Ties that bind
- Authors: Tshisela, Namhla
- Date: 2012
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:20988 , http://hdl.handle.net/10962/5913
- Description: This collection of short stories about contemporary black South African women reveals their hopes and anxieties, and explores their relationships with themselves, their families, and the people around them. It sets out to challenge stereotypes about black women being browbeaten in a country riddled by poverty and disease by portraying women successfully forging their identities in society.
- Full Text:
- Date Issued: 2012
- Authors: Tshisela, Namhla
- Date: 2012
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:20988 , http://hdl.handle.net/10962/5913
- Description: This collection of short stories about contemporary black South African women reveals their hopes and anxieties, and explores their relationships with themselves, their families, and the people around them. It sets out to challenge stereotypes about black women being browbeaten in a country riddled by poverty and disease by portraying women successfully forging their identities in society.
- Full Text:
- Date Issued: 2012
An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
An interpretive use of drawings to explore the lived experiences of orphaned children living with HIV/AIDS in South Africa
- Authors: Steenveld, Clint Michael
- Date: 2004
- Subjects: AIDS (Disease) -- South Africa AIDS (Disease) -- Social aspects -- South Africa HIV infections -- South Africa HIV infections -- Social aspects -- South Africa AIDS (Disease) -- Psychological aspects HIV infections -- Psychological aspects -- South Africa AIDS (Disease) in children -- Psychological aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3099 , http://hdl.handle.net/10962/d1004374
- Description: Against the backdrop of the growing problem of AIDS orphans in South Africa and greater sub-Saharan Africa, this qualitative enquiry examines the lives of three South African orphaned children living with HIV / AIDS in a children's home in Cape Town. It aims to generate rich, child-centred descriptions of some of the significant experiences of the children's lives. Drawings, dialogue and narrative were employed to generate the primary data. This was supplemented by collateral interviews and other relevant records, e.g. medical and biographical. Existential-phenomenological theory informed the approach to data collection and analysis. Each child produced a series often to twelve impromptu drawings over a period often weeks. These drawings and transcripts of the children's verbal descriptions of their drawings were extensively analysed. Significant themes for each participant as well as themes common to all three were identified. Some of the central themes emerging include loss, abandonment, death, disease awareness and coping. The children's ability to develop adaptive coping mechanisms and resilience in the face of traumatic loss and terminal illness was a particularly outstanding feature of the findings. Recommendations are made regarding future research to address the lack of qualitative, child-focused investigations as well as appropriate interventions for addressing the psychosocial needs of orphaned children living with HIV/AIDS.
- Full Text:
- Date Issued: 2004
- Authors: Steenveld, Clint Michael
- Date: 2004
- Subjects: AIDS (Disease) -- South Africa AIDS (Disease) -- Social aspects -- South Africa HIV infections -- South Africa HIV infections -- Social aspects -- South Africa AIDS (Disease) -- Psychological aspects HIV infections -- Psychological aspects -- South Africa AIDS (Disease) in children -- Psychological aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3099 , http://hdl.handle.net/10962/d1004374
- Description: Against the backdrop of the growing problem of AIDS orphans in South Africa and greater sub-Saharan Africa, this qualitative enquiry examines the lives of three South African orphaned children living with HIV / AIDS in a children's home in Cape Town. It aims to generate rich, child-centred descriptions of some of the significant experiences of the children's lives. Drawings, dialogue and narrative were employed to generate the primary data. This was supplemented by collateral interviews and other relevant records, e.g. medical and biographical. Existential-phenomenological theory informed the approach to data collection and analysis. Each child produced a series often to twelve impromptu drawings over a period often weeks. These drawings and transcripts of the children's verbal descriptions of their drawings were extensively analysed. Significant themes for each participant as well as themes common to all three were identified. Some of the central themes emerging include loss, abandonment, death, disease awareness and coping. The children's ability to develop adaptive coping mechanisms and resilience in the face of traumatic loss and terminal illness was a particularly outstanding feature of the findings. Recommendations are made regarding future research to address the lack of qualitative, child-focused investigations as well as appropriate interventions for addressing the psychosocial needs of orphaned children living with HIV/AIDS.
- Full Text:
- Date Issued: 2004
Collaborative teacher participation in curriculum development : a case study in junior secondary general science (January 1991-November 1991)
- Authors: Naidoo, Premnandh
- Date: 1993
- Subjects: Science -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1451 , http://hdl.handle.net/10962/d1003332
- Description: This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.
- Full Text:
- Date Issued: 1993
- Authors: Naidoo, Premnandh
- Date: 1993
- Subjects: Science -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1451 , http://hdl.handle.net/10962/d1003332
- Description: This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.
- Full Text:
- Date Issued: 1993
Some theoretical considerations in applying cost-benefit analysis to Black education in South Africa
- Authors: Hosking, Stephen Gerald
- Date: 1983
- Subjects: Cost effectiveness , Black people -- Education -- South Africa -- Economic aspects , Education -- Economic aspects -- South Africa , Education -- Finance -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1047 , http://hdl.handle.net/10962/d1006150 , Cost effectiveness , Black people -- Education -- South Africa -- Economic aspects , Education -- Economic aspects -- South Africa , Education -- Finance -- South Africa
- Description: From introduction: In this thesis some of the economic theory underlying the application of cost-benefit analysis to education is considered with the view to discussing its relevance to the field of educational provision for Black people in South Africa. The fact that educational facilities available to Blacks are so vastly inferior to those of the Whites has given rise to virtual consensus that more has to be provided for the Black population. The economic implications of education are frequently cited to support this viewpoint. Using (a ) the theoretical bases established in chapters 1 and 2, (b) the review of the rate of return to education studies in chapter 3 and (c) the broader socio-economic considerations introduced in chapter 4, it is concluded that this viewpoint is not necessarily well founded in South Africa and that the potential for greater use of the techniques described, is far from exhausted.
- Full Text:
- Date Issued: 1983
Some theoretical considerations in applying cost-benefit analysis to Black education in South Africa
- Authors: Hosking, Stephen Gerald
- Date: 1983
- Subjects: Cost effectiveness , Black people -- Education -- South Africa -- Economic aspects , Education -- Economic aspects -- South Africa , Education -- Finance -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1047 , http://hdl.handle.net/10962/d1006150 , Cost effectiveness , Black people -- Education -- South Africa -- Economic aspects , Education -- Economic aspects -- South Africa , Education -- Finance -- South Africa
- Description: From introduction: In this thesis some of the economic theory underlying the application of cost-benefit analysis to education is considered with the view to discussing its relevance to the field of educational provision for Black people in South Africa. The fact that educational facilities available to Blacks are so vastly inferior to those of the Whites has given rise to virtual consensus that more has to be provided for the Black population. The economic implications of education are frequently cited to support this viewpoint. Using (a ) the theoretical bases established in chapters 1 and 2, (b) the review of the rate of return to education studies in chapter 3 and (c) the broader socio-economic considerations introduced in chapter 4, it is concluded that this viewpoint is not necessarily well founded in South Africa and that the potential for greater use of the techniques described, is far from exhausted.
- Full Text:
- Date Issued: 1983
The development and failure of the Eastern Cape separatist movement with special reference to John Paterson
- Authors: Stead, J L
- Date: 1974
- Subjects: Paterson, John, 1822-1880 , Cape of Good Hope (South Africa) -- Politics and government -- 1795-1872 , Eastern Cape (South Africa) -- History -- Autonomy and independence movements , Stormberg Range Region (South Africa) -- History
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2593 , http://hdl.handle.net/10962/d1007343
- Description: From Preface: In 1960 Pamela Ffolliott and E.L.H. Croft wrote a biograpby of John Paterson entitled One Titan at a Time. This concentrated mainly on his business activities and his civic role to the virtual exclusion of his political opinions and career even though contemporaries often regarded him as second only to John X. Merriman. The result of diligent enquiry for further biographical detail both in South Africa and in the United Kingdom has been disappointing. A close examination of such evidence as there is, suggests that his political abilities have been over-rated rather than under-rated. It is now nearly forty years since the study of separatism was first seriously undertaken. The period 1854-72 was studied by N.H. Taylor (M.A. Thesis, University of Cape Town, 1938) and D.B. Sole undertook a broader survey (M.A. Thesis, University of South Africa (R.U.C.), 1939). Neither study used the Godlonton papers. The Godlonton-White correspondence is at Rhodes House, Oxford and this mainly concerns business matters and news of prominent local people. The collection of Godlonton papers housed in the Historical Papers section of the Library of the University of the Witwatersrand proved more interesting. The use of these papers made it possible to make a new approach to the critical period of representative government and to explore in more detail lines suggested in part by J .L. McCracken in the more general study, The Cape Parliament 1854-1910 published in 1967. Yet because in many cases the leaders of the movement after 1854 carried into the new era ideas and attitudes formed in earlier years, it was necessary to consider also the origins of the separatist impulse. Separatism had many roots: as a term it had many meanings. Clearly the meaning attached to the word varied from time to time, from place to place and even from person to person. The goal varied too. Sometimes the Eastern Province wanted to move the centre of government from Cape Town; sometimes the cry was for a completely separate colony to be established in the East; sometimes the theme was federal devolution of powers, to a resident government. Indeed among the many reasons for the failure of the separatist movement was the inability of the Easterners to agree among themselves about what they were seeking. This exposed and emphasised their political ineptitude.
- Full Text:
- Date Issued: 1974
- Authors: Stead, J L
- Date: 1974
- Subjects: Paterson, John, 1822-1880 , Cape of Good Hope (South Africa) -- Politics and government -- 1795-1872 , Eastern Cape (South Africa) -- History -- Autonomy and independence movements , Stormberg Range Region (South Africa) -- History
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2593 , http://hdl.handle.net/10962/d1007343
- Description: From Preface: In 1960 Pamela Ffolliott and E.L.H. Croft wrote a biograpby of John Paterson entitled One Titan at a Time. This concentrated mainly on his business activities and his civic role to the virtual exclusion of his political opinions and career even though contemporaries often regarded him as second only to John X. Merriman. The result of diligent enquiry for further biographical detail both in South Africa and in the United Kingdom has been disappointing. A close examination of such evidence as there is, suggests that his political abilities have been over-rated rather than under-rated. It is now nearly forty years since the study of separatism was first seriously undertaken. The period 1854-72 was studied by N.H. Taylor (M.A. Thesis, University of Cape Town, 1938) and D.B. Sole undertook a broader survey (M.A. Thesis, University of South Africa (R.U.C.), 1939). Neither study used the Godlonton papers. The Godlonton-White correspondence is at Rhodes House, Oxford and this mainly concerns business matters and news of prominent local people. The collection of Godlonton papers housed in the Historical Papers section of the Library of the University of the Witwatersrand proved more interesting. The use of these papers made it possible to make a new approach to the critical period of representative government and to explore in more detail lines suggested in part by J .L. McCracken in the more general study, The Cape Parliament 1854-1910 published in 1967. Yet because in many cases the leaders of the movement after 1854 carried into the new era ideas and attitudes formed in earlier years, it was necessary to consider also the origins of the separatist impulse. Separatism had many roots: as a term it had many meanings. Clearly the meaning attached to the word varied from time to time, from place to place and even from person to person. The goal varied too. Sometimes the Eastern Province wanted to move the centre of government from Cape Town; sometimes the cry was for a completely separate colony to be established in the East; sometimes the theme was federal devolution of powers, to a resident government. Indeed among the many reasons for the failure of the separatist movement was the inability of the Easterners to agree among themselves about what they were seeking. This exposed and emphasised their political ineptitude.
- Full Text:
- Date Issued: 1974
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