Zulu Ethnolinguistic Nationalism
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455384 , vital:75426 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1
- Description: Language is more than just a communication medium; it exists within interrelated social and political processes. Therefore, language never appears by itself; it always represents a system of social and political interests, reflecting the prevailing discursive and ideological strategies. The current chapter investigates the notion of “Zulu ethnolinguistic nationalism” as a language ideology in South African television. Having watched a series of television programs in South Africa and utilizing the corpus linguistic approach, the author asserts that there is a clear dominance of isiZulu in South African television. Ultimately, this dominance created a language ideology that privileges isiZulu over other indigenous languages on South African television.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/455384 , vital:75426 , ISBN 978-3-031-54914-4 , https://doi.org/10.1007/978-3-031-54915-1
- Description: Language is more than just a communication medium; it exists within interrelated social and political processes. Therefore, language never appears by itself; it always represents a system of social and political interests, reflecting the prevailing discursive and ideological strategies. The current chapter investigates the notion of “Zulu ethnolinguistic nationalism” as a language ideology in South African television. Having watched a series of television programs in South Africa and utilizing the corpus linguistic approach, the author asserts that there is a clear dominance of isiZulu in South African television. Ultimately, this dominance created a language ideology that privileges isiZulu over other indigenous languages on South African television.
- Full Text:
- Date Issued: 2024
‘Crushed all over again’: the professional experiences of early career counselling psychologists in South Africa
- Haine, Phillipa, Booysen, Duane D, Young, Charles S
- Authors: Haine, Phillipa , Booysen, Duane D , Young, Charles S
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454056 , vital:75306 , xlink:href="https://hdl.handle.net/10520/ejc-sapsyc_v54_n1_a51"
- Description: Counselling psychology in South Africa has recently emerged from a tumultuous period, stemming from regulatory efforts in 2011, which negatively impacted on the profession’s status and viability. While the definition and scope of counselling psychology arguably demonstrate improvements in aligning with global practices, concerns persist surrounding the work opportunities and professional experiences of counselling psychologists, particularly those in the early stages of their careers. This study aimed to gain an in-depth understanding of the professional experiences of early career counselling psychologists in South Africa. The pool of participants were 10 early career counselling psychologists (females = 7, males = 3, period in service = 1–10 years). The participants completed semi-structured interviews on their early career professional experiences, as well as the meanings they attributed to these experiences. An interpretative phenomenological analysis of the data revealed three group experiential themes: (1) the complexity of finding and securing work; (2) navigating an array of personal, professional, and systemic challenges, and (3) self-acquiring support. The findings suggest that despite the unique and valuable skills and knowledge counselling psychologists possess, the participants struggled to successfully transition into the workforce, resulting in feelings of anxiety, frustration, and professional disillusionment. The findings indicate enhanced support is needed at various levels to address the needs and bolster the wellbeing, utilisation, and retention of counselling psychologists in their transition into the South African workforce.
- Full Text:
- Date Issued: 2024
- Authors: Haine, Phillipa , Booysen, Duane D , Young, Charles S
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454056 , vital:75306 , xlink:href="https://hdl.handle.net/10520/ejc-sapsyc_v54_n1_a51"
- Description: Counselling psychology in South Africa has recently emerged from a tumultuous period, stemming from regulatory efforts in 2011, which negatively impacted on the profession’s status and viability. While the definition and scope of counselling psychology arguably demonstrate improvements in aligning with global practices, concerns persist surrounding the work opportunities and professional experiences of counselling psychologists, particularly those in the early stages of their careers. This study aimed to gain an in-depth understanding of the professional experiences of early career counselling psychologists in South Africa. The pool of participants were 10 early career counselling psychologists (females = 7, males = 3, period in service = 1–10 years). The participants completed semi-structured interviews on their early career professional experiences, as well as the meanings they attributed to these experiences. An interpretative phenomenological analysis of the data revealed three group experiential themes: (1) the complexity of finding and securing work; (2) navigating an array of personal, professional, and systemic challenges, and (3) self-acquiring support. The findings suggest that despite the unique and valuable skills and knowledge counselling psychologists possess, the participants struggled to successfully transition into the workforce, resulting in feelings of anxiety, frustration, and professional disillusionment. The findings indicate enhanced support is needed at various levels to address the needs and bolster the wellbeing, utilisation, and retention of counselling psychologists in their transition into the South African workforce.
- Full Text:
- Date Issued: 2024
“Bactricia nematodes Kby., 1894” (Phasmida, Diapheromeridae, Diapheromerinae) is a nomen nudum
- Authors: Villet, Martin H
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440615 , vital:73797 , https://doi.org/10.3897/ AfrInvertebr.65.115507
- Description: A review of published evidence indicates that Bactricia nematodes Kirby, 1894 is a nomen nudum because it is an unavailable name. The specimen collected during the Lund University Swedish South African Expedition and reported by this name is a male of Bactricia bituberculata (Schaum, 1857).
- Full Text:
- Date Issued: 2024
- Authors: Villet, Martin H
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440615 , vital:73797 , https://doi.org/10.3897/ AfrInvertebr.65.115507
- Description: A review of published evidence indicates that Bactricia nematodes Kirby, 1894 is a nomen nudum because it is an unavailable name. The specimen collected during the Lund University Swedish South African Expedition and reported by this name is a male of Bactricia bituberculata (Schaum, 1857).
- Full Text:
- Date Issued: 2024
# SideHustle: Jason GH Londt’s contribution to holdings of the South African Cicadidae (Hemiptera, Auchenorrhyncha) in the KwaZulu-Natal Museum
- Authors: Villet, Martin H
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440598 , vital:73796 , 10.3897/afrinvertebr.64.100851
- Description: Jason GH Londt contributed almost a quarter of the KwaZulu-Natal Museum’s specimens of Cicadidae, including a strong sample of females, and probably the best set to date of African records of predation on cicadas by robber flies. The collection provides evidence that robber flies catch more male cicadas; speculatively, because attacks on the heavier-bodied female fail more often. The metadata derived from these specimens also provide a small gazetteer of Londt’s collecting sites.
- Full Text:
- Date Issued: 2023
- Authors: Villet, Martin H
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440598 , vital:73796 , 10.3897/afrinvertebr.64.100851
- Description: Jason GH Londt contributed almost a quarter of the KwaZulu-Natal Museum’s specimens of Cicadidae, including a strong sample of females, and probably the best set to date of African records of predation on cicadas by robber flies. The collection provides evidence that robber flies catch more male cicadas; speculatively, because attacks on the heavier-bodied female fail more often. The metadata derived from these specimens also provide a small gazetteer of Londt’s collecting sites.
- Full Text:
- Date Issued: 2023
Framing of political leaders during the# BringBackOurGirls campaign by the Nigerian Press: a comparative study of Guardian and Vanguard Newspapers
- Akpojivi, Ufuoma, Aiseng, Kealeboga
- Authors: Akpojivi, Ufuoma , Aiseng, Kealeboga
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/455214 , vital:75413 , https://doi.org/10.3389/fcomm.2022.853673
- Description: This study examines Nigeria's political leaders' framing during the #BringBackOurGirls movement campaign using two selected national newspapers in Nigeria, i.e., the Guardian and the Vanguard newspa-pers. Using 46 news stories culled during the periods of April 14, 2014, to June 14, 2014, and May 29, 2015, to July 29, 2015, which represent two significant eras, i.e., when the schoolgirls were abducted, and when there was a change in government, the study argued that four frames of government failure, the desperation of citizens, politicization of gov-ernment actions and heroism were dominant in both presses reportage. During the first period of study, both presses were critical of President Goodluck Jonathan and his inability to secure the release of the ab-ducted Chibok schoolgirl as they used frames of “liar”, “clueless”, and “failure” amongst others to characterize his government actions and in-actions. However, during the second study period, both presses were less critical of President Buhari as they ascribed the “hero” frame to him due to his vast military experience. Nevertheless, the ideological posi-tion of both newspapers influenced their reportage as Guardian news stories provided depth analysis, while Vanguard newspaper stories lacked depth.
- Full Text:
- Date Issued: 2022
- Authors: Akpojivi, Ufuoma , Aiseng, Kealeboga
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/455214 , vital:75413 , https://doi.org/10.3389/fcomm.2022.853673
- Description: This study examines Nigeria's political leaders' framing during the #BringBackOurGirls movement campaign using two selected national newspapers in Nigeria, i.e., the Guardian and the Vanguard newspa-pers. Using 46 news stories culled during the periods of April 14, 2014, to June 14, 2014, and May 29, 2015, to July 29, 2015, which represent two significant eras, i.e., when the schoolgirls were abducted, and when there was a change in government, the study argued that four frames of government failure, the desperation of citizens, politicization of gov-ernment actions and heroism were dominant in both presses reportage. During the first period of study, both presses were critical of President Goodluck Jonathan and his inability to secure the release of the ab-ducted Chibok schoolgirl as they used frames of “liar”, “clueless”, and “failure” amongst others to characterize his government actions and in-actions. However, during the second study period, both presses were less critical of President Buhari as they ascribed the “hero” frame to him due to his vast military experience. Nevertheless, the ideological posi-tion of both newspapers influenced their reportage as Guardian news stories provided depth analysis, while Vanguard newspaper stories lacked depth.
- Full Text:
- Date Issued: 2022
Key for the identification of third instar larvae of African blowflies (Diptera Calliphoridae) of forensic importance in death investigations
- Szpila, Krzysztof, Williams, Kirstin A, Soszyńska, Agnieszka, Ekanem, Mfon, Heyns, Marise, Dinka, Mergi D, Villet, Martin H
- Authors: Szpila, Krzysztof , Williams, Kirstin A , Soszyńska, Agnieszka , Ekanem, Mfon , Heyns, Marise , Dinka, Mergi D , Villet, Martin H
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440761 , vital:73810 , https://doi.org/10.1016/j.forsciint.2023.111889
- Description: Blowfly larvae are the insects primarily responsible for the active stage of decomposition of exposed vertebrate remains and are the most frequently collected entomological evidence during forensic investigations of death. The necrophagous calliphorids in continental Africa that consistently develop on large vertebrate carrion include 11 species belonging to four genera: Calliphora, Chrysomya, Hemipyrellia and Lucilia. Most of these species are widespread in Africa and frequently reported on large animal carcasses and carrion and human corpses. A few keys have been compiled for identification of their third instar larvae, but none of them covers the complete set of taxa. Therefore, we provide a new comprehensive key with original illustrations of all taxonomically significant characters. The key is based on characters that should be easily observable even in poorly equipped local laboratories and is a reliable taxonomic tool for material collected in either urban or rural areas where synanthropic species predominate. However, it should be used with some caution in areas with relatively pristine natural habitats, where additional carrion-breeding species may occur. The publication of the key will significantly facilitate both medical and forensic entomological research and practice in Africa.
- Full Text:
- Date Issued: 2022
- Authors: Szpila, Krzysztof , Williams, Kirstin A , Soszyńska, Agnieszka , Ekanem, Mfon , Heyns, Marise , Dinka, Mergi D , Villet, Martin H
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440761 , vital:73810 , https://doi.org/10.1016/j.forsciint.2023.111889
- Description: Blowfly larvae are the insects primarily responsible for the active stage of decomposition of exposed vertebrate remains and are the most frequently collected entomological evidence during forensic investigations of death. The necrophagous calliphorids in continental Africa that consistently develop on large vertebrate carrion include 11 species belonging to four genera: Calliphora, Chrysomya, Hemipyrellia and Lucilia. Most of these species are widespread in Africa and frequently reported on large animal carcasses and carrion and human corpses. A few keys have been compiled for identification of their third instar larvae, but none of them covers the complete set of taxa. Therefore, we provide a new comprehensive key with original illustrations of all taxonomically significant characters. The key is based on characters that should be easily observable even in poorly equipped local laboratories and is a reliable taxonomic tool for material collected in either urban or rural areas where synanthropic species predominate. However, it should be used with some caution in areas with relatively pristine natural habitats, where additional carrion-breeding species may occur. The publication of the key will significantly facilitate both medical and forensic entomological research and practice in Africa.
- Full Text:
- Date Issued: 2022
An exploration of Work-Integrated Learning for a professional public service. The co-creation of the public servant of the future.
- Authors: Draai, Enaleen
- Subjects: Public Service, Work-Integrated Learning , Public Service, Public servant of the future
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66482 , vital:75534
- Description: In its quest for growth and development, society is continually met with new and emerging phenomena that seek co-existence with perennial issues. Society is thus defined by a myriad of complex socioeconomic, governance, political, and technological challenges requiring problem-solving for change. Human capital development informed by requisite knowledge, competence, and skills becomes crucial. However, graduate employability has drawn substantial attention from employers and the world of work, citing a mismatch between the curriculum pursued in higher education and the work readiness of graduates. In this discussion, higher education refers to universities. The implication is that these graduates do not hold the attributes and aptitudes required and expected by the world of work. Graduates lack the requisite aptitude to transfer the knowledge acquired (Breedenkamp, Botma and Nyoni 2023:36; Mseleku 2022:775). These assertions are particular where regulation and professional registration are not a requirement of the qualification and occupation. Studies have also shown that students cite a mismatch between the curriculum pursued, which is focused chiefly on theoretical foundations with little emphasis on practical linkage and their ability to secure employment, thus compounding the transition from studentship to employee. (Harry, Chinyamurindi and Mjoli: 2018:2; Mncayi 2021). Furthermore, the qualifications pursued by graduates are cited as not meeting labour demands where a scarce skills gap exists. In addition, under-employment is also evident when individuals assume employment in areas that do not develop their expertise in the qualifications pursued. Similarly, the individuals also pursue continuous temporary and short-term contractual employment unrelated to their disciplinary focus acquired (Basson, du Plessis and Brink 2023:119). The ability to secure employment draws attention to the individual and the attributes held for employability.
- Full Text:
- Authors: Draai, Enaleen
- Subjects: Public Service, Work-Integrated Learning , Public Service, Public servant of the future
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66482 , vital:75534
- Description: In its quest for growth and development, society is continually met with new and emerging phenomena that seek co-existence with perennial issues. Society is thus defined by a myriad of complex socioeconomic, governance, political, and technological challenges requiring problem-solving for change. Human capital development informed by requisite knowledge, competence, and skills becomes crucial. However, graduate employability has drawn substantial attention from employers and the world of work, citing a mismatch between the curriculum pursued in higher education and the work readiness of graduates. In this discussion, higher education refers to universities. The implication is that these graduates do not hold the attributes and aptitudes required and expected by the world of work. Graduates lack the requisite aptitude to transfer the knowledge acquired (Breedenkamp, Botma and Nyoni 2023:36; Mseleku 2022:775). These assertions are particular where regulation and professional registration are not a requirement of the qualification and occupation. Studies have also shown that students cite a mismatch between the curriculum pursued, which is focused chiefly on theoretical foundations with little emphasis on practical linkage and their ability to secure employment, thus compounding the transition from studentship to employee. (Harry, Chinyamurindi and Mjoli: 2018:2; Mncayi 2021). Furthermore, the qualifications pursued by graduates are cited as not meeting labour demands where a scarce skills gap exists. In addition, under-employment is also evident when individuals assume employment in areas that do not develop their expertise in the qualifications pursued. Similarly, the individuals also pursue continuous temporary and short-term contractual employment unrelated to their disciplinary focus acquired (Basson, du Plessis and Brink 2023:119). The ability to secure employment draws attention to the individual and the attributes held for employability.
- Full Text:
Re-thinking our pedagogical approaches in teacher education to subvert the neoliberal stronghold on higher education
- Authors: Athiemoolam, Logamurthie
- Subjects: Education, Higher--South Africa , Teacher educators
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66405 , vital:75239
- Description: The focus of this lecture is on an interrogation of neoliberalism, what it entails, the pedagogies it espouses, and some pedagogies that we could consider implementing in our classes, with reference to teacher education, or broader, to subvert its influence. While the initial conceptualisation of the university was to prepare students to be critical and creative thinkers for democratic citizenry, this notion of the university has been severely impacted with the onset of neoliberalism, which uses market-based logic to dictate the kind of knowledge that students should receive at university, as its focus is specifically on preparing them for the workplace, and nothing else. This implies that, according to neoliberalism, the role of universities is not to prepare students to become critically engaged citizens for a democratic society, but to specifically prepare them for the market economy. It is with this background in mind that the lecture commences by firstly providing an overview of the key features of neoliberalism, as it manifests in society, with reference to how it aims to disrupt democracy by infiltrating principles, synonymous with the market economy, into all aspects of society. Thereafter, the lecture will proceed to examine some of the key features that drive its agenda, such as competition, individualism, narrow minded self-interests, and its focus on preparing students for the market economy to serve a capitalist society. Using this premise as a base, the lecture will examine the impact of neoliberalism on higher education, especially in terms of how the relationship between lecturers and students becomes increasingly commodified, with a strong focus on measurable performativity. Hence universities are perceived as institutions where knowledge is bought and sold to students who are the obedient consumers of knowledge, being prepared for the workplace. By critically engaging with the pedagogies that inform neoliberalism, such as its focus on a measurement-based, positivistic, banking approach to education, the lecture aims to shed light on the teaching strategies and approaches that underpin its philosophy, and to examine how its influence could be subverted. Hence, to curtail its impact on teaching and learning in higher education contexts, the lecture sheds light on alternative pedagogies that we could embrace that could lead to transformative learning spaces for enhanced critical reflection and meaning making. This then leads to an examination of the pedagogies that I believe could counter its harmful impacts on pedagogy in higher education, especially in terms of our focus on preparing young people to become critically engaged citizens, who will become agents of change. Based on many years of teaching and lecturing experience I believe that the following three pedagogies namely transformative pedagogy, culturally responsive pedagogy and arts-based pedagogies could make a constructive contribution to impeding its influence. The lecture will examine these pedagogies by providing an overview of what they entail and the ways in which they could subvert neoliberal principles, especially in terms of their transformative nature. Since the key features of these pedagogies are that they lead to collaborative meaning-making through dialogical engagement, develop students’ critical and creative thinking skills, promote critical consciousness, and stimulate reflective practice, they offer the potential to contribute to the development of a critically reflective citizenry, thereby subverting the influence of neoliberal pedagogy in higher education teaching and learning contexts.
- Full Text:
- Authors: Athiemoolam, Logamurthie
- Subjects: Education, Higher--South Africa , Teacher educators
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66405 , vital:75239
- Description: The focus of this lecture is on an interrogation of neoliberalism, what it entails, the pedagogies it espouses, and some pedagogies that we could consider implementing in our classes, with reference to teacher education, or broader, to subvert its influence. While the initial conceptualisation of the university was to prepare students to be critical and creative thinkers for democratic citizenry, this notion of the university has been severely impacted with the onset of neoliberalism, which uses market-based logic to dictate the kind of knowledge that students should receive at university, as its focus is specifically on preparing them for the workplace, and nothing else. This implies that, according to neoliberalism, the role of universities is not to prepare students to become critically engaged citizens for a democratic society, but to specifically prepare them for the market economy. It is with this background in mind that the lecture commences by firstly providing an overview of the key features of neoliberalism, as it manifests in society, with reference to how it aims to disrupt democracy by infiltrating principles, synonymous with the market economy, into all aspects of society. Thereafter, the lecture will proceed to examine some of the key features that drive its agenda, such as competition, individualism, narrow minded self-interests, and its focus on preparing students for the market economy to serve a capitalist society. Using this premise as a base, the lecture will examine the impact of neoliberalism on higher education, especially in terms of how the relationship between lecturers and students becomes increasingly commodified, with a strong focus on measurable performativity. Hence universities are perceived as institutions where knowledge is bought and sold to students who are the obedient consumers of knowledge, being prepared for the workplace. By critically engaging with the pedagogies that inform neoliberalism, such as its focus on a measurement-based, positivistic, banking approach to education, the lecture aims to shed light on the teaching strategies and approaches that underpin its philosophy, and to examine how its influence could be subverted. Hence, to curtail its impact on teaching and learning in higher education contexts, the lecture sheds light on alternative pedagogies that we could embrace that could lead to transformative learning spaces for enhanced critical reflection and meaning making. This then leads to an examination of the pedagogies that I believe could counter its harmful impacts on pedagogy in higher education, especially in terms of our focus on preparing young people to become critically engaged citizens, who will become agents of change. Based on many years of teaching and lecturing experience I believe that the following three pedagogies namely transformative pedagogy, culturally responsive pedagogy and arts-based pedagogies could make a constructive contribution to impeding its influence. The lecture will examine these pedagogies by providing an overview of what they entail and the ways in which they could subvert neoliberal principles, especially in terms of their transformative nature. Since the key features of these pedagogies are that they lead to collaborative meaning-making through dialogical engagement, develop students’ critical and creative thinking skills, promote critical consciousness, and stimulate reflective practice, they offer the potential to contribute to the development of a critically reflective citizenry, thereby subverting the influence of neoliberal pedagogy in higher education teaching and learning contexts.
- Full Text:
What do you read, my lord? Words, words, words.
- Authors: Crous, Marius
- Subjects: Shakespear, William, 1564-1616 , Shakespear, William, Hamlet
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66415 , vital:75241
- Description: The title of this lecture is from Shakespeare’s Hamlet and the two keywords, namely read and words will form the basis of my reflection on my life as an academic. Both are essential components of any academic project and both still play a significant role in my everyday life as a reader, a critic, a teacher, a reviewer, a poet or a translator. In my lecture I will focus briefly on the art of reading, reading and meaning, types of reading and end on a more personalized note with an analysis of the role of the poet as reader and make reference to both my poems and other poems within the discipline of Afrikaans literature.
- Full Text:
- Authors: Crous, Marius
- Subjects: Shakespear, William, 1564-1616 , Shakespear, William, Hamlet
- Language: English
- Type: text , PDF , Lectures
- Identifier: http://hdl.handle.net/10948/66415 , vital:75241
- Description: The title of this lecture is from Shakespeare’s Hamlet and the two keywords, namely read and words will form the basis of my reflection on my life as an academic. Both are essential components of any academic project and both still play a significant role in my everyday life as a reader, a critic, a teacher, a reviewer, a poet or a translator. In my lecture I will focus briefly on the art of reading, reading and meaning, types of reading and end on a more personalized note with an analysis of the role of the poet as reader and make reference to both my poems and other poems within the discipline of Afrikaans literature.
- Full Text: