Decolonizing Journalism Education in South Africa
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455437 , vital:75430 , ISBN 9781003352907 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352907-6/decolonizing-journalism-education-south-africa-kealeboga-aiseng
- Description: The British, French, and Portuguese regimes colonized most African countries. This colonization took away African languages, cultures, religions, and practices, only to replace them with colonial traditions. Decolonization debates are now rife in South Africa: decolonizing higher education, the economy, the law, and the justice system. All these debates and attempts are made to achieve equity and justice in the country. To contribute to these debates, this chapter examines how journalism education can be decolonized in South Africa from a sociolinguistic perspective. To achieve its aim, the chapter will review course descriptions of journalism curriculums at three universities in South Africa that offer journalism education and possible ways to decolonize the curriculums from the sociolinguistics perspectives. The chapter has concluded that sociolinguistics is critical in decolonizing journalism education. Journalism is a verbal medium; it uses language to communicate. Hence, it is essential for journalism curriculums in South Africa to teach students that language and identity can influence journalism practice to reflect its context and speak to its people in a language and forms that they understand.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455437 , vital:75430 , ISBN 9781003352907 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352907-6/decolonizing-journalism-education-south-africa-kealeboga-aiseng
- Description: The British, French, and Portuguese regimes colonized most African countries. This colonization took away African languages, cultures, religions, and practices, only to replace them with colonial traditions. Decolonization debates are now rife in South Africa: decolonizing higher education, the economy, the law, and the justice system. All these debates and attempts are made to achieve equity and justice in the country. To contribute to these debates, this chapter examines how journalism education can be decolonized in South Africa from a sociolinguistic perspective. To achieve its aim, the chapter will review course descriptions of journalism curriculums at three universities in South Africa that offer journalism education and possible ways to decolonize the curriculums from the sociolinguistics perspectives. The chapter has concluded that sociolinguistics is critical in decolonizing journalism education. Journalism is a verbal medium; it uses language to communicate. Hence, it is essential for journalism curriculums in South Africa to teach students that language and identity can influence journalism practice to reflect its context and speak to its people in a language and forms that they understand.
- Full Text:
- Date Issued: 2024
Demanding doctorability for abortion on request: a conversation analysis of pre-abortion counselling in public hospitals in the Eastern Cape, South Africa
- Du Toit, Ryan, Macleod, Catriona I
- Authors: Du Toit, Ryan , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/460985 , vital:76071 , https://srh.bmj.com/content/50/4/278.citation-tools
- Description: Out-of-school comprehensive sexuality education (CSE) Re-search on abortion counselling generally uses retrospective interviewing regarding providers’ and users’ experiences. In this article we explore how requests for abortion are made and received in real time in (officially non-mandatory) pre-abortion counselling conducted by nurses and counsellors in South African public abortion clinics. To capture turn-by-turn interactions, we recorded, using consecutive sampling, 28 sessions at three abortion clinics in 2017/2018. No researcher was present. Conversation analysis, based on an ethnomethodological paradigm, was used to understand the conversational projects of the sessions and to outline how the provider and user oriented to the request for an abortion as a conversational task.
- Full Text:
- Date Issued: 2024
- Authors: Du Toit, Ryan , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/460985 , vital:76071 , https://srh.bmj.com/content/50/4/278.citation-tools
- Description: Out-of-school comprehensive sexuality education (CSE) Re-search on abortion counselling generally uses retrospective interviewing regarding providers’ and users’ experiences. In this article we explore how requests for abortion are made and received in real time in (officially non-mandatory) pre-abortion counselling conducted by nurses and counsellors in South African public abortion clinics. To capture turn-by-turn interactions, we recorded, using consecutive sampling, 28 sessions at three abortion clinics in 2017/2018. No researcher was present. Conversation analysis, based on an ethnomethodological paradigm, was used to understand the conversational projects of the sessions and to outline how the provider and user oriented to the request for an abortion as a conversational task.
- Full Text:
- Date Issued: 2024
Demographic correlates of indices of psychological well-being and COVID-19 related distress among South African university students
- Coetzee, Bronwyn, Booysen, Duane D, Padmanabhanunni, Anita, Kagee, Ashraf
- Authors: Coetzee, Bronwyn , Booysen, Duane D , Padmanabhanunni, Anita , Kagee, Ashraf
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454082 , vital:75308 , xlink:href="https://doi.org/10.1080/00207411.2024.2324403"
- Description: Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.
- Full Text:
- Date Issued: 2024
- Authors: Coetzee, Bronwyn , Booysen, Duane D , Padmanabhanunni, Anita , Kagee, Ashraf
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454082 , vital:75308 , xlink:href="https://doi.org/10.1080/00207411.2024.2324403"
- Description: Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.
- Full Text:
- Date Issued: 2024
Developing an approach for balancing water use and protecting water quality of an urban river ecosystem
- Sani, Zouera, Tshimanga, Raphael M, Odume, Oghenekaro N, Basamba, Twaha A, Katshiatshia, Haddy M
- Authors: Sani, Zouera , Tshimanga, Raphael M , Odume, Oghenekaro N , Basamba, Twaha A , Katshiatshia, Haddy M
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484529 , vital:78930 , https://doi.org/10.1016/j.pce.2024.103687
- Description: Urban stream syndrome is a growing phenomenon in tropical part of the world. Urban rivers face significant challenges due to pollution induce by anthropogenic activities, exacerbated by population growth and industrialization. The main objective of this study is to develop a generic approach to balance water use and the protection of water quality in urban rivers. Water quality physico-chemical assessments were conducted during the dry and rainy seasons at various points along the N'Djili River and its tributaries. Anthropogenic activities in the surrounding areas were also analyzed to determine water uses from each sampling site. Sites were classified based on their pollution level using multivariate analysis and hierarchical classification into management classes.
- Full Text:
- Date Issued: 2024
- Authors: Sani, Zouera , Tshimanga, Raphael M , Odume, Oghenekaro N , Basamba, Twaha A , Katshiatshia, Haddy M
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484529 , vital:78930 , https://doi.org/10.1016/j.pce.2024.103687
- Description: Urban stream syndrome is a growing phenomenon in tropical part of the world. Urban rivers face significant challenges due to pollution induce by anthropogenic activities, exacerbated by population growth and industrialization. The main objective of this study is to develop a generic approach to balance water use and the protection of water quality in urban rivers. Water quality physico-chemical assessments were conducted during the dry and rainy seasons at various points along the N'Djili River and its tributaries. Anthropogenic activities in the surrounding areas were also analyzed to determine water uses from each sampling site. Sites were classified based on their pollution level using multivariate analysis and hierarchical classification into management classes.
- Full Text:
- Date Issued: 2024
Engaged sustainability science and place-based transgressive learning in higher education
- Lotz-Sisitka, Heila, Le Grange, Lesley, Mphepo, Gibson Y
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley , Mphepo, Gibson Y
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480429 , vital:78441 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a22
- Description: This article is located within current debates on engaged science and learning in higher education, with emphasis on types of learning emerging from engaged sustainability science, and associated contributions to debates on decoloniality in higher education. In par ticular, the ar ticle deliberates how a focus on sustainability science practised as place-based transgressive learning can add to debates on decoloniality in higher education. Through analysis of two case studies, we propose that co-engaged place-based research and learning emerges as a form of multi-loop, transgressive learning that offers possibilities for advancing understanding of decolonising learning processes, at least in those par ts of the higher education system where the learning and sustainability sciences meet. This is offered as an approach to deepen science engagement in contemporary African contexts.
- Full Text:
- Date Issued: 2024
- Authors: Lotz-Sisitka, Heila , Le Grange, Lesley , Mphepo, Gibson Y
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480429 , vital:78441 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a22
- Description: This article is located within current debates on engaged science and learning in higher education, with emphasis on types of learning emerging from engaged sustainability science, and associated contributions to debates on decoloniality in higher education. In par ticular, the ar ticle deliberates how a focus on sustainability science practised as place-based transgressive learning can add to debates on decoloniality in higher education. Through analysis of two case studies, we propose that co-engaged place-based research and learning emerges as a form of multi-loop, transgressive learning that offers possibilities for advancing understanding of decolonising learning processes, at least in those par ts of the higher education system where the learning and sustainability sciences meet. This is offered as an approach to deepen science engagement in contemporary African contexts.
- Full Text:
- Date Issued: 2024
Engaging with human-to-land relationships for engaged science: A complex-systems view for African land studies
- Authors: Mbatha, Cyril N
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480440 , vital:78442 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a10
- Description: Given the extractive nature of many Western-led scientific activities in Africa, it is important to design research programmes that have long-term investments for (and on) the continent. These programmes must engage communities from local to regional levels to be sustainable, especially if they aim to achieve the sustainability of life systems continentally. In this regard, I propose and illustrate the value of using systemic approaches that focus primarily on the historicity and evolutionary nature of human-to-land relationships, which stem from shared identities, values, etc., to conduct engaged socio-economic-land studies as a subset of social-ecological systems.
- Full Text:
- Date Issued: 2024
- Authors: Mbatha, Cyril N
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480440 , vital:78442 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a10
- Description: Given the extractive nature of many Western-led scientific activities in Africa, it is important to design research programmes that have long-term investments for (and on) the continent. These programmes must engage communities from local to regional levels to be sustainable, especially if they aim to achieve the sustainability of life systems continentally. In this regard, I propose and illustrate the value of using systemic approaches that focus primarily on the historicity and evolutionary nature of human-to-land relationships, which stem from shared identities, values, etc., to conduct engaged socio-economic-land studies as a subset of social-ecological systems.
- Full Text:
- Date Issued: 2024
Evaluating innovation in transdisciplinary sustainability education: TRANSECTS’ international learning labs
- Rosenberg, Eureta, Cockburn, Jessica J, Reed, Maureen G, James, Wendy, Gengelbach, Jana, Walk, Heike
- Authors: Rosenberg, Eureta , Cockburn, Jessica J , Reed, Maureen G , James, Wendy , Gengelbach, Jana , Walk, Heike
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480451 , vital:78443 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a21
- Description: Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through metareflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings.
- Full Text:
- Date Issued: 2024
- Authors: Rosenberg, Eureta , Cockburn, Jessica J , Reed, Maureen G , James, Wendy , Gengelbach, Jana , Walk, Heike
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480451 , vital:78443 , https://hdl.handle.net/10520/ejc-sajsci-v120-n9-a21
- Description: Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through metareflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings.
- Full Text:
- Date Issued: 2024
Experiences of Rural Secondary School Teachers in the Integration of Technology during Emergency Remote Teaching during the COVID-19 Pandemic in Namibia: An Exploratory Study’
- Munyanyo, Johanna, Simuja, Clement
- Authors: Munyanyo, Johanna , Simuja, Clement
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/483728 , vital:78791 , https://doi.org/10.1080/18146627.2024.2319610
- Description: This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools such as laptops, smartphones, and radio and television channels, integrating these into the teaching process posed significant challenges. A lack of technological knowledge among teachers coupled with infrastructure issues and inadequate institutional support hampered the smooth execution of ERT. Despite these challenges, teachers employed innovative methods to engage their students remotely. However, the findings underline the need for increased digital literacy, better ICT resource allocation, and adequate teacher training to successfully navigate a technology-driven teaching environment. This study provides insights into educational practice, policy initiatives, and future research toward a resilient and technology-enhanced educational system.
- Full Text:
- Date Issued: 2024
- Authors: Munyanyo, Johanna , Simuja, Clement
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/483728 , vital:78791 , https://doi.org/10.1080/18146627.2024.2319610
- Description: This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools such as laptops, smartphones, and radio and television channels, integrating these into the teaching process posed significant challenges. A lack of technological knowledge among teachers coupled with infrastructure issues and inadequate institutional support hampered the smooth execution of ERT. Despite these challenges, teachers employed innovative methods to engage their students remotely. However, the findings underline the need for increased digital literacy, better ICT resource allocation, and adequate teacher training to successfully navigate a technology-driven teaching environment. This study provides insights into educational practice, policy initiatives, and future research toward a resilient and technology-enhanced educational system.
- Full Text:
- Date Issued: 2024
Exzentrische Hermeneutik und die Artikulation von Geschichte im kolonialen Klangarchiv
- Authors: Fourie, William
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484372 , vital:78900 , xlink:href="https://doi.org/10.14361/zfmw-2024-160208"
- Description: Die Geschichte der Lautarchive ist eng mit dem Kolonialismus verbunden. Die frühesten Lautarchive wurden in Europa vor dem Hintergrund kon-servatorischer Ängste, wie sie typisch sind für eine Anthropologie, die mit dem Aussterben von Völkern rechnet, zu Forschungszwecken eingerichtet und wurden als laborähnliche Institutionen schnell Stützen europäischer Kolonialmissionen.
- Full Text:
- Date Issued: 2024
- Authors: Fourie, William
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484372 , vital:78900 , xlink:href="https://doi.org/10.14361/zfmw-2024-160208"
- Description: Die Geschichte der Lautarchive ist eng mit dem Kolonialismus verbunden. Die frühesten Lautarchive wurden in Europa vor dem Hintergrund kon-servatorischer Ängste, wie sie typisch sind für eine Anthropologie, die mit dem Aussterben von Völkern rechnet, zu Forschungszwecken eingerichtet und wurden als laborähnliche Institutionen schnell Stützen europäischer Kolonialmissionen.
- Full Text:
- Date Issued: 2024
Family language policy in a xenophobic context: The case of Kalanga transnational families in South Africa
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468053 , vital:77003 , ISBN , https://hdl.handle.net/10413/23289
- Description: Due to globalisation and people’s mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents’ transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents’ experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents’ desire and aspiration for their children’s assimilation into a South African identity to minimise exposure to xenophobic attacks, for children’s schooling and general upward social mobility.
- Full Text:
- Date Issued: 2024
- Authors: Maseko, Busani , Nkomo, Dion
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/468053 , vital:77003 , ISBN , https://hdl.handle.net/10413/23289
- Description: Due to globalisation and people’s mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents’ transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents’ experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents’ desire and aspiration for their children’s assimilation into a South African identity to minimise exposure to xenophobic attacks, for children’s schooling and general upward social mobility.
- Full Text:
- Date Issued: 2024
FinTech developments and their heterogeneous effect on digital finance for SMEs and entrepreneurship: evidence from 47 African countries
- Sanga, Bahati, Aziakpono, Meshach J
- Authors: Sanga, Bahati , Aziakpono, Meshach J
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469868 , vital:77302 , https://www.emerald.com/insight/content/doi/10.1108/jeee-09-2023-0379/full/html
- Description: Lack of access to finance is a major constraint to the growth of small and medium-sized enterprises (SMEs) and entrepreneurship in developing countries. The recent proliferation of mobile phone services, access to the internet and emerging technologies has led to a surge in the use of FinTech in Africa and is transforming the financial sector. This paper aims to examine whether FinTech developments heterogeneously contribute to the growth of digital finance for SMEs and entrepreneurship in 47 African countries from 2013 to 2020. The paper uses a novel method of moments quantile regression, which deals with heterogeneity and endogeneity in diverse conditions for asymmetric and nonlinear models.
- Full Text:
- Date Issued: 2024
- Authors: Sanga, Bahati , Aziakpono, Meshach J
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469868 , vital:77302 , https://www.emerald.com/insight/content/doi/10.1108/jeee-09-2023-0379/full/html
- Description: Lack of access to finance is a major constraint to the growth of small and medium-sized enterprises (SMEs) and entrepreneurship in developing countries. The recent proliferation of mobile phone services, access to the internet and emerging technologies has led to a surge in the use of FinTech in Africa and is transforming the financial sector. This paper aims to examine whether FinTech developments heterogeneously contribute to the growth of digital finance for SMEs and entrepreneurship in 47 African countries from 2013 to 2020. The paper uses a novel method of moments quantile regression, which deals with heterogeneity and endogeneity in diverse conditions for asymmetric and nonlinear models.
- Full Text:
- Date Issued: 2024
Garden bird ringing at 3 Florence Street, Oatlands, Mkhanda (Grahamstown): the closing chapter
- Authors: Craig, Adrian J F K
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/449836 , vital:74856 , https://doi.org/10.15641/bo.1500
- Description: This is the third and final report summarizing 42 years of bird ringing in a garden in Mkhanda. In total, 2036 birds of 59 species were ringed, of which 217 individuals (27 species) were recaptured at least once, and 34 birds (17 species) were recovered dead.
- Full Text:
- Date Issued: 2024
- Authors: Craig, Adrian J F K
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/449836 , vital:74856 , https://doi.org/10.15641/bo.1500
- Description: This is the third and final report summarizing 42 years of bird ringing in a garden in Mkhanda. In total, 2036 birds of 59 species were ringed, of which 217 individuals (27 species) were recaptured at least once, and 34 birds (17 species) were recovered dead.
- Full Text:
- Date Issued: 2024
Gendered labour market outcomes among South African technical and vocational education and training (TVET) completers
- Friderichs, Tamaryn J, Rogan, Michael, Needham, Seamus
- Authors: Friderichs, Tamaryn J , Rogan, Michael , Needham, Seamus
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/470853 , vital:77401 , https://doi.org/10.14426/jovacet.v7i2.417
- Description: South Africa's post-school education and training (PSET) system plays an important role in addressing historical inequalities and preparing youth for the labour market. Technical and vocational education and training (TVET) colleges have seen rising female enrolment, including in traditionally male-dominated fields like Engineering. This study examines whether women's increased participation in TVET programmes translates into equal labour market opportunities. Using administrative enrolment data and a tracer study of TVET completers, findings show that female completers face significantly higher unemployment rates than men, unrelated to the over-representation in Business Studies or services programmes. Additionally, women earn 22% less than men, even after accounting for study choices and qualification levels. While challenges remain in ensuring gender parity, the increasing presence of women in male-dominated fields signals progress. Efforts must focus on translating these gains into equitable employment outcomes.
- Full Text:
- Date Issued: 2024
- Authors: Friderichs, Tamaryn J , Rogan, Michael , Needham, Seamus
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/470853 , vital:77401 , https://doi.org/10.14426/jovacet.v7i2.417
- Description: South Africa's post-school education and training (PSET) system plays an important role in addressing historical inequalities and preparing youth for the labour market. Technical and vocational education and training (TVET) colleges have seen rising female enrolment, including in traditionally male-dominated fields like Engineering. This study examines whether women's increased participation in TVET programmes translates into equal labour market opportunities. Using administrative enrolment data and a tracer study of TVET completers, findings show that female completers face significantly higher unemployment rates than men, unrelated to the over-representation in Business Studies or services programmes. Additionally, women earn 22% less than men, even after accounting for study choices and qualification levels. While challenges remain in ensuring gender parity, the increasing presence of women in male-dominated fields signals progress. Efforts must focus on translating these gains into equitable employment outcomes.
- Full Text:
- Date Issued: 2024
Gukurahundi as a Cultural Event: Cultural Politics and the Culture of Violence in Matabeleland
- Authors: Sibanda, Nkululeko
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469623 , vital:77273 , https://doi.org/10.3390/genealogy8040147
- Description: The desire of Gukurahundi survivors for cultural platforms that enable them to discuss, mourn, and commemorate their loved ones is now very loud in Zimbabwe’s Matabeleland and Midlands provinces. While community-based organisations have provided platforms for Gukurahundi survivors, the children of survivors, and academics to interface and interact, the government’s gatekeeping processes remain a challenge for the community-wide memorialisation and documentation of the genocide. In this conceptual paper, I frame Gukurahundi as a meteorological event within a general Zimbabwean cultural context, foregrounding the desecration of the Ndebele people’s cultural practices, rituals, and ceremonies. Drawing from the documented legacies of this cultural violence within Matabeleland and south-western parts of the Midlands, through videos and the literature, I argue that this cultural violence resulted in the silencing of the remembrance of Gukurahundi, which remains critical to the resolution of the stand-off between the ZANU-PF government and the communities. In this paper, I further argue that this ecological symbolism provided a justification and legitimated direct brutal violence on presumed ZAPU and ex-ZPRA veterans who were largely Ndebele-speaking or of ethnic descent. Finally, I argue that it is not that the absence of alternative narratives but the sociopolitical and cultural environment that constrains these from being available and implemented.
- Full Text:
- Date Issued: 2024
- Authors: Sibanda, Nkululeko
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/469623 , vital:77273 , https://doi.org/10.3390/genealogy8040147
- Description: The desire of Gukurahundi survivors for cultural platforms that enable them to discuss, mourn, and commemorate their loved ones is now very loud in Zimbabwe’s Matabeleland and Midlands provinces. While community-based organisations have provided platforms for Gukurahundi survivors, the children of survivors, and academics to interface and interact, the government’s gatekeeping processes remain a challenge for the community-wide memorialisation and documentation of the genocide. In this conceptual paper, I frame Gukurahundi as a meteorological event within a general Zimbabwean cultural context, foregrounding the desecration of the Ndebele people’s cultural practices, rituals, and ceremonies. Drawing from the documented legacies of this cultural violence within Matabeleland and south-western parts of the Midlands, through videos and the literature, I argue that this cultural violence resulted in the silencing of the remembrance of Gukurahundi, which remains critical to the resolution of the stand-off between the ZANU-PF government and the communities. In this paper, I further argue that this ecological symbolism provided a justification and legitimated direct brutal violence on presumed ZAPU and ex-ZPRA veterans who were largely Ndebele-speaking or of ethnic descent. Finally, I argue that it is not that the absence of alternative narratives but the sociopolitical and cultural environment that constrains these from being available and implemented.
- Full Text:
- Date Issued: 2024
Holding a mirror up to Academic Development through the HELTASA (un) conferencing methodology
- Williams, Sandra, Adams, Anthea, Geduld-van Wyk, Charlene, Muhuro, Patricia
- Authors: Williams, Sandra , Adams, Anthea , Geduld-van Wyk, Charlene , Muhuro, Patricia
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425705 , vital:72277 , xlink:href="https://doi.org/10.14426/cristal.v12iSI1.2117"
- Description: We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a'liberatory educational and social movement'to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un) conference methodology, this auto-ethnographic account of individual and collective engagements, using the" holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.
- Full Text:
- Date Issued: 2024
- Authors: Williams, Sandra , Adams, Anthea , Geduld-van Wyk, Charlene , Muhuro, Patricia
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425705 , vital:72277 , xlink:href="https://doi.org/10.14426/cristal.v12iSI1.2117"
- Description: We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a'liberatory educational and social movement'to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un) conference methodology, this auto-ethnographic account of individual and collective engagements, using the" holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.
- Full Text:
- Date Issued: 2024
Human–crocodile interactions in the western Solomon Islands: the importance of local data for reducing attacks on people
- Aswani, Shankar, Matanzima, Joshua
- Authors: Aswani, Shankar , Matanzima, Joshua
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439922 , vital:73720 , xlink:href="https://doi.org/10.1017/S003060532300176X"
- Description: Interactions between people and the saltwater crocodile Crocodylus porosus frequently occur on islands and in coastal regions. Saltwater crocodiles impact people's lives and livelihoods by attacking them, resulting in minor or serious injuries, and by interfering in people's foraging activities. Retaliation may include killing the crocodiles involved. To reduce such human–crocodile interactions, data about the occurrence of incidents are required. We present data on encounters with crocodiles and attacks on people in the Roviana Lagoon, Solomon Islands. Data includes time of incident, gender, age and activity of the victim, water conditions and what happened to the crocodile after the incident. We used a questionnaire to capture the details of incidents that occurred during 2000–2020 in the villages of Dunde, Baraulu, Nusa Hope and Kozou. Most incidents were in the evening, mostly involving women, and most victims were aged 20–39 years or ≥ 60 years. In all cases people were attacked while gleaning for shellfish in the mangroves. Attacks occurred irrespective of whether the water was clear or murky, and in all cases the crocodiles were not killed. Such site-specific data will facilitate the formulation of strategies for reducing negative interactions between people and crocodiles in this particular location. Although the saltwater crocodile is categorized as Least Concern on the IUCN Red List, research such as this provides data that can be used for promoting coexistence with and conservation of this species.
- Full Text:
- Date Issued: 2024
- Authors: Aswani, Shankar , Matanzima, Joshua
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439922 , vital:73720 , xlink:href="https://doi.org/10.1017/S003060532300176X"
- Description: Interactions between people and the saltwater crocodile Crocodylus porosus frequently occur on islands and in coastal regions. Saltwater crocodiles impact people's lives and livelihoods by attacking them, resulting in minor or serious injuries, and by interfering in people's foraging activities. Retaliation may include killing the crocodiles involved. To reduce such human–crocodile interactions, data about the occurrence of incidents are required. We present data on encounters with crocodiles and attacks on people in the Roviana Lagoon, Solomon Islands. Data includes time of incident, gender, age and activity of the victim, water conditions and what happened to the crocodile after the incident. We used a questionnaire to capture the details of incidents that occurred during 2000–2020 in the villages of Dunde, Baraulu, Nusa Hope and Kozou. Most incidents were in the evening, mostly involving women, and most victims were aged 20–39 years or ≥ 60 years. In all cases people were attacked while gleaning for shellfish in the mangroves. Attacks occurred irrespective of whether the water was clear or murky, and in all cases the crocodiles were not killed. Such site-specific data will facilitate the formulation of strategies for reducing negative interactions between people and crocodiles in this particular location. Although the saltwater crocodile is categorized as Least Concern on the IUCN Red List, research such as this provides data that can be used for promoting coexistence with and conservation of this species.
- Full Text:
- Date Issued: 2024
Ideologies of Colonial-Apartheid Linguistic Order
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455314 , vital:75420 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1_5
- Description: 7de Laan uses primarily Afrikaans and English, with indigenous languages used instantly; My Desire is dubbed from Hindi to English only. The chapter aims to demonstrate how using English and Afrikaans in 7de Laan and dubbing Hindi into English in My Desire promote ideologies of Colonial-Apartheid linguistic order. The chapter argues that the use of Afrikaans in 7de Laan and English dubbing in My Desire are primarily homogenous. When indigenous languages are excluded in 7de Laan and dubbing in My Desire, it is not just about 7de Laan being an Afrikaans soap opera or My Desire promoting English over indigenous languages. This is also about creating an environment where the Colonial-Apartheid linguistic order can be established and sold to viewers. It is about rejecting the post-Apartheid notion of the Rainbow Nation.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455314 , vital:75420 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1_5
- Description: 7de Laan uses primarily Afrikaans and English, with indigenous languages used instantly; My Desire is dubbed from Hindi to English only. The chapter aims to demonstrate how using English and Afrikaans in 7de Laan and dubbing Hindi into English in My Desire promote ideologies of Colonial-Apartheid linguistic order. The chapter argues that the use of Afrikaans in 7de Laan and English dubbing in My Desire are primarily homogenous. When indigenous languages are excluded in 7de Laan and dubbing in My Desire, it is not just about 7de Laan being an Afrikaans soap opera or My Desire promoting English over indigenous languages. This is also about creating an environment where the Colonial-Apartheid linguistic order can be established and sold to viewers. It is about rejecting the post-Apartheid notion of the Rainbow Nation.
- Full Text:
- Date Issued: 2024
Improving access to evidence-based interventions for trauma-exposed adults in low-and middle-income countries
- Kaminer, Debra, Booysen, Duane D, Ellis, Kate, Kristensen, Christian H, Patel, Anushka R, Robjant, Katy, Sardana, Srishti
- Authors: Kaminer, Debra , Booysen, Duane D , Ellis, Kate , Kristensen, Christian H , Patel, Anushka R , Robjant, Katy , Sardana, Srishti
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454095 , vital:75309 , xlink:href="https://doi.org/10.1002/jts.23031"
- Description: In low- and middle-income countries (LMICs), the mental health consequences of trauma exposure pose a substantial personal, societal, and economic burden. Yet, the significant need for evidence-based mental health treatment remains largely unmet. To unlock the potential for mental health care for trauma survivors in lower-resource contexts, it is critical to map treatment barriers and identify strategies to improve access to evidence-based, culturally appropriate, and scalable interventions. This review, based on an International Society for Traumatic Stress (ISTSS) briefing paper, describes the treatment gap facing adults with traumatic stress in LMICs and identifies the barriers that contribute to this gap. We then highlight strategies for enhancing access to effective treatments for these populations, including task-sharing, the use of culturally adapted and multiproblem interventions, and digital tools to scale access to appropriate care. Finally, we offer recommendations for policymakers, researchers, and service providers to guide an agenda for action to close the treatment gap for trauma survivors in LMICs.
- Full Text:
- Date Issued: 2024
- Authors: Kaminer, Debra , Booysen, Duane D , Ellis, Kate , Kristensen, Christian H , Patel, Anushka R , Robjant, Katy , Sardana, Srishti
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454095 , vital:75309 , xlink:href="https://doi.org/10.1002/jts.23031"
- Description: In low- and middle-income countries (LMICs), the mental health consequences of trauma exposure pose a substantial personal, societal, and economic burden. Yet, the significant need for evidence-based mental health treatment remains largely unmet. To unlock the potential for mental health care for trauma survivors in lower-resource contexts, it is critical to map treatment barriers and identify strategies to improve access to evidence-based, culturally appropriate, and scalable interventions. This review, based on an International Society for Traumatic Stress (ISTSS) briefing paper, describes the treatment gap facing adults with traumatic stress in LMICs and identifies the barriers that contribute to this gap. We then highlight strategies for enhancing access to effective treatments for these populations, including task-sharing, the use of culturally adapted and multiproblem interventions, and digital tools to scale access to appropriate care. Finally, we offer recommendations for policymakers, researchers, and service providers to guide an agenda for action to close the treatment gap for trauma survivors in LMICs.
- Full Text:
- Date Issued: 2024
Indigenous African language media: practices and processes: Phillip Mpofu, Israel Ayinla Fadipe and Thulani Tshabangu (eds). 2023: Book review
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/455257 , vital:75416 , https://doi.org/10.1080/02572117.2024.2324032
- Description: Research on indigenous African language media is ongoing (see Chibuwe and Salawu, 2020; Chikaipa and Gunde, 2020; Aiseng, 2022). Scholars constantly embark on this fascinating journey encompassing various topics, including lan-guage preservation, cultural representation, media policy and audience reception. Research has proven that media products in indigenous African languages are growing exponentially, with media creatives continuing to see the need to produce content in these languages. Films, songs, soap operas and digital media tools increasingly endorse African indigenous languages as their primary mode of de-livery, challenging and unsettling the monopoly that Indo-european languages have enjoyed in these spaces.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/455257 , vital:75416 , https://doi.org/10.1080/02572117.2024.2324032
- Description: Research on indigenous African language media is ongoing (see Chibuwe and Salawu, 2020; Chikaipa and Gunde, 2020; Aiseng, 2022). Scholars constantly embark on this fascinating journey encompassing various topics, including lan-guage preservation, cultural representation, media policy and audience reception. Research has proven that media products in indigenous African languages are growing exponentially, with media creatives continuing to see the need to produce content in these languages. Films, songs, soap operas and digital media tools increasingly endorse African indigenous languages as their primary mode of de-livery, challenging and unsettling the monopoly that Indo-european languages have enjoyed in these spaces.
- Full Text:
- Date Issued: 2024
Indigenous knowledge systems and science education
- Authors: Blackie, Margaret A L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480462 , vital:78444 , https://hdl.handle.net/10520/ejc-sajsci-v120-n5-a5
- Description: The inclusion of indigenous knowledge into the curricula of natural science courses remains contentious. In this paper I use critical realism to show the relationship between these two forms of knowledge. An engagement with both knowledge structures could afford better pedagogy and assessment. In addition, the engagement with indigenous knowledge allows for the development of 'knower awareness' in the practice of science. Meaningful engagement with indigenous knowledge could therefore enhance science education, whilst making visible the socio-cultural relevance to students.
- Full Text:
- Date Issued: 2024
- Authors: Blackie, Margaret A L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/480462 , vital:78444 , https://hdl.handle.net/10520/ejc-sajsci-v120-n5-a5
- Description: The inclusion of indigenous knowledge into the curricula of natural science courses remains contentious. In this paper I use critical realism to show the relationship between these two forms of knowledge. An engagement with both knowledge structures could afford better pedagogy and assessment. In addition, the engagement with indigenous knowledge allows for the development of 'knower awareness' in the practice of science. Meaningful engagement with indigenous knowledge could therefore enhance science education, whilst making visible the socio-cultural relevance to students.
- Full Text:
- Date Issued: 2024