"My novel, Hill of Fools"
- Peteni, R L, Wright, Laurence
- Authors: Peteni, R L , Wright, Laurence
- Date: 2004
- Language: English
- Type: text , article
- Identifier: vital:7038 , http://hdl.handle.net/10962/d1007376 , http://hdl.handle.net/10520/EJC47869
- Description: preprint , R.L. Peteni - 'There is a tendency in human beings to pay no heed to events in small remote areas. They would rather concern themselves only with those events which make headlines, with political upheavals and industrial conflicts centred in large metropolitan regions. Yet there is always drama and human conflict in the humblest rural village. In selecting a pastoral theme and small fictitious villages in an obscure corner of Keiskammahoek as the setting of the novel, I had an ironic intention. Themes illustrated in these obscure villages would, I believed, have more universal application than they would if I had selected a larger centre, identifiable personages and known political trends. I did not want anybody to sit back, complacent, feeling that the spotlight was on Lennox Sebe’s Ciskei alone, or Kaiser Matanzima’s Transkei, or John Vorster’s apartheid South Africa. The spotlight is on the Ciskei, yes, on Transkei, on South Africa, on any other country where public life and personal relationships are bedevilled by tribalism or racialism or any form of sectionalism.
- Full Text:
- Date Issued: 2004
- Authors: Peteni, R L , Wright, Laurence
- Date: 2004
- Language: English
- Type: text , article
- Identifier: vital:7038 , http://hdl.handle.net/10962/d1007376 , http://hdl.handle.net/10520/EJC47869
- Description: preprint , R.L. Peteni - 'There is a tendency in human beings to pay no heed to events in small remote areas. They would rather concern themselves only with those events which make headlines, with political upheavals and industrial conflicts centred in large metropolitan regions. Yet there is always drama and human conflict in the humblest rural village. In selecting a pastoral theme and small fictitious villages in an obscure corner of Keiskammahoek as the setting of the novel, I had an ironic intention. Themes illustrated in these obscure villages would, I believed, have more universal application than they would if I had selected a larger centre, identifiable personages and known political trends. I did not want anybody to sit back, complacent, feeling that the spotlight was on Lennox Sebe’s Ciskei alone, or Kaiser Matanzima’s Transkei, or John Vorster’s apartheid South Africa. The spotlight is on the Ciskei, yes, on Transkei, on South Africa, on any other country where public life and personal relationships are bedevilled by tribalism or racialism or any form of sectionalism.
- Full Text:
- Date Issued: 2004
Politics, latent and overt, in Hill of Fools
- Authors: Wright, Laurence
- Date: 2004
- Language: English
- Type: Article
- Identifier: vital:7064 , http://hdl.handle.net/10962/d1007430
- Description: [From the text]: R. L. Peteni’s novel Hill of Fools (1976) is a work that benefits greatly when Collingwood’s maxim is observed. The author’s family history and the circumstances surrounding the book’s publication add a dimension of political and social meaning which its surface deliberately occludes. Perhaps more importantly, while the story can readily be enjoyed, the quality of sensibility behind the work is not readily accessed without understanding some of the socio-political background.
- Full Text:
- Date Issued: 2004
- Authors: Wright, Laurence
- Date: 2004
- Language: English
- Type: Article
- Identifier: vital:7064 , http://hdl.handle.net/10962/d1007430
- Description: [From the text]: R. L. Peteni’s novel Hill of Fools (1976) is a work that benefits greatly when Collingwood’s maxim is observed. The author’s family history and the circumstances surrounding the book’s publication add a dimension of political and social meaning which its surface deliberately occludes. Perhaps more importantly, while the story can readily be enjoyed, the quality of sensibility behind the work is not readily accessed without understanding some of the socio-political background.
- Full Text:
- Date Issued: 2004
Transforming teachers' conceptions of teaching and learning in a post graduate certificate in higher education and training course: the practice of higher education
- Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123465 , vital:35440 , https://doi.org/10.4314/sajhe.v18i1.25449
- Description: The changing context of higher education and the challenges this presents to lecturers has led to the introduction of accredited professional development courses for academics in some institutions. Many lecturers in higher education are finding that teaching the way they were taught and using the traditional lecture format is no longer always appropriate. If graduates are to function effectively in today's world, lecturers need to create teaching and learning contexts which promote their ability for life-long learning. Research shows that in order to achieve this, students need to be actively engaged in the learning process. This may require shifts in the way lecturers perceive their role. A central theme of the Postgraduate Certificate in Higher Education and Training (PGCHET) course discussed in this article is that of the critically reflective practitioner. From the research conducted it is clear that encouraging lecturers to reflect on their practices, to examine the epistemologies underpinning their disciplines along with what that means for teaching and learning, and then presenting them with a range of theoretical frameworks can lead to their developing or changing their conceptions of teaching. However, for the course developers it is also important to understand the factors that may militate against participants implementing new ideas and developing their practice.
- Full Text:
- Date Issued: 2004
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123465 , vital:35440 , https://doi.org/10.4314/sajhe.v18i1.25449
- Description: The changing context of higher education and the challenges this presents to lecturers has led to the introduction of accredited professional development courses for academics in some institutions. Many lecturers in higher education are finding that teaching the way they were taught and using the traditional lecture format is no longer always appropriate. If graduates are to function effectively in today's world, lecturers need to create teaching and learning contexts which promote their ability for life-long learning. Research shows that in order to achieve this, students need to be actively engaged in the learning process. This may require shifts in the way lecturers perceive their role. A central theme of the Postgraduate Certificate in Higher Education and Training (PGCHET) course discussed in this article is that of the critically reflective practitioner. From the research conducted it is clear that encouraging lecturers to reflect on their practices, to examine the epistemologies underpinning their disciplines along with what that means for teaching and learning, and then presenting them with a range of theoretical frameworks can lead to their developing or changing their conceptions of teaching. However, for the course developers it is also important to understand the factors that may militate against participants implementing new ideas and developing their practice.
- Full Text:
- Date Issued: 2004
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