Creative production and existential thought: a feminist existential analysis of South African visual artist Berni Searle’s artwork
- Authors: Mokwena, Palesa
- Date: 2020
- Subjects: Women artists -- South Africa , Women artists, Black -- South Africa , Existentialism and art , Feminism and art -- South Africa , Searle, Berni
- Language: English
- Type: text , Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/148005 , vital:38701
- Description: Through an analysis of the work of South African artist Berni Searle, my study will investigate feminist existential ideas and concepts that have been explored by various creative producers in and outside of Europe/South Africa through different forms of creative productions and under different epistemological categories. ‘Canons’ of European existentialist/feminist thought often exclude the existence of feminist existential knowledge productions and producers outside of Europe. In conducting this study, I am responding to the past and present separatist and identitarian categorisations of creative productions from black/African creative producers, particularly women creative producers in South Africa, creating an alternative canonisation around their selected works. Although canons have been and can be used to drive separatist and identitarian categorisations, it is my hope to elucidate a discourse around the preservations and acknowledgements of South African creative and knowledge productions through a feminist existential framework that canonises important black feminist existentialist works and thereby brings to light their intellectual contributions over and above their identities. My development of a South African feminist existentialism is an attempt to graft a more intersectional, holistic framework to introduce in the feminist and existential discourses, and to proffer a new intersectional holistic paradigm of discussing categories that do not limit creative productions. To frame this research, I will reflect on the politics of historical and contemporary South African society as it is reflected in the works of the chosen creative producers and theorists and to question how we respond as creative feminist existentialists to contemporary South African struggles and how such a lens can be activated as a creative-theoretical tool of investigation.
- Full Text:
- Date Issued: 2020
- Authors: Mokwena, Palesa
- Date: 2020
- Subjects: Women artists -- South Africa , Women artists, Black -- South Africa , Existentialism and art , Feminism and art -- South Africa , Searle, Berni
- Language: English
- Type: text , Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/148005 , vital:38701
- Description: Through an analysis of the work of South African artist Berni Searle, my study will investigate feminist existential ideas and concepts that have been explored by various creative producers in and outside of Europe/South Africa through different forms of creative productions and under different epistemological categories. ‘Canons’ of European existentialist/feminist thought often exclude the existence of feminist existential knowledge productions and producers outside of Europe. In conducting this study, I am responding to the past and present separatist and identitarian categorisations of creative productions from black/African creative producers, particularly women creative producers in South Africa, creating an alternative canonisation around their selected works. Although canons have been and can be used to drive separatist and identitarian categorisations, it is my hope to elucidate a discourse around the preservations and acknowledgements of South African creative and knowledge productions through a feminist existential framework that canonises important black feminist existentialist works and thereby brings to light their intellectual contributions over and above their identities. My development of a South African feminist existentialism is an attempt to graft a more intersectional, holistic framework to introduce in the feminist and existential discourses, and to proffer a new intersectional holistic paradigm of discussing categories that do not limit creative productions. To frame this research, I will reflect on the politics of historical and contemporary South African society as it is reflected in the works of the chosen creative producers and theorists and to question how we respond as creative feminist existentialists to contemporary South African struggles and how such a lens can be activated as a creative-theoretical tool of investigation.
- Full Text:
- Date Issued: 2020
Investigating how teacher leadership can be developed among teachers in a rural school Namibia
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
Hearing silenced voices: a learning-centred approach to sustainable land rehabilitation and natural resource management
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
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