Faculty of Arts and Design

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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.
Christians’ perceptions of HIV prevention in Benin City, Nigeria : implications for HIV/AIDS communication
(Cogent OA, 2019-08-23) Usadolo, Sam Erevbenagie
Christians’ perceptions of HIV prevention and the extent to which their perceptions influence communication about the different options for HIV prevention in Benin City is examined in order to suggest possible HIV-communication strategies. Qualitative data collected from 85 participants in Benin City, Nigeria, through unstructured interviews are analyzed. Analysis of the qualitative data collected reveals a prevailing belief among Christian leaders and members of their churches that being a Christian insulates one against HIV. The analysis also reveals the characterisation of HIV/AIDS as a disease of sinners or people with loose morals and HIV is regarded as a divine punishment by some of the participants and mostly a problem of homosexuals. The study provides the grounds for developing health communication intervention practices, using one of the key community influencers such as pastors to reach communities in efforts to stem the tide of HIV infections in Africa. The findings identify the views of Christians that can be used in considering HIV communication in the city studied.
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.
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.
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 the role of court interpreters in KwaZulu-Natal province of South Africa
(2022-01-01) Simelane Bhekizenzo Ben; Ndlovu, M. V.; Zulu, Sylvia Phiwani
In South Africa, court interpreters are guided by the professional ethics (Code of Ethics). This has resulted in magistrates and judges not forming their own opinions as to what the role of court interpreters is but to make it easier for both parties to understand each other’s role. As such, court interpreters do not find themselves performing tasks that are outside their scope of duties. This study employs a qualitative research methodology. To provide answers, one on one interviews, participant observation and document analysis were used to collect data in the Durban Magistrate Court. Durban, the location of the research, is an urban area situated in Southern KwaZulu-Natal. The aim of the present study is to explore how court interpreters enact their roles based on professional ethics (code of ethics) in KwaZulu-Natal Province of South Africa. The researcher followed the interpretivism approach. In the top-down approach, two legislations, namely, “The court interpreters code of conduct” and “The Constitution of the Republic of South Africa, Act 93 of 1996 (as amended)”, were examined to determine if court interpreters understand their role and to what extent? In the bottom-up approach, examples of court proceedings were studied in order to determine specific roles that are played by court interpreters during trials. Extracts from transcripts of mechanically recorded court interpreter’s interviews were also analysed. This study will shed lighter on the role of court interpreters which could lead to improved interpreting.
Foundation phase teacher professional learning outside the formal programmes and its influence on classroom practice in KwaZulu-Natal Province
(2022-09) Makwara, Violet; Mukeredzi, Tabitha; Preece, Julia
The Foundation Phase (FP) of schooling is a period when children’s learning readiness is uppermost, given that this is when they grow and thrive – physically, mentally, emotionally, spiritually, morally, and socially. The need to capitalise on this readiness thus becomes critical, as this is the period when conditions are most conducive to a strong foundation being laid, on which all later learning will rest. However, it has been documented that initial teacher education courses do not address the specifics of classroom/school realities to equip teachers to work optimally in the education sector (Mukeredzi and Samuel 2020; Nasimiyu 2017). Thus, job-embedded on-going professional learning for teachers, including FP teachers, which extends beyond teacher education is an indispensable aspect of the development and enhancement of teachers’ professional knowledge, skills and practice, if meaningful teaching and learning is to take place. Compared to the large amounts of research in other education sectors, there is, and continues to be a dire need for research, and responsiveness to FP, apart from its contribution to children’s early learning. Thus, questions regarding how FP teachers professionally learn and develop beyond formal teacher preparation programmes have not been adequately answered. An understanding of these issues is crucial. This study explored FP teacher professional learning outside formal programmes, the kinds of professional knowledge that the teachers gain and how this learning influences their classroom practice. Through a multiple-site case study situated within an interpretive paradigm, subjective data were generated from 24 FP teachers employed at selected rural, township and urban schools in KwaZulu-Natal Province, South Africa, through focus group discussions, individual face-to-face interviews, and photo elicitation interviews. Manual data analysis adopted an eight-step coding process. Two theories: Biggs’ (2003) deep and surface learning theory and Illeris’ (2009) types of learning, complemented by domains of teacher knowledge by Shulman (1987) and Cogill (2008) enabled unpacking, understanding, and explaining study findings. These show that the FP teachers experienced professional learning through both deep and surface learning strategies in non-formal and informal interaction and collaboration, within two sites: restricted (the school) – through grade, phase and school meetings – and wider professional sites (outside the school) – through district, and cluster workshops and social meetings. The teachers experienced assimilative, and accommodative learning within the school, and cumulative learning in wider professional sites. Findings also revealed that FP teachers gained pedagogical knowledge, pedagogical content knowledge, knowledge of context, and knowledge of curriculum through their professional learning. The study found that professional learning influenced teachers’ classroom pedagogical practices around: teaching strategies, assessment, and classroom interaction. While the FP teachers experienced professional learning, under-resourcing in rural school contexts and a general lack of parental support in all the contexts studied, hampered teachers’ learning. This implies a need for more schooling resources as well as support by parents. Professional learning can be supported. Given that some of the teachers work in under resourced and geographically rural contexts where they have ‘to make do’, this has a bearing on laying solid foundations for many children’s later learning within the wider context. In relation to the theoretical frameworks used in this study (deep and surface learning and types of learning), while these theories have been used in isolation to investigate university students’ learning processes, this combination proved effective in studying teacher professional learning. What I found is that deep and surface learning strategies alone cannot adequately help understand teacher professional learning. I needed a theoretical way to understand, describe, and analyse data to establish the actual types of learning within the deep and surface realms. However, this thesis suggests a need for more comprehensive research into FP teacher professional learning outside the formal programmes drawing on this combined framework and developing it further to determine its applicability beyond the context of this particular inquiry.
The influence of the fine art market on the work produced by black artists (post 1994)
(2009) Shibase, Thembalakhe; Roome, John William
This paper explores the chronological relationship between the fine art market and the work produced by black South African artists since the emergence of a black urban class in the 1940s. It stems from the hypothesis that historically the art market had (and to some degree, still has) a major influence on the works produced by black artists in South Africa. In the introduction I contextualized the title of this dissertation by discussing the definitions of the terminology which feature therein. In Chapter One I have contextualized the study by looking at the historical background (the pre-1994) of South African art. I have specifically looked at how the socio-political conditions of that time influenced the work produced by black South African artists, hence the emergence of Township Art and Resistance Art. In Chapter Two I looked at the roles played by art institutions, galleries, and organizations in the stylistic developments made by black South African artists between the 1950s and 2000. The discussion of the influential role played by such informal institutions as Polly Street Art Centre, Jubilee Art Centre, the Johannesburg Art Foundation and many others on black artists forms a greater part of this chapter. Also included in this chapter is the discussion which examines the hypothesis that many black artists who do not have a formal academic background constitute a greater part of the informal art market. Tommy Motswai, Joseph Manana and Sibusiso Duma are examples of such artists and their work is discussed in depth. David Koloane, De Jager, Anitra Nettleton and other writers who have made literary contributions to South African art history, have been extensively cited and critically engaged in this chapter. iv In Chapter Three I discussed contemporary perceptions of the formal art sector, particularly in the post apartheid period. In this regard I looked at what defines mainstream or high art and how it differs from the marginal forms of art which are discussed in the preceding chapter. In this discussion I looked at the work of Sam Nhlengethwa, Colbert Mashile and my own work. In my discussion of their work I mapped out the characteristics of contemporary mainstream art, focussing primarily on 2-dimensional art.
Investigating the sustainability strategies of independent online media start-ups in Harare, Zimbabwe
(2021-11) Manyangadze, Tony Tendai; Felix, Awung; Bibi Ayesha, Mall
Globally, the online media startups industry has been increasing in terms of size and reach. This growth has been attributed to various factors, chief amongst them being the advances in technology. In Zimbabwe, the rapid establishment of online media startups seems to be driven by other factors almost unique to this southern African country with one of the continent's tightly controlled media. Since the attainment of independence from colonial rule in 1980, Zimbabwe only has one state-owned television station and a handful of radio stations, most of which are also controlled by the state directly or indirectly. The lack of alternative media platforms has arguably created a void that these mushrooming online media startups are now occupying. However, due to Zimbabwe's harsh socio-economic and political conditions, most media startups find it difficult to survive. To this end, this research aimed to investigate the sustainability strategies of independent online media startups in Harare, the capital city of Zimbabwe. The Individual Innovativeness, a metatheory of the Diffusion of Innovations theory, was applied to understand the impact of innovation on the sustainability of media startups. An interpretative paradigm anchored by a qualitative methodology was adopted, and data were collected from four online media startups and 11 participants through semi-structured interviews. Amongst other philosophical positions, the study highlights that the conditions in Zimbabwe are ripe for online media startups to thrive. The study findings show that sustainability can be achieved through a multivariable strategy that involves creating multiple revenue streams, innovating and adopting innovations early, cost-cutting measures, and having the inert passion for running or being a part of a digital media startup.
Lesotho police education and training in community conflict management : a case study of the child and gender protection unit in Maseru (CGPU)
(2022-09) Molefe, Clifford Fonono; Mukeredzi, Tabitha; Preece, Julia
The purpose of the study was to explore how the Lesotho Child and Gender Protection Unit (CGPU) in Maseru, under the Lesotho Mounted Police Service (LMPS), managed conflict situations when dealing with families and communities. The study examined the extent to which police had received training in conflict management and the kind of further education and training that was still needed to manage conflicts more effectively. The police mediated through interviews with affected individuals. The LMPS Strategic Plan describes the vision of the LMPS as follows: “By 2016, the LMPS shall be a professional and accountable police service, providing safety and security in partnership with the community, with particular emphasis on crime prevention, reduction, detection and human rights observance” (LMPS n.d. n.p.). This mandate has direct relevance to my study and the formation of the CGPU. A Qualitative case study design was used. It covered two police stations in the country, namely the Maseru Urban and Maseru Rural police stations. These police stations are in two administrative districts in the rural and urban areas of Lesotho. Thirty (30) people, including police and family members were interviewed. Sixteen (16) police officers and 14 community members in Maseru responded to a semi structured interview guide. Eight of these officers and seven of the community members were also observed during mediation sessions. This study adopted the symbolic interactionism theoretical framework, which acknowledges that different people perceive issues differently. Individuals use language to communicate meanings they think are relevant to a certain group of people, and interaction with symbols becomes the key aspect of communication. As a result, meanings and language play a role in aggravating or decreasing conflicts in families. It was evident, when taking a symbolic interaction perspective, that police culture and institutional language held its own forms of meaning-making, thus making it a fine line between making meaning out of the language of the law and finding ways to make sense of the conflict through cultural and gender perspectives. Meaning making was therefore complex and sometimes contradictory. Since the police deployed in the CGPU should perform professionally, the study dwelt on whether the police had the relevant skills and knowledge as far as education and training were concerned. The findings revealed that the majority of the police had spent many years in the unit without access to education and training, either in or outside of the country. While education and training was the focus of the study, the study also revealed that cultural issues played a major role in conflict management. Participants had different views regarding this issue. Some believed that culture contributed to the fuelling of conflicts in families; however, there were those who believed that it did not play any role in aggravating conflicts. Gender issues became a key aspect in conflict management. It appeared that the police were occasionally biased when performing conflict management. These findings led to recommendations on how police in the Child and Gender Protection Unit (CGPU) should be trained on how to manage conflict situations more effectively in the Lesotho Mounted Police Service (LMPS). This included exploring how police managed gender-based violence or domestic violence in conflict situations. Findings revealed that the source of conflict were assault, abuse, gender based violence and misuse of family funds. Therefore, police working in CGPU needed education and training on the fields such as counselling, psychology, and play therapy. Adult education programmes for the police officers, planned with institutions like University of Lesotho (Institution of Extra-Mural Studies), were recommended.
Perceptions of dark-skinned beauty on social media using social identity theory : the case of #melaninmagic on Instagram
(2022-09) Naidoo, Alicia; Usadolo, Sam Erevbenagie; Soobben, Deseni
The saying, “If you’re white, you’re alright, if you’re brown, stick around, but if you’re black, get back” has been around for generations and has racial connotations linked to colourism, a social issue that ranks light skin as the epitome of beauty. While most people of colour have fallen victim to colourism, Indians idolise light skin so much that dark-skinned people are villainised and discriminated against, and skin-lightening businesses thrive on Indian people’s desire to be of a lighter skin tone. Millennials and Gen Z are fighting the stigma of colourism through hashtag activism. The hashtag #MelaninMagic has influenced many dark- and medium-skinned individuals to embrace and celebrate their skin tone despite the discrimination faced in previous generations. In this study, the hashtag #MelaninMagic is investigated, using social identity theory and how #MelaninMagic shapes the perceptions of dark-skinned beauty on Instagram and influences users to embrace the social category into which their skin colour falls is explored. The reasons Instagrammers use filters and the likelihood they will compare their selfies to others before posting was also explored. The research approach is a qualitative paradigm within the interpretivist paradigm. Sixteen (16) Indian South Africans between the ages of 23‒30 were purposively selected for oneon-one, semi-structured interviews. The findings indicate that #MelaninMagic is used as a tool of empowerment for darkand medium-skinned Instagrammers to express pride about their skin tone, and social media is being used as a tool for change such that the representation of dark-skinned beauty is more evident on Instagram than in traditional media. The aim of Millennials and Gen Z is to end the toxic cycles passed down from generation to generation through having open minds. The phenomenon of skin lightening was also investigated and filters emerged as a modern-day skin lightener. The reasons filters are used to lighten skin in selfies was explored and narrowed down to the influence of family on social categorisation and the caste system. It is also worthy to note that medium-skin tone individuals identitifed as dark-skinned because of the way others made them feel about their skin colour. Based on the findings of this study, it was recommended that a mixed-method approach and more participants across different cities in South Africa can be considered in future studies.
The role of governors and teachers' unions in the promotion of senior management in public schools in the City of Durban district, 1997-2000
(2000) Rangraje, Ismail; Prosser, Julia Judith
This research investigates the role of school governors and teachers' unions in the management of the promotion process for principal and deputy principal posts in selected public primary and secondary schools in the City of Durban District during the period 1997 to 2000. The. study is concerned with exposing the problems in the present selection procedure by evaluating it and seeking ways to improve its implementation and thereby strengthening the role of school governors and teachers' unions in the process. It is the function of the governing body of a public school to appoint a promotions committee which selects personnel for promotion posts at schools. The selection process is fraught with many difficulties such as the lack of proper training for selectors, illiterate selectors, nepotism, bias and intimidation by selectors. This research investigates the inadequacies, which exist in the selection process. The issues investigated include the process of selection of staff for promotion posts, the competence of the selectors, the criteria used for selecting and the problems experienced by the selectors. The investigation is executed using the qualitative research method. The instruments used in this investigation are observation, a review of related literature and structured interviews with different members of the promotions committee. In South Africa there is very little theoretical research available on the topic. The researcher has had to draw on literature concerning the promotion of teachers in Local Education Authority (LEA) schools in England and Wales. Recommendations for improvement include adequate training of selectors, greater involvement by officials from the KwaZulu-Natal Department of Education and Culture to keep nepotism in check, more realistic time frames for shortlisting and interviewing, gradual progression of candidates from Level One to Level Four, verification of information supplied on the curricula vitae of the candidates prior to the interviews, competent people serving on the selection panels and more stringent minimum criteria for eligibility for senior posts.een conducted.
The role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classrooms
(2023-11) Zulu, Sibongile; Brijlall, Deonarian; Thamae, Mamothibe
The study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.
Street art and mural art as visual activism in Durban : 2014 – 2017
(2019) Chapman, Daniel; Roome, John; Farouk, Ismail
This research presents the theories pertaining to the real and imagined role of street art and mural art in current society, focusing on South Africa and Durban. This research also aims to improve my art practice by attempting to apply these theories. By investigating selected activist street and mural artists and movements, I have also aimed at learning from the work of those I admire. By extending my research beyond public two-dimensional art practice into the theories of African cities, cultural studies and white privilege, I have attempted to understand the socio-political factors involved in critical art making in the highly contested post-apartheid public space of Durban. I have discovered that my own belief in the value of street art and mural art in the public space, which this research aims to validate, does not appear to be encouraged or supported within the city of Durban, at large, which is reflected in a stunted street art and mural art culture. Within the context of post-apartheid Durban, a South African city in rapid transition environmentally, socially, economically and culturally, I would like to present street art and mural art as a pragmatic and effective means of cultural response. In this research a practice-based qualitative methodology was used. This is accompanied by theoretical research to contextualize and inform the art practice. The action research comprised of artwork produced in public spaces. Typically, this process involved identifying an ecological/social/political issue which is the artwork’s subject. The combination of practice- based and action research is the most suitable methodological approach for this study which essentially attempts to uncover knowledge pertaining to the function of mural art and street art in the world, more specifically in Durban. My findings show that the foremost function of street art and mural art appears to be the transformation of the public space into a more convivial living environment. The major strategies identified in the theoretical framework in attempting to initiate conviviality through street and mural art include site specificity and participation. Despite a history of attempting to democratize art in South Africa, post-apartheid contemporary society still suffers as a result of restricting the functionality of art by continuing to focus predominantly on the gallery and museum systems. I have found that mural and street art potentially align with the informal functioning of much of South Africa’s public space, encouraging an alternative to the western construction of public space. In conclusion, I argue that street art and mural art can be used as an effective transformative strategy to break down the invisible social barriers present in post-apartheid South African cities, by repurposing the physical barriers of walls.
A sustainable livelihoods analysis of two community partnerships in Lesotho
(2023-08-09) Makheta, Mankopane Violet; Preece, Julia; Mukeredzi, Tabitha Grace
This study investigated two community partnerships in Lesotho, focusing on how they sustained themselves for improved livelihoods. It explored the ways in which the partnerships of Matelile Tajane Community Development Trust (MTCDT) and Jire Provides Cooperative (JPC) operated in order to improve their livelihoods and address poverty. The study in particular aimed at assessing the extent to which the partnerships followed the Lesotho Government’s smart partnership principles of trust and reciprocity, networking and sharing a common goal. These principles resonated with social capital concepts which are a strong feature in the sustainable livelihoods framework, as advocated by the UK Department for International Development. The sustainable livelihoods framework (SLF) and the social capital theories were therefore used to guide the analysis of the study. This study was an instrumental comparative case study design using a qualitative approach and interpretative paradigm. Purposive sampling of 45 participants was used. The participants were the partnership members of the MTCDT and the JPC, community members staying close to the partnerships, community leaders, and service provision officers within the areas of Ha Seeiso and Masianokeng. Multiple data collection sources were used. These were the transect walk, focus group discussion, interviews, observation and documentary analysis. Data collected through interviews was used to triangulate the primary data from other sources. This was done in order to verify the collected information. A content analysis method was used through engaging inductive and deductive approaches to analysing data. The findings revealed that the larger partnership, MTCDT, used linking and bridging social capital to network and access resources, assist and support vulnerable groups like the orphans, HIV and AIDS affected people with their requirements. The smaller partnership, JPC, focused more on bonding social capital to expand its relationships to family members so that they could assist each other. To a lesser extent it developed linking social capital networks to assist the disadvantaged groups to access services like medical check-ups and issuing of national identification cards. The findings highlighted that the partnership which was able to utilise more linking social capital was better able to diversify and sustain livelihoods compared to the smaller bonding social capital partnership. In addition the MTDCT emphasised that the role of self- determination in achieving goals was an important asset in itself. The sustainable livelihoods literature did not appear to examine the role of self-determination or the different forms of social capital in this way or link it significantly to lifelong learning. However, a significant finding across both partnerships was that the element of trust in relation to financial interactions proved inadequate in both case studies. This meant that while the foundations for social capital were evident they were not fully utilised. There were also vulnerabilities which both partnerships were unable to overcome, such as unemployment which contributed to community youths becoming drunkards. One recommendation, therefore, was that smart partnerships should focus on a broader and more diversified range of social capital networks. A second recommendation was that considerable education and training work needed to be done to improve the understanding of how financial trustworthiness must form the basis for reciprocity. The four De Lors (1996) pillars of lifelong learning, which include the pillar learning to live together, were deemed to be relevant here. Recommendations for training included management of partnerships, dialogue, communication skills and conflict management. A second pillar, learning to do, was also relevant because it enhanced the partnerships’ skills for income generation. Such training could include sand-stone mining for the MTCDT, while the JPC required knowledge of broiler production and how to produce animal feeds.
Towards the biochemical nature of learning and its implication for learning, teaching and assessment : a study through literature and experiences of learners and educators
(2013-10-16) Timm, Delysia Norelle; Conolly, Joan Lucy; Sienaert, Edgard
In this study I have explored scientific insights towards establishing how the biochemistry of the human being could have a significant impact on human learning in a number of different ways. I have discovered that the biochemistry within the whole human being is triggered by the molecules of emotion occurring in a psychosomatic network active throughout the whole being. The molecules of emotion are neuropeptides such as endorphins, linked to their receptors, such as opiate receptors. This triggering of the molecules of emotion constitutes the pleasure principle which enables and encourages learning. In addition, the growth of myelin ensheathing all the neurons, through a process of myelination, also informs human learning biochemically. These biochemical processes make human learning ‘active’. These biochemical processes also constitute a network of subtle energies operating in the viscera of all human beings, and so account for the anthropology of learning, viz. what is common to all human learning, regardless of ethnic group, language, economic circumstances, religious belief system, level of education, social class, age, gender, rural or urban location, inter alia. I have then drawn on my own learning experiences – my autobiography - and the experiences of others – an autoethnography - for evidence of the operation of the biochemistry in my and their learning. I have presented evidence of the emotions of joy, love and fun activating whole-being-learning that occurs in all of personal, spiritual and educational human learning. I have described my living spiritual and living educational theory as one where human learning happens when there is joy-filled love and love-filled joy within a safe community of practice. Within this safe community of practice, at least three aspects are argued to be features of whole-being-learning:  the relationships between the learners, their teachers and the subject are characterised by joy-filled love and love filled joy.  the talents and gifts of both the learners and the teachers are explored, celebrated, and used for inclusive benefit.  the knowledges of, about, and between, learners and teachers become integrated and coherent. My original contributions to the body of scholarly knowledge evidenced by my study include the following :  I have established the link between human learning as a biochemical process and the efficiency of games as a learning tool, thereby showing the link between learning and fun.  I have explored the holistic, organic intrinsic connections between personal, spiritual and educational human learning.  I have contributed to a growing understanding of the study of self as a subject and object in terms of my ways of human knowing (my epistemology), my ways of being human (my ontology) and my values (my axiology) which (in)form my attitudes of joy-filled love and love filled joy in all that I do.