Faculty of Arts and Design

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The accessibility of further education and training colleges to South African sign language users in KwaZulu-Natal
(2018) Sawula, Nqobile Lovable; Makhubu-Badenhorst, R.L.; Pratt, Deirdre Denise
After twenty-four years of democracy, the predicament of people with disabilities has finally become part of the transformation agenda. There has been a growing acceptance that people with disabilities can play active roles in both transforming their own lives and contributing to society. For this to transpire, access to proper education and training opportunities is fundamental. There is thus a need for higher educational institutions to divest themselves of all forms of discrimination against those with disabilities. This requires that people with disabilities be given equal opportunities to enter higher education programmes and to succeed in them. Despite the strong legislative and policy framework for addressing disability in the education sector, access to higher education for disabled students, particularly the South African Sign Language (SASL) users, is believed to be limited. Using the Social Model of disability, this study seeks to investigate the accessibility of Further Education and Training (FET) Colleges to SASL users in KwaZulu-Natal (KZN). In this investigation, a total number of fifty South African Sign Language users filled in questionnaires and two representatives from Further Education and Training (FET) Colleges in KwaZulu-Natal were interviewed. This study targeted SASL users who were out of school and wanted to further their studies at higher education institutions. The participants were recruited by inviting all d/Deaf and hard of hearing people from the four selected Deaf organizations/associations in KwaZulu-Natal to participate in the study. The study undeniably reveals that FET Colleges are not accessible to SASL users in KwaZulu-Natal. This is because FET Colleges in KwaZulu-Natal do not provide access services like SASL interpreters for the d/Deaf community, which violates d/Deaf people’s right to education and is a barrier to the d/Deaf students who want to further their studies. Furthermore, this research identified that the Deaf community in KwaZulu-Natal is not well informed about devices that can be used to assist them in classrooms in order to access information.
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.
The ‘blend’ in blended learning : establishing a balance between face-to-face and online learning in a pattern making and garment construction class
(2020-04-07) Kirby, Luhandra; Cavanagh, Michaella; Pratt, Deirdre Denise
This study explored the use of blended learning in a fashion design class, working within the constructivist orientation with a mixed methods case study and using a sequential exploratory approach in order to focus on the effectiveness of the blended learning design and how it is experienced by the participants. The case study was based on a group of second year fashion design students from a private design institution in South Africa, for the combined subject, pattern making and garment construction. The purpose of this research was to investigate the ways in which face-to-face learning and online learning could best be blended to facilitate instruction in this particular class. The study focused on establishing what combination of online and face-to-face delivery could be seen to be most effective in achieving the project learning outcomes within the time and resource constraints available for the combined pattern making and garment construction subject. A blended learning curriculum model (Huang, Ma and Zhang, 2008) was used to assist in preparation for the blended learning programme, with online learning delivery being effected by means of Google Classroom, the learning management system recommended by the private design institution. The sequential exploratory approach involved two projects, so that insights gained from the first project could be applied to modify the blended learning design for the second project, if and as required. Quantitative data were used to establish a baseline of students’ prior understanding of blended learning, pattern making and garment construction processes. Qualitative data were collected in the form of interviews, questionnaires and observations, allowing for a descriptive understanding of how students as well as the lecturer (who was the researcher) experienced the blended learning classroom, and how effective that blend was in achieving the desired learning outcomes; opportunities were also offered for reflection. The results revealed that, not only did blended learning delivery need to be applied in a developmental way, with ongoing adjustments to accommodate best teaching/learning practice, but also that different fashion ‘briefs’ (that is, the tasks involved) might require modifications to the blended learning delivery design. This suggests that there is no ideal ‘blend’ in blended learning, but that, like other forms of learning, it is exploratory, tentative and constantly evolving. It is hoped that this study will offer insights into how face-to-face and online learning can be combined to best facilitate the learning process in this particular case, where practical assistance with students’ individual design projects traditionally requires a large amount of the instructional time available. As many vocational university subjects have similar time and resource constraints, particularly in facilitating practical application of theory at a professional standard, it is also hoped that, to some extent, the results will be generalizable to other disciplines.
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.
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.
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
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.
Connecting technology and sensory design : a collaborative approach to designing university learning environments in a digital age
(2018-11) Parker, Megan; Reynolds, Michelle C.; Gaede, Rolf
This study explores how technology-enhanced learning (TEL) environments may be designed to stimulate the human senses. The research examines how interior designers can improve the design of learning environments to integrate seamlessly with emerging technologies, focusing specifically on how to provide students with an embodied and improved learning experience. The research challenges the notion that a need exists to connect technology and sensory design. The aim was to discover how a collaborative design approach could be used to assist interior designers to overcome the challenges they face when accommodating technology and the senses in university learning environments. The study followed an action research approach, situated in the interpretative inquiry paradigm. The sample population was comprised of various professional specialists from South Africa and the United States of America. Online interviews, focus group discussions, reflection questionnaires and an academic research journal were used to gather data. The findings describe and illustrate the challenges which interior designers face when designing learning environments in the digital age. To connect technology and the senses effectively, interior designers need to find a balance between integrating technology, stimulating the senses and encouraging collaborative learning. The study makes a strong case for a collaborative design approach when designing TEL environments, as the wider range of knowledge and skills leads to more informed decisions.
Converging technologies : the integration of manual design skills in pattern technology within a virtual learning environment (VLE) for South African design students, with particular reference to swimwear
(2004) Sutherland, Beverley; Stewart, Graham Douglas James; Vorster, George
This investigation focuses on the research and development of a Virtual Learning Environment (VLE) on CD-ROM to prepare Fashion students for a digitally-based industry.
A critical appraisal of the role of retribution in Aníkúlápó : the movie
(Universitas Djuanda, 2023-12) Adedokun, Theophilus Adedayo; Olanrewaju, Abolaji Christianah
This study examines Aníkúlápó, a Yoruba historical movie, to elucidate cultural perspectives on retributive justice. The study is grounded in the Yoruba worldview, which frames retribution as essential for restoring cosmic and social equilibrium when moral norms are violated. The data analysis used textual analysis of Aníkúlápó’s narrative depictions of crime and punishment as insights into traditional Yoruba principles of retributive justice. The findings reveal that the movie accurately portrays customary public punishment processes in precolonial Yoruba society aimed at communal justice and harmony. Beliefs in supernatural forces dispensing divine retribution are also authentically represented. While punishments seek to deter crime and rehabilitate offenders, scholarly critiques note occasional unfairness and excess. Overall, the analysis of the movie illuminates the pivotal role of retribution in Yoruba's cultural identity and moral philosophy. The key themes in the study relate to retribution's links to cosmic balance, supernatural dimensions, and functions as deterrence and rehabilitation. By situating the analysis of Aníkúlápó within scholarship on African jurisprudence, the study elucidates Yoruba perspectives on fate, choice, proportionality, and pragmatism when responding to moral complexities and wrongdoing. This study contributes original humanistic insight into indigenous African philosophies of social harmony beyond punitive justice. This study recommends comparing diverse narratives and contemporary attitudes to enrich the understanding retribution's nuanced cultural significance.
A critical approach of the Nigerian higher education institution curriculum and the notion of black consciousness
(International Journal of Curriculum and Instruction, 2022-12-28) Adedokun, Theophilus
This study sets out to explore the current Nigerian Higher Education Institution (HEI) curriculum and its relation to the notion of black consciousness. This study argues that for the curriculum of HEIs in Africa to be relevant to the notion of black consciousness, it should mirror the philosophies of Africa as a continent. The curriculum should mirror the lives of students of Africa and their learning needs at a particular place at a given time, not catering for the lives of students and the learning needs of students of other locations. To achieve this, a deliberate effort should be made to repudiate foreign philosophies and external behavioral patterns as they relate to curriculum development and the endorsement of traditionally accepted ways of thinking and acting in the process and execution of curriculum development activities. Nigeria HEI curriculum seems to mirror so much of the foreign philosophies rather than Nigerian native philosophies. However, the true relevance of this curriculum to the notion of black consciousness is still unclear. This study therefore explores the Nigerian HEI curriculum to date to consider the content thereof and to ascertain its relevance to the notion of black consciousness. This study adopts a historical and explorative design in describing the development of the Nigerian HEI curriculum. The finding of this study reveals that many influencing factors mitigate against the true relevance of the Nigerian HEI Curriculum to the notion of Black Consciousness. These mitigating factors includes culture, external influence (western influence), internal influence, political influence, and religious influence. The various curriculum players and philosopher are expected to adopt research and innovation policies in dealing with the various negative influences on the Nigerian HEI curriculum that makes it difficult to reflect the notion of black consciousness.
A critical evaluation of cloth bead sculptures made by rural female artists in Kwazulu Natal (1970 to 1999)
(2002) Khanyile, Isaac Nkosinathi; Starkey, Anthony Roland
Cloth bead sculptures are art objects made by female artists from cloth, beads, wood, wire and other materials that are stitched by hand. They are freestanding representations of the human figure, animals and inanimate objects and have traditionally been important ritual, as well as aesthetic, objects in Zulu communal life. The research for this dissertation was based on qualitative methods which brought together information from the women discussing their life and work. These discussions with individuals and groups looked at the women's own explanations of their work, including its traditional, ritual and communicative functions in rural Kwa Zulu Natal. They also discussed their experiences in selling their artwork in relation to the past discriminatory practices of apartheid South Africa, which was the context for their lives. From the 1970s some rural women brought some of these figures to Durban for sale in the streets to supplement their meagre resources. Later the African Art Centre became the main retail outlet for selling African Art and Craft and white people associated with it became the 'official' spokespersons and interpreters of such their art work. This had the consequence of depriving the rural women artists of their own voice. They were thus not able to give their own interpretation and explanation of their work. Interpretation of these sculptures in the dissertation has taken into account the traditional communicative role of bead figures and the symbolic function of colours, patterns and textures created by the beads and other materials. Cloth bead figures brought in for sale to local and international buyers always represented more than simple decorated figures to the artists themselves. Indeed these bead figures, like other works of art produced by black South Africans, became a vehicle for the
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.
Decoding government publications : a reception study of the Metro Ezasegagasini
(2024) Payet, Charmel Nikita; Usadolo, Sam Erevbenagie; Ngubane, Zwakele
The government is responsible for transparently communicating with the public about its work. To fulfil this mandate, the eThekwini Municipality distributes the bi-weekly Metro Ezasegagasini publication as a communication tool, with almost similar content to community newspapers. Community newspapers have survived the decline in newspapers as their news coverage is of interest and focused on the communities they cover. This study explored how readers of the Metro Ezasegagasini decode the content and the influence this may have on how they perceive the municipality. The Theory of Reception was used as the analytic lens in the study because the theory focuses on the way an audience decodes text. A qualitative research approach was adopted because this study aimed to gain insight from the readers’ experiences with the metro publication. Data was collected from three focus groups in rural, township, and urban settings. A thematic research approach was used to analyse the data by identifying, analysing, and then reporting on themes. The study found that the Metro Ezasegagasini was fulfilling its role of educating and informing the public about developments in the city. It also emerged that the different backgrounds of participants impact how readers interact with the text and whether they view it as a credible source of information. Participants from the township and rural areas adopted a more favourable position to the publication, while participants from the urban community were more critical of the content. The study also found that participants enjoyed reading the publication because of its strong community focus. Another issue that emerged during the study was the accessibility and distribution of the publication, with many readers highlighting the lack of easy access to the publication.
Discourse genres in the transition between the classroom and the workplace : a comparative study of Language Practice at a university of technology
(2021-10) Khanyile, Nonkanyiso Siphephile; Usadolo, S. E.; Mdletye, Zizipho
In the study, the transition between classroom and workplace discourse is explored using the activity theory construct. The investigation is situated in the city of Durban, KwaZulu-Natal. This study provided new insights into the transition between classroom and workplace communication contexts and highlighted the importance of communication for employees in organisations. Based on semi-structured interviews representing twelve Language Practice graduates in organisations and the GLDY 101-103 instructor, common themes among responses during data analysis were identified. The method for the data analysis was the thematic data analysis, which is flexible in nature and allows for interpretation and discussion of the data provided by sampled individuals. The findings disclose that to a certain degree, an alignment exists between communication skills learned in a higher education institution and communication skills required in the workplace. As Language Practice graduates acclimatise to the communication context in their organisations, they employ techniques learned in General Language Dynamics 101-103 to identify, analyse and solve communication complications that arise. However, the findings also reveal that as new employees in the context of workplace communication, graduates face difficulties adjusting, which affect the way they communicate with their colleagues and superiors. The study includes suggestions on what course instructors, students and graduates should focus upon in the classroom and workplace based on the expectations and experiences shared by participants as well as recommendations for future research.
A documentary investigation of the Imvunge group of street photographers in Durban with specific reference to the develpment of photographic and business skills (1999-2009)
(2012-08-17) Khubisa, Mandla Bheka Moses; Starkey, Anthony Roland; Zulu, Sylvia P.
The aim of this research is to document and evaluate the Imvunge group of street photographers in Durban with specific reference to the development of photographic and business skills from 1999 to 2009. This study will focus on a discussion of how members of the Imvunge group started their photographic careers as street photographers and how, through participating in projects and workshops, they developed their photographic skills and became professional photographers. This will include an investigation of both photographic skills such as image capturing, lighting techniques, image presentation and visual literacy; as well as business skills such as basic accounting and marketing. Chapter One provides an account of the history of photographic techniques and street photography in Europe, Africa, South Africa, KwaZulu-Natal and Durban in order to provide a context to the formation of the Imvunge group of photographers. Chapter Two provides an historical background of the candidate’s work as a street photographer in Durban from 1969 to 1989, before registering at Technikon Natal for formal training in photography. It also discusses his life history from being a young businessman, a lecturer, in order to provide information regarding the business and photographic skills acquired and which he was able to impart to street photographers. Chapter Three documents the formation of the Imvunge Street Photographers’ group; the partnership between the Imvunge group and the Durban Art Gallery, the Imvunge group’s exhibitions and projects, the history of selected members of the Imvunge group and an analysis of their work to provide evidence of an improvement in their photographic skills. The conclusion will present findings from this research project and will include a proposal for areas of research.