A comparative study of conceptualisations and practices of inclusion as an aspect of social justice in three teacher education institutions in Canada, South Africa and Zimbabwe
- Authors: Musara, Ellison
- Date: 2020
- Subjects: Social justice and education , Teachers -- Training of -- Canada , Teachers -- Training of -- South Africa , Teachers -- Training of -- Zimbabwe , Educational sociology -- Canada , Educational sociology -- South Africa , Educational sociology -- Zimbabwe , Educational equalization , Inclusive education , Education -- Moral and ethical aspects , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/144138 , vital:38314
- Description: This study sought to examine understandings and practices of inclusion as social justice in teacher education programmes in three countries: Canada, South Africa and Zimbabwe. While inclusive education has become an issue of increasing importance globally, contemporary research shows that not much attention has been given to the preparation of teachers as a key element in developing inclusive education systems. Recognising that pre-service teacher education is vital to the success and continued development of inclusive educational practice, the purpose of this qualitative study was to better understand the ways in which inclusion is understood and practiced in the field of teacher education. Using Roy Bhaskar’s (1978) critical realism as a metatheory and drawing on Fraser’s substantive theory of social justice (2008, 2009) and Tronto’s ethic of care (1993, 2013), this study explored the extent to which teacher education faculty and teacher candidates understood and practiced inclusion as an aspect of social justice. The data used in this study was generated through individual and focus group interviews and document analysis in three higher education institutions, one in each of the three countries. In Canada, four teacher educators took part in the interviews while five teacher candidates participated in the focus group. Similarly, in South Africa, three teacher educators and eight teacher candidates participated, and in Zimbabwe, four teacher educators and eight teacher candidates took part in the study respectively. Findings from the study revealed that inclusion still means different things to different people, reflecting contrasting theoretical and ideological orientations from which inclusion is considered, while still remaining a major educational policy concern in all three countries. In the Canadian and South African institutions, inclusion is viewed more in terms of systemic educational change in pursuit of equity, social justice and equal educational opportunities for all learners. In the Zimbabwean institution, the primary focus of inclusion remains creating conditions that make it possible for students with disabilities to overcome barriers to learning and participation by providing specialist educational measures and interventions intended to respond to specific forms of impairment. As a comparative study, it is hoped that this study will contribute to the knowledge of variations and patterns in the ways in which inclusive education is shaped by societal forces such as political, economic and cultural conditions.
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- Date Issued: 2020
Aspects of the nutritional physiology of the perlemoen Haliotis midae (L.) and red abalone H. rufescens (Swainson)
- Authors: Kemp, Justin Oliver Gordon
- Date: 2018
- Subjects: Haliotis midae , Haliotis midae fisheries , Red abalone , Haliotis midae -- Feeding and feeds , Red abalone -- Feeding and feeds , Haliotis midae -- Nutrition -- Requirements , Red abalone -- Nutrition -- Requirements , Haliotis midae -- Metabolism , Red abalone -- Metabolism , Haliotis midae -- Physiology , Red abalone -- Physiology , Stable isotopes , Algae as feed
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62314 , vital:28154
- Description: The source of abalone for human consumption has shown a dramatic shift away from wild-capture fisheries in the last 30 years, with over 90% of global production now coming from aquaculture. Farmers initially relied on the natural food of abalone (macroalgae) as a culture feed, though in regions where macroalgae availability was limiting, the need to develop formulated feeds was evident. Extensive research effort has led to the development of a number of formulated feed products currently employed in the industry. These feeds, however, differ markedly from the mixed macroalgal diets that abalone have evolved to utilise, particularly in terms of protein content and carbohydrate structure. The degree to which the nutritional physiology of abalone responds to these novel formulated diets, with and without macroalgal supplementation, was investigated in the current study. A multifaceted approach, combining growth trials, stable isotope nutrient tracers and metabolic experiments, was employed to gain insight into the post-absorption dynamics and utilisation of dietary nutrients under varying dietary regimes of fresh macroalgae and formulated feed. Growth trials conducted with both Haliotis rufescens and H. midae showed significantly higher growth and protein utilisation efficiency for abalone fed macroalgal diets compared to formulated feeds. Furthermore, when formulated feeds were supplemented with macroalgae to form combination diets, growth and the utilization of protein was improved compared to the formulated-feed-only diet. The poor utilisation of protein by H. midae fed the formulated feed could be traced, using a method combining stable isotope bio-markers with a Bayesian mixing model (SIAR), to the low incorporation of the fishmeal component of protein in the diet. The marked postprandial drop in the O:N ratio on abalone fed formulated feeds indicate that the protein was being diverted into catabolic metabolic pathways. The metabolic cost of digestion, termed specific dynamic action (SDA), was negated as a factor in the improved growth of abalone fed macroalgal diets, with the SDA coefficient 2.1 times that observed for formulated feed. Furthermore, the postprandial haemolymph glucose concentration (HGC) in H. midae was elevated when fed formulated feed compared to macroalgae. The high levels of circulating glucose are likely a result of the structure the carbohydrate source in formulated feeds and stimulate the deposition of glycogen through the allosteric control of glycogen synthase. Formulated feeds produced higher cooked meat yields in canning simulation trials, suggesting that muscle glycogen content may indirectly play a role in increasing canning yields through the displacement of collagen. The results of these empirical studies are synthesised under key themes, discussed within the context of their potential commercial relevance and future research directions are highlighted.
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- Date Issued: 2018
Burned, banished or burnished a pilot study of a school reintegration programme
- Authors: Horwitz, Ula Nadine
- Date: 1999
- Subjects: Learning disabled children , Burns and scalds in children , Learning disabled children -- Education -- Curricula , Learning disabled children -- Psychological aspects , Learning disabled children -- Physiological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2995 , http://hdl.handle.net/10962/d1002504 , Learning disabled children , Burns and scalds in children , Learning disabled children -- Education -- Curricula , Learning disabled children -- Psychological aspects , Learning disabled children -- Physiological aspects
- Description: It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
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- Date Issued: 1999
The missing ingredient: rethinking the drought disaster risk reduction and climate change adaptation nexus in Chirumhanzu District, Zimbabwe
- Authors: Grey, Mashoko Stephen
- Date: 2018
- Subjects: Climatic changes -- Zimbabwe -- Chirumanzu District , Climatic changes -- Government policy -- Zimbabwe -- Chirumanzu District , Climatic changes -- Economic aspects -- Zimbabwe -- Chirumanzu District , Natural disasters -- Risk assessment -- Zimbabwe -- Chirumanzu District , Drought management -- Zimbabwe -- Chirumanzu District , Hazard mitigation -- Zimbabwe -- Chirumanzu District
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58298 , vital:27207
- Description: Two of the main challenges facing communities and governments in developing countries are the reduction of risks of hydro-meteorological hazards and adaptation to climate change. As climate variability and change impacts are becoming more visible in the form of disasters, and are negatively affecting climate sensitive livelihoods and eroding communities' ability to fully recover, leading to increased vulnerability to subsequent climate risks. The unpredictability of current weather systems, therefore, makes it very difficult for poor governments and households to deal with adverse impacts of climate change. Furthermore, the fragmented approach to DRR and CCA with regards to practice, policy and organisational frameworks for dealing with climate risks is resulting in coordination challenges for the government departments. This study aimed to explore how local households and communities perceive and are experiencing and coping with climate change and drought, and what that means for integrating hydro-meteorological disaster risk reduction and climate change adaptation. The study was carried out in Chirumhanzu district and the methods used for data collection included: 217 household surveys; six focus group discussions; participatory learning actions methods; key informant's interviews and document review. The majority of households owned low value material assets and had low levels of livelihood capitals and this exposed them to the impacts of climate variability and successive droughts. This low adaptive capacity largely affected their ability to engage effective drought risk reduction and adaptation strategies for their livelihood activities in small-scale farming and livestock rearing. Vulnerability to climate risks was exacerbated by seasonal weather forecasts, which were deemed by some households to be unreliable, inaccurate and not easily understood, while others used of indigenous knowledge. Successive droughts affected households' access to food and cash income for other household demands. Other non-climatic factors that contributed to adverse drought impacts at the household level were an emphasis on reactive humanitarian aid approach and the poor economy in Zimbabwe. Additionally, the policy framework for dealing with climate change and drought hazards is fragmented and weak; and is housed in different government departments making it difficult to coordinate and implement. To improve climate risk management, there is need for the government to appreciate that drought risk reduction and climate change adaptation are all about reducing vulnerability. Understanding this, might assist in improving government focus on addressing the underlying causes of vulnerability and mainstreaming DRR and CCA into development processes through addressing specific and generic adaptive capacities. The thesis argues that as long as rural households are involved in climate sensitive livelihood activities and not getting meaningful intervention to diversity and/or better intensify their livelihood activities, they will continue to be vulnerable to successive climate risks. This fragmented approach to dealing with climate risks, is not yielding any successful results with regards to building resilience, risk reduction or adaptation of rural households.
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- Date Issued: 2018
The process of learning and teaching in supplemental instruction groups at Rhodes University
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
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- Date Issued: 1999
Understanding popular resistance to xenophobia in South Africa: ‘people think’ and the possibility of alternative politics
- Authors: Parker, Jemima
- Date: 2020
- Subjects: Xenophobia -- South Africa , Nationalism -- South Africa , Lazarus, Sylvain -- Political and social views , Political culture -- South Africa , Social change -- South Africa -- Political aspects , Discourse analysis -- South Africa -- Political aspects , South Africa -- Politics and government -- 1994- , Political science -- Philosophy , Political sociology -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/115006 , vital:34069
- Description: This thesis is concerned with the crisis of xenophobia in South Africa. It argues, firstly, that xenophobia itself is not primarily a reaction to poverty, inequality, or any other set of social conditions. Rather, xenophobia must be considered to be a collective political discourse which has arisen in post-apartheid South Africa from an exclusionary conception of state nationalism. Where this work may be distinguished from the majority of research on xenophobia in South Africa is in the fact that its particular focus is on instances where ‘ordinary’ South Africans have challenged and resisted xenophobic violence in their communities through collective political mobilisation. I suggest that these sites of resistance deserve careful consideration in their own right. I argue that they may demonstrate a subjective break with the oppressive politics of state nationalism through the affirmation of alternative political conceptions. Drawing on the political theory of Sylvain Lazarus, and his principal thesis that people are capable of thinking politics in ways which can subjectively think beyond the social and the extant (underscored by his political and methodological axiom, people think), this thesis argues that these sites of resistance show that people – and especially those who are considered to be marginalised from the domain of legitimate politics – can and do think politically, and it is in the thought of people that new and potentially emancipatory visions of politics may emerge.
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- Date Issued: 2020
Wagon bridges of the Eastern Cape, c. 1840 – 1900: the contribution of engineering to infrastructural development
- Authors: Walters, Dennis Evelyn
- Date: 2018
- Subjects: Bridges Design and construction 19th century , Civil engineers South Africa Cape of Good Hope , Great Britain. Crown Agents' Office , Public works Great Britain Colonies , Wagon trains South Africa Cape of Good Hope
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63877 , vital:28500
- Description: This thesis examines an aspect of economic and technological history which has been little explored in South African history. It argues that the military subjugation and the economic development of the Cape Colony, and particularly of the Eastern Cape, were contingent upon good transportation. The geography of the country, which included relatively impassable mountains and numerous often flooded rivers, necessitated bridges as well as roads. Both were expensive. As a leader in industrial technology, Britain was well placed to extend bridge-building skills to its colonies. This thesis examines the processes by which a small and undeveloped colony strove to create an efficient technological infrastructure. As wagon traffic increased through progress, delays in crossing rivers became a hindrance leading to agitation for bridges. It will be shown that the construction of wagon bridges over the numerous rivers encountered in the Eastern Cape Colony was imperative for the initial free flow of military forces and for later commercial expansion as new towns were established. The eastward expansion was led by the military during the frontier wars followed by the Royal Engineers who built roads and bridges along the eastern frontier. The new Colonial Secretary John Montagu, who arrived in 1843, boosted the colonial finances by overhauling the administration. He established the Central Road Board, an organisation that would drive the building of mountain passes, roads and bridges. The Public Works Department succeeded the Central Road Board and with the financial intervention of the Crown Agents for the Colonies, carried on with an extensive programme of road and bridge building. From the 1870s wagon bridge building lagged behind the huge railway building enterprise in response to the opening up of the diamond and gold mines. The final quarter of the 19th century saw increased bridge building activity in the Eastern Cape with the construction of many iron lattice girder, stone masonry arch and timber trestle bridges. The surviving bridges remain as mute testimony to the skill and expertise of British engineers such as Lewis, Woodifield, Robinson, Fforde, Wakefield, Berkley, Grier, Newey, Westhoven and others.
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- Date Issued: 2018