The Women’s Development Foundation Award to Lindiwe Mabuza
- Date: 1999 , 2002-10-13
- Subjects: Bam, Brigalia , Mabuza, Lindiwe -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57252 , vital:57493
- Description: The Women's Development Award to Lindiwe Mabusa, "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1999
- Date: 1999 , 2002-10-13
- Subjects: Bam, Brigalia , Mabuza, Lindiwe -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57252 , vital:57493
- Description: The Women's Development Award to Lindiwe Mabusa, "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1999
The Women’s Development Foundation Award to Lindiwe Faith Masuku-Ntuli
- Date: 1999 , 2022-10-13
- Subjects: Bam, Brigalia , Masuku-Ntuli, Lindiwe Faith -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57215 , vital:57489
- Description: The Women's Development Award to Lindiwe Faith Masuku-Ntuli, "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1999
- Date: 1999 , 2022-10-13
- Subjects: Bam, Brigalia , Masuku-Ntuli, Lindiwe Faith -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57215 , vital:57489
- Description: The Women's Development Award to Lindiwe Faith Masuku-Ntuli, "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1999
The Women’s Development Foundation Award to Minister Lindiwe Nonceba Sisulu-Guma
- Date: 1994 - 1999 , 2022-10-13
- Subjects: Bam, Brigalia , Sisulu-Guma, Lindiwe Nonceba -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57331 , vital:57514
- Description: The Women's Development Award to Lindi Nonceba Sisulu-Guma (Minister), "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1994 - 1999
- Date: 1994 - 1999 , 2022-10-13
- Subjects: Bam, Brigalia , Sisulu-Guma, Lindiwe Nonceba -- Awards
- Language: English
- Type: realia
- Identifier: http://hdl.handle.net/10948/57331 , vital:57514
- Description: The Women's Development Award to Lindi Nonceba Sisulu-Guma (Minister), "honoring your contribution to the first Democratic National Assembly of the Republic of South Africa 1994-1999". , Donated/gifted to Nelson Mandela University Archives , Forms part of: Brigalia Bam collection
- Full Text: false
- Date Issued: 1994 - 1999
Ambivalence and paradox : the battered woman's interactions with the law and other helping resources
- Authors: Labe, Dana
- Date: 2001
- Subjects: Family violence -- Law and legislation , Abused women , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:699 , http://hdl.handle.net/10962/d1006424 , Family violence -- Law and legislation , Abused women , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Description: This thesis explores how the battered woman attachment to her abusive partner impacts on her interactions with the legal system and non-legal resources. This qualitative research project is based on in-depth interviews conducted with seven abused women who procured interdicts in terms of the Prevention of Family Violence Act 133 of 1993 to restrain their husbands from assaulting them. The research reviews the nature of abuse suffered by the participants, their psychological attachments to their husbands, and their patterns of help-seeking in relation to the law and non-legal resources. Two main theoretical frameworks, psychoanalysis and feminism inform this study. The study found that the participants retained unrealistic hopes that their husbands would reform and become loving, caring partners, and that they treated their husbands with care and sympathy despite their husbands’ often brutal behaviour towards them. The findings suggest that the women’s behaviour towards their husbands was the product of two reality distorting psychological defences, splitting and the moral defence which they used to preserve their attachments to their abusive partners. These defences intersected with rigid patriarchal prescriptions of femininity which dictate that women should be stoically caring towards their husbands, and should hold relationships together no matter what the cost to themselves. The participants interactions with the legal system and with non-legal sources of help were structured by their reliance on splitting and the moral defence, and by the dictates of patriarchal ideology. Whilst it is undoubtedly true that at one level the participants sought help to get protection from abuse, the study shows that their help-seeking was motivated by their conflicting desires to punish and reform their husbands. The participants sought help in ways which enabled them to strike a compromise between expressing their anger at their husbands, whilst simultaneously preserving their psychological attachments to them. The study concludes that the women’s interactions with the law and with other helping resource reflect their attempts to preserve their paradoxical attachments to their husbands, and to stabilise their own fragile sense of self and gender identity
- Full Text:
- Date Issued: 2001
Ambivalence and paradox : the battered woman's interactions with the law and other helping resources
- Authors: Labe, Dana
- Date: 2001
- Subjects: Family violence -- Law and legislation , Abused women , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:699 , http://hdl.handle.net/10962/d1006424 , Family violence -- Law and legislation , Abused women , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Description: This thesis explores how the battered woman attachment to her abusive partner impacts on her interactions with the legal system and non-legal resources. This qualitative research project is based on in-depth interviews conducted with seven abused women who procured interdicts in terms of the Prevention of Family Violence Act 133 of 1993 to restrain their husbands from assaulting them. The research reviews the nature of abuse suffered by the participants, their psychological attachments to their husbands, and their patterns of help-seeking in relation to the law and non-legal resources. Two main theoretical frameworks, psychoanalysis and feminism inform this study. The study found that the participants retained unrealistic hopes that their husbands would reform and become loving, caring partners, and that they treated their husbands with care and sympathy despite their husbands’ often brutal behaviour towards them. The findings suggest that the women’s behaviour towards their husbands was the product of two reality distorting psychological defences, splitting and the moral defence which they used to preserve their attachments to their abusive partners. These defences intersected with rigid patriarchal prescriptions of femininity which dictate that women should be stoically caring towards their husbands, and should hold relationships together no matter what the cost to themselves. The participants interactions with the legal system and with non-legal sources of help were structured by their reliance on splitting and the moral defence, and by the dictates of patriarchal ideology. Whilst it is undoubtedly true that at one level the participants sought help to get protection from abuse, the study shows that their help-seeking was motivated by their conflicting desires to punish and reform their husbands. The participants sought help in ways which enabled them to strike a compromise between expressing their anger at their husbands, whilst simultaneously preserving their psychological attachments to them. The study concludes that the women’s interactions with the law and with other helping resource reflect their attempts to preserve their paradoxical attachments to their husbands, and to stabilise their own fragile sense of self and gender identity
- Full Text:
- Date Issued: 2001
Ambivalence and paradox: the battered woman's interactions with the law and other helping resources
- Authors: Labe, Dana
- Date: 2001
- Subjects: Family violence -- Law and legislation , Abused women , Family violence , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3333 , http://hdl.handle.net/10962/d1003127 , Family violence -- Law and legislation , Abused women , Family violence , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Description: This thesis explores how the battered woman attachment to her abusive partner impacts on her interactions with the legal system and non-legal resources. This qualitative research project is based on in-depth interviews conducted with seven abused women who procured interdicts in terms of the Prevention of Family Violence Act 133 of 1993 to restrain their husbands from assaulting them. The research reviews the nature of abuse suffered by the participants, their psychological attachments to their husbands, and their patterns of help-seeking in relation to the law and non-legal resources. Two main theoretical frameworks, psychoanalysis and feminism inform this study. The study found that the participants retained unrealistic hopes that their husbands would reform and become loving, caring partners, and that they treated their husbands with care and sympathy despite their husbands’ often brutal behaviour towards them. The findings suggest that the women’s behaviour towards their husbands was the product of two reality distorting psychological defences, splitting and the moral defence which they used to preserve their attachments to their abusive partners. These defences intersected with rigid patriarchal prescriptions of femininity which dictate that women should be stoically caring towards their husbands, and should hold relationships together no matter what the cost to themselves. The participants interactions with the legal system and with non-legal sources of help were structured by their reliance on splitting and the moral defence, and by the dictates of patriarchal ideology. Whilst it is undoubtedly true that at one level the participants sought help to get protection from abuse, the study shows that their help-seeking was motivated by their conflicting desires to punish and reform their husbands. The participants sought help in ways which enabled them to strike a compromise between expressing their anger at their husbands, whilst simultaneously preserving their psychological attachments to them. The study concludes that the women’s interactions with the law and with other helping resource reflect their attempts to preserve their paradoxical attachments to their husbands, and to stabilise their own fragile sense of self and gender identity.
- Full Text:
- Date Issued: 2001
- Authors: Labe, Dana
- Date: 2001
- Subjects: Family violence -- Law and legislation , Abused women , Family violence , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3333 , http://hdl.handle.net/10962/d1003127 , Family violence -- Law and legislation , Abused women , Family violence , Wife abuse , Women -- Crimes against , Women -- Counseling of , Family violence -- Prevention
- Description: This thesis explores how the battered woman attachment to her abusive partner impacts on her interactions with the legal system and non-legal resources. This qualitative research project is based on in-depth interviews conducted with seven abused women who procured interdicts in terms of the Prevention of Family Violence Act 133 of 1993 to restrain their husbands from assaulting them. The research reviews the nature of abuse suffered by the participants, their psychological attachments to their husbands, and their patterns of help-seeking in relation to the law and non-legal resources. Two main theoretical frameworks, psychoanalysis and feminism inform this study. The study found that the participants retained unrealistic hopes that their husbands would reform and become loving, caring partners, and that they treated their husbands with care and sympathy despite their husbands’ often brutal behaviour towards them. The findings suggest that the women’s behaviour towards their husbands was the product of two reality distorting psychological defences, splitting and the moral defence which they used to preserve their attachments to their abusive partners. These defences intersected with rigid patriarchal prescriptions of femininity which dictate that women should be stoically caring towards their husbands, and should hold relationships together no matter what the cost to themselves. The participants interactions with the legal system and with non-legal sources of help were structured by their reliance on splitting and the moral defence, and by the dictates of patriarchal ideology. Whilst it is undoubtedly true that at one level the participants sought help to get protection from abuse, the study shows that their help-seeking was motivated by their conflicting desires to punish and reform their husbands. The participants sought help in ways which enabled them to strike a compromise between expressing their anger at their husbands, whilst simultaneously preserving their psychological attachments to them. The study concludes that the women’s interactions with the law and with other helping resource reflect their attempts to preserve their paradoxical attachments to their husbands, and to stabilise their own fragile sense of self and gender identity.
- Full Text:
- Date Issued: 2001
Teacher's beliefs regarding the role of extensive reading in English language learning : a case study
- Authors: Kajinga, Gilford
- Date: 2006
- Subjects: Reading Children -- Books and reading Bilingualism in children Education, Bilingual English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1793 , http://hdl.handle.net/10962/d1003678
- Description: Research suggests numerous views to account for the influence on practice of teachers’ beliefs. One view states that teachers’ lived experiences shape their beliefs about practice. Another view attributes the influence to school experiences. This research sets out to gain insight into teachers’ beliefs on the role of extensive reading in second language learning. A case study of 9 teachers from 3 schools in Grahamstown, South Africa selected purposefully and conveniently was utilised. The teachers were viewed to be knowledgeable on this matter by virtue of their profession while the 3 schools were selected to represent a private school, a former Model C and former Department of Education and Training (DET) school. Data was mainly collected by means of semi-structured interviews, which utilised in-depth open-ended questions to yield teachers’ past experiences. The findings revealed the following: all the teachers appeared to believe that extensive reading was invaluable and enhanced language skills. However, white and black teachers differed in terms of their early experiences of reading. Whereas for white teachers early experiences with literacy were encountered in the home, for black teachers the school was where they had their first exposure to literacy. In addition formal training in the form of an ACE (Advanced Certificate in Education) seemed to have influenced black teachers’ beliefs about the subject at hand, whereas the role of teacher education/ training was not as significant for white teachers.
- Full Text:
- Date Issued: 2006
- Authors: Kajinga, Gilford
- Date: 2006
- Subjects: Reading Children -- Books and reading Bilingualism in children Education, Bilingual English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1793 , http://hdl.handle.net/10962/d1003678
- Description: Research suggests numerous views to account for the influence on practice of teachers’ beliefs. One view states that teachers’ lived experiences shape their beliefs about practice. Another view attributes the influence to school experiences. This research sets out to gain insight into teachers’ beliefs on the role of extensive reading in second language learning. A case study of 9 teachers from 3 schools in Grahamstown, South Africa selected purposefully and conveniently was utilised. The teachers were viewed to be knowledgeable on this matter by virtue of their profession while the 3 schools were selected to represent a private school, a former Model C and former Department of Education and Training (DET) school. Data was mainly collected by means of semi-structured interviews, which utilised in-depth open-ended questions to yield teachers’ past experiences. The findings revealed the following: all the teachers appeared to believe that extensive reading was invaluable and enhanced language skills. However, white and black teachers differed in terms of their early experiences of reading. Whereas for white teachers early experiences with literacy were encountered in the home, for black teachers the school was where they had their first exposure to literacy. In addition formal training in the form of an ACE (Advanced Certificate in Education) seemed to have influenced black teachers’ beliefs about the subject at hand, whereas the role of teacher education/ training was not as significant for white teachers.
- Full Text:
- Date Issued: 2006
Lindiwe
- Monwabisi Gladstone Sabani, Tracey, Andrew T N
- Authors: Monwabisi Gladstone Sabani , Tracey, Andrew T N
- Date: 1987
- Subjects: Xhosa --(African people) , Folk songs, Xhosa , Topical songs , Guitar , Sub-Saharan African music , Africa South Africa Grahamstown f-sa
- Language: Xhosa
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/108351 , vital:32961 , International Library of African Music, Rhodes University, Grahamstown, South Africa , ATC113a-03
- Description: Topical song with guitar accompaniment
- Full Text: false
- Date Issued: 1987
- Authors: Monwabisi Gladstone Sabani , Tracey, Andrew T N
- Date: 1987
- Subjects: Xhosa --(African people) , Folk songs, Xhosa , Topical songs , Guitar , Sub-Saharan African music , Africa South Africa Grahamstown f-sa
- Language: Xhosa
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/108351 , vital:32961 , International Library of African Music, Rhodes University, Grahamstown, South Africa , ATC113a-03
- Description: Topical song with guitar accompaniment
- Full Text: false
- Date Issued: 1987
Letter from Alan Paton to Todd Matshikiza, dated 12 July 1960
- Authors: Paton, Alan
- Date: 1960-06-12
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46831 , vital:25650 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 12 July 1960, sent to Todd Matshikiza by Alan Paton, includes a discussion about 'Lindiwe's song', which would appear in the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text: false
- Date Issued: 1960-06-12
- Authors: Paton, Alan
- Date: 1960-06-12
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46831 , vital:25650 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 12 July 1960, sent to Todd Matshikiza by Alan Paton, includes a discussion about 'Lindiwe's song', which would appear in the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text: false
- Date Issued: 1960-06-12
A case study of emergent environmental pedagogical content knowledge in a Fundisa for Change teacher professional development course
- Authors: Brundrit, Susan
- Date: 2018
- Subjects: Career development -- South Africa , Environmental education -- South Africa , Teachers -- Training of --South Africa , Environmental education -- Study and teaching -- South Africa , Fundisa for Change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62850 , vital:28301
- Description: This study set out to explore and describe in the form of a qualitative case study, an iteration of a Fundisa for Change teacher professional development programme, in this case the Teaching Life & Living short course presented to seventeen teachers as part of their Advanced Certificate in Teaching (ACT) Senior Phase Natural Sciences, at the University of Cape Town. The focus of the research was on describing how the development of teacher environmental pedagogical content knowledge (PCK) was supported and constructed in the course. The Consensus Model of Teacher Professional Knowledge and Skill, an outcome of the 2012 PCK Summit, was used to define the concept of PCK and also contributed the concept of amplifiers and filters as processes that mediate the development of teacher PCK. The study drew on Borko’s (2004) model of a professional development system, using the elements of course, teachers, facilitators and context as an analytical framework. Data generated included a teacher contextual profile questionnaire, audio-recordings of group work, course outputs and reflection and evaluation forms. Data analysis had two phases: the first phase concentrated on the development of analytic memos based on particular data sources whereas the second phase worked across data sources to present the evidence relating to each of the professional development system elements. The study found that teachers were supported in the development of their environmental PCK by the collaborative learning opportunities afforded by the course. Emergent PCK was organised according to five components: assessment knowledge; pedagogical knowledge; content knowledge; knowledge of learners; and, curricular knowledge. Emergent teacher learning ranged in specificity from general, to subject-specific, to domain-specific, and lastly to topic-specific knowledge. Teacher beliefs and orientations, prior knowledge and contexts brought into the professional development system were described as amplifiers and filters to teacher learning of PCK. In particular there were several contextual factors that emerged as themes from the data that had potentially filtering effects. Recommendations included that facilitators create an atmosphere conducive to collaborative learning, that evidence of learner conceptual understanding be examined during the course, that teachers be exposed to in-depth examples of canonical PCK and that more modelling of formative assessment strategies are presented.
- Full Text:
- Date Issued: 2018
- Authors: Brundrit, Susan
- Date: 2018
- Subjects: Career development -- South Africa , Environmental education -- South Africa , Teachers -- Training of --South Africa , Environmental education -- Study and teaching -- South Africa , Fundisa for Change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62850 , vital:28301
- Description: This study set out to explore and describe in the form of a qualitative case study, an iteration of a Fundisa for Change teacher professional development programme, in this case the Teaching Life & Living short course presented to seventeen teachers as part of their Advanced Certificate in Teaching (ACT) Senior Phase Natural Sciences, at the University of Cape Town. The focus of the research was on describing how the development of teacher environmental pedagogical content knowledge (PCK) was supported and constructed in the course. The Consensus Model of Teacher Professional Knowledge and Skill, an outcome of the 2012 PCK Summit, was used to define the concept of PCK and also contributed the concept of amplifiers and filters as processes that mediate the development of teacher PCK. The study drew on Borko’s (2004) model of a professional development system, using the elements of course, teachers, facilitators and context as an analytical framework. Data generated included a teacher contextual profile questionnaire, audio-recordings of group work, course outputs and reflection and evaluation forms. Data analysis had two phases: the first phase concentrated on the development of analytic memos based on particular data sources whereas the second phase worked across data sources to present the evidence relating to each of the professional development system elements. The study found that teachers were supported in the development of their environmental PCK by the collaborative learning opportunities afforded by the course. Emergent PCK was organised according to five components: assessment knowledge; pedagogical knowledge; content knowledge; knowledge of learners; and, curricular knowledge. Emergent teacher learning ranged in specificity from general, to subject-specific, to domain-specific, and lastly to topic-specific knowledge. Teacher beliefs and orientations, prior knowledge and contexts brought into the professional development system were described as amplifiers and filters to teacher learning of PCK. In particular there were several contextual factors that emerged as themes from the data that had potentially filtering effects. Recommendations included that facilitators create an atmosphere conducive to collaborative learning, that evidence of learner conceptual understanding be examined during the course, that teachers be exposed to in-depth examples of canonical PCK and that more modelling of formative assessment strategies are presented.
- Full Text:
- Date Issued: 2018
Phemba Mfundi Journal 2014
- Nelson Mandela Institute for Education and Rural Development
- Authors: Nelson Mandela Institute for Education and Rural Development
- Date: 2014
- Subjects: Poetry -- Imibongo , English Short Stories -- Amabali Amafutshane , Teacher's Section -- Icandelo Lootitshala
- Language: English
- Identifier: vital:12215 , http://hdl.handle.net/10353/d1013022 , Poetry -- Imibongo , English Short Stories -- Amabali Amafutshane , Teacher's Section -- Icandelo Lootitshala
- Full Text:
- Date Issued: 2014
- Authors: Nelson Mandela Institute for Education and Rural Development
- Date: 2014
- Subjects: Poetry -- Imibongo , English Short Stories -- Amabali Amafutshane , Teacher's Section -- Icandelo Lootitshala
- Language: English
- Identifier: vital:12215 , http://hdl.handle.net/10353/d1013022 , Poetry -- Imibongo , English Short Stories -- Amabali Amafutshane , Teacher's Section -- Icandelo Lootitshala
- Full Text:
- Date Issued: 2014
The adaptation of the Clark (1997) treatment for social phobia into a group therapy format, and a preliminary evaluation
- Authors: Kannan, Swetha
- Date: 2002
- Subjects: Social phobia -- Treatment , Group psychotherapy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3109 , http://hdl.handle.net/10962/d1004547 , Social phobia -- Treatment , Group psychotherapy
- Description: Clark and Wells (1995) constructed a comprehensive cognitive model of social phobic behaviour, in terms of which social phobic behaviour is activated and maintained by a system consisting of negative thoughts and beliefs, anxiety s)mptoms, avoidance and safety behaviours, and processing of self as a social object. The interaction of these elements creates a series of vicious circles which escalate and which keep the phobic individual in a state of chronic -disability, either because they chronically avoid significant social situations or because they find themselves incapacitated by anxiety when they enter them. The Clark and Wells (1995) treatment programme is designed to alleviate the social phobia by targeting the components that form the vicious maintenance cycle and replacing these by new patterns of cognition and behaviour. This treatment programme was designed for individual treatment, and the present study adapted it to a group format. Seven social phobic university students participated in the adapted group treatment format over the course of 13, 2-hour group sessions. Regular assessment of participants' response to the programme was carried out weekly and at two follow-up assessments, with the use of a series of questionnaires. In addition, sessions were audio taped and videotaped, facilitators took notes during sessions and keep records made by participants of their homework exercises. Individual case studies were written for all participants (including two non-completers) in which case narratives were juxtaposed against their responses to each of the self-report questionnaires. These we used as a basis for evaluating the validity of the Clark and Wells theoretical model and in examining the effectiveness of the treatment programme in bringing to awareness and interrupting the cycles that maintained the phobic behaviour. It is concluded that the group programme showed evidence of being very effective and, a group treatment manual was constructed so that it can be employed clinically and in future research.
- Full Text:
- Date Issued: 2002
- Authors: Kannan, Swetha
- Date: 2002
- Subjects: Social phobia -- Treatment , Group psychotherapy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3109 , http://hdl.handle.net/10962/d1004547 , Social phobia -- Treatment , Group psychotherapy
- Description: Clark and Wells (1995) constructed a comprehensive cognitive model of social phobic behaviour, in terms of which social phobic behaviour is activated and maintained by a system consisting of negative thoughts and beliefs, anxiety s)mptoms, avoidance and safety behaviours, and processing of self as a social object. The interaction of these elements creates a series of vicious circles which escalate and which keep the phobic individual in a state of chronic -disability, either because they chronically avoid significant social situations or because they find themselves incapacitated by anxiety when they enter them. The Clark and Wells (1995) treatment programme is designed to alleviate the social phobia by targeting the components that form the vicious maintenance cycle and replacing these by new patterns of cognition and behaviour. This treatment programme was designed for individual treatment, and the present study adapted it to a group format. Seven social phobic university students participated in the adapted group treatment format over the course of 13, 2-hour group sessions. Regular assessment of participants' response to the programme was carried out weekly and at two follow-up assessments, with the use of a series of questionnaires. In addition, sessions were audio taped and videotaped, facilitators took notes during sessions and keep records made by participants of their homework exercises. Individual case studies were written for all participants (including two non-completers) in which case narratives were juxtaposed against their responses to each of the self-report questionnaires. These we used as a basis for evaluating the validity of the Clark and Wells theoretical model and in examining the effectiveness of the treatment programme in bringing to awareness and interrupting the cycles that maintained the phobic behaviour. It is concluded that the group programme showed evidence of being very effective and, a group treatment manual was constructed so that it can be employed clinically and in future research.
- Full Text:
- Date Issued: 2002
An assessment of the effects of leadership on performance : the case of selected schools in Mthatha district in the Eastern Cape
- Authors: Ngunge, Lindiwe Esther
- Date: 2018
- Subjects: School management and organization Educational leadership
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/14082 , vital:39803
- Description: The research investigated the impact of leadership on performance in the case of selected schools in Mthatha district in the Eastern Cape. The research used a mixed method methodology combining qualitative and quantitative methods. The sample size was N=60 using purposive sampling. The dependant variable in the research was the school performance and the independent variable is the good leadership. The questionnaire was analysed quantitatively from a total key respondent of 45 leaders in the different schools.15 school educational leaders were interviewed and analysed qualitatively using thematic analysis. Research findings indicated that there is still male domination in school leadership positions over females. The leadership composition is 53percent males and 47percent females in Eastern Cape. School leadership positions are, in general, held by long serving members who are former teachers with a higher degree of seniority than the young school leaders. This is typical of traditional Xhosa societies dominated by elders in decision making. 73percent of the responses show a democratic leadership style when investigating how school leaders manage schools. The second most common leadership style is situational at 66percent, and the least prevalent management style is autocratic, which includes less than 10percent of the respondents. 60percent of the schools are performing and 40percent are underperforming, but overall there is good leadership in schools despite very poor results evidenced in the past 5 years. The research shows a strong correlation between the schools that had good performance and those that had good leadership in which the dominant leadership style was 'bureaucratic' and 'situational'. The schools that had poor results that were underperforming also showed trends of poor leadership.
- Full Text:
- Date Issued: 2018
- Authors: Ngunge, Lindiwe Esther
- Date: 2018
- Subjects: School management and organization Educational leadership
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/14082 , vital:39803
- Description: The research investigated the impact of leadership on performance in the case of selected schools in Mthatha district in the Eastern Cape. The research used a mixed method methodology combining qualitative and quantitative methods. The sample size was N=60 using purposive sampling. The dependant variable in the research was the school performance and the independent variable is the good leadership. The questionnaire was analysed quantitatively from a total key respondent of 45 leaders in the different schools.15 school educational leaders were interviewed and analysed qualitatively using thematic analysis. Research findings indicated that there is still male domination in school leadership positions over females. The leadership composition is 53percent males and 47percent females in Eastern Cape. School leadership positions are, in general, held by long serving members who are former teachers with a higher degree of seniority than the young school leaders. This is typical of traditional Xhosa societies dominated by elders in decision making. 73percent of the responses show a democratic leadership style when investigating how school leaders manage schools. The second most common leadership style is situational at 66percent, and the least prevalent management style is autocratic, which includes less than 10percent of the respondents. 60percent of the schools are performing and 40percent are underperforming, but overall there is good leadership in schools despite very poor results evidenced in the past 5 years. The research shows a strong correlation between the schools that had good performance and those that had good leadership in which the dominant leadership style was 'bureaucratic' and 'situational'. The schools that had poor results that were underperforming also showed trends of poor leadership.
- Full Text:
- Date Issued: 2018
Taxation 3B: ATV 321E & ATA 321E
- Krug, L, Stevens, N, Olivier, J, Poole, R
- Authors: Krug, L , Stevens, N , Olivier, J , Poole, R
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:17430 , http://hdl.handle.net/10353/d1009803
- Description: Taxation 3B: ATV 321E & ATA 321E, Final Assessment, November 2009.
- Full Text:
- Date Issued: 2009-11
- Authors: Krug, L , Stevens, N , Olivier, J , Poole, R
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:17430 , http://hdl.handle.net/10353/d1009803
- Description: Taxation 3B: ATV 321E & ATA 321E, Final Assessment, November 2009.
- Full Text:
- Date Issued: 2009-11
Letter from Alan Paton to Todd Matshikiza, dated 16 January 1961
- Authors: Paton, Alan
- Date: 1961-01-16
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , King Kong (Musical) -- History and criticism , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46841 , vital:25651 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 16th of January 1961, sent to Todd Matshikiza by Alan Paton, includes a discussion about 'Lindiwe's song', which would appear in the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text:
- Date Issued: 1961-01-16
- Authors: Paton, Alan
- Date: 1961-01-16
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , King Kong (Musical) -- History and criticism , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46841 , vital:25651 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 16th of January 1961, sent to Todd Matshikiza by Alan Paton, includes a discussion about 'Lindiwe's song', which would appear in the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text:
- Date Issued: 1961-01-16
Letter from Alan Paton to Todd Matshikiza, dated 7 April 1961
- Authors: Paton, Alan
- Date: 1961-04-07
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46815 , vital:25649 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 7th of April 1961, sent to Todd Matshikiza by Alan Paton.
- Full Text:
- Date Issued: 1961-04-07
- Authors: Paton, Alan
- Date: 1961-04-07
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46815 , vital:25649 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 7th of April 1961, sent to Todd Matshikiza by Alan Paton.
- Full Text:
- Date Issued: 1961-04-07
Letter from Alan Paton to Todd Matshikiza, dated 28 July 1961
- Authors: Paton, Alan
- Date: 1961-01-16
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46852 , vital:25652 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 28th of July 1961, sent to Todd Matshikiza by Alan Paton, includes a discussion of aspects (songs) to form part of the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text:
- Date Issued: 1961-01-16
- Authors: Paton, Alan
- Date: 1961-01-16
- Subjects: Matshikiza, Todd, 1921-1968 -- Correspondence , Mkhumbane (Musical) -- History , Paton, Alan -- Correspondence
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/46852 , vital:25652 , This manuscript is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , MS 20 069
- Description: The letter, dated the 28th of July 1961, sent to Todd Matshikiza by Alan Paton, includes a discussion of aspects (songs) to form part of the musical 'Mkhumane'. 'Mkhumane' was a three-act musical that opened on the 29th of March 1960 at the Durban City Hall, with the lyrics written by Alan Paton and the music composed by Todd Matshikiza.
- Full Text:
- Date Issued: 1961-01-16
A phenomenological investigation into undergraduate students' experience of acquiring the discourse of engineering
- Authors: Van Heerden, Karen Ilse
- Date: 2001
- Subjects: Education, Higher -- South Africa Students -- Attitudes Academic writing -- Study and teaching -- South Africa English language -- Rhetoric -- Study and teaching -- South Africa Technical writing -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1698 , http://hdl.handle.net/10962/d1003581
- Description: The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.
- Full Text:
- Date Issued: 2001
- Authors: Van Heerden, Karen Ilse
- Date: 2001
- Subjects: Education, Higher -- South Africa Students -- Attitudes Academic writing -- Study and teaching -- South Africa English language -- Rhetoric -- Study and teaching -- South Africa Technical writing -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1698 , http://hdl.handle.net/10962/d1003581
- Description: The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.
- Full Text:
- Date Issued: 2001
A narrative study of patients’ illness experiences on antiretroviral treatment
- Authors: Tsope, Lindiwe
- Date: 2018
- Subjects: AIDS (Disease) Social aspects South Africa , HIV infections Social aspects South Africa , Stigma (Social psychology) , Antiretroviral agents , Disclosure of information , Social media in medicine South Africa , Discourse analysis, Narrative
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63032 , vital:28356
- Description: Eight female respondents, who have publicly disclosed their HIV-positive status on social media, were involved in a semi-structured in-depth interview process. Using the theoretical frameworks of symbolic interactionism and social constructionism, the study explores the effects of antiretroviral treatment on patients’ illness experiences, looking at the personal and social symbolisms and meanings attached to taking antiretrovirals. The study revealed a positive and inspirational aspect of living with HIV/AIDS and especially consuming antiretroviral therapy. It became evident that the knowledge participants had of antiretrovirals before consuming them was misguided and based more on false ‘general knowledge’ among laypersons than actual medical fact. Moreover, the study revealed that there is a social reconstruction of narratives that has taken place in each participant’s life due to consuming antiretrovirals. Publicly disclosing their statuses has also proved to have both negative and positive consequences for the individuals and for society at large. While there is a consensus that participants’ illness experiences are directly affected by antiretroviral treatment, each participant’s narrative is different, yet positive.
- Full Text:
- Date Issued: 2018
- Authors: Tsope, Lindiwe
- Date: 2018
- Subjects: AIDS (Disease) Social aspects South Africa , HIV infections Social aspects South Africa , Stigma (Social psychology) , Antiretroviral agents , Disclosure of information , Social media in medicine South Africa , Discourse analysis, Narrative
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63032 , vital:28356
- Description: Eight female respondents, who have publicly disclosed their HIV-positive status on social media, were involved in a semi-structured in-depth interview process. Using the theoretical frameworks of symbolic interactionism and social constructionism, the study explores the effects of antiretroviral treatment on patients’ illness experiences, looking at the personal and social symbolisms and meanings attached to taking antiretrovirals. The study revealed a positive and inspirational aspect of living with HIV/AIDS and especially consuming antiretroviral therapy. It became evident that the knowledge participants had of antiretrovirals before consuming them was misguided and based more on false ‘general knowledge’ among laypersons than actual medical fact. Moreover, the study revealed that there is a social reconstruction of narratives that has taken place in each participant’s life due to consuming antiretrovirals. Publicly disclosing their statuses has also proved to have both negative and positive consequences for the individuals and for society at large. While there is a consensus that participants’ illness experiences are directly affected by antiretroviral treatment, each participant’s narrative is different, yet positive.
- Full Text:
- Date Issued: 2018
Identifying and targeting idiosyncratic cognitive processes in group therapy for social phobia : the case of Vumile
- Edwards, David J A, Kannan, Swetha
- Authors: Edwards, David J A , Kannan, Swetha
- Date: 2006
- Language: English
- Type: Article
- Identifier: vital:6244 , http://hdl.handle.net/10962/d1007859
- Description: “Vumile” was a patient in a cognitive therapy group that was designed for socially phobic African students and based on a therapy model developed by Clark and Wells. The case narrative shows how Vumile constructed a personal model of the factors maintaining his social phobia, and within the group and through homework challenged negative beliefs, reduced selfconsciousness and engaged in a range of previously avoided behaviors. A significant maintaining factor, spontaneous images of women looking at him with pity or mockery, was only identified in the last session. However, Vumile was able to use the skills he had learned to investigate this further and to correct these processes, which were distorting his experience of social interactions with women. Significant gains were made after the end of the formal treatment program and these are reflected in scores at follow-up on several self-report scales measuring anxiety, depression and various aspects of social phobic behavior and cognition.
- Full Text:
- Date Issued: 2006
- Authors: Edwards, David J A , Kannan, Swetha
- Date: 2006
- Language: English
- Type: Article
- Identifier: vital:6244 , http://hdl.handle.net/10962/d1007859
- Description: “Vumile” was a patient in a cognitive therapy group that was designed for socially phobic African students and based on a therapy model developed by Clark and Wells. The case narrative shows how Vumile constructed a personal model of the factors maintaining his social phobia, and within the group and through homework challenged negative beliefs, reduced selfconsciousness and engaged in a range of previously avoided behaviors. A significant maintaining factor, spontaneous images of women looking at him with pity or mockery, was only identified in the last session. However, Vumile was able to use the skills he had learned to investigate this further and to correct these processes, which were distorting his experience of social interactions with women. Significant gains were made after the end of the formal treatment program and these are reflected in scores at follow-up on several self-report scales measuring anxiety, depression and various aspects of social phobic behavior and cognition.
- Full Text:
- Date Issued: 2006
Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996