Contesting boundaries: a case of municipal demarcation disputes in Vuwani Vhembe District
- Authors: Khowa, Thandeka Promise
- Date: 2020
- Subjects: Geographical boundaries
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50767 , vital:42670
- Description: The research study in Vuwani Vhembe district sought to investigate demarcation disputes, the relationship between service delivery and demarcation disputes. The study further investigates the role of municipal demarcation board and local government adherence to sound governance principles and the causes of the demarcation dispute in Vuwani. The study additionally examines the conceptions and misconceptions, their impact on the current demarcation disputes in Vuwani. It further intended to establish the role and involvement of Vuwani stakeholders such as traditional structures/ leaders, civil unions, community members etc. in the processes of demarcating Vuwani. “What is the cause of Vuwani community member’s rejection of the re-demarcation, which is said to correct the past spatial injustices and promote municipal sizing, thus enabling better performance in service provision by municipalities?” The study employed a mixed-method involving the use of both quantitative (mini-survey) and qualitative (use of in-depth, semi structures interviews and focus group discussions). Research findings suggest that re-demarcation is a sensitive aspect/process in South Africa, mainly due to the past Apartheid era. There was forceful removal of people from their land supported by Apartheid legislation such as the Native Land Act 1913, Group Act 1950, Native Resettlement Act 1954 etc. Thus, fears of the past Apartheid system cloud any attempt to correct spatial injustices of the country. The new democratic South African government, therefore, needs to be cautious in its acts to correct the spatial injustices, thus adhering to sound governance principles. Findings reveal that several misconceptions and lack of adherence of good governance principles by the Municipal Demarcation Board and Local government have, to some extent, fueled the demarcation disputes in Vuwani. Municipal performance in the rendering of service delivery has a major impact and contributes to the community’s acceptance or rejection of demarcation/ amalgamations. The study further reveals that in Vuwani municipal performance with the establishment of the new Collins Chabane municipality has been clouded by fear of the unknown as this form of “demarcation of establishing a new municipality” altogether is relatively new. Rural land authority, the role of traditional leaders, ethnicity ties have all been found to have contributed to the disputes in Vuwani. Limpopo Province is home to three ethnic groups, namely, vaVhenda, baPedi and xiTsonga. The study findings have presented traits of tribalism as contributing to on-going demarcation disputes in Vuwani.
- Full Text:
- Date Issued: 2020
- Authors: Khowa, Thandeka Promise
- Date: 2020
- Subjects: Geographical boundaries
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50767 , vital:42670
- Description: The research study in Vuwani Vhembe district sought to investigate demarcation disputes, the relationship between service delivery and demarcation disputes. The study further investigates the role of municipal demarcation board and local government adherence to sound governance principles and the causes of the demarcation dispute in Vuwani. The study additionally examines the conceptions and misconceptions, their impact on the current demarcation disputes in Vuwani. It further intended to establish the role and involvement of Vuwani stakeholders such as traditional structures/ leaders, civil unions, community members etc. in the processes of demarcating Vuwani. “What is the cause of Vuwani community member’s rejection of the re-demarcation, which is said to correct the past spatial injustices and promote municipal sizing, thus enabling better performance in service provision by municipalities?” The study employed a mixed-method involving the use of both quantitative (mini-survey) and qualitative (use of in-depth, semi structures interviews and focus group discussions). Research findings suggest that re-demarcation is a sensitive aspect/process in South Africa, mainly due to the past Apartheid era. There was forceful removal of people from their land supported by Apartheid legislation such as the Native Land Act 1913, Group Act 1950, Native Resettlement Act 1954 etc. Thus, fears of the past Apartheid system cloud any attempt to correct spatial injustices of the country. The new democratic South African government, therefore, needs to be cautious in its acts to correct the spatial injustices, thus adhering to sound governance principles. Findings reveal that several misconceptions and lack of adherence of good governance principles by the Municipal Demarcation Board and Local government have, to some extent, fueled the demarcation disputes in Vuwani. Municipal performance in the rendering of service delivery has a major impact and contributes to the community’s acceptance or rejection of demarcation/ amalgamations. The study further reveals that in Vuwani municipal performance with the establishment of the new Collins Chabane municipality has been clouded by fear of the unknown as this form of “demarcation of establishing a new municipality” altogether is relatively new. Rural land authority, the role of traditional leaders, ethnicity ties have all been found to have contributed to the disputes in Vuwani. Limpopo Province is home to three ethnic groups, namely, vaVhenda, baPedi and xiTsonga. The study findings have presented traits of tribalism as contributing to on-going demarcation disputes in Vuwani.
- Full Text:
- Date Issued: 2020
A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
The role of achievement motivation on the interlanguage fossilization of middle-aged English-as-a-second-language learners
- Authors: Vujisic, Zoran
- Date: 2007
- Subjects: Second language acquisition Language and languages -- Study and teaching Fossilization (Linguistics) Interlanguage (Language learning) English language -- Study and teaching -- Foreign speakers Motivation in education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2368 , http://hdl.handle.net/10962/d1003748
- Description: Second language acquisition (SLA) is seldom entirely successful with adult learners. It has been suggested that all second language (L2) learners, in the process of mastering a target language (TL), develop a linguistic system that is self-contained and different from both the learner's native language and the TL. This system is referred to as 'interlanguage' (lL). In the process of SLA, IL evolves into an ever-closer approximation of the TL, and ideally, a learner's IL should continue to advance until it becomes equivalent to the TL. However, it has been observed that somewhere in the L2 learning process, IL may reach one or more plateaus during which the development of the IL is delayed or arrested. A permanent cessation of progress toward the TL is referred to as 'fossilization'. Researchers in SLA agree that motivation is one of the key factors influencing language-learning success and studies suggest that some language learning motivation may be related to the need for achievement. The purpose of this research was to establish if adult ESL learners are aware of fossilization and, to examine if motivation, and more specifically achievement motivation, is a factor in IL fossilization. The participants in this study consisted of 15 ESL learners in Puerto Rico who had at least eight years of formal ESL training. The instrument used to gather information included a questionnaire to obtain demographical and qualifying data, an 'English Language Proficiency Evaluation' to determine levels of IL fossilization, a 'Measure of Achievement Motivation' to ascertain achievement motive, and individual and group interviews in order to ascertain perception(s) regarding the role of motivation on fossilization and perceptions regarding the barriers to achieving TL competency. The research demonstrated that there is a moderate to strong positive relationship between IL fossilization and achievement motivation, i.e., high achievement motive is correlated to TL competency and descending levels of achievement motive are correlated to ascending levels of IL fossilization. The findings have significant implications for both ESL learning and instruction, and suggest that not all IL fossilization may be permanent.
- Full Text:
- Date Issued: 2007
- Authors: Vujisic, Zoran
- Date: 2007
- Subjects: Second language acquisition Language and languages -- Study and teaching Fossilization (Linguistics) Interlanguage (Language learning) English language -- Study and teaching -- Foreign speakers Motivation in education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2368 , http://hdl.handle.net/10962/d1003748
- Description: Second language acquisition (SLA) is seldom entirely successful with adult learners. It has been suggested that all second language (L2) learners, in the process of mastering a target language (TL), develop a linguistic system that is self-contained and different from both the learner's native language and the TL. This system is referred to as 'interlanguage' (lL). In the process of SLA, IL evolves into an ever-closer approximation of the TL, and ideally, a learner's IL should continue to advance until it becomes equivalent to the TL. However, it has been observed that somewhere in the L2 learning process, IL may reach one or more plateaus during which the development of the IL is delayed or arrested. A permanent cessation of progress toward the TL is referred to as 'fossilization'. Researchers in SLA agree that motivation is one of the key factors influencing language-learning success and studies suggest that some language learning motivation may be related to the need for achievement. The purpose of this research was to establish if adult ESL learners are aware of fossilization and, to examine if motivation, and more specifically achievement motivation, is a factor in IL fossilization. The participants in this study consisted of 15 ESL learners in Puerto Rico who had at least eight years of formal ESL training. The instrument used to gather information included a questionnaire to obtain demographical and qualifying data, an 'English Language Proficiency Evaluation' to determine levels of IL fossilization, a 'Measure of Achievement Motivation' to ascertain achievement motive, and individual and group interviews in order to ascertain perception(s) regarding the role of motivation on fossilization and perceptions regarding the barriers to achieving TL competency. The research demonstrated that there is a moderate to strong positive relationship between IL fossilization and achievement motivation, i.e., high achievement motive is correlated to TL competency and descending levels of achievement motive are correlated to ascending levels of IL fossilization. The findings have significant implications for both ESL learning and instruction, and suggest that not all IL fossilization may be permanent.
- Full Text:
- Date Issued: 2007
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