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Faculty of Arts and Design

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    Influence of leader-member exchange on teachers' workplace outcomes at vocational colleges in South Africa
    (Routledge, 2019-07-19) Usadolo, Sam Erevbenagie; Usadolo, Queen Emwenkeke; Makwambeni, Blessing
    In this study, the influence of leader-member exchange on teachers’ communication satisfaction and turnover intention is examined. A regression analysis shows that the independent variable (leader-member exchange) has a direct and significant effect on the dependent variables (communication satisfaction and turnover intention) in five vocational colleges examined in the Eastern Cape Province, South Africa. The findings confirm previous findings about the impact of workplace relationships on teachers’ attitudes and behaviours, especially supervisor-subordinate relationships. The implications of these findings are discussed as they relate to the management of teachers at vocational education institutions in South Africa.
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    Testing measurement invariance of the Learning Programme Management and Evaluation (LPME) scale across gender using multi-group confirmatory factor analysis
    (Virtus Interpress, 2015) Tshilongamulenzhe, M.C.
    The purpose of this study was to test measurement invariance of the LPME scale across gender using multi-group CFA. The LPME scale was developed to measure the effectiveness of management and evaluation practices pertaining to occupational learning programmes in the South African skills development context. A non-experimental cross-sectional survey was conducted with 389 human resource practitioners and apprentices/learners. The results indicate that the LPME scale is invariant between males and females at the levels of configural, metric and strong invariance. The number of factors/constructs, pattern of item factor loading, latent constructs variances and covariances, and the reliability of the LPME scale and its dimensions are equivalent between males and females.
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    Toponyms in Poetry
    (Taylor and Fancis, 2016) Koopman, Adrian; Jenkins, Elwyn
    The authors examine the way a number of poets have used toponyms (place names) in their poems. The many diverse uses of toponyms include using them as vehicles for humour and satire, for their historical connotations, for their political import, to express pride in the motherland, to mark the routes of journeys, to map landscapes, and frequently simply for their musicality and sensuousness. A wide range of poets has been chosen – South African, British, and American – from the famous to the obscure. The toponyms in the poems come from many parts of the world, and also from a variety of languages. Two of the poems are written in Afrikaans and Zulu. The poems selected range from “high-density” poems, with one consisting entirely of place names, to “low-density” poems, one of them featuring a single name and one that does not mention a single one. Most of the poems discussed in this article were written as poems, while two were written originally as songs, and one sequence of place names is taken from the Old Testament.
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    Lesotho
    (Springerlink, 2015-12-30) Preece, Julia; Croome, David
    This chapter outlines some African learning traditions and the Lesotho contemporary context, followed by an introduction to organisations that specifically address the needs of older people in Lesotho. After discussing some recent research into pensioner interest in learning, the chapter describes a case study of one successful university-community engagement learning initiative for Lesotho pensioners which drew on local resources to stimulate motivation and create learning opportunities. Finally, the chapter concludes with some reflections on what older adult learning might look like in 10 years’ time in the country. It highlights the potential for stimulating learning interest among the elderly in Lesotho by recruiting some of the more educated elders as learning facilitators.
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    The role of education in land restitution, redistribution and restrictions as individual, group and national empowerment through land reform
    (2013) Yeni, Clementine Sibongile; Conolly, Joan Lucy; Sienaert, Edgard
    This study is focused on the role of education to improve awareness of two critically important aspects of the South African situation 19 years after the first democratic elections in 1994. In the first instance, the study aims to augment the grades 10-12 Life Orientation curriculum to promote understanding and appreciation of land rights as human rights for every citizen in South Africa to address the social injustices of the past. In the second instance, the study focuses on grades 10-12 Agricultural Sciences curriculum to ensure that every learner who leaves school is in a position to care for land responsibly, and to use land productively for his or her own benefit and the benefit of others in the future. These foci have been informed by numerous interactions with people in four small communities on the Southern KwaZulu-Natal coast, who have been victims of landless as a result of the Group Areas act of 1960, and are claiming restitution for the land lost, and are required by law to make the restituted land productive. The study records first hand stories told about land ownership, landless, land claims, land restitution, and land (ab)use stories, in the form of narratives, such as autobiographies, auto-ethnographies, accounts of action research and self study. My research participants and I are the authors of our land stories. We tell our stories as a way of making the private public in the interests of a fair and just society. The forms of presentation include narratives, dialogues, playlets, literary references and critical reflections. The perspectives used include the native worldview, rurality as a dynamic, generative and variable milieu, the orality-literacy interface, the effect of oppression, and values and beliefs, customs and mores which (in)form a civil and civilised society. During the course of the study, the role of stories to reveal what is happening in the lives of those people most affected by unjust laws, and to empower them to take action in their own best interests became evident. The major role of education in land reforms cannot be overemphasized, which is why I have used what I have discovered from the many interactions with many people to inform two grades 10-12 school curricula: the grades 10-12 Life Orientation curriculum and the grades 10-12 Agricultural Sciences curriculum .
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    Apartheid, crime, and interracial violence in Black Boy
    (Sage Publications, 2013-03-25) Makombe, Rodwell
    This article critically interrogates the interplay of compatibility among crime, violence, and racial discrimination in Wright’s biographical novel Black Boy (BB). It exploits parallels between selected postcolonial and criminological theories to conceptualize crime and violence as a way of negotiating and translating hegemony in the third space of cultural enunciation. The objective of every oppressive system is to have an absolute monopoly on all structures of power, to make sure it has “total” control. This is evident in the American South where laws were enacted to exclude African Americans from the social, political, and economic spheres of life. However, that same system that was designed to silence and marginalize African Americans also, inadvertently, created spaces that led to the emergence of subcultures of resistance. This article focuses on criminal subcultures of resistance that emerged as a result of and in direct response to institutionalized racism/apartheid.
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    Eight days in September : the removal of Thabo Mbeki
    (Taylor and Francis, 2013-01-21) Mngomezulu, Bhekithemba Richard
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    Pornographic objectification of women through Kwaito lyrics
    (Routledge, 2012-10-29) Blose, Maud
    This Profile discusses the portrayal of women through Kwaito music and their frequent pornographic objectification in the popular township music genre. It considers the apparent shift away of Kwaito from its roots in the moment of popular expectation of the liberated South Africa and its desire to be an expression of the voices of the townships, both democratic, indigenous and controversial. The Profile draws on research to enquire into opinions of fans on the representation of women and asks whether the musicians have strayed from the track which has brought them into the limelight, popular support and success. While not representative of the whole genre, the Profile reviews a sample of lyrics and asks if there is another direction where popular music might go, particularly, whether gender equality and women’s sexual exploitation will continue to exist in tension and contradiction. It is argued that popular music as an example of township music culture that embraces the ideas of post-apartheid freedom and that speaks to the democracy, and of non-racism and gender equality, may have been overtaken by a more compelling commercial pull: that as long as it sells on the streets, anything goes. It is argued that gendered cultural values hold importance both in how women are represented by men and women in a male-dominated music industry and in a culture that must increasingly be aware of the crisis posed to women of uncritical acceptance of cultural messages that accept gender violence and abuse as a necessary ingredient for success.