Democracy and party dominance in Kenya and South Africa : a comparative study of the Kenya African National Union and the African National Congres
- Authors: Mwangi, Oscar Gakuo
- Date: 2013-08-15
- Subjects: Kenya African National Union African National Congress Political parties -- South Africa Political parties -- Kenya Democracy -- South Africa Democracy -- Kenya South Africa -- Politics and government Kenya -- Politics and government
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2876 , http://hdl.handle.net/10962/d1008431
- Description: Kenya and South Africa can be described as dominant party systems, under the dominance of the Kenya African National Union CKANU) and the African National Congress CANC) respectively. A dominant party system is in essence a democracy. The spirit of democracy may, however, apparently be contradicted by the weight of party dominance, thus questioning the content of and prospects for democracy under party dominance in both Kenya and South Africa. The study is a comparative analysis of party dominance in Kenya and South Africa. The main objective is to exan1ine the relationship between party dominance and democracy in both countries. It seeks to find out how party dominance is reproducing itself and surviving the post 1990 transition processes in Kenya and South Africa. More importantly, the study also seeks to find out how party dominance impacts upon institutions that support or uphold democratization and subsequently democracy. The findings of the study demonstrate that party dominance has reproduced itself and survived the post-1990 period, and is also impacting upon democratization and democracy. The dominant parties take a similar trajectory in pursuit of dominance over the state and its apparatuses. However, they differ when it comes to their relationship with the civil society. That between KANU and civil society is antagonistic, as the ruling party seeks to augment political power through authoritarian dominance of the latter to, while that of the ANC and civil society is responsive, as the former seeks to enhance political stability in the country. The impact of party dominance upon institutions that support democracy takes similar and different trajectories in both countries. Similarities arise with respect to the detrimental impact upon institutions of the Executive that ensure accountability and transparency, evident in the increasing cases of corruption, nepotism and political patronage appointments. Similarly, there has been a detrimental impact upon the Legislature regarding parliamentary proceedings. Parliamentary committees and opposition parties are being rendered ineffective as organs of ensuring transparency and accountability, and are often subject to delegitimation. The impact of party dominance on the Judiciary, however, differs in both countries. In Kenya, the judiciary continues to suffer from excessive interference from the Executive and the ruling party, whereas in South Africa the judicial system remains largely independent with regard to the application of justice, despite constant criticisms from the dominant party. The study concludes that South Africa is, gradually, going the Kenyan way. If this condition is left unchecked there is the possibility that South Africa could eventually end up a psuedo-democracy like Kenya, where formal democratic political institutions such as multiparty elections, exist to mask the reality of authoritarian dominance. The thesis recommends that strengthening civil society organizations, opposition political parties, and state institutions in both countries to ensure greater accountability and transparency, will reverse this detrimental effect of party dominance. It also recommends meaningful constitutional reforms that will guarantee greater independence of these institutions, and the decentralization of governmental and political power to check and limit the powers of the dominant party. Also recommended are areas for further research. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Masculinity, citizenship and political objection to compulsory military service in the South African Defence Force, 1978-1990
- Authors: Conway, Daniel John
- Date: 2013-08-15
- Subjects: Conscientious objectors -- South Africa End Conscription Campaign (South Africa) National service -- South Africa Draft -- South Africa South Africa -- Military policy Masculinity -- South Africa South Africa. South African Defense Force Gays in the military -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2601 , http://hdl.handle.net/10962/d1008383
- Description: This thesis conceptualises compulsory military service and objection to it as public performative acts that generate gendered and political identity. Conscription was the primary performance of citizenship and masculinity for white men in apartheid South Africa. Conscription was also a key governance strategy both in terms of upholding the authority of the state and in engendering discipline in the white population. Objection to military service was therefore a destabilising and transgressive public act. Competing conceptualisations of masculinity and citizenship are inherent in pro and anti-conscription discourses. The refusal to undertake military service places men outside the accepted means of graduating to ' real' manhood and patriotic citizenship. Although objection can be an iconic and transgressive act, objectors have an essentially ambivalent subjectivity in the public realm. Objectors are 'strangers' in a socially constructed and gendered binary of 'insiders' and 'outsiders' . This ambivalent status creates opportunities but also constraints for the performance of objection. The thesis analyses the effectiveness of objectors' performances and argues that there is a distinction between a radical challenge to hegemonic conceptions of militarised masculinity and citizenship and assimilatory challenges. The tension between radicalism and assimilation comes to the fore in response to the state's attacks on objectors. The militarised apartheid state is defined as not only masculine but heteronormative terms and it is the deployment of sexuality that is its most effective means of stigmatising and restricting the performance of objection. The thesis uses interview material, archival data and case studies and concludes that objectors (and their supporters) weaved multiple narratives into their performances but that as the 1980s progressed, the performance of objection to conscription became assimilatory and this demonstrates the heteronormativity of the state, military service and the public realm. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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The 'global' and the 'local' : a comparative study of development practices in three South African municipalities
- Authors: Gibb, Matthew William
- Date: 2013-08-15
- Subjects: Ndlambe Municipality Emalahleni Municipality Cape Town Municipality Local government -- South Africa Poor -- South Africa Globalization Economic development -- South Africa Community development -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4871 , http://hdl.handle.net/10962/d1008413
- Description: On first impression, it would seem that globalisation is producing an increasingly homogenous trans-border world, whereby, as a result of key changes including the impact of technological improvements, foreign travel, the spread of westernised cultural identities, market capitalism, and liberal democracy, the point has been reached where it is now becoming difficult to tell different localities apart. In this process, it is often forgotten what role individual places assume in the creation of this globalised world and that not all will benefit from globalisation. In many respects, locally specific activities, including urban renewal, place promotion, and infrastructural developments pursued within a selection of the planet's most strategically connected cities are now the primary catalysts of, and the influence behind, globalisation. Likewise, community-businesses, rural micro-industries, and alternative livelihoods are some of the key mechanisms that under-privileged localities in developing countries are employing to either respond to the marginalization imposed by globalisation, or to simply ensure survival. The emergence of localisation theory has therefore acknowledged and exemplified the importance of the locality in the context of the global economy as either a key node within it or a point within which people must engage in coping strategies, often as a result of the negative impacts of globalisation. In recent years, varying styles of locality-based development have become central to enhancing both the pro-growth global competitiveness of a number of South African localities, as well as for initiating pro-poor interventions in several of the country's smaller towns and rural areas. In the City of Cape Town, millions of Rands have been invested by the municipality and the private sector in urban regeneration strategies,which have led to an economic rebirth in the city centre and have generated numerous jobs in the tertiary and construction sectors that have helped to enhance the city's global stature. In Ndlambe Municipality, two community-businesses, which have received national funding and have strong municipal support, employ fifty people between them and have demonstrated the advantages of participatory action in propoor local development, within the context of the open market. In Emalahleni Municipality, attempts at locality-based development have been instigated directly by the local poor themselves and have been organised by members of the community in the face of non-existent local government support, which have resulted in the creation of several hundred income-earning opportunities for area residents. In summary, these three cases illustrate a range of approaches to locality-based development cunently undertaken in South Africa by different localities possessing widely differing resources, skills, and degrees of global connectivity in order to initiate growth and enhance standards of living. From a theoretical perspective this study provides a South African slant on global theories and processes and further indicates the role that a series of localities in the South are playing in a changing global system. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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An analysis of selected World Trade Organisation agreements to determine whether they discriminate unfairly against developing economices
- Authors: Grimett, Leticia Anthea
- Date: 2013-07-29
- Subjects: World Trade Organization Foreign trade regulation General Agreement on Tariffs and Trade (Organization) Free trade -- Developing countries Foreign trade regulation -- Developing countries Competition, Unfair -- Developing countries
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3718 , http://hdl.handle.net/10962/d1008368
- Description: The focus of this thesis is the question whether or not the WTO discriminates unfairly against developing economies. In the absence of a test of guidelines for detennining unfairness or fairness of WTO provisions or Agreements has been drawn up using welfare economic and constitutional law principles as a foundation. Unfairness is therefore determined by asking whether the provisions of each Agreement are rational, proportional, efficient and whether they prevent the abuse of power amongst states. In addition, the economic effects of the provisions of the selected Agreements have been analysed to determine whether the relevant provisions are welfare enhancing and conclusive to promoting growth and development within developing economies. The Agreements chosed for analysis are the Agreements on Trade-related Investment Measures (TRIMS), Trade-related Intellectual Property (TRIPS), Agriculture and Services (GATS). The dispute settlement and negotiating process, labour standards and the impact of decreasing most-favoured nation rates on developing economy competitiveness is also discussed. Application of the test has shown that the WTO provisions do not reflect the interests of all members. Even though most member states are developing economies, the3 Agreements constantly cater foe developed country concerns and interests. Where provision is made for developing country interests, it is the LDC's who are favoured, with nonnal developing economies being bound by the same provisions as the developed economies. A fonnal, as opposed to a substantive, defmition has been adopted by the WTO, with a result that the process of equality is placed above the outcomes. While concessions have been made to development, members have not gone for enough. A main reason for the imbalance can be attributed to the negotiating process, which is based upon concessionary bargaining and trade-off. Those states with greater economic power are therefore at an advantage as they have the leverage needed to influence the outcomes of negotiations and hence the provisions of the various Agreements. Even with the LDC's, the WTO has been found to discriminate unfairly against developing economies because it does not adequately address developing country concerns. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 2013-07-16
- Subjects: Curriculum change -- South Africa Science -- Study and teaching (Secondary) -- South Africa -- Grahamstown Science teachers -- In-service training -- South Africa -- Grahamstown Educational change -- South Africa -- Grahamstown Education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1953 , http://hdl.handle.net/10962/d1008258
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Teacher educators' interpretation and practice of learner-centred pedagogy : a case study
- Authors: Nyambe, Kamwi John
- Date: 2013-07-16
- Subjects: Bernstein, Basil B Education -- Philosophy Education (Higher) -- Namibia Teacher educators -- Namibia -- Case studies Universities and colleges -- Namibia -- Case studies Teachers -- Traning of -- Namibia -- Case studies Teachers -- In-service training -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1954 , http://hdl.handle.net/10962/d1008260
- Description: The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe
- Authors: Muzvidziwa, Irene
- Date: 2013-06-26
- Subjects: Educational leadership -- Zimbabwe Women school administrators -- Zimbabwe School management and organization -- Zimbabwe Women in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1949 , http://hdl.handle.net/10962/d1008200
- Description: This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Environmental policy processes surrounding South Africa's plastic bags regulations : tensions, debates and responses in waste product regulation
- Authors: Nhamo, Godwell
- Date: 2013-06-07
- Subjects: Environmental policy -- South Africa Plastic bags -- Law and legislation -- South Africa Environmental protection -- South Africa Environmental law -- South Africa Waste products -- South Africa Refuse and refuse disposal -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1944 , http://hdl.handle.net/10962/d1008051
- Description: This study was conducted in South Africa. South Africa is the first country within the Southern African Development Community to have regulated plastic shopping bags waste through the imposition of both a standard on thickness and a levy. Given this scenario, the Plastic Bags Regulations present an illustrative case for researching complexity, uncertainty and controversies surrounding a new trend in environmental policy making, namely waste product regulation. The thesis focuses on understanding and investigating tensions, debates and responses emerging from the policy process as actors and actor-networks put not only the Plastic Bags Regulations asfocal actant (token) but also other actants and actant-networks as well. To this end, a research question that addressed environmental policies, tensions, debates and responses that informed the development of South Africa's Plastic Bags Regulations was spelt out. The research objectives included the need to: (I) analyse selected international environmental policy processes surrounding plastic shopping bags litter and waste regulation and how these influenced developments in South Africa; (2) identify actors, actants and actor/actant-networks that shaped and were being transformed by South Africa's Plastic Bags Regulations and explain the tensions, debates and responses arising in the policy processes; (3) identify environmental policy outputs and assess outcomes emerging from the formulation and implementation of South Africa's Plastic Bags Regulations; and (4) establish patterns in environmental policy process reforms around South Africa's Plastic Bags Regulations. The language of actors (human), actants (non-human) and actor/actant-networks brings to the fore the aspects of processes and relationships that exist around them. As such, insights from the actor/actant-network theory (AANT) were drawn upon to inform the research. AANT enquiry framework collapses binaries such as nature/society, art/science, structure/agency and global/local historically associated with a particular type of social theory. AANT also denies that purely technical, scientific or social relations are possible (the notion of quaSi-objects or token). Data sets were generated following' the Plastic Bags Regulations as token actant with time frames ranging from prior to, during and after the formulation of the regulations. Similarly, data analysis drew insights from AANT's four moments of translation namely problematisation, interessement, enrolment and mobilisation, with the intervention theory providing an evaluative perspective that complemented AANT. The findings were that after the promulgation of the first draft of the Plastic Bags Regulations in May 2000, tensions emerged around the nature of regulation (whether command and control - preferred by government or self regulation - preferred by industry and labour). In this regard the latter group raised concerns about jobs, income and equipment loss as well as the need to have a holistic approach to waste management rather than targeting a single product at a time whilst the former maintained that this would not be so. As such, education, awareness and stringent antilitter penalties were proposed by industry and labour as sustainable responses to the problem of plastic shopping bags waste rather than regulation. These debates continued and resulted in minor amendments to the original regulations as finalised by Government in May 2002. However, industry and labour continued lobbying government resulting in the conclusion of the Plastic Bags Agreement in September 2002 and the ultimate repulsion of the May 2002 regulations in May 2003. As revealed by this research, these responses led to broader social responses and further tensions as demand for plastic shopping bags went down by about 80% although an estimated 1000 jobs were lost and a number of companies lost equipment and business (with some closing down) following the implementation of the regulations. During implementation, debates emerged around the need to promote locally made carry facilities with two alternatives in sight namely: the Green Bag and the Biodegradable Plastic Bag. Debates also took place regarding enforcement of the new law resulting in the amendments of various pieces of legislation including the Environmental Conservation Act, Environmental Management Act and the Revenue Laws Act. Overall, a 15-year policy reform cycle and sub-cycles was determined. The research also established that the government considered the regulations a success and was already implementing simi lar initiatives to regulate other waste products, among them, used tyres, used oil and glass, confirming the trend towards waste product regulation in South Africa. From these research findings, a series of conceptual frameworks were drawn up to clarify the nature of tensions, debates and responses surrounding certain lead actors, actants and actorlactant-networks. Some of the conceptual frameworks that emerged around the actors and actor-networks include Organised Government, Organised Industry and Organised Labour. Conceptual frameworks that emerged around key actants and actant-networks include the Integrated Pollution and Waste Management, Plastic Bags Regulations as well as the discourses surrounding the Green bag and biodegradable plastic bags. The thesis concludes by reflecting on how the above and the grand actor/actant-network conceptual frameworks emerging from this research might be adopted with varying degrees of flexibility to research environmental and waste management policy processes in different waste product regulation set-ups. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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A psychoanalytic hermeneutic investigation of destructive narcissism
- Authors: De Wit, Estelle
- Date: 2013-06-04 , 2004
- Subjects: Narcissism Narcissism -- Treatment Psychoanalysis Death instinct Ego (Psychology) Self psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3180 , http://hdl.handle.net/10962/d1008055
- Description: The purpose of this research was to investigate the clinical phenomenon of destructive narcissism. Contemporary Kleinian and neo-Kleinian theoretical perspectives provided the interpretative perspective on the complexities of inaccessible personalities and subtle forms of internal destructiveness. Four research questions were formulated to interrogate the individual and collective experiences of three male patients whose internal worlds seem to be governed by rigid intrapychic structures organized around the dictatorship of a constellation of seemingly impenetrable defensive strategies. These questions were as follows: 1. What emotional states, actions and experiences of self and others characterize the clinical phenomenon designed as destructive narcissism and distinguish it from other forms of character pathology? 2. What early developmental experiences and relationships may have pre-disposed individuals to the development of this type of character pathology? 3. How are the psychodynamic processes of destructive narcissism structured and configured in the psychotherapeutic process and progress? 4. What are the transference/countertransference psychotherapeutic manifestations of the psychodynamics of destructive narcissism? The illustrative-didactic case study method was utilized to discuss pertinent aspects of each patient. This included their early developmental histories, inter- and intrapersonal relationships, their current mental state, defensive strategies and their stated reasons for commencing psychotherapy. In addition, the structure of the psychotherapeutic process with these patients was reviewed in depth. Various psychic and personality features, as unveiled through this process were discussed, as well as the implications of these for the therapeutic endeavor. The features chosen for discussion were: Firstly, the constellation of the internal object world, the capacity for symbolic thought and defensive organizations. Secondly, therapeutic ambivalence, which made psychotherapy untenable, was explored in conjunction with transference/countertransference issues. Thirdly, the shadow sides of psychotherapeutic change with these patients were considered and the issues of therapeutic failure and other treatment possibilities were examined. It was concluded that there need be an important shift with regard to the psychotherapeutic goals for those patients whose condition may be chronic, and for whom it appears that psychotherapy is of little benefit. In essence, the intent of psychotherapy with these patients is to reach the healthy sane patient of the patient within the pathological organization. Attempts to unravel the perverse gratification and protection derived from the domination of the narcissistic structure may not be enough, and the patient's collusion with the internal destructive gang should also be exposed. If this can be achieved, the patient may come to accept the existence of a part of himself as truly destructive. This, in turn, cannot be disowned, therefore the patient has to live with it. Thus, in destructive narcissism, the challenge for the therapist is the extremely difficult task of disentangling the patient's pain from the idealization of internal destructiveness. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2004
An analysis of the impact of democratization on debt-led growth : the Nigerian experience, 1970-2000
- Authors: Dinneya, Godson Eze
- Date: 2013-05-22
- Subjects: Debts, External -- Nigeria Nigeria -- Politics and government -- 1960- Nigeria -- Economic policy Nigeria -- Economic conditions -- 1960-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1074 , http://hdl.handle.net/10962/d1007807
- Description: The debt-for democracy hypothesis is that undemocratic governments were largely responsible for not only the accumulation but also poor management of externally sourced capital resources. External borrowing had therefore failed to lead to growth of the economies of debtor countries under undemocratic political leadership. Despite this explanation of the debt problem conventional empirical analyses of the debt-growth relationship did not include political institutional variables. This study investigates the relationship between democratization and debt-led growth, using Nigeria, a typical debtor country whose politics was dominated by 'undemocratic ' governance, as a case study. Two broad research questions are investigated namely, whether available data support a negative or positive contribution of debt to the growth of the Nigeria economy during the period 1970-2000; and ifso was there any link between the levels of democratization in Nigeria and debt-led growth. Using a census of major political events in Nigeria around four dimensions of democratization, four primary indices of democratization and one composite index were constructed for the period. Using the Taylor (1983) marginal conditions to gauge the contribution of external debt to the growth of the Nigerian economy, the study found that external debt is capable of playing a double edged sword on the performance of the economy. Positive contributions coincided with the periods when Nigeria's oil dominated foreign exchange revenues were robust, and/ or when debt management strategies were better articulated and vice versa. The analyses of the link between democratization and debt-led growth using both correlation and regression techniques, yielded different results in two definitional contexts of debt-led growth. When defined purely in terms of the Taylor marginal conditions for a positive contribution of debt to the economy of a borrowing nation, the results support the pessimist view that democratization impeded growth. On the contrary, when debt-led growth was defined in a broader sense to incorporate variables such as domestic savings and investment, foreign direct investments, public and private consumption and debt burden, there was strong evidence that debt-led growth performed beller at higher levels of democratization than other wise. The result using the narrow definition was found to be a direct consequence of the overriding influence of export performance in the Taylor conditions. With Nigeria's exports almost entirely dominated by extractive industry the result derived using the narrow definition confirmed the theoretical links between natural resource endowment and regime type on the one hand, and external capital and the nature of the host country 's industry on the other. In the first resource dependence allowed the political leadership to be more detached and less accountable to the electorate since they did not need to levy taxes. Secondly foreign investors concerned with security of their sunk investments in the extractive oil induslly in particular favoured continuity of powerfol regimes with less democratic content. In both findings one thing was common: democratization was associated more with those factors whose decreases affect growth positively than with those whose increases improve growth. The conclusion from this is that the impact of democratization is stronger with negative than with positive growth factors. In other words, while democratization may be supportive of growth its greater impact appears to be in limiting the factors that themselves limit growth. To benefit from the favourable impact of democratisation on debt-led growth therefore the study suggests that improvements in the democratisation process in Nigeria is needed It identifies political education as central to this improvement. A model is developed to show how improvements in the political institutional framework may trickle down, through an enabling environment that is capable of engendering growth-enhancing domestic and international responses to lead in the direction of debt-led growth.
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Understanding the harm of rape
- Authors: Kelland, Lindsay-Ann
- Date: 2013-04-19
- Subjects: Rape -- Social aspects--Research -- South Africa Rape -- Psychological aspects -- Research -- South Africa Rape trauma syndrome -- Research -- South Africa Rape victims -- South Africa Patriarchy -- South Africa Sexual dominance and submission -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2700 , http://hdl.handle.net/10962/d1001582
- Description: The aims of this thesis are twofold: to provide an account of the lived experience of the harm of male-on-female rape in patriarchal societies and, on the basis of this account, to generate suggestions that could be of use in the recovery process for survivors of this type of rape. In order to reach these aims my thesis is divided into three parts. In the first part, I propose a phenomenologically based account of women’s situation as a group under patriarchy, according to which women as a group are subjugated to the hegemonic rule of patriarchal ideology. I argue, further, that the meaning, place and pervasiveness of sexual objectification in the lives of women under patriarchy typically results in women’s alienation from their bodies and creates an atmosphere of threat under which women qua women are especially vulnerable to rape. In the second part, I explore the lived experience of the harm of rape; focusing, first, on the reflexive process whereby a survivor attempts to understand how she has been harmed and, second, on providing explanations based on shared features in the lives of women for two phenomena reported to be experienced by rape victims in the aftermath of the trauma, which I call ‘shattering’ and ‘fragmentation'. My discussion of the lived experience of the harm of rape is meant to supplement existing accounts in the contemporary literature that, I argue, are limited to a thirdperson, objective point of view and so fail to provide a link between the harms they describe and the victim’s actual experience of these harms. Finally, I defend two suggestions for the building up of the survivor’s agency and personhood in the aftermath of rape—the deliberate therapeutic use of feminist consciousness-raising and the use of narrative understanding. , Adobe Acrobat 9.53 Paper Capture Plug-in
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An exploratory study of a virtual partnership for building capacity in a tertiary education institution
- Authors: Mufeti, Tulimevava Kaunapawa
- Date: 2013-03-20
- Subjects: Internet in higher education Education, Higher -- Computer-assisted instruction Education, Higher -- Technological innovations Computer-assisted instruction -- Africa, Southern Education, Higher -- Africa, Southern Educational technology -- Africa, Southern SANTED Virtual Classroom Project
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1134 , http://hdl.handle.net/10962/d1001624
- Description: Collaborative partnerships aimed at strengthening institutional capacities are a long established trend in academia. Recent developments in Information and Communications Technologies (ICTs) have fostered a renewed interest in collaborative initiatives in the academic sphere, however, and at the same time, have created new ways of working together. Current research models do not provide sufficient methods to guide collaborations in capacity-building processes in virtual environments, especially in contexts associated with inadequate resources. Conceptual tools are therefore needed to guide the implementation of partnerships that use technology to mediate capacity building in these contexts. This research study was aimed at understanding whether and how virtual partnerships can be used to facilitate capacity building in tertiary education institutions in the SADC region. It is based on a single case study of the SANTED Virtual Classroom Project, a partnership between the Departments of Computer Science at Rhodes University (RU) and the University of Namibia (UNAM). In the project, ICTs were used to mediate the process of building teaching and research capacity in the department at UNAM. The dynamics of the partnership are explored as the implementation process developed over a period of three years. The research adopted a sociocultural perspective in the analysis of the project‟s implementation. It uses activity theory and the notion of communities of practice as conceptual frameworks to explore how the two departments organised themselves and how they harnessed the virtual environment to enable the capacity-building partnership. Activity theory provided a lens to understand the complex relationships between the different elements of the partnership activities mediated by technological tools. The concept of communities of practice, on the other hand, enabled participants‟ progress to be analysed, as they went through the various transition stages of the capacity-building process. The thesis identifies the following four categories of challenges inherent in the implementation of virtual partnerships: infrastructural, institutional, cultural and individual expectations. It also emphasises the need for identifying the different transition stages corresponding to the levels of participation in the capacity-building process. The thesis recommends that the implementation of virtual partnerships for capacity building purposes in the SADC region must focus on: identifying the appropriate capacity building strategies at Abstract ii each transition stage; finding appropriate, light-weight virtual classroom solutions; identifying appropriate pedagogic models to suit available technology; addressing systemic tensions that can arise as a result of different institutional cultures; and developing and nurturing virtual communities of practice to ensure sustainability. The research findings contribute to the body of knowledge exploring the use of technologies to develop and strengthen human resource capacities in developing contexts in a sustainable way. More importantly, it contributes to the literature on collaborative virtual partnerships in the SADC region, and demonstrates one way in which the operations of such a partnership may be supported in similar contexts , Adobe Acrobat 9.53 Paper Capture Plug-in
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"Abject dictatorship of the flesh" : corporeality in the fiction of Patrick White
- Authors: Grogan, Bridget Meredith
- Date: 2013
- Subjects: White, Patrick, 1912-1990 -- Criticism and interpretation Human body in literature Dualism in literature Human body -- Social aspects Body image -- Social aspects Australian fiction -- 20th century -- History and criticism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2166 , http://hdl.handle.net/10962/d1001554
- Description: Thesis embargoed for an indefinite period - full text not available
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- Date Issued: 2013
A contribution to the theory of prime modules
- Authors: Ssevviiri, David
- Date: 2013
- Subjects: Modules (Algebra) , Radical theory , Rings (Algebra)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10510 , http://hdl.handle.net/10948/d1019923
- Description: This thesis is aimed at generalizing notions of rings to modules. In par-ticular, notions of completely prime ideals, s-prime ideals, 2-primal rings and nilpotency of elements of rings are respectively generalized to completely prime submodules and classical completely prime submodules, s-prime submodules, 2-primal modules and nilpotency of elements of modules. Properties and rad-icals that arise from each of these notions are studied.
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- Date Issued: 2013
A critical analysis of the grammar of isiXhosa as used in the Revised Union version of the Bible
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
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- Date Issued: 2013
A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in Malawi
- Authors: Kadyakapita, Mozecie Spector John
- Date: 2013 , 2013-03-24
- Subjects: Christian universities and colleges -- Administration -- Research -- Malawi Private universities and colleges -- Administration -- Research -- Malawi Education, Higher -- Administration -- Research -- Malawi Higher education and state -- Research -- Malawi Universities and colleges -- Malawi -- History Educational planning -- Malawi
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1400 , http://hdl.handle.net/10962/d1001818
- Description: This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern. , Adobe Acrobat 9.53 Paper Capture Plug-in
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- Date Issued: 2013
A framework for assuring conformance of cloud-based email at higher education institutions
- Authors: Willett, Melanie
- Date: 2013
- Subjects: Cloud computing -- Security measures , Computer networks -- Security measures , Web services , Education, Higher -- Technological innovations
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9815 , http://hdl.handle.net/10948/d1018664
- Description: Cloud computing is a relatively immature computing paradigm that could significantly benefit users. Cloud computing solutions are often associated with potential benefits such as cost reduction, less administrative hassle, flexibility and scalability. For organisations to realize such potential benefits, cloud computing solutions need to be chosen, implemented, managed and governed in a way that is secure, compliant with internal and external requirements and indicative of due diligence. This can be a challenge, given the many concerns and risks commonly associated with cloud computing solutions. One cloud computing solution that is being widely adopted around the world is cloud-based email. One of the foremost adopters of this cloud computing solution is higher education institutions. These higher education institutions stand to benefit greatly from using such services. Cloud-based email can be provisioned to staff and students at these institutions for free. Additionally, cloud service providers (CSPs) are able to provide a better email service than some higher education institutions would be able to provide if they were required to do so in-house. CSPs often provide larger inboxes and many extra services with cloud-based email. Cloud-based email is, therefore, clearly an example of a cloud computing solution that has the potential to benefit organisations. There are however, risks and challenges associated with the use of this cloud computing solution. Two of these challenges relate to ensuring conformance to internal and external (legal, regulatory and contractual obligations) requirements and to providing a mechanism of assuring that cloud-based email related activities are sound. The lack of structured guidelines for assuring the conformance of cloud-based email is putting this service at risk at higher education institutions in South Africa. This work addresses this problem by promoting a best practice based approach to assuring the conformance of cloud-based email at higher education institutions. To accomplish this, components of applicable standards and best practice guidelines for IT governance, IT assurance and IT conformance are used to construct a framework for assuring the conformance of cloud-based email. The framework is designed and verified using sound design science principles. The utility and value of the framework has been demonstrated at a higher education institution in South Africa. This framework can be used to assist higher education institutions to demonstrate due diligence in assuring that they conform to legal and best practice requirements for the management and governance of cloud-based email. This is a significant contribution in the relatively new field of cloud computing governance.
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- Date Issued: 2013
A framework for biometrics for social grants in South Africa
- Authors: Van de Haar, Helen Augusta
- Date: 2013
- Subjects: Biometric identification -- Law and legislation -- South Africa , Biometric identification cards -- South Africa , Public welfare -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9829 , http://hdl.handle.net/10948/d1021018
- Description: In the South African Social Security Agency (SASSA) Annual Report of 2011/2012 it is stated that there were more than 15 million social grants paid out to needy beneficiaries of which 10 927 731 were Child Support Grants. A major challenge that is continually being addressed is the management and administration of these grants. In particular, the focus is on service delivery and zero tolerance to fraud and corruption. SASSA has made various attempts to address these issues, such as the rollout of biometric smart cards in 2012. This research endeavour attempts to discover whether a framework can be designed where necessary factors are taken into consideration to provide for an efficient social grant application and delivery process that uses biometrics. The framework aims to suggest improvements in the use of biometrics for the social grants. Seeing that biometrics in this case is used as a technology to improve a system involving humans, this study followed a Design Science approach and made use of a case study to collect the data required for the study. Literature studies reviewed the fields of social grants and biometrics. The challenges and lessons learnt from current implementations of social grants and biometrics within the South African context and further abroad were also relevant for the study. The framework that resulted from the above was evaluated for validity and applicability after which a modified framework is presented. The research concludes with specific implementation guidelines as well as areas for future research.
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- Date Issued: 2013
A model for managing user experience
- Authors: Mashapa, Job
- Date: 2013
- Subjects: Technological innovations -- Management , User interfaces (Computer systems)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9826 , http://hdl.handle.net/10948/d1020765
- Description: New innovative products are being designed while the user interface of existing products is constantly being revamped to give them a new look. All this is an effort to bring a satisfactory interacting experience for the user. However, in most cases users do not feel that they experience that benefit. The introduction of a new product, or the enhancement of the functionality and user interface of an existing product, often faces criticism and brings resistance to the acceptance and usage of the product by the users. Therefore, the change in user interface or introduction of new products does not only affect the business processes but also the lifestyles of the users, as well as their overall user experience. One of the most important components for the success of any product is a positive user experience. User experience refers to the subjective feeling of the user that results from their interaction or intention to interact with a product in order to perform a specific task in a specific environment. When the user interface and functionality of a product match the expectations of the users and make the users effective and efficient, feel safe and attain some level of self-worth from using or possessing the product, their interaction with the product becomes more satisfactory. User experience practitioners are in agreement that a change to the user interface influences the user experience of the people when interacting with the product; hence it affects change in the user experience of the people. A vast body of literature exists on the methods for evaluating user experience as well as on the principles that are aimed at guiding the design of products for a positive user experience. However, there is a lack of a means to manage this change in user experience that results from the changes in the features of the user interface or the product functionalities. This inadequacy opens up the potential for integrating change management principles in order to manage user experience. However, existing change management principles do not address the user experience aspects when managing change. Following the above premise, this study focused on the development of a model for managing user experience: the User Experience Management Model (UXM2). The UXM2 infers its components from the disciplines of user experience and change management. Its uniqueness is seated in its people-centred approach that aims to effect a free-will change in the individuals towards a long-term positive user experience. The proposed model further aims to promote the voluntary acceptance of a product, which is contrary to the mandatory change that is guided by the policies of the organization, as discussed in the study. The UXM2 was developed from a thorough argumentation of literature on user experience and change management. The components that were required for development of the model were identified from literature, and were evaluated for their relevance by means of academic publications in subject domain international conferences. The academic publications underwent double-blind peer review with subject domain experts. The model was evaluated for its relevance and potential applicability through interviews and discussions with subject domain experts. The subject domain experts consist of user experience practitioners and academic professionals in the domain of HCI. The subject domain experts also evaluated the model by means of an evaluation tool comprising of a Likert scale rating of the proposed components and related activities for managing user experience. The target users of the UXM2 are user experience practitioners and product developers who aim to promote a sustainable long-term positive user experience for the people interacting with their products. The UXM2 is aimed at being used for the design of products that are meant for institutional use, personal use, mandatory use and optional use. It is believed that adoption of the UXM2 will promote acceptance of the product by users, with an associated sustainable positive long-term user experience.
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- Date Issued: 2013
A social realist account of the tutorial system at the University of Johannesburg
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
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- Date Issued: 2013