Research Publications (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214

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Adoption and adaptation of rhetorical devices in South African Pentecostal churches
(African Association for Rhetoric, 2018) Adebayo, Rufus Olufemi
Adoption of rhetorical devices is evident in the preaching of contemporary Pentecostal churches in Durban, South Africa. Rhetorical devices and shrewd unconventionality, which place a twist on those devices adopted, are frequently found in contemporary sermons and preaching activities, but categories of rhetoric suitable for preaching (homiletics) remain as yet unidentified. Arguably, preaching or sermons can be seen as religiously-motivated campaigns or discourses, while professional communication can be seen as persuasive communication towards social or communicative engagement. This article investigates the adoption and adaptation of rhetorical devices which influence preaching and communication and follows from an understanding of professional communication and sacred rhetoric. The paper reports issues surrounding the perceived adaptation of rhetoric in enhancing preacher’s sermons and the dissemination of religious discourse to congregants. A qualitative analysis was used to identify those categories of rhetorical device suitable for both Biblical preaching and professional communication. The findings indicate that rhetorical devices are productive features in sermons and professional communication, and their use signifies a movement towards the communication of two fundamentals: body and spirit. A qualitative analysis shows that in the field of professional communication communicators adapt professionalism in their discourse with mind and body, whilst across sacred communication, preachers adopt emotions and spirituality.
Adoption and utilisation of learning/course management systems : the study of University of Professional Studies, Accra.
(2014) Adjin-Tettey, Theodora Dame
Technological changes are having a great impact on teaching and learning all over the world. Students in Ghana at the various levels, especially, the tertiary level are also becoming more technologically inclined with most of them owning computers and having access to the world wide web. Access to smart phones is even making this easier. Oblinger and Oblinger, (2005) describe net generation students as highly literate, preferring to learn by doing experiential and also at ease with image-rich environments than text. For these and many other reasons, many universities (and even some senior secondary schools) around the world have course materials, lectures and discussions online in addition to classroom-based learning. Once online, students can access the latest information at any time and make copies of materials or download course materials and even partake in discussion forums, quizzes and turn in assignments online. Students can also communicate with instructors and other students whenever their schedules permit. This study sought to find out of the level of acceptance of the system and whether it is helping students get more from their courses. It also tested the some of the assumptions of the technology acceptance model (TAM) on which the study was based.
Advancing livelihoods and transformation of rural women : the role of critical pedagogy in bridging gender gap in South Africa
(Bridgewater State College, 2022-08-15) Maome, Itumeleng Judith; Tawiah, Sampson
The essence of advancing livelihoods is to heighten socio-economic transformation among the poor, especially rural women through education. The statement above suggests that locating these women as critical stakeholders and affording them opportunities to improve their skills and knowledge can advance values significantly. In the country in general, rural women generate less income as compared to men. Hence, educational practices geared toward women are to address this gap. Transformation, however, does not come cheap. It takes consented effort on educators, learners, and society to embrace educational provisions, programs, and new teaching methods for a sustainable change, especially for rural women. To achieve these objectives, a reflection of critical pedagogy and stakeholder theories into women’s lives is essential. The study primarily investigated the role of critical pedagogy in advancing livelihoods and transforming the socio-economic lives of women in Mthatha, South Africa. Interviews, focus group discussions, and documentary analysis form the basis for gathering data from rural women (n=35) purposely selected for the study. The emergent findings show that the curriculum of ACET does not add value to these women’s livelihood because it does not empower them with the requisite skills to fend for themselves. Therefore, the study recommended a robust investigation into the theory of critical pedagogy and the possible benefit of transformative practices in adult education, mainly geared towards women’s development
African broadcast media participation in conflict resolution and peacebuilding : an examination of practices across nine countries
(Informa UK Limited, 2024) Danso, Samuel; Adjin-Tettey, Theodora Dame; Serwornoo, Michael Yao Wodui; Azanu, Benedine
This paper draws on interview data from nine African countries and explores how the broadcast media participate in conflict resolution and peacebuilding in Africa. The study found that the media’s news and current affairs programs largely contributed to the resolution of various forms of conflict, including domestic and marital disputes, community conflicts rooted in history, and political conflicts. However, political influence manifested through ownership, control, and censorship; resource limitation and the lack of expertise to provide depth and accuracy to conflict reporting – conceptualized as the PER framework – influenced how media organizations mitigated conflicts. The study further identified public education as a key strategy employed in de-escalating conflicts
The after-life of books : metaphors of reality
(Taylor and Francis, 2015) Pearce, Brian
The aim of this article is to discuss various works of literature which deal with the theme of books, looking at how books have taken on symbolic meaning in our culture over the last five centuries. The approach is selective as there are many more instances of literary works (or films) than those mentioned which include references to books or which are based in libraries or bookshops. However, the intention is to point readers to a fascinating tradition of meta-literary writing which identifies books in a rich variety of dramatic roles. In this tradition, books are personified and take on human attributes, while libraries become kingdoms or realms. The article poses the question about what meaning books will have in the future in the face of the technological revolution, the internet and electronic media. It argues that books still have a future. If the internet leads to higher levels of literacy, then there will perhaps be more demand for quality editions, while it will be paperbacks which will be easily replaced by electronic texts. Meanwhile, books will retain their symbolism, their usefulness and their aesthetic value. The article concludes by drawing together the various themes and assessing the ways in which books retain symbolic meaning in our culture.
An analysis of stakeholder engagement in the e-learning policy-making process at a higher education institution in South Africa
(Durban University of Technology, 2023) Makwambeni, Patricia; Makwambeni, Blessing; Usadolo, Sam
Over the past two decades, Higher Education Institutions (HEIs) in South Africa have been formulating e-learning policies to assist them to realise the full potential of using ICTs in teaching and learning. E-learning policies serve as guiding frameworks that create enabling environments for embedding ICTs in teaching and learning. The development of e-learning policies has attracted various stakeholders and actors with varied interests, views, priorities, influence and power. Consequently, stakeholder engagement is now an essential factor in the policy process. The efficacy of an e-learning policy can therefore be judged based on the multiple perspectives that it includes and the inclusion of those it affects in the policy-making process. In light of this background, this paper examined stakeholder engagement that characterised the e-learning policy formulation process at a University of Technology in South Africa (UoT). How stakeholders were engaged in the policy-making process using stakeholder engagement as its analytical framework, the stakeholders and actors involved in the policy formulation process and the nature of the dialogue that informed the policy formulation process were examined. The qualitative study gathered evidence using semi-structured interviews and document analysis. The study's findings show that the policy-making process at the UoT followed a bureaucratic process dominated by one actor, the policy delegate. Key stakeholders were excluded during the policy formulation process and were only consulted at the drafting stage. As a result, stakeholder engagement in the policy formulation process was low, resulting in key stakeholders and actors lacking policy ownership. Our findings also show that the exclusion of key stakeholders in the policy formulation process resulted in a policy that exclusively focuses on the Learner Management System and overlooks other technologies that play a crucial role in teaching and learning. These findings suggest the need to include all critical stakeholders and actors affected and interested in the e-learning policy at every stage of the policy formulation process.
An analysis of the design features of three mixed-mode courses in a master’s degree programme
(2005) Pratt, Deirdre Denise
This paper suggests that a system of communicative functions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms
Apartheid, crime, and interracial violence in Black Boy
(Sage Publications, 2013-03-25) Makombe, Rodwell
This article critically interrogates the interplay of compatibility among crime, violence, and racial discrimination in Wright’s biographical novel Black Boy (BB). It exploits parallels between selected postcolonial and criminological theories to conceptualize crime and violence as a way of negotiating and translating hegemony in the third space of cultural enunciation. The objective of every oppressive system is to have an absolute monopoly on all structures of power, to make sure it has “total” control. This is evident in the American South where laws were enacted to exclude African Americans from the social, political, and economic spheres of life. However, that same system that was designed to silence and marginalize African Americans also, inadvertently, created spaces that led to the emergence of subcultures of resistance. This article focuses on criminal subcultures of resistance that emerged as a result of and in direct response to institutionalized racism/apartheid.
Assessing community attitudes towards home-based male caregivers for daycare children
(Indonesian Journal of Early Childhood Education Studies, 2023-11-30) Adedokun, Elizabeth Temilade; Adedokun, Theophilus
This study explored community attitudes toward home-based male caregivers for daycare children in Ogbomoso, Nigeria. The aim was to understand perspectives on using male caregivers for daycare children. The study interviewed 32 parents and prospective parents in Ogbomoso, Nigeria, about their attitudes toward male caregivers for daycare children. During the interviews, respondents were asked about their willingness to use male caregivers, the reasons behind their decision, the expected impacts on children, and the need for societal change. The study occurred between February and July 2022 in Ogbomoso South and North Local Government areas. Respondents include married men and women aged 30-50, with equal numbers of males and females represented in the 32 interviewees. A qualitative approach was used alongside an accidental sampling technique. An inductive thematic analysis elicited key themes shaping attitudes and norms. A prevalent theme was associating caregiving with inherent female capabilities and maternal duties - many felt women naturally provide superior nurturing and care while men lack these innate aptitudes. Alongside this was a strong distrust of males with children, stemming from abuse and misconduct fears. However, some felt gender is irrelevant, professing egalitarian ideals. However, pursuing equality conflicted with lingering skepticism about men's care motivations. It is apparent that parents lack a framework for choosing caregivers yetchoose for their children. Such a framework could help bridge the gender inequality gap in caregiving.
Assessing safety of journalism practice in Ghana : key stakeholders’ perspectives
(Informa UK Limited, 2023-12-31) Adjin-Tettey, Theodora Dame; Braimah, Sulemana
This study sought to use the self-reporting method of survey as well as key informant interviews to investigate the depth and spread of the problem. A total of 115 respondents took part in the survey. Additionally, eight interviews were conducted with key stakeholders. The study found that the most common infraction was verbal abuse. Colleagues, police, political fanatics, politicians, security operatives and government officials, were among the top perpetrators of safety violations against journalists. A sizeable portion (albeit fewer) were dissatisfied with their workplace safety provisions and minimal confidence in the concern of their employers for their well-being. About half of respondents indicated their media organisations did not make provisions for safety gear for covering potentially dangerous beats. Many of the respondents thought that the posture, attitude and actions of key state actors, law enforcement agencies as well as their own association (GJA) concerning their safety were unsatisfactory. The study recommends that the government ensures the security and safety of journalists and media organizations. Media organizations must ensure a safe and toxic-free work environment through codes of practice, policies, and enforcement; and journalists become familiar with the various types of safety breaches and corrective measures that can be taken.
Assessing teacher-lecturer competency in science, technology, engineering, arts, and mathematics (steam) in KwaZulu-Natal
(Alpinus Publication, 2024) Buthelezi, Simphiwe; Cele, Thobani; Nxumalo, Londeka; Zondi, Bonginkosi
The convergence of technology and digital communications has revolutionized most businesses, including education and training facilities. Advances in technology has completely transformed the world of work. Being well-educated is no longer sufficient. What matters is the possession of critical essential talents, skill sets, and capabilities. South Africa is characterised by high inequality, poverty and high unemployment. Thus, provision of quality education is one of strategies that could be employed to address such developmental challenges. Hence, the objective of this study was to assess teacher-lecturer competency in Science, Technology, Engineering, Arts, and Mathematics (STEAM) in KwaZulu-Natal. This study was conducted in different parts of KwaZulu-Natal province with participants from various schools and institutions of higher learning. The study was commissioned due to skills deficit that is perpetrated by, amongst other things, the poorly functioning basic education system, inadequate infrastructure, shortage of STEAM teacher supply, and skills mismatch. The study employed an exploratory research design, and the survey was used as the research strategy. Among other findings, the study found that while a significant portion of educators expressed a commitment to promoting reflective and critical thinking among learners and students, inadequate STEAM equipment and infrastructure continued to be the primary challenge in implementing STEAM. Furthermore, the study found that there is a majority support for the STEAM centres which suggests a positive inclination towards their establishment, underlining the perceived value they could bring to the educational landscape for both teachers and students. This study recommends a targeted professional development programs for educators at primary and secondary schools. In addition, this study advocates for interdisciplinary collaboration among educators in primary and secondary schools which must be pioneered by the department of education. It was further recommended that knowledge exchange and knowledge transfer be facilitated, and specialized training in the development and use of technology, software, and other teaching materials for educators in primary and secondary schools be provided
Automaticity in reading isiZulu
(AOSIS OpenJournals, 2016-06-02) Land, Sandra
Automaticity, or instant recognition of combinations of letters as units of language, is essential for proficient reading in any language. The article explores automaticity amongst competent adult first-language readers of isiZulu, and the factors associated with it or its opposite - active decoding. Whilst the transparent spelling patterns of isiZulu aid learner readers, some of its orthographical features may militate against their gaining automaticity. These features are agglutination; a conjoined writing system; comparatively long, complex words; and a high rate of recurring strings of particular letters. This implies that optimal strategies for teaching reading in orthographically opaque languages such as English should not be assumed to apply to languages with dissimilar orthographies.
Avoidance of complex grammar by senior high school L2 english students : motivations and cognition
(2024-03-12) Adedokun, Elizabeth Temilade; Adedokun, Theophilus Adedayo
This study investigates the motivations and thought processes behind grammar avoidance in senior high school second language (L2) English learners during grammar learning. Twelve suburban public school intermediate proficiency L2 English learners were selected. Data was collected through qualitative semi-structured interviews and thematically analyzed. Using Bourdieu's sociological theory, the following themes emerged from the data analysis: (i) Strategic Simplification: Navigating Linguistic Capital and Habitus for Effective Communication, (ii) Strategic Avoidance: Navigating Complex Sociolinguistic Forces to Optimize Communication, (iii) Managing Perceived Communication Risk, and (iv) Strategic Avoidance as Temporary Adaptation: Ambivalent Linguistic Simplification. Cognitively, limited working memory hindered processing and producing complex syntax, while avoidance helped manage high cognitive load. Insufficient explicit grammatical knowledge also prevented consolidating new structures. Avoidance allowed time to acquire the declarative knowledge needed. The findings suggest grammar avoidance balances complexity and accuracy, motivated by affective and cognitive constraints. Implications include building confidence, knowledge, and skills to enable early practice with complex constructions rather than prolonged avoidance. The study recommends that further research is required to determine optimal thresholds for avoidance and levels of optimal challenge for introducing complex grammar.
Blended learning as a response to change in a merged technikon: an account of three modes of delivery in a web-based Communication Skills semester course designed for Engineering students at DIT
(2003) Pratt, Deirdre Denise
The degree to which people are facing revolutionary technological changes in the near future is matched only by the degree of inertia evinced by educational institutions, particularly tertiary institutions. Even when such institutions undergo sweeping changes, as in the case of the recent merger between Technikon Natal and ML Sultan Technikon, the reaction of most academic departments is to make desperate attempts to adjust and consolidate, and to think with nostalgia of “the good old days” rather than to introduce innovations. Yet as Taylor (2001) points out, an institution’s survival in the face of imminent widespread technological change depends not only on changing the way it does things, but on changing the things it does, and a common factor in innovation is often the introduction of new learning technology systems (Kenny, 2002). The “Fourth Generation” learning model described by Taylor is already a reality for educators, involving interactive multimedia online, Internet-based access to World Wide Web resources, and computer-mediated communication. While Taylor is writing in the context of distance education, the “flexible learning model” described is just as appropriate for blended learning, i.e., a mixture of face-to-face and computer-mediated instruction (also referred to as “mixed mode”). Moreover, when a merged “super-technikon” such as the Durban Institute of Technology swells its student numbers to over 20,000 and sprawls over a number of campuses, some of the techniques used for distance education might well apply. However, as Glor (1997) points out, effective innovation is “not just a question of coming up with ideas, but also of developing and realising them successfully”, and the transition “from strategic vision to university wide teaching change is ... a complex and largely uncharted one” (Lines, 2000). The Fourth Generation model of instructional delivery is in fact well within the capabilities of a growing number of the DIT staff who have completed the Pioneers Induction Programme to web-based learning (Peté et al, 2002), initiated in 2000, and are going from strength to strength with the current Pioneers 2003 group. This paper looks at an initiative by one of the Pioneers 2002 group (the author) to introduce a Communication Skills course in blended learning mode, mainly in the interests of enhanced delivery, but also in an attempt to find creative solutions to problems such as larger classes and diminishing resources. It will show that, while the assumptions about enhanced delivery were justified, in one case the initiative was all but sabotaged by the unfortunate convergence of multiple “merger glitches”, which individually could have been relatively easily overcome, but collectively posed a serious threat not just to academic quality but to course continuance.
Bridging gaps in STEM education : the case for dedicated learning centres in South African townships and rural areas
(Lectito Publications, 2024-10-16) Ntsanwisi, Samuel
This article explores the critical need for improved Mathematics, Science, Engineering and Technology (STEM) education in South African townships and rural areas, where persistent challenges in teaching methods and resource accessibility have hindered the development of these crucial subjects. The perception of Mathematics and Science as complex subjects, coupled with societal pressures to prioritise less ‘challenging’ subjects, has resulted in a quantity-over-quality approach to education. This article argues for establishing dedicated Mathematics, Science, Engineering, and technology centres in these underserved regions, drawing upon global research findings that underscore the importance of continuous improvement in STEM subjects for individual and national advancement. The proposed centres aim to address educational disparities by providing innovative teaching methods, resource access, and mentorship programs. These proposed centres intend to rectify educational disparities by offering innovative teaching methods, improved resource access, and mentorship programs. Through examining successful case studies and potential challenges, this article calls for a comprehensive approach to reshape the STEM education landscape in South African townships and rural areas, contributing to a more equitable and robust educational system.
Causes of poor argumentative english essay writing at Lesotho secondary education
(Adonis and Abbey Publishers, 2023-04-17) Tlali, Geremiah Phenyane; Thamae, Amelia Mamothibe
Lesotho uses English as a medium of instruction throughout all levels of education except in grades 1, 2 and 3 in all government schools. This language situation imposes challenges to learners of English as a second language (ESL). This becomes more evident at Junior Certificate (JC) level where English is taken as a passing subject. A number of reports from the Examinations Council of Lesotho (ECOL) endorse that the problem of English Language is still apparent at Lesotho General Certificate of Secondary Education (LGCSE). This is observed where most reports stipulate that English essay writing; especially argumentative essay writing is not satisfactorily performed at LGCSE. The literature in this area, however, appears to be limited. This study, therefore, investigated causes of poor English argumentative essay writing at LGCSE. Grounded on the Attribution Theory of Success and Failure by Weiner 1972, the study followed a qualitative approach in which a case of three high schools in Leribe district was employed. Data was collected from the sample drawn from grade 11 learners and their English Language teachers using a test, questionnaires and a focus group discussion with teachers. The findings revealed, among others, that most learners fail to perform English argumentative essay writing well due to failure to argue their points convincingly. Additionally, the study discovered that some learners fail to use language accurately, fail to observe instructions and sometimes are not knowledgeable on the subject matter. The study then recommended, among others, field trips and regular exercises on English argumentative essay writing.
The challenge of designing a collaborative reference source for Southern African Literature
(Taylor & Francis, 2012-10-08) Stewart, Graham Douglas James
Finding the right balance between editorial control and the widest possible participation by contributors is a critical challenge for the editors of the ESAACH Wiki. The Wiki is the online collaborative reference repository of the Encyclopaedia of South African Arts, Culture and Heritage (ESAACH). The Verbal Arts section of the ESAACH Wiki was developed in the first phase of the project, and now comprises an extensive set of reference entries, compiled over a twelve year period. With its roots in a Southern African literary history project started in the 1990s, over four thousand entries have now been published on the Wiki, with the intention of utilising commons-based peer production to continue its development as a one-stop reference website of Southern African literature. User analysis shows that the ESAACH Wiki is extensively searched by Internet users looking for information on Southern African literature. This article considers how best to open up the resource to a wider group of contributors. Participation may range from a traditional print editorial model at one extreme to an open, un- moderated model at the other. Selected South African literary and biographical reference sources were compared to determine the most appropriate guidelines for an ESAACH entry.
Challenges in translating RL Peteni’s Xhosa1 novel Kwazidenge into Afrikaans
(NISC, 2016) Neethling, Bertie
In a multilingual country like South Africa, translation from one of the official languages into another plays a major role, particularly in the public sector or the public domain. The purpose is to inform the everyday citizen, through his/her mother tongue, about basic information relevant to the citizen’s general life. When it comes to literary translation, the context is different. English has slowly worked its way into being the most prominent language in South Africa at nearly all levels of life. Authors of literary works also realise that there is a prominent readership in English, both in South Africa and elsewhere, and if a work is written in one of the other 10 official languages, there are often attempts to have them translated into English. Few works, however, are translated from the indigenous languages into Afrikaans. Afrikaans maintains a fairly prominent adult readership aside from prescribed work at school. The purpose of this article is to highlight some of the challenges facing a translator (in this case the current author) working from Xhosa (RL Peteni’s Kwazidenge) to Afrikaans (Roep van die ramshoring) in the context of literary translation, as well as the process followed by the publisher.
The changing landscape of teaching and learning : how adult students view online approaches at a university in South Africa
(2023-11-17) Thusi, Zamalotshwa Florence Thembisile; Tawiah, Sampson
As university lecturers of an education program, we aim to enhance community college lecturers' social and economic well-being, empowering them with skills for employment and community development. We respond to the need to train lecturers and prospective Adult and Community Education lecturers in South Africa. Due to the COVID-19 pandemic, our traditional content delivery method has shifted to online teaching and learning. This shift can negatively and positively impact adult students' learning processes. Therefore, it is crucial to investigate the perceptions of students involved in online teaching and learning approaches. To achieve this, we adopted a qualitative approach and an experimental design, collecting data from 22 students deemed information-rich. Thematic content analysis was used to analyze the data collected, and the results positively reflected the relevance of the education program and online teaching and learning. Based on the emergent results, we recommend proper funding and close monitoring of the entire education programme to ensure quality delivery using online approaches.
Christian communication, forms, secularity, and dimensions of language in a multifaceted cultural setting
(Durban University of Technology, 2021) Adebayo, Rufus; Zulu, Sylvia
Christian communication and the various dimensions of language are profoundly connected and interchangeably used in a multifaceted cultural setting. Christian churches in South Africa, similar to any other African countries, profess their philosophies, passions, and beliefs to multi-cultural congregations through the use of sacred languages and communication. This study posits that the uprising of Pentecostal churches has paved the way for nonspiritual dialectic languages and has also greatly lessened spiritual communication. As a result, the study highlights the relationship between language and religious communication among Pentecostal churches in a culturally diverse environment. This study employs a qualitative approach, through the gathering and categorisation of information between 20 churches located in Durban, South Africa to recognise Christian communication and the influence of secular linguistic features and their relationships with spirituality. This study has found that there are different forms and secular dimensions of language which differ from spiritual language and Christian communication. The study reveals that as modern Christian churches emerge, a revolutionised communication has evolved as compared to the language of orthodox churches. The study recommends that the use of language for religious communication and discourse should necessitate expounding spiritual values and courses of action.

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