Indigenous knowledge in the school curriculum: teacher educator perceptions of place and position
- Ronoh, Janet Chepchirchir, Siebenhuner, Bernd
- Authors: Ronoh, Janet Chepchirchir , Siebenhuner, Bernd
- Date: 2017
- Subjects: Education -- Curricula -- Africa , Curriculum planning -- Africa Curriculum change -- Africa Ethnoscience -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/19971 , vital:29015
- Description: Post-colonial school curricula in Africa, which are mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge (IK) and epistemologies, remain a major area of concern in education. After decades of debate on the relevance of IK and its suitability for integration in school curricula, there appears to be a shift in paradigm towards recognising indigenous ways of knowing and transforming curricula towards using inclusive, contextual and practical content and pedagogies that reflect the changing needs of African society. Despite specific provisions in the South African and Kenyan constitutions and education policy documents, the development and implementation of IK integrated curricula remains a major concern. Teacher educators are important stakeholders in terms of the integration of IK and, as such, this qualitative study, which is framed within an interpretivist philosophical view and draws on a case study methodology, explores teacher educators‘ perceptions of value, place and position of IK in the school curriculum. The samples, which were drawn from two African universities, one in South Africa and one in Kenya, comprised ten purposively selected teacher educators from local indigenous communities in each university. Data were generated via a semi-structured questionnaire, a modified focus group discussion (Imbizo/Baraza) process, and individual semi-structured interviews. The data generated were analysed thematically and revealed that the participating teacher educators have shared conceptual understandings of indigenous knowledge and advocate for more inclusive appropriation and integration of indigenous languages, agriculture, herbal medicine, technological and scientific indigenous knowledge items that they feel are still marginalised in the school curriculum of their respective countries. An inclusive education approach was proposed in which both modern knowledge and IK are intertwined in the curriculum in order to serve the current needs of indigenous cultures and society in general.
- Full Text:
- Date Issued: 2017
- Authors: Ronoh, Janet Chepchirchir , Siebenhuner, Bernd
- Date: 2017
- Subjects: Education -- Curricula -- Africa , Curriculum planning -- Africa Curriculum change -- Africa Ethnoscience -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/19971 , vital:29015
- Description: Post-colonial school curricula in Africa, which are mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge (IK) and epistemologies, remain a major area of concern in education. After decades of debate on the relevance of IK and its suitability for integration in school curricula, there appears to be a shift in paradigm towards recognising indigenous ways of knowing and transforming curricula towards using inclusive, contextual and practical content and pedagogies that reflect the changing needs of African society. Despite specific provisions in the South African and Kenyan constitutions and education policy documents, the development and implementation of IK integrated curricula remains a major concern. Teacher educators are important stakeholders in terms of the integration of IK and, as such, this qualitative study, which is framed within an interpretivist philosophical view and draws on a case study methodology, explores teacher educators‘ perceptions of value, place and position of IK in the school curriculum. The samples, which were drawn from two African universities, one in South Africa and one in Kenya, comprised ten purposively selected teacher educators from local indigenous communities in each university. Data were generated via a semi-structured questionnaire, a modified focus group discussion (Imbizo/Baraza) process, and individual semi-structured interviews. The data generated were analysed thematically and revealed that the participating teacher educators have shared conceptual understandings of indigenous knowledge and advocate for more inclusive appropriation and integration of indigenous languages, agriculture, herbal medicine, technological and scientific indigenous knowledge items that they feel are still marginalised in the school curriculum of their respective countries. An inclusive education approach was proposed in which both modern knowledge and IK are intertwined in the curriculum in order to serve the current needs of indigenous cultures and society in general.
- Full Text:
- Date Issued: 2017
The contribution of hip hop to the construction of personal indentities of South African female late adolescents
- Authors: Gitonga, Priscilla Nyawira
- Date: 2012
- Subjects: Hip-hop -- South Africa -- Influence , Women -- Identity , Teenage girls , Group identity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/4288 , vital:20581
- Description: Identity construction is an integral task during late adolescence. In this study, I argue that hip hop music contributes to the process of identity construction among female late adolescents. The contexts that the female late adolescent is exposed to affect her process of identity construction. These contexts include family, friends, peers, religion, and popular culture, among other things. Hip hop music forms part of present-day popular culture. Adolescents have access to this genre of music via the mass media and social networks. The aim of this study is to explore the nature of hip hop‘s contribution to the identity construction of female late adolescents in South Africa. To this end, I engaged seven female late adolescents in several research activities, which enabled them to make sense of their perceived identities in the context of hip hop music. I then interpreted the participants‘ stories, in order to understand the process by which hip hop had contributed to their sense of personal identity. The participants in this study were first-year students in the Faculty of Education, Nelson Mandela Metropolitan University, who were all in the developmental phase of late adolescence. Narrative inquiry and participatory research (PR) approaches were the preferred strategies of data generation. The data-generation techniques included the use of drawings and lyric inquiry. These techniques served to stimulate the generation of narrative data. They also provided frameworks within which the participants could engage with their sense of identity in the context of hip hop music. The research revealed that hip hop music does indeed contribute to the process of personal identity construction of the female late adolescents who participated in the study. It does so by compelling the adolescent to think about herself in relation to her continual self, which draws from her past, present, and future, her interactional self, both at the personal and social levels, and her situational self. The appeal of hip hop to her cognitive capabilities is enhanced through the strong link that hip hop has with her emotions. The significance of this study can be summarised in three points. Firstly, this study provides empirical evidence of hip hop as a meaningful resource for the female adolescent as she constructs her identity. As such, the findings of this study negate the public notion of hip hop as being a bad influence on young people, and provides proof of its significant role in the lives of South African female adolescents. Secondly, this study is important for education in South Africa. The significance of hip hop music in education settings lies in its fundamental communicative capabilities, which can be effectively utilised in the classroom situation. Thirdly, this study strengthens educational research in South Africa, especially research aimed at the liberation and emancipation of female adolescents in South Africa. In this regard, this study provides alternative methodologies of inquiry to conventional research strategies, such as questionnaires and surveys.
- Full Text:
- Date Issued: 2012
- Authors: Gitonga, Priscilla Nyawira
- Date: 2012
- Subjects: Hip-hop -- South Africa -- Influence , Women -- Identity , Teenage girls , Group identity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/4288 , vital:20581
- Description: Identity construction is an integral task during late adolescence. In this study, I argue that hip hop music contributes to the process of identity construction among female late adolescents. The contexts that the female late adolescent is exposed to affect her process of identity construction. These contexts include family, friends, peers, religion, and popular culture, among other things. Hip hop music forms part of present-day popular culture. Adolescents have access to this genre of music via the mass media and social networks. The aim of this study is to explore the nature of hip hop‘s contribution to the identity construction of female late adolescents in South Africa. To this end, I engaged seven female late adolescents in several research activities, which enabled them to make sense of their perceived identities in the context of hip hop music. I then interpreted the participants‘ stories, in order to understand the process by which hip hop had contributed to their sense of personal identity. The participants in this study were first-year students in the Faculty of Education, Nelson Mandela Metropolitan University, who were all in the developmental phase of late adolescence. Narrative inquiry and participatory research (PR) approaches were the preferred strategies of data generation. The data-generation techniques included the use of drawings and lyric inquiry. These techniques served to stimulate the generation of narrative data. They also provided frameworks within which the participants could engage with their sense of identity in the context of hip hop music. The research revealed that hip hop music does indeed contribute to the process of personal identity construction of the female late adolescents who participated in the study. It does so by compelling the adolescent to think about herself in relation to her continual self, which draws from her past, present, and future, her interactional self, both at the personal and social levels, and her situational self. The appeal of hip hop to her cognitive capabilities is enhanced through the strong link that hip hop has with her emotions. The significance of this study can be summarised in three points. Firstly, this study provides empirical evidence of hip hop as a meaningful resource for the female adolescent as she constructs her identity. As such, the findings of this study negate the public notion of hip hop as being a bad influence on young people, and provides proof of its significant role in the lives of South African female adolescents. Secondly, this study is important for education in South Africa. The significance of hip hop music in education settings lies in its fundamental communicative capabilities, which can be effectively utilised in the classroom situation. Thirdly, this study strengthens educational research in South Africa, especially research aimed at the liberation and emancipation of female adolescents in South Africa. In this regard, this study provides alternative methodologies of inquiry to conventional research strategies, such as questionnaires and surveys.
- Full Text:
- Date Issued: 2012
Building employee value proposition for attracting and retaining talent in large organisations in South Africa
- Authors: Chen, Shih-hwa James
- Date: 2011
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9121 , http://hdl.handle.net/10948/d1016056
- Description: Globalisation of businesses and the advancement of information technology have changed the way employees think, live and behave. As a result, some of the traditional theories and models on talent management have been tested, and to some extent, challenged. Companies large and small must be creative, responsive and ready to let go outdated management practices when challenged by new paradigms to improve competitiveness and alignment to market needs. In the current climate of widespread skill shortages and declining workforce numbers, large organisations continue to wrestle with appropriate management practices that could truly protect their most valuable asset – its people. This research was aimed at providing an insight into what makes a good attraction and retention strategy for large organisations in South Africa. It further examined the principles which underpin an effective employee value proposition that would capture comprehensively the expectations, personal needs and career goals of the new generation employees especially in a developing economy. Quantitative data focusing on students‘ expectations on their future employer of choice was collected via a national survey distributed at 23 tertiary institutions in South Africa during career fairs. Qualitative data was collected through focus group discussions with a sample of SARS graduate employees. Triangulation of results was possible and the analysis of data provided scientific evidence for meaningful conclusions and recommendations. The findings of this research enabled the development of a structured argument in terms of what organisations need to start, stop and continue doing to improve the talent management practices for attracting, developing and retaining highly talented people. The research further enabled the identification of key components that are essential for building an attractive and practical EVP for large organizations that focus on enhancing the value of their talent in the 21st century.
- Full Text:
- Date Issued: 2011
- Authors: Chen, Shih-hwa James
- Date: 2011
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9121 , http://hdl.handle.net/10948/d1016056
- Description: Globalisation of businesses and the advancement of information technology have changed the way employees think, live and behave. As a result, some of the traditional theories and models on talent management have been tested, and to some extent, challenged. Companies large and small must be creative, responsive and ready to let go outdated management practices when challenged by new paradigms to improve competitiveness and alignment to market needs. In the current climate of widespread skill shortages and declining workforce numbers, large organisations continue to wrestle with appropriate management practices that could truly protect their most valuable asset – its people. This research was aimed at providing an insight into what makes a good attraction and retention strategy for large organisations in South Africa. It further examined the principles which underpin an effective employee value proposition that would capture comprehensively the expectations, personal needs and career goals of the new generation employees especially in a developing economy. Quantitative data focusing on students‘ expectations on their future employer of choice was collected via a national survey distributed at 23 tertiary institutions in South Africa during career fairs. Qualitative data was collected through focus group discussions with a sample of SARS graduate employees. Triangulation of results was possible and the analysis of data provided scientific evidence for meaningful conclusions and recommendations. The findings of this research enabled the development of a structured argument in terms of what organisations need to start, stop and continue doing to improve the talent management practices for attracting, developing and retaining highly talented people. The research further enabled the identification of key components that are essential for building an attractive and practical EVP for large organizations that focus on enhancing the value of their talent in the 21st century.
- Full Text:
- Date Issued: 2011
The role of school management teams in the implementation and maintenance of inclusive education
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
Impact of brand identity on perceived brand image of the Nelson Mandela Metropolitan University
- Authors: Han, Ying
- Date: 2006
- Subjects: Business names -- South Africa , Nelson Mandela Metropolitan University -- Name
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9265 , http://hdl.handle.net/10948/464 , Business names -- South Africa , Nelson Mandela Metropolitan University -- Name
- Description: Since 1994, South Africa has witnessed the fundamental transformation and restructuring of its Higher Education Sector. The restructuring of Higher Education Institutions in the Eastern Cape Province is manifested by inter alia the incorporation of the Port Elizabeth branch of the Vista University into the University of Port Elizabeth as a first phase and, as the final phase, the merger between the University of Port Elizabeth and the Port Elizabeth Technikon. A new, comprehensive university, the Nelson Mandela Metropolitan University (NMMU), emerged from this merger on 1 January 2005. The previous institutions each had its own unique brand identity, brand image and brand name. With reference to the newly established NMMU, the question can be raised whether the brand identity of this newly established institution impacts on its perceived brand image among all stakeholders who have an interest in the institution. Given the merger background, the purpose of this research project is twofold: firstly, to analyse the impact of independent variables (‘reputation’, ‘relevance’, ‘personality’, ‘performance’ and ‘relationship’) on brand identity (moderating variable) and the impact of brand identity on brand image (dependent variable); and secondly, to gauge the perceptions of NMMU stakeholders of the brand image of the University in terms of both expectations and actual experiences. In order to give effect to the above, a conceptual model on brand identity and brand image based on secondary sources on branding, was empirically tested. Given the purpose and nature of the research in question, a positivistic research paradigm was adopted. By means of a Likert seven-point scale, primary data was sourced from 1 092 respondents, who shared their perceptions on the expectations and actual experiences of using the NMMU brand. The statistical analysis of the data comprised six phases. Initially, the data was subjected to an exploratory factor analysis to assess the discriminant validity of (xvi) the research instrument. This was followed by an assessment of the reliability of the research instrument through an internal consistency measure (Cronbach alpha reliability coefficients). The items that remained were included in the multiple regression model to assess the impact of brand identity variables on brand identity. The next phase comprised a regression analysis of the impact of brand identity on brand image. Fifthly, to assess any differences between stakeholders’ expectations and actual experiences when using the NMMU brand, pair-wise t-tests were performed. Finally, to gauge the level of satisfaction of NMMU stakeholders when using the brand, a “gap” analysis was conducted by converting the mean scores into relative percentage ratings. The empirical findings did not fully support the conceptual model. The testing of the conceptual model revealed that the independent variable ‘relevance’ did not demonstrate sufficient discriminant validity and, as a result, no evidence of construct validity. This variable therefore had to be removed from the conceptual model before it was subjected to further empirical assessment by means of the multiple linear regression analysis. Based on this finding on ‘relevance’, NMMU marketing communication strategists could perform an in-depth investigation on the positioning of the brand. Further, it was found that the dependent variable ‘brand image’ was not a uni-dimensional construct as suggested in the conceptual model. Ideally, images (in this case, brand images of the NMMU) should feed into strategic vision, serving as a mirror in which a university can reflect on its true standing. This implies that instead of using stakeholder images as exact assessments of brand performance compared with strategic vision, images held by stakeholders of who the university is and what it stands for (e.g. personality and relevance comparisons) should become part of the strategic envisioning process. The linkage between strategic intent and brand image should be evident. The results of the pair-wise t-tests revealed that significant statistical differences (xvii) existed between stakeholders’ perceptions of the expected and actual experiences when using the NMMU brand. To assess the magnitude of a possible ‘gap’ between stakeholders’ expectations and actual experiences of the NMMU brand, mean score differences were converted into relative percentage ratings. The most significant findings on actual experiences (on which the level of satisfaction is based) of the NMMU brand are as follows: All relative rating scores were below 92.05%. These relative satisfaction percentages imply that respondents were not satisfied with the NMMU brand, because their expectations were not fully met. The highest rating percentage (92.05%) was obtained in respect of the statement regarding “The NMMU slogan (‘for tomorrow’) reflects the NMMU brand identity”. The lowest rating percentage (78.33%) was given to the statement “The NMMU brand exceeds expectations in terms of promises”. The second lowest rating percentage (79.67%) was found for the statement “The NMMU brand delivers on promises”. The principal recommendations emanating from this study are summarised in three groups of recommendations, namely: Recommendations pertaining to the strategic implications of the findings for the NMMU marketing communication strategists. Recommendations pertaining to the interpretation of secondary sources on brand literature, and Recommendations for future research.
- Full Text:
- Date Issued: 2006
- Authors: Han, Ying
- Date: 2006
- Subjects: Business names -- South Africa , Nelson Mandela Metropolitan University -- Name
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9265 , http://hdl.handle.net/10948/464 , Business names -- South Africa , Nelson Mandela Metropolitan University -- Name
- Description: Since 1994, South Africa has witnessed the fundamental transformation and restructuring of its Higher Education Sector. The restructuring of Higher Education Institutions in the Eastern Cape Province is manifested by inter alia the incorporation of the Port Elizabeth branch of the Vista University into the University of Port Elizabeth as a first phase and, as the final phase, the merger between the University of Port Elizabeth and the Port Elizabeth Technikon. A new, comprehensive university, the Nelson Mandela Metropolitan University (NMMU), emerged from this merger on 1 January 2005. The previous institutions each had its own unique brand identity, brand image and brand name. With reference to the newly established NMMU, the question can be raised whether the brand identity of this newly established institution impacts on its perceived brand image among all stakeholders who have an interest in the institution. Given the merger background, the purpose of this research project is twofold: firstly, to analyse the impact of independent variables (‘reputation’, ‘relevance’, ‘personality’, ‘performance’ and ‘relationship’) on brand identity (moderating variable) and the impact of brand identity on brand image (dependent variable); and secondly, to gauge the perceptions of NMMU stakeholders of the brand image of the University in terms of both expectations and actual experiences. In order to give effect to the above, a conceptual model on brand identity and brand image based on secondary sources on branding, was empirically tested. Given the purpose and nature of the research in question, a positivistic research paradigm was adopted. By means of a Likert seven-point scale, primary data was sourced from 1 092 respondents, who shared their perceptions on the expectations and actual experiences of using the NMMU brand. The statistical analysis of the data comprised six phases. Initially, the data was subjected to an exploratory factor analysis to assess the discriminant validity of (xvi) the research instrument. This was followed by an assessment of the reliability of the research instrument through an internal consistency measure (Cronbach alpha reliability coefficients). The items that remained were included in the multiple regression model to assess the impact of brand identity variables on brand identity. The next phase comprised a regression analysis of the impact of brand identity on brand image. Fifthly, to assess any differences between stakeholders’ expectations and actual experiences when using the NMMU brand, pair-wise t-tests were performed. Finally, to gauge the level of satisfaction of NMMU stakeholders when using the brand, a “gap” analysis was conducted by converting the mean scores into relative percentage ratings. The empirical findings did not fully support the conceptual model. The testing of the conceptual model revealed that the independent variable ‘relevance’ did not demonstrate sufficient discriminant validity and, as a result, no evidence of construct validity. This variable therefore had to be removed from the conceptual model before it was subjected to further empirical assessment by means of the multiple linear regression analysis. Based on this finding on ‘relevance’, NMMU marketing communication strategists could perform an in-depth investigation on the positioning of the brand. Further, it was found that the dependent variable ‘brand image’ was not a uni-dimensional construct as suggested in the conceptual model. Ideally, images (in this case, brand images of the NMMU) should feed into strategic vision, serving as a mirror in which a university can reflect on its true standing. This implies that instead of using stakeholder images as exact assessments of brand performance compared with strategic vision, images held by stakeholders of who the university is and what it stands for (e.g. personality and relevance comparisons) should become part of the strategic envisioning process. The linkage between strategic intent and brand image should be evident. The results of the pair-wise t-tests revealed that significant statistical differences (xvii) existed between stakeholders’ perceptions of the expected and actual experiences when using the NMMU brand. To assess the magnitude of a possible ‘gap’ between stakeholders’ expectations and actual experiences of the NMMU brand, mean score differences were converted into relative percentage ratings. The most significant findings on actual experiences (on which the level of satisfaction is based) of the NMMU brand are as follows: All relative rating scores were below 92.05%. These relative satisfaction percentages imply that respondents were not satisfied with the NMMU brand, because their expectations were not fully met. The highest rating percentage (92.05%) was obtained in respect of the statement regarding “The NMMU slogan (‘for tomorrow’) reflects the NMMU brand identity”. The lowest rating percentage (78.33%) was given to the statement “The NMMU brand exceeds expectations in terms of promises”. The second lowest rating percentage (79.67%) was found for the statement “The NMMU brand delivers on promises”. The principal recommendations emanating from this study are summarised in three groups of recommendations, namely: Recommendations pertaining to the strategic implications of the findings for the NMMU marketing communication strategists. Recommendations pertaining to the interpretation of secondary sources on brand literature, and Recommendations for future research.
- Full Text:
- Date Issued: 2006
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