Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

Browse

Now showing 1 - 20 of 52

Acquisition of agricultural knowledge and negotiation of gender power relations by women commercial farmers in Zimbabwe : implications for adult education training and development
(2018) Kaziboni, Tabeth; Preece, Julia; Mukeredzi, Tabitha
This study examined how women commercial farmers who got land during the Zimbabwe Fast Track Land Reform Programme (ZFTLRP) accessed new farming knowledge, applied and integrated it with their traditional knowledge. The study also analysed how these women farmers managed traditional gender power dynamics in the process of accessing knowledge and utilising their farm land. Kolb’s experiential learning theory was used to illuminate this study in terms of how the women acquired new farming knowledge and how indigenous knowledge and modern farming knowledge could illustrate farmer learning as experiential and/or self-directed. Foucault’s post-structuralist theory was used as a lens to explore how the women managed issues of gender and power relations during the process of owning and managing land. The study was qualitative and employed a life history research design. It relied on focus group discussions, individual interviews and observation for data collection from ten women farmers who were purposively sampled. Data were collected during an eight-month agricultural season from January 2016 to August 2016. The study revealed that the women went through Kolb’s experiential learning cycle in the process of acquiring knowledge. The women’s learning cycle, however, included a fifth stage of social interaction at some point, which Kolb did not emphasize. Social interaction is often referred to as a core feature of learning in African contexts (Ntseane, 2011) and it reflects the way in which Indigenous Knowledge (IK) had traditionally been learned. Women experienced non-formal and informal learning, with most of the latter being self-directed in nature. The range of learning sources included friends, neighbours, experts and media. Women complemented indigenous knowledge with modern farming methods and adopted more modern methods and fewer indigenous methods as soon as they had knowledge and resources. Occasionally they used indigenous knowledge when it was affordable, readily available and sustainable. Women farmers were happy to own land, but their husbands and males in the community did not support them and resisted the new discourse of women empowerment. The clash between the traditional discourse that women are not expected to be autonomous and the new discourse created gender power tensions. Women employed a variety of power techniques to enable them to farm. Initially they used the strategy of ‘reverse discourse,’ negotiating and manipulating people into accepting their new status. The women also used accepted power differentials to accommodate their own subjugated status through using a third party to resolve conflicts. Women also exhibited different forms of agency and self-determination to get accepted. This included employing ‘resistant discourse’ whereby the women demanded what was theirs and asserted their authority, especially with their workers. The use of economic rationales was another discursive strategy used by women, whereby they used their farm income to support other community members, and demonstrated financial outcomes that acted as a persuasive force for acceptance of their new status and role. A third form of agency was exhibited by working hard to achieve good yields and profits from their farms. Women demonstrated success stories which in turn helped them to improve the life styles of their families and re-invest into their farming business. They thus managed to create an autonomous identity for themselves. Women showed that they had progressed from the initial ‘disciplinary power’ behaviours in which they were passive and submissive, moving to a process of ‘reverse discourse’ where they achieved what they wanted through manipulation. But the women then showed agency and determination. Some did this through resistant discourse and others through demonstrating they could work hard. The success stories have seen them creating a new ‘regime of truth’ that women are capable people, although this achievement took several years. These findings demonstrated that making land available to these women was a positive act, but in order to help them succeed more effectively and quickly they needed gender-sensitive training. The study’s training recommendations include the need for both access to agricultural and business knowledge, and also the management of gender power relations.
Analysing visual culture in selected Pentecostal church advertisements in Nigeria : a case study
(2019) Agbede, Grace Temiloluwa; Makombe, Rodwell; Mheta, Gift
Using a multimodal framework, I analyse and appraise discursive and visual elements used in billboard and poster advertisements by Pentecostal churches in Nigeria. Pentecostalism is one of the most rapidly growing movements in Nigeria with approximately 40 million adherents. It is also amongst the most radical denominations which divorces followers from the cultural and spiritual ties which bind them to African societies. Some scholars believe that the phenomenal growth of Pentecostal churches in Nigeria poses a challenge to mainline churches in the country. This is why it is important for academic studies to be undertaken to investigate this movement’s strategies of disseminating the gospel. The study employs a qualitative case-study approach to examine the language (written and visual) of church advertisements in Nigeria. Since Christianity is a belief system based on Biblical teachings, this study also investigates how the Christian belief system manifests itself in the language of advertising. Purposive sampling was employed, and data were collected from posters and billboards. The linguistic and visual elements of the selected data were analysed in relation to the cultural context of church advertising in an attempt to determine the role of such sociocultural influences on communication. The study shows that Pentecostal churches employ different strategies to convey their messages to target audiences. These include the use of extensive visual multimodal techniques; brevity (fewer words and more visuals); prophet-centrism; problem-solving as attraction; Biblical allusion; use of sociolinguistic features; the exclusion of women as advertisers; and the use of computer language. Importantly, as a new contribution to knowledge, the study proposes an Afrocentric model for analysing visual culture in church advertising – a model which is a first of its kind. The Bible and Jesus Christ, as focal points for Christian belief, constitute the foundation of church advertising. Other strategies for advertising derive from this foundation, although each advertisement differs depending on how each church and/or man of God interprets specific Biblical teachings.
An auto-ethnographic enquiry : critical reflection on the influences in the development of a black African male educator
(2012-09-03) Gumede, Jerome Thamsanqa; Conolly, Joan Lucy; Sienaert, Edgard
This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development.
Breaking the silence, addressing the confusion and challenging denial surrounding HIV and AIDS by engaging tradition : a study of the mnemonic oral style with special reference to Marcel Jousse
(2013-11-15) Ngaloshe, Christina Nosabata; Conolly, Joan Lucy; Sienaert, Edgard
In this study I demonstrate the extent to which I have achieved my original goals to ‘break the silence, address confusion and challenge denial around HIV and AIDS’. As the study progressed I could not ignore the stigma and discrimination associated with HIV and AIDS infection, and the impact of poverty and (mis)education in the time of HIV and AIDS. I also found myself confronted with the use of the traditional mnemonic oral-style of performance in the form of ‘new wine in old bottles’ where the learners at Mthusi High School used the ‘old bottles’ of gospel songs, isicathamiya and izibongo to compose and relay the ‘new wine’ of their experience and understandings around HIV and AIDS. I could see that the use of the mnemonic oral-style was a natural and powerful way for the learners’ understandings of HIV and AIDS to be shared amongst themselves, within the community, and with a larger public so breaking the silence around HIV and AIDS, and so addressing the confusion, challenging denial, stigma and discrimination around HIV and AIDS. The use of the mnemonic oral style in this way suggested to me that it could also be used effectively in education, and led to my suggesting the use of the traditional mnemonic oral-style relating to HIV and AIDS education in the Grades 10-12 Life Orientation Curriculum.
Capturing new forms of video footage in remote locations through the design, development and deployment of an autonomous, open source, unmanned aerial system : a case study of South African Enduro motorcycle racers
(2022-09-01) Burnett, Peter Gregory; Wade, Jean-Philippe; Chapman, Michael
This study explores the use of an autonomous Unmanned Aerial System (UAS), in the capturing of video footage of sporting events, specifically enduro motorcycle racing, in remote areas of southern Africa. Remote areas are defined as those that are far removed from urban centres, are inaccessible by motor vehicle and that have no internet or cell phone coverage. Autonomous UAS refers to drones which are pre-programmed to fly a specific path and thus fly automatically once launched. Conditions of remoteness place unique constraints on the objective of capturing video footage of sporting events in such areas. Traditional means of video coverage, such as those from ground-based camera operators, Go-Pro cameras mounted on the riders, or helicopter-based camera operators, results in video footage which is either limited in range and consists of numerous shots of shorter duration, or otherwise prohibitively expensive. A newer form of video coverage would be the type obtained by a manually flown drone, but even this coverage is limited as it typically consists of the footage acquired solely from a position behind the riders. In contrast, video footage captured from an automated UAS allows for a greater range and an expanded duration of shots. The defining characteristic of video footage captured by an automated UAS is the lengthy, lingering wide shot, which includes multiple camera angles, height changes, and camera movements, all within the duration of a single shot. This constitutes a new form of video coverage of remote sporting events. This research is practice-based and includes three related parts: Firstly, the design, construction and programming of a UAS for use in remote areas with the objective of capturing video footage of enduro motorcycle racing events. An ‘open source’ approach to all the software with which the UAS is programmed is utilised; Secondly, the capturing and editing of video footage which has been gathered from the UAS; And thirdly, a dissertation and practice-based reflection on the process.
The caring practices, coping mechanisms and learning experiences of elderly caregivers of adolescent AIDS orphans in one residential area in Harare : implications for adult education in Zimbabwe
(2023-08-09) Paradzai, Angeline; Mukeredzi, Tabitha Grace; Preece, Julia
Recent studies (Kidman and Thurman 2014; Zvinavashe et al. 2015) have established caregiving in an HIV/AIDS context as a burden; however, the caring practices, coping mechanisms and learning experiences of the elderly caregivers of adolescent AIDS orphans have not been well documented. Being an elderly caregiver in this situation brings difficulties as far as the whole caring for an adolescent is concerned (Omotoso 2007; Zaky 2016). This phenomenology research, whose dictates derive from the interpretivist paradigm and the qualitative approach, drew on a sample of twenty elderly caregivers. Snowball sampling, a subdivision of the purposive sampling method, within the non-probability type of sampling, was adopted. The study implemented a qualitative approach, where in-depth one-on-one interviews, observations of the home environments and focus group discussions were used for data generation. Data analysis utilised the six steps of Creswell (2014). Transformative Learning Theory (TLT) (Mezirow 2009), as well as the three models of the Transactional Model of Stress and Coping (TMSC) (Lazarus and Folkman 1984) were the theoretical lenses embraced for the study. With regard to the nature of caring practice what emerged was that the process involved nurturing character development of the orphans. Approaches for character development were modelling adolescent behaviour, talking to and working with them, task delegation, and encouraging church attendance, among others. Provision of basic needs such as food, shelter, school fees and assistance from extended families were also evident as additional caring practices. Challenges faced in the caring practices were of a social, financial and psychological nature. In terms of coping, the more pronounced approaches were problem-centred and emotion-centred coping, with maladaptive coping having been minimally utilised. Coping strategies involved seeking counselling, cutting meal sizes and frequencies of eating the meals, and assistance from their extended families. The elderly carers indicated deficiencies in knowledge of how to look after adolescent AIDS orphans and, also, the resources to use during their care. The new insights emerging from the study were that caring was age-sensitive and collaborative, bringing caregiver, clinic, school, community and extended family together. Elderly caregivers are now bound by the legal orientation in orphan care. Ways of knowing about these insights by the participants were primarily experiential – that is, learning as the processes unfolded. Nevertheless, print and electronic media, and observation also emerged. Educational implications are drawn on a number of issues, such as the need to conscientise caregivers on legal requirements, modern ways of child rearing, imparting entrepreneurial skills as the caregivers had no regular incomes and caregiving in a traditional thoughtful manner. The elderly caregivers went through eight of the ten stages of the Mezirow theory in their learning, leaving out stages three and four which deal with a sense of alienation and relating discontent to others respectively. Not experiencing these two stages may be attributed to stigma and discrimination often associated with HIV/AIDS issues, so they were less likely to disclose their concerns as a means of further learning. Elderly caregivers seemed to lack information on caring for the young in view of AIDS, as well as material resources. Failures of caregivers to join relevant groups like support groups seem to suggest denial of the HIV/AIDS situation they find themselves in. It is recommended that adult educational programmes be designed to reduce stigma and discrimination among the elderly living in HIV/AIDS circumstances
A ciritical deconstruction of political discource and symbols : the case of (mis)representation and manipulation in Nigerian politics
(2018) Oparinde, 'Kunle Musbaudeen; Rapeane-Mathonsi, Ernestina Maleshoane; Mheta, Gift
Using Critical Discourse Analysis (CDA) and Multimodal Discourse Analysis (MDA), this study deconstructs political discourse obtained from the Nigerian political arena. Employing a qualitative research method, where a case-study design is engaged, the study examines linguistic (mis)representation and manipulation in Nigerian political settings, drawing from instances of linguistic and symbolic materials, as observed from different political endeavours. The study discusses the use of language in Nigerian politics, in an attempt to understand how discourse and symbols are used to manipulate the masses, as well as (mis)represent the politicians. I investigate how language is used by politicians to gain more audience, and, as a result, shape opinions that result in votes. Several themes were developed in the analysis. Important themes are represented in a Wordle analysis. The Wordle analysis presents actual keywords that emanated from the scrutinising of collected data. Linguistic items, such as corruption, Boko Haram, insecurity, power, and support, as well as fight, and God among others, are evident in the Wordle representation. The study realized that manipulation in political discourse could be achieved through different means, such as: through service delivery; religion; situation of the nation; and crafty linguistic expressions; along with ethnic influence; and visuals. Furthermore, the research identified the notion of intertextuality as having a strong hold in political discourse through resemiotisation, repurposing, recontextualisation and recycling of texts. I confirmed that power resides within discourse and as such, discourse can be used to achieve several goals. The work demonstrated how politicians exploit political messages to achieve their political aims using both lexical and visual means. I strongly contend that discourse is powerful, and thus, has the ability to exploit and influence people. Importantly, the study proposed a theoretical model or framework for the analysis of misrepresentation and manipulation in political discourse, as well as other forms of discourse.
A critical linguistic analysis of the discourse on religious observances in public schools to establish the hegemonic influence of colonial religious observances and their effect on school populations
(2016) Govindsamy, Loshini; Pratt, Deirdre Denise
Even after political liberation in South Africa, a mismatch exists between the principles of freedom of religious observance taught in Religion Education and the actual religious observances in public schools. Anglican hymns, prayers and observances are still being used in schools where the religious ethos has changed from one of Christianity to include Hinduism, Islam and Judaism, as well as Shembe and Zionist religions. The Draft Policy on Religion Education stipulates that there should be a distinction between home religions and the school’s official religious instruction. School religious observances, particularly observances which reflect the oppressive nature of past colonial impositions, should not give offence to learners from other religious denominations, or belittle their own practices. This thesis investigates the hegemonic influence of colonial religious observances and their possible effect on school populations. Within a critical linguistic approach, which explores the ways in which language both sets in place and reflects the relations of power implicit in social functioning, a critical discourse analysis was carried out on current and topical media texts reporting on contentious issues involving religious observances in schools. Community members were also consulted by means of surveys and interviews so as to provide an overview of the social context of the wider community within which the schools were situated. The resulting data could then be used to triangulate data obtained from the discourse analysis, and either confirm, modify or challenge the latter. The results suggest that, not only is there a strong hegemonic influence present in schools, as a result of the lingering vestiges of traditional colonial Christianity, but that modern Christian movements are also beginning to exert a persuasive influence on non-Christian populations. The issue of religious observance in schools is a highly complex and potentially controversial issue, but one which merits study in view of the fact that the stakeholders’ right to freedom of religious observance may be violated on a daily basis.
A critical linguistic discourse analysis of participant narratives in the construction of citizenship education at a University of Technology
(2017-08-25) Reddy, Komala; Pratt, Deirdre Denise
This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study.
A critical realist approach to literacy acquisition and development, with specific application to teacher traning and support in primary education in KwaZulu-Natal
(2012-09-10) Govender, Rookumani; Pratt, Deirdre Denise; Naidoo, Ramu
In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas.
The cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Education
(2022-03) Tlali, Phenyane Geremiah; Thamae, M.; Possa-Mogoera, R.
The study aimed at investigating the cultural influence on animal colours in English descriptive essay writing at Lesotho General Certificate of Secondary Education in order to establish any cultural relations or diversifications between Sesotho and English animal colours. To achieve this purpose, the study was guided by Opponent Process Theory of colours (OPT) developed by Wilson in 1949 and Attribution Theory of Success and Failure (ATSF) by Weiner 1972. OPT helped the researcher to group colours as they were used by both learners and their English Language teachers while ATSF helped to unpack the reasons behind such use or failure to use certain colours as per the pairings provided by OPT. Informed by an interpretive paradigm, the study employed a sequential mixed method of quanti-QUAL. The data was collected from a sample drawn from Form E learners and their English Language teachers at LGCSE using essay writing and focus group interviews for learners as well as individual interviews for teachers. Learners wrote an essay under the supervision of their English Language teachers and the researcher to ensure trustworthiness of the findings. The essay was written to assist the researcher identify how learners use and pair animal colours in English descriptive essay writing and investigate any cultural influence behind such use. The findings for this study revealed that most learners (75% of the sampled essays) preferred black and white for their favourite animals. 2% preferred blue/yellow colour pair while 0% used red/green colour pair. 23% of the sampled essays preferred other colours not provided in the theory. The study revealed that choice and pairing of animal colours at LGCSE is culturally influenced by linguistic relativity, linguistic arbitrariness, lexical variations and social practices and beliefs. On this note, the study proposed team teaching, consistent teacher workshops on animal colours, regular visits by experts on animal colours and zoo visiting by LGCSE learners and their English Language teachers.
A curated online educational portal for staff and students at a university of technology
(2015) Bhorat, Abdool Haq Mahomed; Pratt, Deirdre Denise
The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.
Development of an interpreting service model at the Durban University of Technology
(2012-08-17) Makhubu, Rosethal Loli; Pratt, Deirdre Denise
This research deals with the development of a model of interpreting services for a newly merged multilingual University of Technology, the Durban University of Technology. The rationale for the study was the urgent need to give students whose mother tongue is not the medium of instruction (i.e. English) equity of access to higher-degree education. The research was carried out within a critical realist approach, which seeks to transform society by practical application of theory. Unlike previous studies in interpreting, this research focuses on the service provision aspect of interpreting. It falls within the field of educational interpreting, but goes beyond the classroom situation in considering other university interpreting needs, such as seminars and in-house conferences, graduation and other ceremonies, operational meetings and labour-related meetings. Franck‟s modelling process was used to formulate a theoretical model of the interpreting service delivery mechanism using data gathered during visitations to local and international universities. The theoretical model, or system of essential functions, was used to arrive at the applied aspect of the mechanism, termed an empirical model of interpreting service delivery. The model was then validated in terms of its application in various contexts at the Durban University of Technology. It is suggested that the theoretical and practical models developed have application not only for educational interpreting, but also in other interpreting contexts. The models are also considered to have relevance for service delivery in general, which is a critical issue at present in South Africa.
The dynamics of pre-service teacher entry into teacher education : student teacher selection into teacher training colleges in Zimbabwe
(2022-08-11) Berejena, Bernard; Mukeredzi, Tabitha Grace; Abraham, Jose
The world over, selecting pre-service teachers for training represents a critical stage of teacher education. The process is meant to ensure that suitable candidates join the teaching profession, strengthen the teaching workforce and enhance education quality. However, discourse on student teacher selection into teacher training worldwide has raised numerous questions regarding whom to select and how to select. To date, there seems to be no consensus on selection criteria, mediational tools and rules for student selection into initial teacher education. This study sought to understand student teacher selection into four selected teacher training colleges in Zimbabwe. Through a multiple-site case study involving the selected teacher training colleges, a qualitative approach within an interpretive paradigm was adopted. A multi-modal approach to data generation which involved focus group discussions, interviews and observations of live student selection interviews was employed. Data were transcribed and manually analysed inductively utilising open coding. Drawing on the Cultural Historical Activity Theory (CHAT) and the Funnel Theory to unpack, understand and describe data, I argue that pre-service teacher selection into teacher training programmes involves many complex and convoluted processes. The findings suggest that mediational tools used in student teacher selection into teacher education in Zimbabwe combine psychological (language, knowledge, experiences and signs), and material tools (databases, SMS, written tests, interview schedules, interviews, print media, social media and word of mouth). The rules that guide student teacher selection into the four selected teacher training colleges include college guidelines, minimum requirements, academic performance, student teacher attributes, Public Service Regulations and quality assurance. Stakeholders respond to the demand for vacancies in various ways. Prospective students apply and attend selection interviews, and some unsuccessful candidates pay fees without the offer of vacancies. Government officials respond by submitting lists, while Responsible authorities, politicians, chiefs and community members also submit lists and demand quotas and lecturers threaten to strike if their relatives are not considered. This study further discovered that colleges invite too many candidates – more than 8 000 competing for approximately 500 to 600 vacancies – using a 20-25 minutes interview as the selection tool. In the absence of Ministry policy, colleges adopt diverse tools and rules for student selection. This study argues for an additive model which combines selection tools, guided by clearly laid down Ministry policy for student selection to provide standardisation across colleges and make the process more robust. The thesis suggests a need for further research into enhancing student teacher selection into teacher training colleges. In relation to CHAT, my argument is that the framework provides a useful generic, analytical tool for thinking through the interactions and relationships between human, non-human and social elements on how student teacher selection happens in the activity system – the teacher training college. However, on its own, CHAT does not provide a complete lens to make sense of what happens in the stage-by-stage movement of the prospective student on the selection journey. The thesis, therefore, argues for an additive model to CHAT, which includes a complementary lens – Funnel theory – to expand the framework and deepen its applicability, specifically in trying to understand student teacher selection processes. The thesis suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.
Effectiveness of digital technology in ideation : a case of Ghanaian graphic design students
(2024-08) Ametordzi, Sylvanus; Olalere, Folasayo Enoch; Essel, Harry Barton
This study explores how digital technology can be effectively utilized to enhance graphic design ideation among graphic design students in two selected Ghanaian universities. The study also seeks to create awareness about the need to integrate digital technologies into graphic design ideation and to develop a model for effective digital ideation. Areas explored by the research questions in the study include how graphic design ideas are generated by design students in Ghana; how digital technologies affect design output by examining the various technologies used by the design students in the design ideation process; and the perceptions of graphic design students about the use of digital technologies during ideation. The study assumes the constructivist and interpretivist paradigm on the premise that the use of digital technology in design ideation among students has to do with students with varying design experiences, backgrounds, and environments based on their interaction with design tools. Phenomenology and case study approaches were used to interrogate students to have an indepth understanding of the effectiveness of digital technology utilization in the ideation process. Twenty-eight (28) participants, made up of twenty- four students and four lecturers were selected from the Graphic Design Departments of two Ghanaian universities for the study. Purposive and random sampling were adopted for the selection of the participants. Findings indicated that students from the selected universities predominantly used a combination of the pencil and paper approach and digital technology in design ideation. During ideation, they conducted research on design briefs they received; embarked on mind mapping; engaged in brainstorming; created ideas with pencil and paper; selected some of the pencil ideas and illustrated them digitally in computer software; and evaluated the ideas for final selection. The design students relied heavily on the internet during the ideation process. The digital devices used by the design students included laptops, smartphones, tablets and digital cameras. Despite the divergent views expressed by the participants about the use of digital technology for ideation, the majority of them believed that the integration of pencil and digital technology is the ideal approach for design ideation. They considered technology very relevant, especially in increasing idea counts (quantity of ideas generated) that lead to creative ideation outputs. Overall, the students had a positive attitude about the use of digital devices; however, quite a few of them did not have the necessary skills in using vector software needed for design idea creation simply because they were not taught how to use the software or were not compelled to use the software in design ideation. Based on these findings of the study, the Digital Design Ideation Model, which outlines the steps to follow for effectiveness in digital idea development, was developed. The development of the model was typically influenced by the findings in the study and was based on design practices discovered in the review of the literature related to this study.
Experiential learning of family business owners and its influence on business sustainability in Masvingo province of Zimbabwe
(2021-08) Machida, Simbarashe; Mukeredzi, Tabitha; Mago, Stephen
The survival of family-owned businesses beyond the first generation continues to be negatively affected by the death or incapacitation of their founding members. Despite the contribution of family-owned businesses, about 50% of the total global GDP (Rahman et al. 2017) statistics show that only 3% of these businesses survive past the third generation (Kilic and Folizoz 2020). The demise of the founders of the family businesses results in the businesses’ collapse, often after ownership and management has been taken over by heirs, notwithstanding their experience gained from working with the founder members. This qualitative study explored the experiential learning of family business owners and its influence on business sustainability. The study also analysed the kinds of knowledge gained and the support provided by other family members. An interpretive paradigm was adopted in which a multiple-site case study involving three settings: rural, growth points and urban areas in Masvingo Province of Zimbabwe was employed. Two-interview series, complimented by nonparticipatory observations and photo elicitations explored the family business owners who were extracted through purposive, convenience and snowball sampling designs. Data from 21 family business owners explored was transcribed and analysed manually through open coding. The study drew on Kolb’s (1984) experiential learning theory to illuminate the study, and explain the experiential learning of the family business owners. The study found that family business owners across the three research settings experientially learnt through participation in business activities subsequent to observation, and also through reflection. Findings revealed that experiential learning had a direct influence on business sustainability within a given generation. Contextual variations in learning processes emerged as family business owners in the rural setting encountered challenges around a lack of electricity and poor physical infrastructure, inhibiting their experiential learning through use of ICTs and the appropriate transportation of goods. In addition, informed by conceptual frameworks (Grossman 1990; Mukeredzi and Manwa 2019) the study also discovered that family business owners acquired practical knowledge about the use of sophisticated technology, entrepreneurial skills and soft skills. While urban based family business owners were transparent regarding their employees’ salaries, their counterparts in the rural setting did not pay their employees regular salaries. Drawing on Bandura’s (1977) social learning theory, this study also discovered that family business owners enjoyed support from family members in terms of teamwork and social support Collaboration was common in family-owned businesses in the rural setting, where close family ties seemed intact. However, emotional and informational support was received from other family members across all the three research contexts. Notwithstanding the experiential learning and kinds of knowledge attained, including support from other family members, the experiential learning of the family business owners had no significant influence on the long-term business sustainability when ownership and control shifted from one generation to another. Business sustainability was enhanced within a given generation. It also emerged that family business owners operated without succession planning, a critical aspect for business sustainability across generations. From this study, I argue that experiential learning of family business owners should be complemented with succession planning to enhance business sustainability across generations. The study suggests that family business owners should open up, discuss and develop succession plans that will enhance transition from one generation to the next. The study also suggests that family business owners should develop and implement remuneration policies that govern the salaries of the nuclear family members who work in the family businesses. With government support, family business owners in rural settings should consider the installation of solar systems to enhance the use of ICT.
Exploring foundation phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal school
(2023-08-09) Mthiyane, Thokozani Sivikele; Rajah, S. S.; Mago, Stephen
The transmission of African philosophy is a crucial responsibility within African indigenous education from the community perspective. Furthermore, the valuing of indigenous knowledge and the heritage of indigenous people is a stated principle of the National Curriculum Statement (NCS) in South Africa. This study explored the case of Foundation Phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal primary school. In particular, the study explored teachers’ practices, as leaders, in the infusion of Ubuntu values, attitudes and behaviour that are synonymous with an African philosophy of education within a homogenous African indigenous rural community. Data was generated from semi-structured interviews, focus group discussions and document analyses. Foundation Phase teachers, parents and community elders participated in the study to answer the main research questions. The study was enhanced by using a theoretical framework for teacher leadership that delineated the zones wherein teachers’ practices were investigated. The framework elaborated on their roles in teaching and learning, pedagogy, curriculum development, leading in-service education, assisting other teachers, participating in whole school development, and collaborating with neighbouring schools in the community. Since Ubuntu has varying nuances of meaning and practices within different indigenous communities, the study included the local community's voice on the authentic meaning and practices of Ubuntu. The study employed a single case study methodology involving teachers from a typical rural primary school in KwaZulu Natal. A qualitative, interpretive approach was adopted to understand and interpret teachers’ practices of infusing Ubuntu. Purposive and snowball sampling allowed the researcher to access suitable school and community informants, respectively. Since indigenous education draws meanings and practices of its philosophy from the ‘voice’ of the local indigenous community, the study first sought to gain insight into Ubuntu from indigenous knowledge holders in the community. Interestingly, it was found that community understanding of Ubuntu concurred with that of the literature. Notably, it was also found that the teachers’ understanding and practices of Ubuntu resonated with the local community's. This was an important finding since teachers who promote the values or principles of Ubuntu need to be spiritually connected to Ubuntu to inspire learners to sustain this philosophy for generations to come. The study’s key finding was that rural Foundation Phase teachers endeavoured to promote indigenous philosophy and culture embedded in an African worldview of Ubuntu. Although teachers did not set out to explicitly enculturate Ubuntu, they were engaged in various practices, including being exemplars of Ubuntu, indigenous pedagogy and cultural events that helped to infuse Ubuntu philosophy. These practices were part of their interpretations of traditional African culture and values. However, the lack of collaboration with indigenous knowledge holders in the different zones of teachers’ practices presented a lost opportunity for teachers to lead in the infusion of authentic indigenous wisdom into children’s education. In terms of how they experienced their practices, it was found that social problems that affected learners’ receptiveness and the prevalence of young parents who have opposing influences presented a challenge to teachers’ efforts. Curriculum and administrative constraints also burdened teachers who did not find a supportive framework for infusing African philosophy of education into their formal professional practices. A recommendation from the study is a proposed new framework for rural teacher leadership in infusing African philosophy of education into the classroom. The model extends the teacher leadership framework to include parents, elders and indigenous knowledge holders from the local community. Additional practices that explicitly infuse African indigenous educational philosophy, pedagogy, and methodology are included. The study further contributes significantly to new knowledge of the status of the enactment of the principle of valuing indigenous knowledge and African education philosophy. The study’s findings, drawn from the local community on the meanings and practices of Ubuntu, contribute to the field of indigenous knowledge systems
Exploring the role of lesson study on educators′ pedagogical content knowledge in teaching mathematics
(2022-09) Dhlamini, Sikhumbuzo Sithembiso; Abraham, Jose
Findings from local, sub-Saharan and international assessment conducted with South African learners at both primary and secondary levels indicate that South African learners perform poorly in mathematics. Although there are numerous explanations for learners′ poor performance, one of the most important explanations is that educators lack pedagogical content knowledge of mathematics. This study examines the role of lesson study in educators′ pedagogical content knowledge in teaching mathematics. Lesson study is a professional development method for educators that has been used in Japan for decades. In the current study, lesson study seeks to answer 3 research questions: i) What do educators need to enhance their pedagogical content knowledge of teaching numeric and geometric patterns? ii) How does educators′ participation in lesson study enhance their pedagogical content knowledge about teaching of numeric and geometric patterns? iii) What are the educators′ views about the lesson study when teaching numeric and geometric patterns? The investigation of the role of lesson study was conducted through a thematic analysis and a qualitative method. The study focused on 2 of 5 accessible Professional Learning Communities in the Ilembe District of KwaZulu-Natal Province, South Africa, to conduct this research. The reason for selecting these 2 Professional Learning Communities had a total of 7 schools, with Professional Learning Community 1 having 3 schools and 10 educators and Professional Learning Community 2 with 4 schools and 13 educators while other Professional Learning Communities have less number of educators. Participants in the 2 Professional Learning Communities participated in the lesson study process for 9 months. In each lesson study cycle, participants were required to plan, discuss, teach, observe and reflect on lessons together. Due to various constraints, both Professional Learning Communities completed 2 lesson study cycles at the end of this study. Multiple sources of data were collected through group discussions, observations, reflections, semi-structured interviews, and participants′ diary entries. The findings of this study highlight the role of lesson study in improving educators′ pedagogical content knowledge in teaching mathematics. Analysis of the qualitative data revealed that lesson study as a professional development activity provided educators with an encouraging opportunity. Moreover, lesson study became a vehicle for participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, participants expressed the view that their pedagogical content knowledge was enhanced by participating in the lesson study. However, the extent of enhancement depends on each participant′s attitude and commitment to the teaching profession. The findings underscore the need for lesson study as an educator-led and bottom-up approach to innovative professional development. It became clear that educators′ pedagogical content knowledge is critical to good mathematics teaching and learner understanding. The findings are consistent with the literature on lesson study that show educators need lesson study to enhance their pedagogical content knowledge for teaching numeric and geometric patterns: their mathematical pedagogical knowledge, mathematical content knowledge, and contextual knowledge. Subsequently lesson study offers an alternative, innovative and effective approach to educator professional development that ultimately impacts instruction, therefore, lesson study needs to be promoted in the South African educational context. Although lesson study is a model of educator-led professional development, the involvement of policy makers to promote lesson study in the early stages is still important and relevant. This research recommends collaboration with curriculum specialists to gain insight and expert ideas. Educators need more support from School Management Teams, who are a great help in managing and planning lesson study. All in all, there is a need to foster a culture of lesson study that helps generate enthusiasm and commitment to learning in the lesson study among educators.
Exploring transformative learning experiences of the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe
(2021-03) Macharaga, Esnati; Mukeredzi, Tabitha; Preece, Julia
The purpose of this study was to explore the transformative learning experiences of 40 vocationally interested and vocationally disinterested pre-service teachers in four selected teacher training colleges in Zimbabwe. This multi-site case study was guided by Mezirow’s tenphase Transformative Learning Theory to understand and unpack the pre-service teachers’ transformative learning experiences, how they understood their transformative learning, and the forms of support offered by the institutional communities that enhanced their transformative learning experiences. Having employed a multi-modal approach which involved focus group discussions, individual face-to-face interviews and continuum drawings and discussions to generate data, a qualitative data analysis strategy using open coding was adopted. Findings suggested that student teachers experienced transformative learning through two major avenues: disorienting dilemmas and learning experiences. While the majority of the pre-service teachers, both the vocationally interested and the vocationally disinterested, experienced transformative learning in teacher education, this thesis found that some did not experience transformation. From the findings, the pre-service teachers investigated understood their transformative learning as embracing two domains: transformative learning as change (of perceptions, views, attitudes and beliefs and understanding of the teaching profession); and transformative learning as the acquisition of knowledge and skills. Such change and knowledge acquisition gave rise to personal awareness that created new ways of thinking and seeing the world. Infrastructural (libraries, theatres, halls of residence), material (computers, books) and human (staff, peers) resources, as well as spiritual support, emerged as critical for enhancing student teachers’ transformative learning. However, where infrastructural resources offered inadequate spaces, particularly in private institutions, this tended to limit the pre-service teachers’ transformative learning experiences. This study thus recommends the provision of adequate and spacious learning spaces to foster student teacher transformative learning. Drawing on Mezirow’s ten-stage Transformative Learning Theory, it is argued that vocationally interested and vocationally disinterested pre-service teachers experienced transformative learning differently. Although the transformative learning phases were sequential and undeviating in Mezirow’s Transformative Learning Theory, for the pre-service teachers investigated, the transformative learning experiences were neither linear nor experienced by having passed through all ten stages. This thesis discovered that vocationally interested pre-teachers achieved transformative learning having passed through fewer stages of Mezirow’s Transformative Learning Theory, while their vocationally disinterested counterparts had to move through more stages to realise shifts in their paradigms. The thesis suggests a need for comprehensive longitudinal studies, drawing on this framework to trace the transformative learning journeys of pre-service teachers from first year to third year, to understand their transformative learning experiences as well as establish whether or not all of them experience perspective changes at the end of their teacher training
Foundation phase educators' knowledge and attitudes towards implementation of the National Reading Strategy
(2012-09-10) Singh, Prabitha; Singh, Penny
In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.