A critical realist exploration of the culture of resistance in educational technology integration practices at a South African university
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
- Date Issued: 2019
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
- Date Issued: 2019
Constructing an EMF radiation Hygeia framework and model to demonstrate a public interest override
- Authors: Lech, James Chrystopher
- Date: 2018
- Subjects: Electromagnetic fields , Electromagnetic fields -- Health aspects , Electromagnetic fields -- Measurement , Public interest , Radiation -- Measurement , HYGEIA , Promotion of Access to Information Act (PAIA)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/58695 , vital:27364
- Description: Scientific views on EMF radiation dosimetry and models increasingly suggest that even a tiny increase in the incidence of diseases resulting from exposure to EMF radiation could have broad¹ implications for public health, social accounting and the economy. In South Africa (SA) there is no national EMF radiation exposure protection standard, statutory monitoring or regulations. Multinational High Court deliberations indicate the need for public interest EMF radiation exposure protection standards in South Africa. Domestic citizens, academics, as well as regulatory and legislative practitioners, are unable to effectively monitor and investigate EMF radiation exposure emissions from infrastructure sources, because industries refuse to provide the required data. Industries have, since 2003, continually obstructed access to the data and the establishment of a national EMF radiation standard, citing that it would be in conflict with their strategic economic interests. The demonstration of a public interest override (PIO) function is legislatively required to gain access to the required data. This study constructed (1) a framework and (2) a model to perform test simulations against the (3) PIO criteria to demonstrate a PIO function and tested one PIO simulation scenario. Testing the PIO scenario firstly required the construction of a public interest framework, drawing input from multiple disciplines. The framework literature review used systematic case law and scientific-technical analysis whilst the framework science sought to understand the connections, feedbacks, and trajectories that occur as a result of natural and human system processes and exchanges. The EMF radiation exposure system functions to support human wellbeing needs and to explore the benefits and losses associated with alternative futures with the goal to uncover the current and future limits thereof. In the second instance a HYGEIA² model was selected as a base investigation and forecast simulation tool. The study had to uncover the key attributes and parameters necessary to construct and to run successful EMF radiation exposure simulations. Thereafter the HYGEIA model was modified to specifically identify and evaluate EMF radiation exposure hazard conditions. Through subsequent simulation runs, the constructed framework was then tested. Requested anthroposphere information was synthesized within a systems model to forecast ecosystem services and human-use dynamics under alternative scenarios. The simulation used the model, the model references and the framework for guidelines, thus allowing multiple simulation / demonstration runs for different contexts or scenarios. The third step was the construction of a PIO checklist which guides criteria testing and provides a means of gaining pertinent information for further studies, based on this dissertation. Framework EMF radiation policy inputs into the model were intersected with identified vulnerable area facilities which were selected based on international criteria. The research output revealed potential EMF radiation violations which served as system feedback inputs in support of a demonstrated PIO function. The research recommends that the identified EMF radiation exposure violations of public health undergo a Promotion of Access to Information Act (PAIA) judicial review process to confirm the research findings. The judicial qualification of a PAIA PIO function of ‘substances released into the environment’ and ‘public safety or environmental risk’ would enable access to EMF radiation emissions data essential to future studies.
- Full Text:
- Date Issued: 2018
- Authors: Lech, James Chrystopher
- Date: 2018
- Subjects: Electromagnetic fields , Electromagnetic fields -- Health aspects , Electromagnetic fields -- Measurement , Public interest , Radiation -- Measurement , HYGEIA , Promotion of Access to Information Act (PAIA)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/58695 , vital:27364
- Description: Scientific views on EMF radiation dosimetry and models increasingly suggest that even a tiny increase in the incidence of diseases resulting from exposure to EMF radiation could have broad¹ implications for public health, social accounting and the economy. In South Africa (SA) there is no national EMF radiation exposure protection standard, statutory monitoring or regulations. Multinational High Court deliberations indicate the need for public interest EMF radiation exposure protection standards in South Africa. Domestic citizens, academics, as well as regulatory and legislative practitioners, are unable to effectively monitor and investigate EMF radiation exposure emissions from infrastructure sources, because industries refuse to provide the required data. Industries have, since 2003, continually obstructed access to the data and the establishment of a national EMF radiation standard, citing that it would be in conflict with their strategic economic interests. The demonstration of a public interest override (PIO) function is legislatively required to gain access to the required data. This study constructed (1) a framework and (2) a model to perform test simulations against the (3) PIO criteria to demonstrate a PIO function and tested one PIO simulation scenario. Testing the PIO scenario firstly required the construction of a public interest framework, drawing input from multiple disciplines. The framework literature review used systematic case law and scientific-technical analysis whilst the framework science sought to understand the connections, feedbacks, and trajectories that occur as a result of natural and human system processes and exchanges. The EMF radiation exposure system functions to support human wellbeing needs and to explore the benefits and losses associated with alternative futures with the goal to uncover the current and future limits thereof. In the second instance a HYGEIA² model was selected as a base investigation and forecast simulation tool. The study had to uncover the key attributes and parameters necessary to construct and to run successful EMF radiation exposure simulations. Thereafter the HYGEIA model was modified to specifically identify and evaluate EMF radiation exposure hazard conditions. Through subsequent simulation runs, the constructed framework was then tested. Requested anthroposphere information was synthesized within a systems model to forecast ecosystem services and human-use dynamics under alternative scenarios. The simulation used the model, the model references and the framework for guidelines, thus allowing multiple simulation / demonstration runs for different contexts or scenarios. The third step was the construction of a PIO checklist which guides criteria testing and provides a means of gaining pertinent information for further studies, based on this dissertation. Framework EMF radiation policy inputs into the model were intersected with identified vulnerable area facilities which were selected based on international criteria. The research output revealed potential EMF radiation violations which served as system feedback inputs in support of a demonstrated PIO function. The research recommends that the identified EMF radiation exposure violations of public health undergo a Promotion of Access to Information Act (PAIA) judicial review process to confirm the research findings. The judicial qualification of a PAIA PIO function of ‘substances released into the environment’ and ‘public safety or environmental risk’ would enable access to EMF radiation emissions data essential to future studies.
- Full Text:
- Date Issued: 2018
Teacher perceptions regarding training and their subsequent ability to integrate ICTs into marginalised rural schools : The ICT4RED Case Study
- Authors: Nkula, Kanya Zonke
- Date: 2015
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:20978 , http://hdl.handle.net/10962/5798
- Description: It is well documented that Information and Communication Technologies (ICTs) play an important role in education and that their use is associated with improving student learning and adding value to the curriculum. However, despite the opportunities that ICTs offer, numerous schools in South Africa face various barriers that result in the limited use of ICTs in the classroom. Literature has highlighted the lack of integration as one of these barriers. Teachers focus on teaching about ICTs where the focus is on developing computer literacy or technical knowledge rather than allowing students to learn through or with ICTs. This thesis aims to explore the concept of ICT integration in rural schools, where ICTs form an integral part of teaching and learning practices. It presents a number of theoretical considerations for ICT integration with a particular focus on teacher pedagogical beliefs and barriers to integration. Using interpretivism as the underlying philosophy and thematic analysis as the analysis tool, the author reflects on ICT integration in the ICT4RED project at Arthur Mfebe Senior Secondary School in the Eastern Cape Province. Furthermore, this thesis offers an in-depth understanding of integration barriers in rural marginalised schools. These barriers are presented in Thematic Maps as well as a framework which incorporates both theoretical considerations and themes that emerged from fieldwork.
- Full Text:
- Date Issued: 2015
- Authors: Nkula, Kanya Zonke
- Date: 2015
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:20978 , http://hdl.handle.net/10962/5798
- Description: It is well documented that Information and Communication Technologies (ICTs) play an important role in education and that their use is associated with improving student learning and adding value to the curriculum. However, despite the opportunities that ICTs offer, numerous schools in South Africa face various barriers that result in the limited use of ICTs in the classroom. Literature has highlighted the lack of integration as one of these barriers. Teachers focus on teaching about ICTs where the focus is on developing computer literacy or technical knowledge rather than allowing students to learn through or with ICTs. This thesis aims to explore the concept of ICT integration in rural schools, where ICTs form an integral part of teaching and learning practices. It presents a number of theoretical considerations for ICT integration with a particular focus on teacher pedagogical beliefs and barriers to integration. Using interpretivism as the underlying philosophy and thematic analysis as the analysis tool, the author reflects on ICT integration in the ICT4RED project at Arthur Mfebe Senior Secondary School in the Eastern Cape Province. Furthermore, this thesis offers an in-depth understanding of integration barriers in rural marginalised schools. These barriers are presented in Thematic Maps as well as a framework which incorporates both theoretical considerations and themes that emerged from fieldwork.
- Full Text:
- Date Issued: 2015
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