Ways of belonging: meanings of “Nature” among Xhosa-speaking township residents in South Africa
- Cocks, Michelle L, Alexander, Jamie K, Mogano, Lydia, Vetter, Susan M
- Authors: Cocks, Michelle L , Alexander, Jamie K , Mogano, Lydia , Vetter, Susan M
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66021 , vital:28877 , https://doi.org/10.2993/0278-0771-36.4.820
- Description: publisher version , The concept of biocultural diversity, originally used to describe indigenous people and their ways of using and managing natural resources, has more recently been applied within the urban context to understand the variability of interactions between humans and nature. Significant progress has been made internationally in acknowledging the need to preserve and maintain green spaces in urban environments. Current efforts to address the need for greening urban areas in South Africa primarily focus on the establishment and maintenance of botanical gardens and parks as well as various green belts within the urban landscape. South Africa's urban areas are overwhelmingly shaped by the historical segregation of space and stark disparities in wealth. The distribution, quality, and extent of urban green spaces reflect this. Many township dwellers do not have access to these amenities and their interactions with nature are thus usually constrained to access to municipal commonages. This article explores how areas of natural vegetation in municipal commonages on the outskirts of urban centers in South Africa continue to offer places of cultural, spiritual, and restorative importance to Xhosa-speaking township dwellers. A case study from Grahamstown, an urban center in the Eastern Cape with a population of around 80,000, illustrates how ability to access and move through such places contributes to people's well-being, identity formation, and shared heritage. A case is made for adopting a biocultural diversity approach to spatial planning and urban development within the South African context.
- Full Text: false
- Date Issued: 2016
- Authors: Cocks, Michelle L , Alexander, Jamie K , Mogano, Lydia , Vetter, Susan M
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66021 , vital:28877 , https://doi.org/10.2993/0278-0771-36.4.820
- Description: publisher version , The concept of biocultural diversity, originally used to describe indigenous people and their ways of using and managing natural resources, has more recently been applied within the urban context to understand the variability of interactions between humans and nature. Significant progress has been made internationally in acknowledging the need to preserve and maintain green spaces in urban environments. Current efforts to address the need for greening urban areas in South Africa primarily focus on the establishment and maintenance of botanical gardens and parks as well as various green belts within the urban landscape. South Africa's urban areas are overwhelmingly shaped by the historical segregation of space and stark disparities in wealth. The distribution, quality, and extent of urban green spaces reflect this. Many township dwellers do not have access to these amenities and their interactions with nature are thus usually constrained to access to municipal commonages. This article explores how areas of natural vegetation in municipal commonages on the outskirts of urban centers in South Africa continue to offer places of cultural, spiritual, and restorative importance to Xhosa-speaking township dwellers. A case study from Grahamstown, an urban center in the Eastern Cape with a population of around 80,000, illustrates how ability to access and move through such places contributes to people's well-being, identity formation, and shared heritage. A case is made for adopting a biocultural diversity approach to spatial planning and urban development within the South African context.
- Full Text: false
- Date Issued: 2016
What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers
- Van Heerden, Martina, Clarence, Sherran, Bharuthram, Sharita
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
- Date Issued: 2016
- Authors: Van Heerden, Martina , Clarence, Sherran , Bharuthram, Sharita
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59856 , vital:27669 , https://doi.org/10.1080/02602938.2016.1212985
- Description: Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
- Full Text: false
- Date Issued: 2016
Why a contextual approach to professional development?
- Leibowitz, B L, Vorster, Jo-Anne, Ndebele, C
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61288 , vital:28009 , https://journals.co.za/content/journal/10520/EJC-4ad93ec2a
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61288 , vital:28009 , https://journals.co.za/content/journal/10520/EJC-4ad93ec2a
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
Why a contextual approach to professional development?
- Leibowitz, B L, Vorster, Jo-Anne, Ndebele, C
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71141 , vital:29789 , https://doi.org/10.20853/30-6-714
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
- Authors: Leibowitz, B L , Vorster, Jo-Anne , Ndebele, C
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71141 , vital:29789 , https://doi.org/10.20853/30-6-714
- Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
- Full Text:
- Date Issued: 2016
Xenophilia in Muizenberg, South Africa: new potentials for race relations?
- Authors: Owen, Joy
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147972 , vital:38698 , (http://anthrosource.onlinelibrary.wiley.com/hub/journal/10.1111/(ISSN)1548-744X/about/author-guidelines.html)
- Description: Since the advent of democracy in 1994 race relations in South Africa have not improved substantially. The arrival of transmigrants from other African countries has emphasized a wounded South African psyche, as various xenophobic attitudes and attacks attest. However, a lesser known reality is the expression of xenophilia by South African women. In this article I argue that an intimate relationship between a South African coloured woman and a Congolese black man scripts a different potentiality for multiracial relations in the private and public spaces of urban Cape Town, South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Owen, Joy
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147972 , vital:38698 , (http://anthrosource.onlinelibrary.wiley.com/hub/journal/10.1111/(ISSN)1548-744X/about/author-guidelines.html)
- Description: Since the advent of democracy in 1994 race relations in South Africa have not improved substantially. The arrival of transmigrants from other African countries has emphasized a wounded South African psyche, as various xenophobic attitudes and attacks attest. However, a lesser known reality is the expression of xenophilia by South African women. In this article I argue that an intimate relationship between a South African coloured woman and a Congolese black man scripts a different potentiality for multiracial relations in the private and public spaces of urban Cape Town, South Africa.
- Full Text:
- Date Issued: 2016
‘Abagyenda bareeba. Those who Travel, See’: Home, Migration and the Maternal Bond in Doreen Baingana’s Tropical Fish
- Authors: Spencer, Lynda G
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/139017 , vital:37696 , https://doi.org/10.1080/00020184.2016.1182319
- Description: Doreen Baingana’s Tropical Fish explores the migratory experiences of the main narrator-focalizer, Christine Mugisha, as she travels from Uganda to the United States of America. Although the analyses of home, exile, and migration by writers like Edward Said and Paul Tiyambe Zeleza tend to be ungendered; Baingana seems to elaborate on these concerns by reflecting on the gendered experience of travel. As Carole Boyce Davies has argued, the act of travelling and migration opens up new spaces and possibilities for black women writers as they come into contact with multiple places and cultures. In their encounters with migration, black women are able to negotiate and re-negotiate their identities. This article focuses on how Tropical Fish, interrogates complex, contradictory, ambiguous and often conflicted questions of home and migration with their concomitant issues of belonging and alienation/ estrangement and how they are intimately tied to the maternal bond.
- Full Text:
- Date Issued: 2016
- Authors: Spencer, Lynda G
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/139017 , vital:37696 , https://doi.org/10.1080/00020184.2016.1182319
- Description: Doreen Baingana’s Tropical Fish explores the migratory experiences of the main narrator-focalizer, Christine Mugisha, as she travels from Uganda to the United States of America. Although the analyses of home, exile, and migration by writers like Edward Said and Paul Tiyambe Zeleza tend to be ungendered; Baingana seems to elaborate on these concerns by reflecting on the gendered experience of travel. As Carole Boyce Davies has argued, the act of travelling and migration opens up new spaces and possibilities for black women writers as they come into contact with multiple places and cultures. In their encounters with migration, black women are able to negotiate and re-negotiate their identities. This article focuses on how Tropical Fish, interrogates complex, contradictory, ambiguous and often conflicted questions of home and migration with their concomitant issues of belonging and alienation/ estrangement and how they are intimately tied to the maternal bond.
- Full Text:
- Date Issued: 2016
“A Step Towards Silence”: Samuel Beckett’s The Unnamable and the Problem of Following the Stranger
- Authors: Marais, Mike
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144205 , vital:38320 , DOI: 10.1080/02564718.2016.1249617
- Description: In this article, I argue that Samuel Beckett’s The Unnamable evinces the kind of aesthetic ambivalence that Theodor Adorno, in Aesthetic Theory, ascribes to the artwork’s location both in and outside of society. By tracing the metaphors used in the narrator’s depiction of the act of narration, I demonstrate that this novel self-reflexively articulates and meditates on its ambivalent position in society. Thereafter, I relate the work’s suspicion of its medium, and therefore its estrangement from itself, to its critique of community’s norms of recognition, which are embedded in language. Finally, I reflect on the potential effect of the text’s aesthetic ambivalence on the reader.
- Full Text:
- Date Issued: 2016
- Authors: Marais, Mike
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144205 , vital:38320 , DOI: 10.1080/02564718.2016.1249617
- Description: In this article, I argue that Samuel Beckett’s The Unnamable evinces the kind of aesthetic ambivalence that Theodor Adorno, in Aesthetic Theory, ascribes to the artwork’s location both in and outside of society. By tracing the metaphors used in the narrator’s depiction of the act of narration, I demonstrate that this novel self-reflexively articulates and meditates on its ambivalent position in society. Thereafter, I relate the work’s suspicion of its medium, and therefore its estrangement from itself, to its critique of community’s norms of recognition, which are embedded in language. Finally, I reflect on the potential effect of the text’s aesthetic ambivalence on the reader.
- Full Text:
- Date Issued: 2016
“Turn on” fluorescence enhancement of Zn octacarboxyphthaloyanine-graphene oxide conjugates by hydrogen peroxide
- Shumba, Munyaradzi, Mashazi, Philani N, Nyokong, Tebello
- Authors: Shumba, Munyaradzi , Mashazi, Philani N , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/190438 , vital:44994 , xlink:href="https://doi.org/10.1016/j.jlumin.2015.11.001"
- Description: Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates were characterized by absorption spectroscopy, transmission electron microscopy, fluorescence spectroscopy, X-ray diffraction, thermo gravimetric analysis and X-ray photon spectroscopy. The presence of reduced graphene oxide or graphene oxide resulted in the quenching (turn on) of Zn octacarboxy phthalocyanine fluorescence which can be explained by photoinduced electron transfer. Zn octacarboxy phthalocyaninereduced graphene oxide or graphene oxide conjugates “turned on” fluorescence showed a linear response to hydrogen peroxide hence their potential to be used as sensors. The nanoprobe developed showed high selectivity towards hydrogen peroxide in the presence of physiological interferences.
- Full Text:
- Date Issued: 2016
- Authors: Shumba, Munyaradzi , Mashazi, Philani N , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/190438 , vital:44994 , xlink:href="https://doi.org/10.1016/j.jlumin.2015.11.001"
- Description: Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates were characterized by absorption spectroscopy, transmission electron microscopy, fluorescence spectroscopy, X-ray diffraction, thermo gravimetric analysis and X-ray photon spectroscopy. The presence of reduced graphene oxide or graphene oxide resulted in the quenching (turn on) of Zn octacarboxy phthalocyanine fluorescence which can be explained by photoinduced electron transfer. Zn octacarboxy phthalocyaninereduced graphene oxide or graphene oxide conjugates “turned on” fluorescence showed a linear response to hydrogen peroxide hence their potential to be used as sensors. The nanoprobe developed showed high selectivity towards hydrogen peroxide in the presence of physiological interferences.
- Full Text:
- Date Issued: 2016
“Turn on” fluorescence enhancement of Zn octacarboxyphthaloyanine-graphene oxide conjugates by hydrogen peroxide
- Shumba, Munyaradzi, Mashazi, Philani N, Nyokong, Tebello
- Authors: Shumba, Munyaradzi , Mashazi, Philani N , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240875 , vital:50881 , xlink:href="https://doi.org/10.1016/j.jlumin.2015.11.001"
- Description: Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates were characterized by absorption spectroscopy, transmission electron microscopy, fluorescence spectroscopy, X-ray diffraction, thermo gravimetric analysis and X-ray photon spectroscopy. The presence of reduced graphene oxide or graphene oxide resulted in the quenching (turn on) of Zn octacarboxy phthalocyanine fluorescence which can be explained by photoinduced electron transfer. Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates “turned on” fluorescence showed a linear response to hydrogen peroxide hence their potential to be used as sensors. The nanoprobe developed showed high selectivity towards hydrogen peroxide in the presence of physiological interferences.
- Full Text:
- Date Issued: 2016
- Authors: Shumba, Munyaradzi , Mashazi, Philani N , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240875 , vital:50881 , xlink:href="https://doi.org/10.1016/j.jlumin.2015.11.001"
- Description: Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates were characterized by absorption spectroscopy, transmission electron microscopy, fluorescence spectroscopy, X-ray diffraction, thermo gravimetric analysis and X-ray photon spectroscopy. The presence of reduced graphene oxide or graphene oxide resulted in the quenching (turn on) of Zn octacarboxy phthalocyanine fluorescence which can be explained by photoinduced electron transfer. Zn octacarboxy phthalocyanine-reduced graphene oxide or graphene oxide conjugates “turned on” fluorescence showed a linear response to hydrogen peroxide hence their potential to be used as sensors. The nanoprobe developed showed high selectivity towards hydrogen peroxide in the presence of physiological interferences.
- Full Text:
- Date Issued: 2016