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A programme for the Alliance

- Congress of South African Trade Unions

Authors: Congress of South African Trade Unions
Date: 1996-11
Subjects: Uncatalogued
Language: English
Type: text , pamphlet
Identifier: http://hdl.handle.net/10962/105785 , vital:32568
Description: BACKGROUND TO THE ALLIANCE From Cosatu’s inception in 1985, the federation developed a close association with the Congress movement. Conditions in the country dictated the need to go beyond bread and butter issues to embrace national and class struggle. This perspective was formally endorsed with Cosatu’s adoption of the Freedom Charter in 1987. The 1987 Congress agreed Cosatu should build alliances with mass-based organisations with a track record of struggle and whose principles did not conflict with those of Cosatu. After the unbanning of the liberation movement, Cosatu’s 1991 Congress resolved that the Federation should join the ANC and SACP in alliance in place of Sactu, thus becoming part of the Tripartite Alliance as we know it today. It was understood that this Alliance , here put any information that you think is important but there is no field for it, if there isnt remove the field
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An investigation into the development of knowledge and strategies for the teaching of visual literacy in under-resourced Eastern Cape schools

- Mbelani, Madeyandile

Authors: Mbelani, Madeyandile
Date: 2014
Subjects: Uncatalogued
Language: English
Type: text , Thesis , Doctoral , PhD
Identifier: http://hdl.handle.net/10962/64401 , vital:28540
Description: This thesis reports on a multiple case study PhD project that aimed to investigate meaningful and critical development of knowledge and strategies to teach visual literacy, a component of English First Additional Language (FAL) in six under-resourced schools of the Eastern Cape of South Africa. The study begins by locating visual literacy within a broad framework of literacy as a social practice, and discusses its importance. Further, it discusses complexities of making sense of and teaching visual literacy, especially for the majority of in-service teachers who experienced visual literacy neither as learners nor as teacher trainees. The gap between the curriculum and teachers’ classroom practices is what triggered this study to adopt a transformative paradigm. The main research question is, “How can teacher professional development in English Language Teaching advance in-service teachers’ knowledge of and strategies for meaningful and critical teaching and learning of visual literacy?” To respond to this question, I drew on cultural historical activity theory (CHAT) and critical realism (CR) to design four phases of this study that incorporated the seven stages of an expansive learning cycle. These phases focussed on exploring and expanding teachers’ sense making and teaching of visual literacy. I collected data through interviews, document analysis, videoed lessons and change laboratory (CL) workshops. I designed a data analysis tool that brought together CHAT, CR, multimodal social semiotics, critical discourse analysis and pedagogical discourse to make sense of the data. Through a process of reflexivity, the study illuminated layers of factors that constrained meaningful and critical teaching of visual literacy in the empirical, the actual and the real domains of reality. These factors include teachers’ unconscious reproduction of discourses of domination, their intolerance of diverse cultural discourses, resistance to curriculum change, and the fact that they are comfortable with the status quo. I brought these factors to CL workshops for expansive learning. The study contributes in-depth insight into English FAL in-service teacher development in the area of visual literacy. By locating the study within meaning making and teaching of visual literacy, it was possible to interrogate access, diversity, domination and design in teachers’ classroom practices. As a result of this study participants were made aware of the extent to which these factors enabled or hindered meaningful and critical teaching. Participants repositioned themselves as subjects of the activity system, thereby mobilising their agency to take control of the structures and cultures that condition their teaching.
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