa , Traditional ecological knowledge South Africa , Storytelling , Reasoning , Contiguity Argumentation Theory (CAT) , South African Curriculum Assessment and Policy Statement (CAPS) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190940 , vital:45043
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) document stipulates that science teachers should integrate indigenous knowledge (IK) into their science teaching. The rationale for this is to contextualise the content and make science accessible and relevant to learners. Despite these ideals, however, CAPS seems to be silent on how science teachers should go about doing this. Instead, it assumes that all teachers know how to integrate IK in their science teaching. As a result, many teachers are still not sure of how to integrate IK into their science classrooms. Such rhetoric and tension between curriculum formulation and implementation triggered my interest to do a study on how to mobilise stories about cultural beliefs and practices of traditional foods to mediate learning of nutrition in a Grade 6 Natural Sciences township class. The study was underpinned by an interprevist paradigm complemented with an Ubuntu paradigm to enhance explanations. Within these paradigms, a qualitative case study research design was adopted. It was conducted at Mdoko Primary school (pseudonym) in a semi-urban community in the Amathole West district of the Eastern Cape. The participants were 34 Grade 6 learners (15 boys and 19 girls), a Grade 6 Natural Sciences teacher who was my critical friend, and two expert community members. To generate data, I used a focus group discussion, group activities, classroom observations, and learners’ reflective journals. Vygotsky’s socio-cultural theory and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed. That is, data were analysed inductively to identify sub-themes and subsequently similar sub-themes were grouped together to form themes. The two expert community members’ presentations equipped my learners with stories on cultural beliefs and practices that were used in the olden days (past) and how such stories are used in our days (present). For instance, the findings of this study revealed that women during menstruation must not drink amasi as it is believed that it would prolong the menstruation time. The findings also revealed that eating of amaqanda and inside meat by youths should be minimised as it is believed that it can stimulate their sex hormones. It also revealed that there is no relevance to science that men eating imifino would be weak among other men who do not eat them. The implications for this study is that science teachers should make some efforts to integrate IK in their teaching to make science accessible and relevant to their learners. To achieve this, the study thus recommends that science teachers should find ways of tapping into the cultural heritage and wisdom that is possessed by the expert community members to enable learners to cross the bridge from home to school. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10