An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
Public acknowledgement of and apology for past shameful actions : circular issued by the Office of the Vice-Chancellor
- Authors: Badat, Saleem
- Date: 2008-09-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7680 , http://hdl.handle.net/10962/d1015825
- Full Text:
- Date Issued: 2008-09-16
- Authors: Badat, Saleem
- Date: 2008-09-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7680 , http://hdl.handle.net/10962/d1015825
- Full Text:
- Date Issued: 2008-09-16
Profiling Rhodes University students’ substance use during the Covid-19 pandemic lockdown: comparing the AUDIT and CCAPS-62 substance abuse sub-scale
- Authors: Goosen, Jeslyn Chrismaré
- Date: 2022-10-14
- Subjects: College students Substance use South Africa Makhanda , College students Alcohol use South Africa Makhanda , College students Mental health South Africa Makhanda , College students Attitudes , College students Economic conditions , COVID-19 (Disease) , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405974 , vital:70224
- Description: Students are vulnerable to academic distress and mental health concerns. Many struggle to effectively cope with the many demands placed on them from various factions; included but not limited to institutional demands, financial concerns, and parental expectations. With the most recent outbreak of the SARS-Co V-2 (better known as the COVID-19 pandemic) many students have struggled to effectively cope with the changes relating to the nationwide lockdown. Universities had to change the way in which they provide students with the necessary academic material, and many had to return to their familial homes. This had a deleterious effect on the way students performed their daily activities and coping. A rise in impaired mental health was noted. Many students used alcohol as a means of coping during this tumultuous and unprecedented time. Undergraduate students at Rhodes University were asked to complete a survey questionnaire via SurveyMonkey, an online survey service. Data was collected over a ten-day period during July 2020. The AUDIT and the CCAPS-62 Substance Use subscale were used to measure their alcohol intake during lockdown and results was compared. Results indicated a significant positive correlation between the CCAPS-62 substance use subscale and the AUDIT (r = 0.80, n = 930, p < 0.01). Outcomes identified that men tend to drink more than females, and white students tend to drink more than black students. Findings suggests that the CCAPS-62 a multidimensional instrument measuring general distress among students could positively contribute to the reliability and validity of the measure used in a multicultural and multilingual society such as South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Goosen, Jeslyn Chrismaré
- Date: 2022-10-14
- Subjects: College students Substance use South Africa Makhanda , College students Alcohol use South Africa Makhanda , College students Mental health South Africa Makhanda , College students Attitudes , College students Economic conditions , COVID-19 (Disease) , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405974 , vital:70224
- Description: Students are vulnerable to academic distress and mental health concerns. Many struggle to effectively cope with the many demands placed on them from various factions; included but not limited to institutional demands, financial concerns, and parental expectations. With the most recent outbreak of the SARS-Co V-2 (better known as the COVID-19 pandemic) many students have struggled to effectively cope with the changes relating to the nationwide lockdown. Universities had to change the way in which they provide students with the necessary academic material, and many had to return to their familial homes. This had a deleterious effect on the way students performed their daily activities and coping. A rise in impaired mental health was noted. Many students used alcohol as a means of coping during this tumultuous and unprecedented time. Undergraduate students at Rhodes University were asked to complete a survey questionnaire via SurveyMonkey, an online survey service. Data was collected over a ten-day period during July 2020. The AUDIT and the CCAPS-62 Substance Use subscale were used to measure their alcohol intake during lockdown and results was compared. Results indicated a significant positive correlation between the CCAPS-62 substance use subscale and the AUDIT (r = 0.80, n = 930, p < 0.01). Outcomes identified that men tend to drink more than females, and white students tend to drink more than black students. Findings suggests that the CCAPS-62 a multidimensional instrument measuring general distress among students could positively contribute to the reliability and validity of the measure used in a multicultural and multilingual society such as South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
A reflective multiple case study approach to understanding partner relationships within the context of community engagement at Rhodes University
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
2009 Rhodes University Graduation ceremonies address
- Authors: Badat, Saleem
- Date: 2009-04-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7744 , http://hdl.handle.net/10962/d1015892
- Full Text:
- Date Issued: 2009-04-16
- Authors: Badat, Saleem
- Date: 2009-04-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7744 , http://hdl.handle.net/10962/d1015892
- Full Text:
- Date Issued: 2009-04-16
Opening of Rhodes Summer School 1975 - East London Library, November 3rd 1975
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7333 , http://hdl.handle.net/10962/d1017061
- Full Text:
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7333 , http://hdl.handle.net/10962/d1017061
- Full Text:
Address at the unveiling of the plaque in memory of Ruth First at the Ruth First residence, Aug 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University , First, Ruth, 1925-1982
- Language: English
- Type: text
- Identifier: vital:7656 , http://hdl.handle.net/10962/d1015784
- Full Text:
- Date Issued: 2007
Address at the unveiling of the plaque in memory of Ruth First at the Ruth First residence, Aug 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University , First, Ruth, 1925-1982
- Language: English
- Type: text
- Identifier: vital:7656 , http://hdl.handle.net/10962/d1015784
- Full Text:
- Date Issued: 2007
Address at Milner and Hobson Houses birthday tea
- Authors: Badat, Saleem
- Date: 2007-08-25 , 2014-07-11
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7632 , http://hdl.handle.net/10962/d1012601 , Rhodes University
- Description: Address at the celebration of Milner House’s 80th birthday and Hobson House’s 40th birthday, Rhodes University.
- Full Text:
- Date Issued: 2007-08-25
- Authors: Badat, Saleem
- Date: 2007-08-25 , 2014-07-11
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7632 , http://hdl.handle.net/10962/d1012601 , Rhodes University
- Description: Address at the celebration of Milner House’s 80th birthday and Hobson House’s 40th birthday, Rhodes University.
- Full Text:
- Date Issued: 2007-08-25
Rhodes: 2007/2008 and beyond
- Authors: Badat, Saleem
- Date: 2008-05-05
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7682 , http://hdl.handle.net/10962/d1015827
- Full Text:
- Date Issued: 2008-05-05
- Authors: Badat, Saleem
- Date: 2008-05-05
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7682 , http://hdl.handle.net/10962/d1015827
- Full Text:
- Date Issued: 2008-05-05
Welcome address of the Vice-Chancellor of Rhodes University, Dr Saleem Badat
- Authors: Badat, Saleem
- Date: 2008-02-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7675 , http://hdl.handle.net/10962/d1015820
- Full Text:
- Date Issued: 2008-02-04
- Authors: Badat, Saleem
- Date: 2008-02-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7675 , http://hdl.handle.net/10962/d1015820
- Full Text:
- Date Issued: 2008-02-04
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Rhodes University 2008 : context and critical issues and challenges
- Authors: Badat, Saleem
- Date: 2008-09-03
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7667 , http://hdl.handle.net/10962/d1015812
- Full Text:
- Date Issued: 2008-09-03
- Authors: Badat, Saleem
- Date: 2008-09-03
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7667 , http://hdl.handle.net/10962/d1015812
- Full Text:
- Date Issued: 2008-09-03
Rhodes University postgraduates orientation welcome, 9 Feb 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7653 , http://hdl.handle.net/10962/d1015781
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7653 , http://hdl.handle.net/10962/d1015781
- Full Text:
- Date Issued: 2007
Renaming of the Students Union building after Steve Biko
- Authors: Badat, Saleem
- Date: 2008-09-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7671 , http://hdl.handle.net/10962/d1015816
- Full Text:
- Date Issued: 2008-09-10
- Authors: Badat, Saleem
- Date: 2008-09-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7671 , http://hdl.handle.net/10962/d1015816
- Full Text:
- Date Issued: 2008-09-10
Rhodes University 2007 Graduation Ceremonies Address
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7628 , http://hdl.handle.net/10962/d1012595
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7628 , http://hdl.handle.net/10962/d1012595
- Full Text:
- Date Issued: 2007
Community engagement VC foreword and website message
- Authors: Badat, Saleem
- Date: 2007-11-01 , 2014-06-13
- Subjects: Rhodes University , Community and college -- South Africa -- Eastern Cape , Education, Higher -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Text
- Identifier: vital:7622 , http://hdl.handle.net/10962/d1011836
- Description: Foreword by Dr Saleem Badat on community engagement (CE) and the role of Rhodes University in active community engagement.
- Full Text:
- Date Issued: 2007-11-01
- Authors: Badat, Saleem
- Date: 2007-11-01 , 2014-06-13
- Subjects: Rhodes University , Community and college -- South Africa -- Eastern Cape , Education, Higher -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Text
- Identifier: vital:7622 , http://hdl.handle.net/10962/d1011836
- Description: Foreword by Dr Saleem Badat on community engagement (CE) and the role of Rhodes University in active community engagement.
- Full Text:
- Date Issued: 2007-11-01
Looking at Rhodes : PR Booklet Introduction
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7670 , http://hdl.handle.net/10962/d1015815
- Full Text:
- Date Issued: 2008-02-01
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7670 , http://hdl.handle.net/10962/d1015815
- Full Text:
- Date Issued: 2008-02-01
Rhodes University : into 2007 and beyond
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7655 , http://hdl.handle.net/10962/d1015783
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7655 , http://hdl.handle.net/10962/d1015783
- Full Text:
- Date Issued: 2007
A critical Fanonian understanding of black student identities at Rhodes University, South Africa
- Mercadal-Barroso, Adriana Kimberly
- Authors: Mercadal-Barroso, Adriana Kimberly
- Date: 2015
- Subjects: Fanon, Frantz, 1925-1961 -- Political and social views , Rhodes University , Education, Higher , College graduates, Black -- South Africa -- Grahamstown -- Attitudes , Identity , Black people -- Ethnic identity
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3391 , http://hdl.handle.net/10962/d1016375
- Description: South African history is rooted in racial identities, inequalities and injustices, which the post-apartheid government has sought to address for twenty years since 1994. The transition to a post-apartheid society though has been a difficult one with the social structure and everyday life still marked by the racial past. Though racial classifications on an official basis no longer exist, racial identities continue to pervade the country. Of particular significance to this thesis are black identities including the possibility of black inferiority, which I examine in relation to black post-graduate university students in contemporary South Africa, specifically at Rhodes University. In examining this topic, I draw extensively on the work of Frantz Fanon, who wrote about both colonial society and the emerging post-colonial experience. Fanon was a young black intellectual whose work was in part based on his own experiences of being a once-colonised black person in a world which he perceived as being dominated by whiteness. In his work he expresses his own perceptions of whiteness and how the black identity has come to be shaped by and around this dominant white foundation. Fanon extensively discussed the lives of black intellectuals and elites, and demonstrated how the black identity becomes shaped by and around the world of whiteness. In doing so, he raised a range of themes, such as black inferiority, mimicry and double consciousness. I draw upon the work of Fanon in a critically sympathetic manner to delve into the experiences of black postgraduate students as they negotiate their way through a university setting dominated by a white institutional culture. I bring to the fore the argument that the racial identities of these students is not fixed and sutured but, rather, is marked by considerable fluidity and ambiguity such that black identity must be understood not just as a state of being but also as a process of becoming.
- Full Text:
- Date Issued: 2015
- Authors: Mercadal-Barroso, Adriana Kimberly
- Date: 2015
- Subjects: Fanon, Frantz, 1925-1961 -- Political and social views , Rhodes University , Education, Higher , College graduates, Black -- South Africa -- Grahamstown -- Attitudes , Identity , Black people -- Ethnic identity
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3391 , http://hdl.handle.net/10962/d1016375
- Description: South African history is rooted in racial identities, inequalities and injustices, which the post-apartheid government has sought to address for twenty years since 1994. The transition to a post-apartheid society though has been a difficult one with the social structure and everyday life still marked by the racial past. Though racial classifications on an official basis no longer exist, racial identities continue to pervade the country. Of particular significance to this thesis are black identities including the possibility of black inferiority, which I examine in relation to black post-graduate university students in contemporary South Africa, specifically at Rhodes University. In examining this topic, I draw extensively on the work of Frantz Fanon, who wrote about both colonial society and the emerging post-colonial experience. Fanon was a young black intellectual whose work was in part based on his own experiences of being a once-colonised black person in a world which he perceived as being dominated by whiteness. In his work he expresses his own perceptions of whiteness and how the black identity has come to be shaped by and around this dominant white foundation. Fanon extensively discussed the lives of black intellectuals and elites, and demonstrated how the black identity becomes shaped by and around the world of whiteness. In doing so, he raised a range of themes, such as black inferiority, mimicry and double consciousness. I draw upon the work of Fanon in a critically sympathetic manner to delve into the experiences of black postgraduate students as they negotiate their way through a university setting dominated by a white institutional culture. I bring to the fore the argument that the racial identities of these students is not fixed and sutured but, rather, is marked by considerable fluidity and ambiguity such that black identity must be understood not just as a state of being but also as a process of becoming.
- Full Text:
- Date Issued: 2015
Rhodes, the HESA Declaration and non-racialism
- Authors: Badat, Saleem
- Date: 2008-04-07
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7684 , http://hdl.handle.net/10962/d1015829
- Full Text:
- Date Issued: 2008-04-07
- Authors: Badat, Saleem
- Date: 2008-04-07
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7684 , http://hdl.handle.net/10962/d1015829
- Full Text:
- Date Issued: 2008-04-07