Research Publications (Arts and Design)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214
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Item Demystifying the mainstream : moving from theories to stories(UJ Press, 2023-11-01) Adewumi, Kehinde Christopher; Fomunyam, K.G.Africa, as we have it today, is a direct implication of the researches of the past. Likewise, the future of Africa depends on the quality and relevance of current researches and innovations in education and society. However, in recent years, researchers such as Clegg (2012), Hammond (2018) and Wood, Phan and Wright (2018) have problematized the contemporary relevance and usage of theories in researches. Oftentimes, the impact and understandability of an idea are sacrificed at the altar of theorizing. In such cases, theories and structures are given more attention than the potential impact and contribution of the researcher’s idea. Are theories truly problematic? How do we reconcile the place of theory in contemporary researches and education? How can theorizing be rid of its abstractive tendencies? How can theorizing be decolonized? What are the alternatives to the mainstream approach to theorizing? All these are the questions this chapter seeks to raise and attempt to answer. The argument in this chapter shall be based on Chimamanda Ngozi Adichie’s ideas on storytelling and Sir Ken Robinson’s ideas on seeking creativity as an alternative to rigid adherence to a standardized curriculum.Item Intercultural competence among theatre arts students at the University of Benin City, Edo State, Nigeria(Cambridge Scholars Publishing, 2022-12) Agbonkonkon-Ogbeide, Alero Uwawah; Usadolo, Sam Erevbenagie; Usadolo, Sam Erevbenagie; Oparinde, KunleThis book is an academic adventure that addresses issues of communication and interculturality in higher education.Item Lesotho(Springerlink, 2015-12-30) Preece, Julia; Croome, DavidThis chapter outlines some African learning traditions and the Lesotho contemporary context, followed by an introduction to organisations that specifically address the needs of older people in Lesotho. After discussing some recent research into pensioner interest in learning, the chapter describes a case study of one successful university-community engagement learning initiative for Lesotho pensioners which drew on local resources to stimulate motivation and create learning opportunities. Finally, the chapter concludes with some reflections on what older adult learning might look like in 10 years’ time in the country. It highlights the potential for stimulating learning interest among the elderly in Lesotho by recruiting some of the more educated elders as learning facilitators.Item Pre-service science teachers’ perceptions towards developing isiZulu vocabulary for teaching and learning(UJ press, 2024-09-20) Thamae, Mamothibe AmeliaAbstract This study investigates pre-service teachers’ perceptions towards developing an isiZulu vocabulary for teaching and learning chemistry in three rural FET schools in KwaZulu Natal, South Africa. It contributes to the ongoing debates around curriculum decolonisation and code-switching in teaching and learning. The study adopts a qualitative interpretivist paradigm, utilizing individual interviews with six (6) isiZulu pre-service chemistry teachers who were purposively selected. The study found that pre-service teachers generally had a positive attitude towards curriculum decolonisation and code-switching for teaching and learning chemistry. This study also found that some pre-service teachers were not keen to develop isiZulu vocabulary, given the challenges and complexities of code-switching in real-life chemistry teaching and learning contexts. Further, the findings indicate developing isiZulu vocabulary can enhance curriculum decolonisation and code-switching for effective teaching and learning of chemistry in this context. The study recommends the need for pre-service teachers to be conscientised about the value of developing isiZulu vocabulary for effective teaching and learning of chemistry lessons. Future 176 Theorising Curriculum in Unsettling Times research must explore how to effectively empower pre-service teachers to manage code-switching in teaching chemistry in rural contexts.