Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring expansive learning and co-management in the uMzimvumbu catchment
- Authors: Kuze, Mzukisi
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kuze, Mzukisi
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Investigating occupation as frame for planning and developing agricultural extension VET skills for climate resilience: cross-case analysis of Alice, South Africa, and Gulu, Uganda
- Authors: Muhangi, Sidney
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436559 , vital:73282 , DOI 10.21504/10962/436559
- Description: In sub-Saharan Africa and most of the Global South, climate change is challenging work and livelihoods for smallholder farmers who depend on rainfed farming, demanding climate resilience. Smallholder agriculture in Africa remains a mainstay for most economies and livelihoods, including South Africa and Uganda. My firsthand experience in Uganda as a subsistence farmer revealed the vitality of extension services to farmers. Participating in VETAfrica 4.0, a VET skill planning project, sparked my interest in examining the adequacy of 'Occupation' as a skills planning tool for addressing contemporary climate change challenges faced by extension officers and farmers, with implications for skills development. This research sought to answer the question: What is the theoretical and practical history and current constitution of the agricultural extension officer occupation as a mediating unit of intervention for VET skills planning, and is it adequate for climate resilience? The study addressed five objectives. First, the study undertook a historical review of occupation as a mediating unit of intervention for skills planning. Secondly, the study examined current descriptions of the extension occupation as used for skills planning in Africa. Thirdly, in order to better understand the operationalisation of this skills planning instrument, the study examined aspects of skills development, specifically how VET preparation for extension work was taking place in response to the need for climate resilience through a curriculum review and the experiences and related work activities of extension services actors. The study also reviewed agricultural extension and VET policy, and labour market data for its responsiveness to climate resilience. In response to the findings of Objectives 1-4, a fifth objective was developed to offer expanded possibilities for a mediating unit of intervention for skills planning and development relevant to climate resilience in agricultural extension, as this appeared to be needed. To develop the study, I drew on the Social Ecosystems Model (SEM) for skills, which raises the issue of mediation in skills development. I also drew on Cultural-Historical Activity Theory (CHAT) to help theorise the mediation in the SEM for skills, where different activity systems (policy, training and extension, farming) were present. This framework allowed me to probe how these activity systems were mediating climate-resilient skills development with/for extension services (or not). Empirical data was produced through secondary and primary data, generated in two case study contexts using a cross-case design. Documentary analysis involved analysing policy documents, study curricula and historical literature to develop an understanding of historical sociology of occupation as a skills planning mediating unit and insight into contemporary understanding of how occupational frameworks are structured and deployed. Analysis was undertaken in two stages; firstly, through in-depth cases of occupation as mediating unit of intervention for skills planning, and aspects of skills development as influenced by this as influenced by this mediating unit (Chapter 5 and 6). This offered a first layer of analysis and insights into temporality, verticalities, mediation and horizontalities in the SEM for skills in each case. Secondly, abduction was undertaken to build models of the SEM for skills as found in each of the two countries using the SEM and CHAT analytical tools (Chapter 7), showing the need for skills planning tools that are more closely related to and relevant to the contexts of skills development. Findings revealed insights into the SEM for skills related to ecological time, notably a mismatch between the cultural-historical time of occupational skills planning and development, and the temporal demands for climate resilience. Historical analysis the deep rootedness of occupations and occupational structures in colonial histories and traditions, going back as far as the medieval era, with current occupations still bearing features of ancient occupational guild practices and hence not adequately responsive to climate change, affecting the SEM for skills in both cases and producing contradictions. Analysis further revealed that contemporary agricultural extension in Africa is decentralised and pluralistic, with few extension-related policies employed underdeveloped. Labour market in both South Africa and Uganda are not adequately orientated to climate resilience and fail to include climate resilience expertise, despite a need for this amongst farmers and by policy, revealing contradictions between various policy activity systems, which are not adequately facilitating. Empirical findings from study sites revealed that VET preparation for extension work lacks responsiveness to climate resilience within the skills ecosystem. Consequently, extension officers lack expertise in climate resilience, which is an increasing demand expressed by farmers and other horizontal activity systems in the SEM for skills. Through a more complex understanding of the extension officer occupation and its development in skills ecosystem in Africa, the study proposes a broader mediating unit of intervention for skills planning than that of ‘occupation’ only. The mediating unit of intervention put forward for skills planning is a workstream mapping approach for climate resilient extension training in VET. This planning approach has implications for skills development viewed as work, learning and living involving more than one activity system in the skills development landscape, thus also broadening the approach to VET. The study concludes with recommendations to further test this approach. Finally, it makes recommendations that can inform: 1) curriculum innovation, 2) extension practice, 3) policy, and 4) research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Muhangi, Sidney
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436559 , vital:73282 , DOI 10.21504/10962/436559
- Description: In sub-Saharan Africa and most of the Global South, climate change is challenging work and livelihoods for smallholder farmers who depend on rainfed farming, demanding climate resilience. Smallholder agriculture in Africa remains a mainstay for most economies and livelihoods, including South Africa and Uganda. My firsthand experience in Uganda as a subsistence farmer revealed the vitality of extension services to farmers. Participating in VETAfrica 4.0, a VET skill planning project, sparked my interest in examining the adequacy of 'Occupation' as a skills planning tool for addressing contemporary climate change challenges faced by extension officers and farmers, with implications for skills development. This research sought to answer the question: What is the theoretical and practical history and current constitution of the agricultural extension officer occupation as a mediating unit of intervention for VET skills planning, and is it adequate for climate resilience? The study addressed five objectives. First, the study undertook a historical review of occupation as a mediating unit of intervention for skills planning. Secondly, the study examined current descriptions of the extension occupation as used for skills planning in Africa. Thirdly, in order to better understand the operationalisation of this skills planning instrument, the study examined aspects of skills development, specifically how VET preparation for extension work was taking place in response to the need for climate resilience through a curriculum review and the experiences and related work activities of extension services actors. The study also reviewed agricultural extension and VET policy, and labour market data for its responsiveness to climate resilience. In response to the findings of Objectives 1-4, a fifth objective was developed to offer expanded possibilities for a mediating unit of intervention for skills planning and development relevant to climate resilience in agricultural extension, as this appeared to be needed. To develop the study, I drew on the Social Ecosystems Model (SEM) for skills, which raises the issue of mediation in skills development. I also drew on Cultural-Historical Activity Theory (CHAT) to help theorise the mediation in the SEM for skills, where different activity systems (policy, training and extension, farming) were present. This framework allowed me to probe how these activity systems were mediating climate-resilient skills development with/for extension services (or not). Empirical data was produced through secondary and primary data, generated in two case study contexts using a cross-case design. Documentary analysis involved analysing policy documents, study curricula and historical literature to develop an understanding of historical sociology of occupation as a skills planning mediating unit and insight into contemporary understanding of how occupational frameworks are structured and deployed. Analysis was undertaken in two stages; firstly, through in-depth cases of occupation as mediating unit of intervention for skills planning, and aspects of skills development as influenced by this as influenced by this mediating unit (Chapter 5 and 6). This offered a first layer of analysis and insights into temporality, verticalities, mediation and horizontalities in the SEM for skills in each case. Secondly, abduction was undertaken to build models of the SEM for skills as found in each of the two countries using the SEM and CHAT analytical tools (Chapter 7), showing the need for skills planning tools that are more closely related to and relevant to the contexts of skills development. Findings revealed insights into the SEM for skills related to ecological time, notably a mismatch between the cultural-historical time of occupational skills planning and development, and the temporal demands for climate resilience. Historical analysis the deep rootedness of occupations and occupational structures in colonial histories and traditions, going back as far as the medieval era, with current occupations still bearing features of ancient occupational guild practices and hence not adequately responsive to climate change, affecting the SEM for skills in both cases and producing contradictions. Analysis further revealed that contemporary agricultural extension in Africa is decentralised and pluralistic, with few extension-related policies employed underdeveloped. Labour market in both South Africa and Uganda are not adequately orientated to climate resilience and fail to include climate resilience expertise, despite a need for this amongst farmers and by policy, revealing contradictions between various policy activity systems, which are not adequately facilitating. Empirical findings from study sites revealed that VET preparation for extension work lacks responsiveness to climate resilience within the skills ecosystem. Consequently, extension officers lack expertise in climate resilience, which is an increasing demand expressed by farmers and other horizontal activity systems in the SEM for skills. Through a more complex understanding of the extension officer occupation and its development in skills ecosystem in Africa, the study proposes a broader mediating unit of intervention for skills planning than that of ‘occupation’ only. The mediating unit of intervention put forward for skills planning is a workstream mapping approach for climate resilient extension training in VET. This planning approach has implications for skills development viewed as work, learning and living involving more than one activity system in the skills development landscape, thus also broadening the approach to VET. The study concludes with recommendations to further test this approach. Finally, it makes recommendations that can inform: 1) curriculum innovation, 2) extension practice, 3) policy, and 4) research. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
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