Bamba nzi munyika (What they are saying in the country)
- Chakobola Sheni, Hugh Tracey
- Authors: Chakobola Sheni , Hugh Tracey
- Date: 1957
- Subjects: Folk music--Africa , Tonga (Zambezi people) , Folk songs, Tonga (Zambezi) , Music--Zambia , Africa Zambia Gwembe f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/139082 , vital:37703 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR046-14
- Description: The singer had his noise pierced (the tip of the septum), which until recently was a common practice among Tonga. Self-delectative song with Kalumbo bow vertical, braced and gourd resonated.
- Full Text: false
- Date Issued: 1957
- Authors: Chakobola Sheni , Hugh Tracey
- Date: 1957
- Subjects: Folk music--Africa , Tonga (Zambezi people) , Folk songs, Tonga (Zambezi) , Music--Zambia , Africa Zambia Gwembe f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/139082 , vital:37703 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR046-14
- Description: The singer had his noise pierced (the tip of the septum), which until recently was a common practice among Tonga. Self-delectative song with Kalumbo bow vertical, braced and gourd resonated.
- Full Text: false
- Date Issued: 1957
Kuzumana makua (Do not agree with Europeans)
- Chakobola Sheni, Hugh Tracey
- Authors: Chakobola Sheni , Hugh Tracey
- Date: 1957
- Subjects: Folk music--Africa , Tonga (Zambezi people) , Folk songs, Tonga (Zambezi) , Music--Zambia , Africa Zambia Gwembe f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/139077 , vital:37702 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR046-13
- Description: The singer had his noise pierced (the tip of the septum), which until recently was a common practice among Tonga. Self-delectative song with Kalumbo bow vertical, braced and gourd resonated.
- Full Text: false
- Date Issued: 1957
- Authors: Chakobola Sheni , Hugh Tracey
- Date: 1957
- Subjects: Folk music--Africa , Tonga (Zambezi people) , Folk songs, Tonga (Zambezi) , Music--Zambia , Africa Zambia Gwembe f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/139077 , vital:37702 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR046-13
- Description: The singer had his noise pierced (the tip of the septum), which until recently was a common practice among Tonga. Self-delectative song with Kalumbo bow vertical, braced and gourd resonated.
- Full Text: false
- Date Issued: 1957
Kuzumana makua
- Sheni, Chakobola, Composer not specified, Tracey, Hugh
- Authors: Sheni, Chakobola , Composer not specified , Tracey, Hugh
- Date: 1957-06-24
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/233721 , vital:50120 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT456-L77 , Research no. L2F1a
- Description: A self delectative song accompanied by a kulumbo bow.
- Full Text: false
- Date Issued: 1957-06-24
- Authors: Sheni, Chakobola , Composer not specified , Tracey, Hugh
- Date: 1957-06-24
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/233721 , vital:50120 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT456-L77 , Research no. L2F1a
- Description: A self delectative song accompanied by a kulumbo bow.
- Full Text: false
- Date Issued: 1957-06-24
Bamba nzi munyika
- Sheni, Chakobola, Composer not specified, Tracey, Hugh
- Authors: Sheni, Chakobola , Composer not specified , Tracey, Hugh
- Date: 1957-06-24
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/233727 , vital:50121 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT456-L77 , Research no. L2F1b
- Description: A self delectative song accompanied by a kulumbo bow.
- Full Text: false
- Date Issued: 1957-06-24
- Authors: Sheni, Chakobola , Composer not specified , Tracey, Hugh
- Date: 1957-06-24
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/233727 , vital:50121 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT456-L77 , Research no. L2F1b
- Description: A self delectative song accompanied by a kulumbo bow.
- Full Text: false
- Date Issued: 1957-06-24
An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
Rhodeo, Vol. 22, No. 16
- Date: 1968-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14590 , http://hdl.handle.net/10962/d1019462
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-22
- Date: 1968-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14590 , http://hdl.handle.net/10962/d1019462
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-22
An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
Household, production and the organisation of cooperative labour in Shixini, Transkei
- Authors: Heron, Gavin Stewart
- Date: 1990
- Subjects: Xhosa (African people) , Agriculture -- South Africa -- Transkei , Agriculture, Cooperative -- South Africa -- Transkei , Cooperative societies -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2109 , http://hdl.handle.net/10962/d1007448 , Xhosa (African people) , Agriculture -- South Africa -- Transkei , Agriculture, Cooperative -- South Africa -- Transkei , Cooperative societies -- South Africa -- Transkei
- Description: Incidences of cooperation in agricultural activity are widespread phenomena in low-income third world communities. Two forms of cooperative labour groupings are identified in Shixini, Transkei . These are the work party and the ploughing company. It is argued that different organisational principles operate in the different cooperative forms. Work parties are based on principles of neighbourhood whi Ie ploughing companies are organised around kinship relationships. Factors which determine the principle of organisation are social values; the wider South African economic system; ecology; reciprocity; the constitution and structure of the household; economic differentiation; and labour demand and supply. The dissertation is divided into five chapters. The first is an overview of the Shixini social, economic and political systems. This chapter discusses the influence of the wider South African politico-economic system on agricultural production; the Shixini!Transkei political context; kinship and its relation to social organisation; and the likely effects of an agricultural 'betterment' scheme on the area. The second chapter is an overview of agricultural production in Shixini. It is found that the most significant determinants of agricultural production is the structure and constitution of the household and the way in which stock is distributed in the community. The third and fourth chapters describe and analyse Xhosa work parties and ploughing companies . Argument is lead as to the reasons for the specific organisational principles operating in each case. The penultimate chapter is an analysis of sacred and secular ritual. It is argued that both ritual forms reveal cooperative principles of organisation. Secular ritual dramatises the organisation of work parties while sacred ritual dramatises kinship relationships and so, the organisation of ploughing companies. , KMBT_363
- Full Text:
- Date Issued: 1990
- Authors: Heron, Gavin Stewart
- Date: 1990
- Subjects: Xhosa (African people) , Agriculture -- South Africa -- Transkei , Agriculture, Cooperative -- South Africa -- Transkei , Cooperative societies -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2109 , http://hdl.handle.net/10962/d1007448 , Xhosa (African people) , Agriculture -- South Africa -- Transkei , Agriculture, Cooperative -- South Africa -- Transkei , Cooperative societies -- South Africa -- Transkei
- Description: Incidences of cooperation in agricultural activity are widespread phenomena in low-income third world communities. Two forms of cooperative labour groupings are identified in Shixini, Transkei . These are the work party and the ploughing company. It is argued that different organisational principles operate in the different cooperative forms. Work parties are based on principles of neighbourhood whi Ie ploughing companies are organised around kinship relationships. Factors which determine the principle of organisation are social values; the wider South African economic system; ecology; reciprocity; the constitution and structure of the household; economic differentiation; and labour demand and supply. The dissertation is divided into five chapters. The first is an overview of the Shixini social, economic and political systems. This chapter discusses the influence of the wider South African politico-economic system on agricultural production; the Shixini!Transkei political context; kinship and its relation to social organisation; and the likely effects of an agricultural 'betterment' scheme on the area. The second chapter is an overview of agricultural production in Shixini. It is found that the most significant determinants of agricultural production is the structure and constitution of the household and the way in which stock is distributed in the community. The third and fourth chapters describe and analyse Xhosa work parties and ploughing companies . Argument is lead as to the reasons for the specific organisational principles operating in each case. The penultimate chapter is an analysis of sacred and secular ritual. It is argued that both ritual forms reveal cooperative principles of organisation. Secular ritual dramatises the organisation of work parties while sacred ritual dramatises kinship relationships and so, the organisation of ploughing companies. , KMBT_363
- Full Text:
- Date Issued: 1990
Factors that shape learner achievement in socially disadvantaged and rural contexts: a social realist study in two rural senior secondary schools in Omusati region, Namibia
- Authors: Shilongo, Erica
- Date: 2018
- Subjects: Academic achievement Namibia Omusati , High school students Namibia Omusati Social conditions , Rural schools Namibia Omusati , Education, Rural Namibia Omusati , Social realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62240 , vital:28146
- Description: Learners’ performance and the reasons for either achievement or failure in school has lo ng been a topic of debate. In early research on academic achievement, theorists, educators, biologists and psychologists traditionally focused on the learners from socially disadvantaged family backgrounds who underachieve. Much of the debate internationally centred on whether learner academic achievement / underachievement is a product of hereditary traits or the social context. In particular, arguments for and against whether the reasons for the achievement / underachievement of children from socially disadvantaged families are genetic or the social context in which they find themselves continue unabated. Such explanations do not provide insight into why it is that despite familial (genetic) and social circumstances (social disadvantage), some children succeed and/or are able to act outside expectations of failure. Little research has focused on those in the same or similar contexts who are achieving academic success despite their limiting circumstances and the reasons for their success. This study used a social realist lens to investigate the factors that shape the academic achievement of 12 learners in two rural senior secondary schools in Omusati region, Namibia. All 12 learners are from low socioeconomic family backgrounds. The data was collected through survey, interviews with learners, parents and teachers, field notes and document analysis. The main finding of the study show that contrary to research that portrayed learners’ achievement as determined either by heredity or social contexts, the 12 learners constantly used their agentic possibilities to navigate constraining structural and cultural conditions at regional, familial and school levels to achieve academic success. Their agency was shaped by the socioeconomic conditions in their lives, namely, socioeconomic deprivation; large extended families in rural households, lack of amenities and utilities in their families, participation in household chores, experience of family tragedies and of changes when they were young.
- Full Text:
- Date Issued: 2018
- Authors: Shilongo, Erica
- Date: 2018
- Subjects: Academic achievement Namibia Omusati , High school students Namibia Omusati Social conditions , Rural schools Namibia Omusati , Education, Rural Namibia Omusati , Social realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62240 , vital:28146
- Description: Learners’ performance and the reasons for either achievement or failure in school has lo ng been a topic of debate. In early research on academic achievement, theorists, educators, biologists and psychologists traditionally focused on the learners from socially disadvantaged family backgrounds who underachieve. Much of the debate internationally centred on whether learner academic achievement / underachievement is a product of hereditary traits or the social context. In particular, arguments for and against whether the reasons for the achievement / underachievement of children from socially disadvantaged families are genetic or the social context in which they find themselves continue unabated. Such explanations do not provide insight into why it is that despite familial (genetic) and social circumstances (social disadvantage), some children succeed and/or are able to act outside expectations of failure. Little research has focused on those in the same or similar contexts who are achieving academic success despite their limiting circumstances and the reasons for their success. This study used a social realist lens to investigate the factors that shape the academic achievement of 12 learners in two rural senior secondary schools in Omusati region, Namibia. All 12 learners are from low socioeconomic family backgrounds. The data was collected through survey, interviews with learners, parents and teachers, field notes and document analysis. The main finding of the study show that contrary to research that portrayed learners’ achievement as determined either by heredity or social contexts, the 12 learners constantly used their agentic possibilities to navigate constraining structural and cultural conditions at regional, familial and school levels to achieve academic success. Their agency was shaped by the socioeconomic conditions in their lives, namely, socioeconomic deprivation; large extended families in rural households, lack of amenities and utilities in their families, participation in household chores, experience of family tragedies and of changes when they were young.
- Full Text:
- Date Issued: 2018
Rhodeo, Vol. 22, No. 17
- Date: 1968-08-29
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14591 , http://hdl.handle.net/10962/d1019463
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-29
- Date: 1968-08-29
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14591 , http://hdl.handle.net/10962/d1019463
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-29
Rhodeo, Vol. 22, No. 8
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14583 , http://hdl.handle.net/10962/d1019455
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14583 , http://hdl.handle.net/10962/d1019455
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
Rhodeo, Vol. 22, No. 13
- Date: 1968-06-13
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14587 , http://hdl.handle.net/10962/d1019459
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-06-13
- Date: 1968-06-13
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14587 , http://hdl.handle.net/10962/d1019459
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-06-13
Grahamstown : average number of rooms per dwelling
- Authors: Watts, Hilstan Lett, 1929-
- Date: 1957
- Subjects: f-sa , 2 cm = 2000 yards 30.5595° S, 22.9375° E , Grahamstown (South Africa) Maps , Grahamstown (South Africa) Street maps , South Africa History 1909-1961 , South Africa History 1836-1909
- Language: English
- Type: maps , digital maps , cartographic
- Identifier: http://hdl.handle.net/10962/121281 , vital:34995 , Cory Library for Humanities Research, Rhodes University Library, Grahamstown, South Africa , T654_22
- Description: Map 22 in the map album accompanying the thesis by Hilstan Lett Watts, "Grahamstown : a socio-ecological study of a small South African town", Rhodes University thesis, 1957. Map signed 1955. The data are based on mean values calculated for each street, using survey sample data for the number of rooms per dwelling.
- Full Text: false
- Date Issued: 1957
- Authors: Watts, Hilstan Lett, 1929-
- Date: 1957
- Subjects: f-sa , 2 cm = 2000 yards 30.5595° S, 22.9375° E , Grahamstown (South Africa) Maps , Grahamstown (South Africa) Street maps , South Africa History 1909-1961 , South Africa History 1836-1909
- Language: English
- Type: maps , digital maps , cartographic
- Identifier: http://hdl.handle.net/10962/121281 , vital:34995 , Cory Library for Humanities Research, Rhodes University Library, Grahamstown, South Africa , T654_22
- Description: Map 22 in the map album accompanying the thesis by Hilstan Lett Watts, "Grahamstown : a socio-ecological study of a small South African town", Rhodes University thesis, 1957. Map signed 1955. The data are based on mean values calculated for each street, using survey sample data for the number of rooms per dwelling.
- Full Text: false
- Date Issued: 1957
- Authors: Andrew
- Identifier: http://hdl.handle.net/10962/226990 , vital:49397
- Full Text: false
On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school
- Authors: Kangootui, Angela Lydia
- Date: 2018
- Subjects: English language -- Study and teaching (Secondary) -- Namibia -- Omaheke , Second language acquisition -- Omaheke , Language and languages -- Study and teaching -- Namibia -- Omaheke , Namibia. Ministry of Basic Education, Sport, and Culture
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62252 , vital:28147
- Description: This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or formal exposure to English language mainly within the confines of school hours. Located within the qualitative, interpretive life history study design, the study used questionnaire and learners’ autobiographies to generate data. These data were then subjected to explore the literate journey of these learners in English as a second language through a comprehensive descriptive analysis. The study was conducted in an urban high school in Omaheke region, Namibia, and the research site and study participants were selected purposively. Theoretically, the study drew from Krashen’s (1981) Second Language Acquisition Theory, which offered this study the five hypotheses that were used as categories to generate, analyse, interpret and discuss data. Research findings reveal that, for various reasons discussed in the study, there is minimal parental involvement in the English literacy journey of their children at home. These include parents not reading regularly to their children, not encouraging visits to the library and the shortage of literacy materials such as newspapers and magazines. The educational level of parents is also a major contributing factor in the literacy journey of their children. The contribution of the community towards the literacy journey in English as a second language of these learners was minimal since the vernacular languages or Afrikaans were used to communicate. At the school level it was found that the attitude of some teachers was a hindrance, as was the way they taught. The use of the mother tongue during teaching also had an effect on the literacy development of the learners. Although the different methods used by various teachers at school level contributed in a way towards literacy development of the learners at school, the huge number of learners in the classrooms was a force to be reckoned with. It is hoped that the study’s findings will assist the Ministry of Basic Education Arts and Culture (MBEAC) in Namibia in informing the type of syllabus content and pedagogical practices to be utilised in teaching English as a Second Language.
- Full Text:
- Date Issued: 2018
- Authors: Kangootui, Angela Lydia
- Date: 2018
- Subjects: English language -- Study and teaching (Secondary) -- Namibia -- Omaheke , Second language acquisition -- Omaheke , Language and languages -- Study and teaching -- Namibia -- Omaheke , Namibia. Ministry of Basic Education, Sport, and Culture
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62252 , vital:28147
- Description: This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or formal exposure to English language mainly within the confines of school hours. Located within the qualitative, interpretive life history study design, the study used questionnaire and learners’ autobiographies to generate data. These data were then subjected to explore the literate journey of these learners in English as a second language through a comprehensive descriptive analysis. The study was conducted in an urban high school in Omaheke region, Namibia, and the research site and study participants were selected purposively. Theoretically, the study drew from Krashen’s (1981) Second Language Acquisition Theory, which offered this study the five hypotheses that were used as categories to generate, analyse, interpret and discuss data. Research findings reveal that, for various reasons discussed in the study, there is minimal parental involvement in the English literacy journey of their children at home. These include parents not reading regularly to their children, not encouraging visits to the library and the shortage of literacy materials such as newspapers and magazines. The educational level of parents is also a major contributing factor in the literacy journey of their children. The contribution of the community towards the literacy journey in English as a second language of these learners was minimal since the vernacular languages or Afrikaans were used to communicate. At the school level it was found that the attitude of some teachers was a hindrance, as was the way they taught. The use of the mother tongue during teaching also had an effect on the literacy development of the learners. Although the different methods used by various teachers at school level contributed in a way towards literacy development of the learners at school, the huge number of learners in the classrooms was a force to be reckoned with. It is hoped that the study’s findings will assist the Ministry of Basic Education Arts and Culture (MBEAC) in Namibia in informing the type of syllabus content and pedagogical practices to be utilised in teaching English as a Second Language.
- Full Text:
- Date Issued: 2018
Rhodeo, Vol. 16, No. 10
- Date: 1962-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14470 , http://hdl.handle.net/10962/d1019342
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1962-08-22
- Date: 1962-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14470 , http://hdl.handle.net/10962/d1019342
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1962-08-22
View of the new waterworks, Cradock, 22 April 1928
- Authors: Lidbetter, William Walpole
- Date: 1928-04-22
- Subjects: Water treatment plants -- South Africa -- Cradock -- Photographs Cradock (South Africa) -- History -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/56483 , vital:26796 , This glass negative is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. , PIC/S 4657
- Description: Glass negative : Views of the new waterworks, Cradock, 22 April 1928.
- Full Text: false
- Date Issued: 1928-04-22
- Authors: Lidbetter, William Walpole
- Date: 1928-04-22
- Subjects: Water treatment plants -- South Africa -- Cradock -- Photographs Cradock (South Africa) -- History -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/56483 , vital:26796 , This glass negative is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. , PIC/S 4657
- Description: Glass negative : Views of the new waterworks, Cradock, 22 April 1928.
- Full Text: false
- Date Issued: 1928-04-22
Aye liyeye yawama
- Young Chewa women, Hugh Tracey
- Authors: Young Chewa women , Hugh Tracey
- Date: 1958
- Subjects: Folk music--Africa , Field recordings , Songs, Chewa , Songs, Nyanja , Nyanja (African people) , Chewa (African people) , Folk music , Africa Malawi Pemba f-mw
- Language: Nyanja/Chewa
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/159039 , vital:40253 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR094-22
- Description: It appears that the people of this district speak and sing in a mixture of Chewa and Tao. Ciwoda dance for women.
- Full Text: false
- Date Issued: 1958
- Authors: Young Chewa women , Hugh Tracey
- Date: 1958
- Subjects: Folk music--Africa , Field recordings , Songs, Chewa , Songs, Nyanja , Nyanja (African people) , Chewa (African people) , Folk music , Africa Malawi Pemba f-mw
- Language: Nyanja/Chewa
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/159039 , vital:40253 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR094-22
- Description: It appears that the people of this district speak and sing in a mixture of Chewa and Tao. Ciwoda dance for women.
- Full Text: false
- Date Issued: 1958
Visit of JBM Hertzog to Cradock on 22 October 1937
- Authors: Lidbetter, William Walpole
- Date: 1937-10-22
- Subjects: Cradock (South Africa) -- History -- Photographs Hertzog, James Barry Munnik, 1866-1942
- Type: still image
- Identifier: http://hdl.handle.net/10962/56557 , vital:26804 , This glass negative is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. , PIC/S 4695
- Description: Negatives : Four views taken during the visit of J. B .M. Hertzog to Cradock on 22 October 1937.
- Full Text: false
- Date Issued: 1937-10-22
- Authors: Lidbetter, William Walpole
- Date: 1937-10-22
- Subjects: Cradock (South Africa) -- History -- Photographs Hertzog, James Barry Munnik, 1866-1942
- Type: still image
- Identifier: http://hdl.handle.net/10962/56557 , vital:26804 , This glass negative is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. , PIC/S 4695
- Description: Negatives : Four views taken during the visit of J. B .M. Hertzog to Cradock on 22 October 1937.
- Full Text: false
- Date Issued: 1937-10-22
Masesa
- Girls from Macia, Composer not specified, Tracey, Hugh
- Authors: Girls from Macia , Composer not specified , Tracey, Hugh
- Date: 1955-10-11
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Mozambique Macia f-mz
- Language: Gitonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/226665 , vital:49360 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT371-J22 , Research no. H1R11
- Description: Indigenous folk song for the Masese dance, with singing, drumming, whistling and clapping.
- Full Text: false
- Date Issued: 1955-10-11
- Authors: Girls from Macia , Composer not specified , Tracey, Hugh
- Date: 1955-10-11
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Mozambique Macia f-mz
- Language: Gitonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/226665 , vital:49360 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT371-J22 , Research no. H1R11
- Description: Indigenous folk song for the Masese dance, with singing, drumming, whistling and clapping.
- Full Text: false
- Date Issued: 1955-10-11