A reflective multiple case study approach to understanding partner relationships within the context of community engagement at Rhodes University
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
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- Date Issued: 2021-05-06
Pedagogic videos as a foreign language learning resource in textbooks used in the German studies section of a South African university: A digital multimodal discourse perspective
- Authors: Schafli, Sasha-Lee
- Date: 2021-04
- Subjects: Language and languages Study and teaching Audio-visual aids , Educational technology , Media programs (Education) , German language Study and teaching Foreign speakers Audio-visual aids , Visual learning , Rhodes University , German language Discourse analysis , Digital multimodal discourse analysis
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/177087 , vital:42789 , http://doi.org/10.21504/10962/113934
- Description: Video is a prominent teaching and learning tool within foreign language (FL) textbook media packages in the 21st century. While studies undertaken in the Global North highlight that video materials in the FL classroom have the potential to influence learning and cultural knowledge acquisition, there is a lack of research on the manner in which pedagogically designed videos influence adult FL learning and cultural knowledge acquisition in a South African context. In this study, I explore the opportunities and challenges in terms of language learning and cultural knowledge acquisition that arise from three pedagogic videos in the Menschen A1 textbook which is used in teaching students registered for the German Studies 1 course at Rhodes University. I compare and contrast two sets of data to examine the relationship between pedagogic video and student knowledge acquisition: the results of a digital multimodal discourse analysis (DMDA) of these videos, and questionnaires and transcriptions collected from semi-structured group interviews with German Studies 1 students. These questionnaires and transcriptions were analysed thematically. Findings in terms of the language learning experience indicate that actor over-exaggeration and visual aids assist students when learning German at this level with this type of video. However, these visual aids can be distracting and confusing without balanced representation and contextual information. Differences between videos in terms of speech rate seem to affect students’ perceptions of their ability to comprehend the videos. Students reported forming only positive impressions of German culture(s) on the basis of the videos. In general, students find Germans portrayed as friendly and helpful in the videos. The results of this investigation provide recommendations for the optimal use of this type of teaching and learning resource, for example, teachers/ lecturers/ facilitators should allow for focus group discussions on cultural discourse to occur in order to balance stereotype formation and should consider the speech rate of videos for language learning. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2021
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- Date Issued: 2021-04