Resisting the ‘Native Informant’ trope in examples of African Diaspora art and literature
- Authors: Nuen, Tinika
- Date: 2020
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/131657 , vital:36708
- Description: This thesis draws attention to the existence of the ‘native informant’ trope in the African Diaspora. It argues that a strong emphasis towards studying diasporic groups in relation to their African origin revives, consequently, the colonial politics that underpin the continent as an unknown mythical place. In response to this issue, I introduce multidisciplinary case studies that highlight various artists and authors who resist and challenge the diasporic individual as the ‘native informant’. Their works reinterpret and redefine the relationship between African communities, their connection to the continent and their experiences of living abroad. Analysing the exhibitions Looking Both Ways, Africa Remix and Flow, I investigate their visual art discourses that interpret diasporic artists and their works as cultural embodiments of their African background. As a result, the three art shows marginalise other potential readings to view diasporic experiences. This thesis introduces three resistant themes that reconceive the diasporic person’s relationship to the African Diaspora based on language, spatial interaction and self-identification opposed to a geographic tie. The first theme (language) references Victor Ekpuk’s drawings and Isidore Okpewho’s novel Call Me By My Rightful Name to suggest a language based diasporic experience. The second theme (spatial interaction) looks at Emeka Ogboh’s sound installations and Teju Cole’s novel Open City. Both works examine a diasporic individual’s conflicted engagement with her place of origin. The third theme (self-identification) considers the individual-community relationship in Wura-Natasha Ogunji’s performance art and Chika Unigwe’s novel On Black Sisters’ Street. Each of these visual-literary pairs focus on various components that shape the African diasporic lifestyle. My research re-interprets the continent’s significance in the diaspora from a geographic construct to a socio-spiritual connection to a community. Firstly, it outlines the persistent issue of a colonial residue in Africa’s definition as a physical-cultural space, and secondly, it offers three alternative discourses to read diasporic identities outside a geographic framework. I argue that belonging is a social individual-collective effort rather than an anchor to a tangible environment.
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Electrode surface modification using iron(II) phthalocyanine immobilized via electrografting and click chemistry and clicked onto azide-functionalized quantum dots: applications in electrocatalysis
- Authors: Nxele, Siphesihle Robin
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3464 , vital:20501
- Description: Tetrakis(5-hexynoxy)Fe(II) phthalocyanine was used alone and in combination with quantum dots (QDs) in order to test the electrocatalytic ability with hydrazine and paraquat as the analytes of interest. This novel phthalocaynine was successfully synthesised and characterized using various characterisation techniques. The QDs used were the well-known core-shell CdSe/ZnS nanostructures. The fabrication of glassy carbon electrodes involved covalent attachment by electrochemical grafting and click chemistry for the first part of the work and the second part involved the conjugation of the synthesised QDs and the phthalocyanine by click chemistry. This approach of conjugating these nanostructures introduced another aspect of novelty to the work reported in this thesis. The immobilisation of this conjugate on a glassy carbon electrode (GCE) was achieved by adsorption. Characterisation techniques such as infrared spectroscopy, x-ray diffractometry, UV/vis spectroscopy, transmission electron microscopy and x-ray photoelectron spectroscopy were used to characterise the molecules and conjugates of interest. With respect to the electrocatalytic part of the work, electrode surface characterisation involved scanning electrochemical microscopy and cyclic voltammetry to determine changes in the nature of the surface as well as reactivity of the surface at different modification steps. Detection limits and the sensitivity determined for the electrocatalysts fabricated here proved to be an improvement compared to other reported work involving phthalocyanines and the test analytes chosen for application. With respect to the conjugate, the electrocatalytic ability was improved when the QDs and phthalocyanine were combined using click chemistry compared to using the phthalocyanine alone.
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Isolation and structure elucidation of halogenated metabolites from Portieria hornemannii and Portieria tripinnata
- Authors: Adam, Mohammed
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/64674 , vital:28591
- Description: The red marine algal genus, Portieria, is known to produce a number of potent cytotoxic compounds with anticancer potential. The most important anticancer lead produced by this genus is the compound halomon. Unfortunately, the lack of sufficient quantities of this compound hampered its further development. Two Portieria species, Portieria hornemannii and Portieria tripinnata, are found along the South African coastline. Recent studies, based on DNA analysis, suggest that Portieria hornemannii may in fact be divided into several cryptic species. The current project is part of a larger study designed to investigate the use of secondary metabolites to identify new marine algal species. In this study 1H NMR profiles of the organic extracts of selected Portieria spp were compared in order to identify new species. Selected compounds were then isolated and characterised as potential chemotaxonomic markers. Four halogenated monoterpenes were isolated from Portieria hornemannii. Two of these were new compounds 4-(3-bromo-4-chloro-4-methylpentyl)-3-chlorofuran-2(5H)-one, which were isomers of each other. The two known compounds had been previously isolated from Portieria hornemannii samples off the Madagascar coast. These compounds could prove to be useful as chemotaxonomic marker compounds, as they have never been isolated from any other species of marine algae. Three known halogenated monoterpenes were isolated from Portieria tripinnata. These compounds had been previously isolated from different species of marine algae and therefore, could not serve as chemotaxonomic marker compounds for this species of marine alga. Further work needs to be done on Portieria tripinnata, with regards to its chemistry, as it is a species of marine algae that has not been previously researched.
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An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
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An investigation into the management implications of double-shift schooling in the Khomas Region in Namibia
- Authors: Katjaita, Maria Uendjiundja
- Date: 2012
- Subjects: Double shifts (Public schools) School management and organization -- Namibia Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1609 , http://hdl.handle.net/10962/d1003491
- Description: This study seeks to help fill the gap that exists in our knowledge of double‐shift schooling. The goal of this study is to critically investigate the experiences and perceptions of headmasters who are managing and leading double‐shift schools. The focus is on how double‐shift schooling is perceived as a management phenomenon by the principals of two schools in Namibia. This research is a case study of two schools, working in the interpretive paradigm. I used semistructured interviews and focus groups to explore participants’ perceptions of the management of double‐shift schooling. Findings suggest that managing double‐shift schools is more complex than managing single shift schools. For example, decision‐making in the double‐shift system is more complex due to the delay in decision‐making that is caused by the two separate sessions. The division of the school day into two sessions also results in less teaching time for the implementation of the official curriculum. This furthermore impacts negatively on the teacherlearner interaction time. These challenges are also experienced in all the other management tasks such as facilities, communication, planning, control and monitoring, human resource management as well as resource management and allocation. The findings of the study will hopefully inform policy‐makers in general but more specifically in Namibia so that they are in a better position when considering the educational and social factors when choosing double‐shift schools as an alternative intervention. The study may assist leaders in double‐shift schools to work against the negativity that surrounds double‐shift schooling.
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An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia
- Authors: Nashilongo, Onesmus
- Date: 2012
- Subjects: Environmental education -- Namibia -- Oshana Environmental education -- Curricula -- Namibia -- Oshana Environmental education -- Parent participation -- Namibia -- Oshana Environmental education -- Study and teaching -- Namibia -- Oshana Supporting Environmental Education in Namibia (SEEN) Sustainable development -- Study and teaching -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1646 , http://hdl.handle.net/10962/d1003528
- Description: This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
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Interest rate pass-through in Cameroon and Nigeria: a comparative analysis
- Authors: Tita, Anthanasius Fomum
- Date: 2012
- Subjects: Interest rates -- Cameroon Interest rates -- Nigeria Interest rates -- Effect of inflation on -- Cameroon Interest rates -- Effect of inflation on -- Nigeria Interest rates -- Econometric models Cointegration Monetary policy -- Cameroon Monetary policy -- Nigeria Banque des états de l'Afrique centrale Banks and banking -- Cameroon Banks and banking -- Nigeria
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1005 , http://hdl.handle.net/10962/d1002740
- Description: One of the most important aspects of monetary policy is an understanding of the transmission process: the mechanism through which the monetary policy actions of the Central Bank impact on aggregate demand and prices by influencing the investment and consumption decisions of households and firms. Thus, commercial banks are regarded as conveyers of monetary policy shocks and are expected to adjust retail interest rates in response to policy shocks one-to-one. In practice, commercial banks adjust their retail rates in response to changes in monetary policy with a lag of several months and this delay is often viewed as an impediment on the ability of the Central Bank to steer the economy. Several reasons, such as credit rationing and adverse selection, switching costs, risk sharing, consumer irrationality, structure of the financial system, menu costs and asymmetric information are some of the causes advanced for commercial banks retail rates being sticky. In spite of the important role of pass-through analysis in the monetary policy transmission process, it has received very little attention in Sub-Saharan Africa, especially in Cameroon and Nigeria, which have implemented a series of reforms. To this end, this study gives a comparative analysis of interest rate pass-through in Nigeria and Cameroon using retail rates (lending and deposit) and a discount rate (policy rate) from January 1990 to December 2010 for Nigeria and from January 1990 to June 2008 for Cameroon. The study examines the magnitude and speed of retail rate adjustments to changes in the Central Bank policy rate as well as examining the possibility of symmetric and asymmetric pass-through in both countries. In addition, the study also investigates whether there is pass-through of monetary policy from one country to the other. The empirical analysis employs four different types of co-integration techniques to test the presence of a long run co-integrating relationship between retail and the policy rates in order to ensure that the relationship detected is robust. Three sets of analyses are carried out in the study. Following Cottarelli and Kourelis (1994), the study employed a co-integration technique, firstly, to analyse pass-through for the entire sample, secondly, to analyse symmetric and asymmetric pass-through using a ten year rolling window analysis in an error correction framework. Finally, the policy rates were swapped around to investigate if there are transmissions of impulses from one country to the other. Overall, evidence from the entire sample and rolling window analysis suggests that monetary policy in Cameroon is less effective. This is perhaps one of the reasons why the Banque Des Etats De L’Afrique Centrale (BEAC) is unable to sterilise the excess liquidity of the banking sector in Cameroon. The long run pass-through of 0.72 and 0.71 for the entire sample, and the average long run pass-through for the rolling window of 0.78 and 0.76 for the lending and deposit rates, suggest that monetary policy is highly effective in Nigeria compared to Cameroon. The empirical evidence confirmed asymmetric adjustment in six rolling windows in the lending rate in Nigeria. Three rolling windows indicated that the direction of rigidity is downward, supporting Scholnick’s (1996) collusive pricing arrangement between banks, and the other three suggested that the lending rate is rigid in the upward direction, corroborating Scholnick’s (1996) customer reaction hypothesis. The deposit rate in Cameroon was also found to adjust asymmetrically and the direction of rigidity is downward, supporting Hannan and Berger’s (1991) customer reaction hypothesis. The investigation of impulse transmission between the two countries revealed that only the policy rate in Nigeria exerts some influence on the deposit rate in Cameroon. Policy recommendations are also discussed.
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"I don't think it's the whole story!": a case study of the linguistic face management strategies of dyslexic adults
- Authors: Henderson, Layle
- Date: 2010
- Subjects: Dyslexia Case studies Dyslexia -- Social aspects Dyslexia -- Psychological aspects Politeness (Linguistics) Sociolinguistics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2347 , http://hdl.handle.net/10962/d1002629
- Description: Dyslexia is primarily a neurobiological disorder and much research has been conducted on this (see for example Coltheart 1996; Shaywitz and Shaywitz 2000 and 2004). However, little has been done which investigates the social construction of dyslexia. Because dyslexia affects reading, writing and spelling to varying degrees, although it may originate from genetic inheritance, it manifests itself in social spheres. Brown and Levinson‟s (1987) Face Theory states that people use strategies to minimise the damage to the positive face of others. My research focuses on how dyslexic individuals use linguistic strategies to minimise potential face-threatening acts or FTAs against themselves and in so doing preserve their own positive face. Using elements of Face Theory and APPRAISAL I constructed a typology reflecting these linguistic face management devices of adults with dyslexia. With this research I hope to contribute to the field in an innovative and meaningful manner through an exploration of the linguistic face management strategies used in the management of positive face.
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An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
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Investigating perceptions of students' language needs at a Rwandan institution of higher learning
- Authors: Magambo, Joseph
- Date: 2009
- Subjects: Kigali Institute of Science, Technology and Management English language -- Study and teaching (Higher) -- Rwanda English language -- Study and teaching (Higher) -- Rwanda -- Foreign speakers Universities and colleges -- Rwanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1915 , http://hdl.handle.net/10962/d1007268
- Description: The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
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"Form fading among fading forms" death, language and madness in the novels of Samuel Beckett
- Authors: Springer, Michael Leicester
- Date: 2008
- Subjects: Beckett, Samuel, 1906-1989 -- Criticism and interpretation English fiction -- 20th century -- History and criticism Death in literature Mental illness in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2198 , http://hdl.handle.net/10962/d1002240
- Description: The primary thesis of this dissertation is that the development of narrative strategy and technique through the course of Samuel Beckett’s fictional oeuvre enacts a parody of the Cartesian method of doubt, in which the search for first principles, instead of providing grounds for certainty, is a hopeless, grotesque quest for a self which eludes any and every assertion. My chief concerns are thus, firstly, to explicate and elucidate the nature of such narrative strategies and techniques, and how these can be said to parody epistemological procedure; and secondly, to interrogate the implications of this parody for the epistemological and interpretative endeavour of which the human sciences are comprised. These two issues are explored by way of an examination of Beckett’s earliest novel, Murphy, and the narrative impasse that arises from the contradiction between this work’s largely realist form and quasi-postmodern content. I thereafter argue that the later fiction, most particularly the Trilogy, achieves formal and stylistic solutions to the aesthetic and epistemological challenges raised by the earlier work. Beckett’s fictional oeuvre, I contend, can best be construed as an attempt to attain that which exceeds and escapes narrative in and through narrative, namely madness or death. The achievement of either would entail the obliteration of the possibility of narrating at all, and the novels, engaging in a self-deconstructing endeavour, thus occupy a profoundly paradoxical position. Any attempt to interpret a body of work of this nature can only respond in an analogous manner, by trying to make meaning of the subversion of meaning, and deconstructing the assumptions that inform its procedures. This dissertation argues that it is precisely in the way in which it necessitates such selfreflexive discursive analysis that the import of Samuel Beckett’s fiction lies, and extrapolates the significance of this for an understanding of discourse, literary criticism, and epistemological procedure.
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Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum
- Authors: Belluigi, Dina Zoe
- Date: 2008
- Subjects: Art -- Study and teaching (Higher) Postmodernism and education Universities and colleges -- Philosophy Universities and colleges -- Curricula Education, Higher -- Political aspects Creative thinking -- Study and teaching Discourse analysis -- Methodology Critical pedagogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1531 , http://hdl.handle.net/10962/d1003413
- Description: This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.
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Co-engaged learning : Xhosa women's narratives on traditional foods
- Authors: Jolly, Rachel
- Date: 2007
- Subjects: Xhosa (African people) -- Social life and customs -- South Africa -- Grahamstown Women, Xhosa -- South Africa -- Grahamstown Nutrition -- Study and teaching -- South Africa -- Grahamstown Ethnoscience -- Study and teaching -- South Africa -- Grahamstown AIDS (Disease) -- South Africa -- Grahamstown HIV infections -- South Africa -- Grahamstown Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1450 , http://hdl.handle.net/10962/d1003331
- Description: This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
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Relationships between social marketing strategies and school participation in environmental competitions: a case study of Collect-a-Can's annual schools competition
- Authors: Mathabathe, Andrew Tumishe
- Date: 2006
- Subjects: Social marketing -- South Africa Environmental education -- South Africa Recycling (Waste, etc.) -- South Africa School recycling programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1726 , http://hdl.handle.net/10962/d1003609
- Description: The South African formal education system has undergone many changes since the formulation of the White Paper on Education and Training in 1995. These developments challenge organisations that want to run successful programmes or projects in schools to adapt their social marketing strategies. Against this background, the aim of the study was to investigate the relationships between social marketing strategies and participation of schools in environmental competitions. The goals of the research were to identify issues that have influenced schools participation in the Collect-a-Can Annual Schools Competition, identify and review social marketing strategies used by Collect-a-Can to influence participation of schools in the competition, and identify relationships between issues that influenced school participation in the competition and the Collect-a-Can’s social marketing strategies. A qualitative design that applied an interpretative case study, which focused on the Collect-a-Can’s Annual Schools Competition was used to explore these relationships. Data was generated through interviews, document analysis and a workshop. Nine respondents from nine schools and three Collect-a-Can management staff members participated in the interview process. Twenty participants from twenty schools participated in the workshop. The findings of the research revealed that there were relationships between the social marketing strategies used by Collect-a-Can and participation of schools in the competition. These relationships were found to be linked mainly to policy changes within formal education which Collect-a-Can could not respond to as a result of various reasons which included among others, the core focus of thecompany, lack of funds and a need to operate in a cost-effective way. The recommendations indicate possible areas for improvement and guidelines which could be used by Collect-a-Can for the competition without digressing from its core focus or incurring additional costs. These include a more responsive and adaptive management approach and a stronger educational orientation.
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In the gaze of God : aspects of the spiritual significance of Rublev's holy trinity
- Authors: Snyman, Desiree
- Date: 2001
- Subjects: Prayer , Spirituality
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1302 , http://hdl.handle.net/10962/d1016261
- Description: An icon is more than an image. It is a "sacramental form of presence" that makes present that which it signifies (Evdokimov 1976: 167). To come before an icon is to come before the presence of God. To gaze at an icon is to pray. Rublev's Holy Trinity icon (see frontispiece) is a theology in colour. Inspired by the story in Genesis 18, the icon depicts the three hypostases of the Trinity sitting around an altar with a chalice placed on top. The Biblical story is an account of the genuine hospitality that Abraham and Sarah shared with three pilgrims. This theme of hospitality is expressed by the three hypostases in the icon who invite the cosmos to share in their love-life. This research project investigates aspects of the spiritual significance that Rublev's icon has on our Christian living. To this end, an interpretation of the icon is offered in chapter two. Chapter three focuses on the relationship among the three hypostases in the icon. This chapter reflects on the meaning that trinitarian pericheresis could have on our spiritual living in the way we develop our relationships and the type of church and socio-political structures we adopt and support. The research project also explores the meaning that Rublev's icon could have for Methodists. The resource that Wesleyan spirituality offers to those who seek a deepened spirituality is the doctrine of Christian perfection. Perfection, in the Wesleyan model, is sought through the means of grace, nurtured through Christian koinonia and evidenced in social transformation. Christian perfection is discussed with reference to Rublev's icon in chapter four. Chapter five summarises aspects of the spirituality of the icon, postulates some implications that the icon has and unravels key issues arising out of this study.
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Southern African Development Community foreign policy behaviour: the case of trade with external actors
- Authors: Tebu, Perminus Waithaka
- Date: 2000
- Subjects: Southern African Development Community , International trade , Africa, Southern -- Foreign relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2834 , http://hdl.handle.net/10962/d1003044 , Southern African Development Community , International trade , Africa, Southern -- Foreign relations
- Description: This thesis is structured around two main and interwoven assumptions operating at two levels. On the one level the external dimension of security threat in Southern Africa is assumed to be the most critical factor for regional renewal and stability. It hinges on pertinent regional issues such as negative trade balances, economic dependence, poverty, unemployment, poor economic growth rates and so forth. The corollary of this assumption is that within the operative framework of SADC, Southern African states are assumed capable of effectively integrating their economies through trade and related arrangements with dominant external actors in the highly competitive global economy. The European Union (EU) and the United States (US) are used as the focal points for illumination. A structured interaction between SADC and the EU within a revised North-South framework of interaction is hypothesized and critically examined. On the other hand, SADC-US interactions are assessed within the context of the new US Africa policy. At another level, the assumption is also made that the post-apartheid democratic state possesses both the political will and the wherewithal to provide regiol].al Leadership. This latter assumption is put to test within the framework of South Africa's regional foreign policy. Adopting an explicit regional unit of analysis, the study utilizes international regime theory as the theoretical and conceptual point of departure. The realist conception of the international system and the underlying assumptions usually considered as obstacles to international cooperation are critically examined in the context of the post-Cold War expanded security agenda. Regime theory is used to provide insight on the motivations that lead states to cooperate in situations of mutual dilemma by institutionalizing patterns of interaction at the regional and international systemic levels. Interstate economic relations at these levels are explained as state actions that are influenced by certain norms and that such norm-governed behaviour is wholly consistent with the pursuit of national interest. Application of the theory explains why such foreign policy behaviour of states is particularly relevant in the post-Cold War era. The thesis has argued that SADC states are capable of conducting a coordinated trade foreign policy in which regional positions are elaborated and adopted. It is argued further that a regional capacity to institute trade and economic policies that reflect local circumstances (necessary for effective integration with the world economy) calls for strong regional developmental democracies in the tradition of social market economy. Regional leadership by South Africa is considered indispensable where Sbuth Africa must find a sustainable balance between its national and regional interests.
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Perceptions of language teaching in science from student and teacher discourse
- Authors: Garraway, James Windsor
- Date: 1994
- Subjects: Physics -- Study and teaching -- South Africa Language arts -- South Africa Written communication -- Study and teaching -- South Africa Language arts -- Correlation with content subjects -- South Africa Physics teachers -- Language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1693 , http://hdl.handle.net/10962/d1003576
- Description: The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.
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Absent or missing fathers and male sexual difficulties : their manifestations in dream symbolism and interpretation
- Authors: Fatman, Joseph Mzimkulu
- Date: 1989
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:21171 , http://hdl.handle.net/10962/6717
- Description: This thesis uses the individual case method in order to demonstrate the effects of paternal deprivation including variations in patterns of inadequate fathering on a male's psychological and sexual development. More specifically, it shows that father absence is a highly significant factor in the development of serious male psychological and social difficulties. Much of the material in the text concerns the impact of father absence on male 'sex-role' development. It is, as such further concerned with showing that paternal deprivation can lead to conflicts and rigidities in the individual's sex-role adjustment, which, in turn, are frequently related to deficits in emotional, cognitive and interpersonal functioning. Due consideration is given to such family characteristics as the mother's response to the father's absence which generally manifests as pathological and debilitating intrusiveness on the affected son's masculine identity. Other family features considered are the role of older male siblings and father substitutes e.g. stepfathers in the amelioration or exacerbation of these difficulties. An assumption is made that where such substitutes are competent father absence per se can have no more than a limited influence on the son's sex role development and vice versa. Some dreams from the case are presented for the purpose of viewing how the considered difficulties manifest in dream symbolism. Attention is paid also to the question as to whether such dreams can provide any useful clues toward an understanding of the nature, type and psychological situatedness of the affected people. Consequently, a discussion of a psychotherapy attempt is made to show that a competent understanding and interpretation of such symbolism will have an invaluable healing benefit on these difficulties.
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Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims
- Authors: Macrae, Claire Elisabeth
- Date: 1989
- Subjects: Education, Secondary English Secondary -- Study and teaching -- South Africa Education Secondary -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1357 , http://hdl.handle.net/10962/d1001423
- Description: This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
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Environmental requirements for the hatchery rearing of African catfish Clarias Gariepinus (Pisces: Clariidae) larvae and juveniles
- Authors: Britz, Peter Jacobus
- Date: 1988
- Subjects: Catfishes -- Africa , Fish culture , Clariidae , Clarias
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5188 , http://hdl.handle.net/10962/d1001964 , Catfishes -- Africa , Fish culture , Clariidae , Clarias
- Description: Inadequate seed production has historically been a factor limiting the commercial culture of Clarias gariepinus. The need to determine the environmental requirements of larvae was identified, in order to facilitate their successful mass rearing in hatcheries. The effects of key environmental factors on the growth, survival and aspects of the behaviour of C. gariepinus larvae and juveniles were investigated under controlled conditions. A strong emphasis was placed on the interpretation of the observed responses in terms of the natural history of the animal. Larvae were obtained by artificially inducing and spawning feral adult broodfish. Larval growth rates were highest in the temperature range 26-33ºC, with a peak at 30ºC. Survival of larvae was high between 22 and 33ºC. The final temperature preferendum of juveniles, determined in a thermal gradient was 30ºC, and it was concluded that this temperature is probably optimal for most of the physiological processes of the animal. Larvae and juveniles displayed strong negative phototaxis. When reared under different photoperiod regimes, larval growth increased with longer dark periods, however a similar rate of mortality was recorded in all photoperiod treatments. The provision of cover was found to enhance larval growth under conditions of continual light (24L/OD), however under conditions of continual darkness (OL/24D) similar growth rates were recorded regardless of the presence or absence of cover. All growth rates in continual darkness (OL/24D) were higher than those in continual light (24L/OD), regardless of whether cover was provided or not. It was concluded that a OL/24D photoperiod is optimal for larval rearing. At salinities between 0 and 5% similar growth and mortality rates of larvae were recorded. At 7.5 % larval growth and survival rates were lower, and at 10 % all larvae died within 48 hours. The 96h-LCSO for unionised ammonia was found to be 2.3 mg/l. The cytological effects of unionised ammonia were evident as degenerative changes in the gill and liver tissues. In an investigation of tank hygiene, it was found that larval growth and survival rates were highest in tanks not cleaned at all. As the frequency of tank cleaning increased, the growth and survival rates of larvae decreased. When reared at densities ranging from 45-450/1, larval growth was found to be density dependent. A model of hatchery productivity (number larvae of standard size produced/time/vol.) was developed based on the density dependent nature of larval growth. The model predicts that maximum productivity, will be achieved at a rearing density of 1400/1. The high growth and survival rates obtained over a broad range of each environmental parameter investigated serve to explain how larvae survive and grow in their unstable floodplain habitat in nature. The broad environmental tolerances of C. gariepinus are of benefit with respect to the culture of larvae, as successful larval rearing is possible over a fairly wide range of environmental conditions.
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