1stWeEat! The story of a food gardening intervention in Makhanda’s ECD centres
- Authors: Olvitt, Lausanne L , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
Decolonizing Journalism Education in South Africa
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455437 , vital:75430 , ISBN 9781003352907 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352907-6/decolonizing-journalism-education-south-africa-kealeboga-aiseng
- Description: The British, French, and Portuguese regimes colonized most African countries. This colonization took away African languages, cultures, religions, and practices, only to replace them with colonial traditions. Decolonization debates are now rife in South Africa: decolonizing higher education, the economy, the law, and the justice system. All these debates and attempts are made to achieve equity and justice in the country. To contribute to these debates, this chapter examines how journalism education can be decolonized in South Africa from a sociolinguistic perspective. To achieve its aim, the chapter will review course descriptions of journalism curriculums at three universities in South Africa that offer journalism education and possible ways to decolonize the curriculums from the sociolinguistics perspectives. The chapter has concluded that sociolinguistics is critical in decolonizing journalism education. Journalism is a verbal medium; it uses language to communicate. Hence, it is essential for journalism curriculums in South Africa to teach students that language and identity can influence journalism practice to reflect its context and speak to its people in a language and forms that they understand.
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- Date Issued: 2024
Power to the minorities: Ndebele L1–speaking teachers in Tonga-speaking communities in Zimbabwe
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468064 , vital:77004 , ISBN 9781003299547 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003299547-2/power-minorities-busani-maseko-dion-nkomo
- Description: In 2013, Zimbabwe adopted a new constitution that declared 16 officially recognised languages. In line with the new constitutional provision that all the official languages be treated with parity, the teaching of minority languages ceased to be optional. Yet there were neither trained teachers nor educational materials to implement their teaching. In this chapter, it is examined how Ndebele L1 teachers and learners in the Tonga-speaking community of Binga negotiate their identities by learning Tonga. Ndebele L1 learners learn Tonga as the new legitimate Indigenous language offered in their schools, which brings interesting dynamics in terms of language learning challenges and attitudes. Ndebele L1 teachers must reinvent themselves to assume the instructional responsibilities in the learning of the minority language and to retain their jobs. These teachers therefore learn the languages from the community including their own learners, thereby providing an exciting case of speakers of majority language speakers learning a minority language that they also must teach. This study therefore presents an interesting case where minority language–speaking learners and majority language–speaking teachers collaboratively and reciprocally participate in the teaching of the minority language.
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- Date Issued: 2024
The hidden colonialities of mobile communication: Phone uses by women in a South African rural community
- Authors: Dalvit, Lorenzo
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468239 , vital:77035 , ISBN 9781003304197 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003304197-5/hidden-colonialities-mobile-communication-lorenzo-dalvit
- Description: This chapter discusses the experiences and uses of mobile phones by women from Dwesa, a rural area in the former homeland of Transkei in South Africa. While representative of many similar rural realities in terms of poverty, internal migration, and lack of infrastructure, Dwesa is the site of an ICT-for-development project called the Siyakhula Living Lab. A decade and a half worth of multidisciplinary research and an intense working relationship with the community provide the scope for understanding the arrival, uptake, and adoption of mobile communication in a marginalized rural area. Local women often stood out as a particularly interesting group, for example, as information and communication technology champions in the community. The empirical component of this chapter draws on four individual interviews to explore the potentially problematic sides of mobile communication. In particular, the chapter employs the theoretical lens of coloniality to interrogate the oppressive potential of mobile phones in terms of gender relationships, negotiating gendered identities and interacting with institutions in a still largely patriarchal milieu.
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- Date Issued: 2024
The nexus between COVID-19 and sexual and reproductive health of adolescents: Bringing adolescents ‘home’
- Authors: Kangaude, Godfrey , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434171 , vital:73036 , ISBN 9781032671420 , https://www.routledge.com/COVID-19-and-the-Right-to-Health-in-Africa/Durojaye-Mahadew/p/book/9781032671420?_ga=1281847179.1711584000
- Description: The devastating impact of the COVID-19 virus is well-documented. The disease was less severe among young people than in the older population. The effect on adolescents was primarily due to government measures to curb the pandemic, including lockdowns that disrupted social, education, and health services and diverted resources away from sexual and reproductive health. Young people lost or had limited access to sexual and reproductive health services and comprehensive sexuality education. They experienced the loss of financial and emotional support and parental care because of sick adults and caregivers. Young persons also lost time with friends and in developmental tasks associated with adolescence, such as exploring intimate relationships and forming identities outside the home. Government-imposed lockdowns and isolation measures revealed how being home can be problematic for young people, despite the concept of ‘home’ suggesting safety, security, and nurturance. Of particular concern were sexual and gender-based violence in the home and the increase in teenage pregnancies. In this chapter, we engage with the notion of home and how all institutions with which the adolescent interacts, especially family and school, should be a ‘home’: A place of belonging and acceptance because adolescence is a critical time for the emergence of sexual identity.
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- Date Issued: 2024
A socio-political and historical perspective of linguistic prescriptivism in relation to the African languages of southern Africa
- Authors: Kaschula, Russell H , Mokapela, Sebolelo , Nkomo, Dion , Nosilela, Bulelwa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468042 , vital:77002 , ISBN 9781003095125 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003095125-22/socio-political-historical-perspective-linguistic-prescriptivism-relation-african-languages-southern-africa-russell-kaschula-sebolelo-mokapela-dion-nkomo-bulelwa-nosilela
- Description: Major languages in southern Africa evolved from oral to the written mode within particular socio-cultural and political milieu from the eighteenth century. In the postcolonial period, some African countries established regulatory bodies, while others maintained those established during the colonial period to oversee the development and use of African languages. The quest for uniformity manifested itself in a prescriptive approach to the orthographies and grammars of southern African languages. This chapter looks at how prescriptivism emerged from those socio-political and historical processes to become a feature in the development and use of African languages in southern Africa.
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- Date Issued: 2023
Performing the archive as interdisciplinary artistic-educational process
- Authors: Parker, Alan , Samuel, G M
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/469151 , vital:77214 , ISBN 9781000768770
- Description: Since 2015, South African tertiary education institutions have been deeply embroiled in processes of re-thinking pedagogies and curricula, spurred by calls for decolonial change by young student-led, national movements such as# Rhodesmustfall and# Feesmustfall. In the field of performance studies and practice, this has initiated a welcomed re-imagining of how teaching and learning occur within the performing arts in South Africa where diverse disciplines, forms, histories and discourses, connecting to a wide range of both indigenous and global contexts, combine in the training of multi-skilled, critically aware performers, theatre-makers, educators and researchers. At the University of Cape Town, in particular, this process has been complemented by the recent merger between the School of Dance and the Department of Drama into the newly formed Centre for Theatre, Dance and Performance Studies. Through this merging of artistic disciplines, the decolonial re-thinking of teaching and learning has been augmented by a significant move towards artistic interdisciplinarity and a strong focus on experimentation and research within performancemaking practices. As educators and choreographers working within this particular context, we have found the intersection between “choreographic performance”(Cvejić, 2015, p. 14) 1 and the archive to be a particularly rich and open field of possibility where critical questions can be asked, through the body, about the relationality between the past and the present and where tacit ideologies, socio-cultural belief systems and geopolitical perspectives, often implicit in bodies and their behaviours, can be surfaced and openly critiqued.
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- Date Issued: 2023
Please Do Not Call It Human Right: A Southern Epistemological Perspective on the Digital Inclusion of People With Disabilities in South Africa
- Authors: Dalvit, Lorenzo
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468228 , vital:77034 , ISBN 9781003388289 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003388289-5/please-call-human-right-lorenzo-dalvit
- Description: South Africa is one of the world’s most unequal countries and has a well-known past of serious human rights abuses. Despite a progressive legal system, a relatively large economy, and one of the highest rates of Internet penetrations on the African continent, social inequalities extend to the digital domain. While digital inclusion for all is inscribed as a desirable goal in policy documents, in practice this is not the case. The rights based on which policy documents rely and from which much of the formal civil society sector draws is rooted in Western understanding of concepts such as “dignity”, “ability”, “inclusion”, and even “disability” itself. Employing a decolonial approach, this chapter problematises narratives about the digital inclusion of people with disabilities. It argues that for South Africans with disabilities, benefitting from government interventions and enforcing their rights depend to a large extent on their socio-economic background. An emerging body of research documents challenges associated with the new forms of exclusion/invisibility of people with disabilities online, such as inaccessible software/hardware, a steep learning curve, or the practice of hiding one’s disability to avoid pity or stigma. The ubiquity of digital technology makes digital inclusion of people with disabilities more of a necessity rather than a choice or a right.
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- Date Issued: 2023
Digitalisation and Transformative Learning for Sustainable Futures in Rural Africa Leaving No One Behind
- Authors: Shetye, Nyanta , Lotz-Sisitka, Heila , Albrecht, Eike , Durr, Sarah , Marx, Dirk , Chirambo, Dumisani , Metelerkamp, Luke , van Zyl-Bulitta, Verena
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435263 , vital:73143 , ISBN 9781928502241 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003274322-14/digitalisation-transformative-learning-sustainable-futures-rural-africa-niyanta-shetye-heila-lotz-sisitka-eike-albrecht-sarah-durr-dirk-marx-dumisani-chirambo-luke-metelerkamp-verena-van-zyl-bulitta
- Description: This chapter assesses the use of Information and Telecommunication Technologies (ICTs) for social and community learning to achieve sustainable development in rural communities in Africa. It focuses on new and emerging trends in the cooperation between the African Union and European Union (AU–EU) and links two thematic areas; namely green transitions and digital transformations. The chapter highlights low-cost and effective digital learning solutions. It is based on a literature review and cases that provide insight into potential AU–EU cooperation and the “leave no one behind” agenda. The chapter argues that in addition to digital technology transfer, innovation and investments are needed in building a learning-centred support for green transitioning and digital cooperation. Hence, we focus on transformative learning opportunities and informal Education for Sustainable Development (ESD). In response to ICTs becoming a catalyst for such a transformation, we seek insights into how constructive AU–EU cooperation and co-learning can pave ways for societal transformations, particularly in rural communities.
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- Date Issued: 2022
From PowerPoint to Zoom: Interrogating the Gaze in Teaching at a Small South African University
- Authors: Dalvit, Lorenzo
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468184 , vital:77028 , ISBN 9781003275060 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003275060-4/powerpoint-zoom-lorenzo-dalvit
- Description: I teach Digital Media and Cultural Studies at a small residential university in South Africa. Due to retinal degeneration, I had to progressively move away from paper documents and increasingly rely on electronic tools and resources as well as a student assistant. In this chapter, I draw on the concept of the gaze as understood within the critical tradition to reflect on my journey with a specific focus on teaching. The departing and arrival stations of such a journey are PowerPoint presentations (which students have come to expect as part of a lecture) and Zoom meetings (which have become part of our new normal as a result of emergency remote teaching). Using PowerPoint reverses the power dynamics in the classroom. Rather than each student facing the all-seeing lecturer, I am placed under scrutiny as I try to memorise my presentation and rely on my assistant to keep up with the slides and alert me of questions. In our context, virtual lectures via Zoom are audio-only due to bandwidth constraints. My screen reader notifies me when students raise their hand and tells me who they are. I can also use earphones to listen to my own notes on a second device, which I found very empowering
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- Date Issued: 2022
Refining youth sexualities empowerment programmes: The development of the Masizixhobise Toolkit based on a critical sexual and reproductive citizenship framework
- Authors: Macleod, Catriona I , Moore, Sarah-Ann
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434158 , vital:73035 , ISBN 9781003139782 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003139782-15/refining-youth-sexualities-empowerment-programmes-catriona-ida-macleod-sarah-moore
- Description: Youth sexualities programmes frequently focus on empowering young people in relation to sexual decision-making and interactions. Within these programmes, however, empowerment is mostly equated with the individualised concepts of self-efficacy and agency to the exclusion of interpersonal and social (i.e. collective) components. Resultantly, the social justice aspects of empowerment may be overlooked. Noting this, some researchers have argued for the adoption of a broader, integrative conceptualisation of empowerment. Macleod’s and Vincent’s critical sexual and reproductive citizenship (CSRC) framework provides such a conceptualisation. This framework draws from feminist re-workings of the principles of citizenship and applies these to understandings of CSRC. Based on this framework, key issues for consideration in programmes are: sexual and reproductive citizenship as status and practice; situated agency; differentiated universalism; the interweaving of the private and public; and the politics of recognition, redistribution and reparation. This chapter discusses the development of a programme refinement toolkit based on a CSRC framework, named the Masizixhobise Toolkit; how the elements outlined above were operationalised into questions; an illustrative example; and the partnership formed with a youth empowerment non-governmental organisation in developing the toolkit.
- Full Text:
- Date Issued: 2022
(Re) conceptualising poverty and informal employment
- Authors: Rogan, Michael , Cichello, Paul
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/473673 , vital:77671 , ISBN 9780429200724 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780429200724-15/re-conceptualising-poverty-informal-employment-michael-rogan-paul-cichello
- Description: There are roughly 839 million working poor in developing countries who survive on less than $2/day and about 80 per cent are employed in the informal economy. The conventional poverty approach therefore tends to frame the informal economy as a problem to be solved rather than as an important source of household income or a critical base of the modern economy. This chapter aims to reframe the link between informal employment and income poverty by examining the role of informal employment in reducing poverty. To explore the potential for measuring the link between informal employment and poverty reduction, the chapter presents the results of a poverty decomposition analysis using household survey data from South Africa. The findings suggest that a focus on low earnings in the informal economy belies the important contribution of this income to keeping workers and their households above the poverty line. The chapter concludes by considering whether or how policies might look different when they recognise and support the role of earnings from informal employment in the households of the working poor.
- Full Text:
- Date Issued: 2020
Academic development: Autonomy pathways towards gaining legitimacy
- Authors: Vorster, Jo-Anne E
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445759 , vital:74427 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-16/academic-development-jo-anne-vorster
- Description: Despite playing a critical role in universities grappling with change, practitioners working in the field of academic staff development often struggle with legitimacy. Being a relatively young field in higher education, the challenges faced by these actors are largely un-theorized and under-researched. This chapter explores how academic staff development practitioners at eight universities seek (and gain) legitimacy amongst disciplinary academic peers. Drawing on LCT concepts of ‘autonomy codes’, it analyses practices in terms of the fields from which they come and the purpose to which they are directed. Data include publications by academic developers and interviews with academic developers, academics and senior managers of the eight institutions. The chapter demonstrates how academic developers often struggle to gain legitimacy as they occupy a liminal position between academic or administrative positions in relation to the disciplinary experts they work with. Furthermore, it demonstrates that the most successful academic development work occurs when disciplinary staff view academic development as enabling them to become better teachers. The chapter reveals how legitimacy may be more successfully enabled in the field of academic staff development.
- Full Text:
- Date Issued: 2020
African Foreign Policies: Selecting signifiers to explain agency
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Subjects: Africa Foreign relations 1960- , Africa Politics and government 1960-
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161716 , vital:40657 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size. In the past, African foreign policy has largely been considered within the context of reactions to the international or global 'external factor'. This ground-breaking book, however, looks at how foreign policy has been crafted and used in response not just to external, but also, mainly, domestic imperatives or (theoretical) signifiers. As such, it narrates individual and changing foreign policy orientations over time - and as far back as independence - with mainly African-based scholars who present their own constructs of what is a useful theoretical narrative regarding foreign policy on the continent - how theory is adapted to local circumstance or substituted for continentally based ontologies. The book therefore contends that the African experience carries valuable import for expanding general understandings of foreign policy in general. This book will be of key interest to scholars and students of Foreign Policy Analysis, Foreign Policy Studies, African International Relations/Politics/Studies, Diplomacy and more broadly to International Relations. , Introduction / Paul-Henri Bischoff -- What Next? Past and present African foreign policy concepts and practices / Paul-Henri Bischoff -- The African Union as a Foreign Policy Player: African Agency in International Cooperation / Tshepo Gwatiwa -- Unprincipled Pragmatism and Anti-Imperialist Impulses in an Interconnected World: The Zuma Presidency, 2009-2017 / Mzukisi Qobo -- Towards A Strategic Culture Approach to Understanding and Conceptualising Ethiopia's Foreign Policy Towards Israel and the Middle Eastern Arab Countries / Makonnen Tesfaye -- Nigeria's Foreign Policy and Intervention Behaviour in Africa: What Role for Agency? / Olumuyiwa Amao -- Zimbabwe and New Signifiers: Towards a cultural political economy of Foreign Policy Making / Mike Mavura -- Realist Conceptions of Kenya's Foreign Policy and Foreign Policy Behaviour: A Theoretical and Contextual Disposition / Korwa Gombe Adar and Mercy Kathambi Kaburu -- Addressing the Conceptual Void of African Small State Foreign Policy in Orthodox Theory: A Case Study of Botswana's Principled Pragmatism / Kabelo M. Mahupela -- Tunisia's Foreign Policy Towards France Before and After an Undemanding 'Revolution': A Theoretical Explanation of the An-Nahdha-led Interim Governments' Soft Policy / Ahmed Ali Salem -- Straddling Between Convergence and Divergence: A Constructivist's View of Malawi's Foreign Policy in Post-independence Africa / Eugenio Njoloma -- Strategies of a Small State Between Realism and Liberalism: Sixty Years of Guinea's Diplomacy and Foreign Policy (1958-2018) / Issaka K. Souaré -- Rethinking SADC's Collective Policymaking Processes on External Relations and Non-state Participation for Region-building / Cecilia Lwiindi Nedziwe -- Towards an Understanding of the Interplay Between Ghana's Foreign and Defence Policies / Kwesi Aning and Kwaku Danso -- Conclusion / Paul-Henri Bischoff
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- Date Issued: 2020
Changing curriculum and teaching practice A practical theory for academic staff development
- Authors: Clarence, Sherran , van Heerden, Martina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445770 , vital:74428 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-9/changing-curriculum-teaching-practice-sherran-clarence-martina-van-heerden
- Description: An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of Semantics, both semantic waves and the semantic plane, may create exciting and productive conversations with academic lecturers. Using two ‘vignettes’ drawn from English Studies and Political Studies, the chapter illustrates how teaching practice and curriculum design can be enhanced by using LCT in academic staff development work, and by extension in curriculum design, teaching and assessment practice.
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- Date Issued: 2020
Conclusion: The diversity of contemporary African foreign policy: Selecting Signifiers to explain Agency
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161681 , vital:40654 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- Full Text:
- Date Issued: 2020
Decolonisation of nature in towns and cities of South Africa:
- Authors: Cocks, Michelle L , Shackleton, Charlie M , Walsh, Lindsey S , Haynes, Duncan , Manyani, Amanda , Radebe, Dennis
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175720 , vital:42618 , ISBN 9781000215182
- Description: Ways of conceptualising the world around us and being in this world are defined by an ontological understanding. Within a Eurocentric ideological understanding, nature is positioned to be opposite to culture, ie, nature is considered as “other” of which humans are not a part. Modernity is perceived as the antithesis of nature as processes of production, metabolism and expansion of modern cities represent attempts to tame and control nature. In turn, cities have become viewed as agents of development and change, promoting ideals of progress, thinking and innovation (Jayne 2005). Eurocentric ideals are framed as the forerunners of these processes and have come to influence international policies, global governance, alliances and networks which have in turn informed the design and governance of cities and influenced all aspects of urban liveability (Bouteligier 2011), including how urban natures are defined and constructed and the wellbeing benefits derived from them.
- Full Text:
- Date Issued: 2020
Decolonizing the science curriculum: When good intentions are not enough
- Authors: Adendorff, Hanelie , Blackie, Margaret A L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445796 , vital:74433 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-14/decolonizing-science-curriculum-hanelie-adendorff-margaret-blackie
- Description: Universities across the world are facing the need to transform as access is opened up and student cohorts diversify. In the case of South Africa, these calls for transformation are specifically related to ‘decolonization’. Since 2015, South African universities have experienced growing student protests as students mobilize against institutional racism and demand that higher education curricula are decolonized. This chapter uses the LCT specialization plane, which explores the basis of legitimacy in relation to knowledge and knowers, to analyse the content of these calls for decolonization, particularly with respect to science education. The analysis provides a way into real dialogue. Having established what is at stake in the conversation we turn to the ‘autonomy code’ to explore what decolonization might look like in practice and shows why current decolonization attempts might be perceived as perpetuating past injustices. Although focused on the South African context, this chapter offers generalizable principles applicable to any educational institutions undergoing transformation.
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- Date Issued: 2020
Futurama: Learning design and technology research methods
- Authors: Romero-Hall, Enilda , Correia, Anna P , Branch, Robert M R , Cevik, Yaesemin D , Chen, Bodong , Liu, Juhong C , Tang, Hengtao , Vasconcelos, Lucas , Pallitt, Nicola , Thankachan, Briju
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445923 , vital:74442 , ISBN 9780429260919 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429260919-14/futurama-enilda-romero-hall-ana-paula-correia-robert-maribe-rob-branch-yasemin-demiraslan-cevik-camille-dickson-deane-bodong-chen-juhong-christie-liu-hengtao-tang-lucas-vasconcelos-nicola-pallitt-briju-thankachan
- Description: This chapter serves as an examination and projection of developments in learning design and technology research methods in the next decade and beyond, as provided by scholars and practitioners in the field. These members of the community were asked to focus on the probable nature of learning design research methods in the near future to outline their perspectives on where learning design and technology research is going or ought to be going. “Predictions about the future of the field, in terms of research methods, are optimistic that as scholars our work will push forward with disruptive methods of research that go beyond learning and also address key cultural, socioeconomic, and political issues that are part of education.”
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- Date Issued: 2020
Introduction:
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161700 , vital:40655 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- Full Text:
- Date Issued: 2020