Teaching journalism to produce “interpretive communities" rather than just “professionals”:
- Authors: Garman, Anthea
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159846 , vital:40349 , DOI: 10.1080/02560054.2005.9653330
- Description: Debates about whether journalism is a “trade” and can only be learnt “on the job”, or whether journalism should even be taught at universities, are no longer fruitful or even interesting for teachers in tertiary environments. The far more important discussion around the teaching of journalism should be on the approach which focuses too exclusively on its nature as a “profession” and so ignores the critical function of journalists in the world as “interpretive communities”.
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- Date Issued: 2010
Producing and sharing ICT-based knowledge through English and African languages at a South African university
- Authors: Terzoli, Alfredo , Dalvit, Lorenzo , Murray, Sarah , Mini, Buyiswa , Zhao, Xiaogeng
- Date: 2005
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428531 , vital:72518 , https://hdl.handle.net/10520/EJC37193
- Description: This article describes an intervention aimed at providing increased ac-cess to the study of information and communication technology (ICT) and computer literacy in Higher Education in South Africa. Our focus group is speakers of an African language from a previously disadvan-taged background in the extended studies programme at Rhodes Uni-versity. Preliminary investigation suggests that such students have dif-ficulties becoming computer literate partly because of their lack of Eng-lish proficiency. This might prevent them from furthering their studies of Computer Science (CS) up to the postgraduate level. Shifting away from the dominant approach to academic support in extended studies programmes in South Africa, in our research we focus primarily on the lexical rather than the discourse level. With the help of a web-based application, students collaboratively produce and share additional mate-rial in both English and the African languages. This allows them to inte-grate new concepts and knowledge about computers into their existing knowledge structures. With our intervention, we hope to improve the students' participation in the production and sharing of knowledge in the field of ICT.
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- Date Issued: 2005
The relevance of (South African) Renaissance studies
- Authors: Wright, Laurence
- Date: 2005
- Language: English
- Type: text , article
- Identifier: vital:7055 , http://hdl.handle.net/10962/d1007416 , https://www.ajol.info/index.php/sisa/article/view/40550
- Description: preprint , This paper is part of a longer piece devoted to the elucidation of two related propositions. The first is that in South Africa the humanities in general, and Renaissance Studies in particular, are stymied by a lack of strategic thinking from those in the academy. The second is that the humanities, and Renaissance Studies, and Shakespeare, are valid and needed in this country, possibly as never before. This paper tackles the latter question, the challenge of intrinsic relevance. What possible bearing have art and literature, politics and religion, customs and technologies developed 10,000 kilometres away and nearly half a millennium ago to do with South Africa in the 21st century? I steal up on the main issue by outlining an abbreviated rhetoric of relevance, establishing a framework within which intrinsic relevance can be conceptualised for Renaissance Studies today.
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- Date Issued: 2005