The Sociolinguistics of South African Television: Language Ideologies in Selected Case Studies
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/455397 , vital:75427 , ISBN 978-3-031-54914-4 , DOI: 10.4018/979-8-3693-0477-8.ch021
- Description: This book explores the interwoven relationship between language, media, and society in post-Apartheid South Africa. The author examines selected case studies from the sociolinguistic landscape of South African television, analysing dominant language ideologies and illuminating the challenges, opportunities, and potential for transformation. He argues for the power of television in shaping language ideologies, fostering cultural understanding, and advocating for more inclusive and equitable language usage in the media. This book contributes to the field of sociolinguistics by emphasizing the complexity of multilingualism in South Africa and inviting ongoing exploration and dialogue in this landscape. It will be of interest to students and scholars of Sociolinguistics, Media Studies, African Culture and History, and Language Policy and Planning.
- Full Text:
- Date Issued: 2024
- Authors: Aiseng, Kealeboga
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/455397 , vital:75427 , ISBN 978-3-031-54914-4 , DOI: 10.4018/979-8-3693-0477-8.ch021
- Description: This book explores the interwoven relationship between language, media, and society in post-Apartheid South Africa. The author examines selected case studies from the sociolinguistic landscape of South African television, analysing dominant language ideologies and illuminating the challenges, opportunities, and potential for transformation. He argues for the power of television in shaping language ideologies, fostering cultural understanding, and advocating for more inclusive and equitable language usage in the media. This book contributes to the field of sociolinguistics by emphasizing the complexity of multilingualism in South Africa and inviting ongoing exploration and dialogue in this landscape. It will be of interest to students and scholars of Sociolinguistics, Media Studies, African Culture and History, and Language Policy and Planning.
- Full Text:
- Date Issued: 2024
Alignment, scaling and resourcing of citizen-based water quality monitoring Initiatives
- Lotz-Sisitka, Heila, Ward, Mike, Taylor, Jim, Vallabh, Priya, Madiba, Morakane, Graham, P Mark, Louw, Adrienne J, Brownell, Faye
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Taylor, Jim , Vallabh, Priya , Madiba, Morakane , Graham, P Mark , Louw, Adrienne J , Brownell, Faye
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435729 , vital:73195 , ISBN 978-0-6392-0344-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2854%20final.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
- Full Text:
- Date Issued: 2022
- Authors: Lotz-Sisitka, Heila , Ward, Mike , Taylor, Jim , Vallabh, Priya , Madiba, Morakane , Graham, P Mark , Louw, Adrienne J , Brownell, Faye
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435729 , vital:73195 , ISBN 978-0-6392-0344-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2854%20final.pdf
- Description: This action-oriented research project seeks to address the policy-practice contradiction that exists between commit-ments and requirements for citizen engagement and in-volvement in Integrated Water Quality Management (IWQM) and a lack of sustainable support for scaling high quality Citi-zen-based Water Quality Monitoring (CBWQM) practices that exist in South Africa.
- Full Text:
- Date Issued: 2022
History on trial: a study of the Salem commonage land claim
- Authors: Bezuidenhout, GJW
- Date: 2020
- Subjects: South Africa. Restitution of Land Rights Act, 1994 , Salem (South Africa) -- History , Land tenure -- Law and legilstion -- South Africa , Land reform -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146647 , vital:38545
- Description: This thesis critically examines the Salem commonage claim, a dispute that has shaken the hamlet of Salem to its core. On ground level it has caused racialized fault lines to reopen, while suspicion and distrust has also grown between the black Africans of the area as well. On a national level, the Constitutional Court judgement has potentially set a precedent with regards to its jurisprudential approach in determining the validity of land claims in South Africa. Its interpretation of the law was determined by the restorative justice jurisprudence enshrined in the Restitution of Land Rights Act 22 of 1994 (the Act). It based its own understanding of the history of the commonage on this jurisprudence. In a bold step towards realising the aims and purposes of the Act, the Constitutional Court found that both the black African claimants as well as the white landowners have equal rights to the land. One of the reasons why the decision of the Constitutional Court is ground-breaking is that the dispute involves a former commonage – land used for common purpose. The Constitutional Court emphasised that the Act was an “extraordinary piece of legislation” and had to be interpreted in such a way so as to address the injustices of the past. This included provisions of the Act which dealt with how oral testimonies from claimants would be dealt with. Another interesting feature was the heavy reliance by all parties on expert witnesses in the persons of eminent historians, Professors Martin Legassick and Herman Giliomee. This case gave much-needed clarification as to what the appropriate role of an expert historian witness may be in a land claim. The success or failure of land claims often depend on the weight of the evidence supplied by the expert historian witness. But the historian must also take cognisance of the fact that the evidence s/he gives is appropriate according to the scope of law. This case also dismisses the assumption that colonial instruments of land assignation are beyond reproach. These instruments which grant rights to land may also be scrutinised in a court of law, just like when oral testimony is tested for its credibility. This is important to note, especially when balancing land rights of the claimants against those of the landowners. This thesis agrees with the decision taken by the Constitutional Court in this instance. However, it also cautions that such softly-softly approaches may appear as a suitable compromise on paper, but the feeling on the ground may not be as receptive to reconciliation as what the courts would have hoped for. To the jurist, this judgement accurately encapsulates the purpose and aims of the Act. However, such a judgement may not seem satisfactory to the people of Salem. The decisions of the Salem commonage case are sure to inform the discourse of land claims in South Africa.
- Full Text:
- Date Issued: 2020
- Authors: Bezuidenhout, GJW
- Date: 2020
- Subjects: South Africa. Restitution of Land Rights Act, 1994 , Salem (South Africa) -- History , Land tenure -- Law and legilstion -- South Africa , Land reform -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146647 , vital:38545
- Description: This thesis critically examines the Salem commonage claim, a dispute that has shaken the hamlet of Salem to its core. On ground level it has caused racialized fault lines to reopen, while suspicion and distrust has also grown between the black Africans of the area as well. On a national level, the Constitutional Court judgement has potentially set a precedent with regards to its jurisprudential approach in determining the validity of land claims in South Africa. Its interpretation of the law was determined by the restorative justice jurisprudence enshrined in the Restitution of Land Rights Act 22 of 1994 (the Act). It based its own understanding of the history of the commonage on this jurisprudence. In a bold step towards realising the aims and purposes of the Act, the Constitutional Court found that both the black African claimants as well as the white landowners have equal rights to the land. One of the reasons why the decision of the Constitutional Court is ground-breaking is that the dispute involves a former commonage – land used for common purpose. The Constitutional Court emphasised that the Act was an “extraordinary piece of legislation” and had to be interpreted in such a way so as to address the injustices of the past. This included provisions of the Act which dealt with how oral testimonies from claimants would be dealt with. Another interesting feature was the heavy reliance by all parties on expert witnesses in the persons of eminent historians, Professors Martin Legassick and Herman Giliomee. This case gave much-needed clarification as to what the appropriate role of an expert historian witness may be in a land claim. The success or failure of land claims often depend on the weight of the evidence supplied by the expert historian witness. But the historian must also take cognisance of the fact that the evidence s/he gives is appropriate according to the scope of law. This case also dismisses the assumption that colonial instruments of land assignation are beyond reproach. These instruments which grant rights to land may also be scrutinised in a court of law, just like when oral testimony is tested for its credibility. This is important to note, especially when balancing land rights of the claimants against those of the landowners. This thesis agrees with the decision taken by the Constitutional Court in this instance. However, it also cautions that such softly-softly approaches may appear as a suitable compromise on paper, but the feeling on the ground may not be as receptive to reconciliation as what the courts would have hoped for. To the jurist, this judgement accurately encapsulates the purpose and aims of the Act. However, such a judgement may not seem satisfactory to the people of Salem. The decisions of the Salem commonage case are sure to inform the discourse of land claims in South Africa.
- Full Text:
- Date Issued: 2020
The influence of the integration of local knowledge during chemistry hands-on practical activities on grade 8/9 learners’ attitude towards science
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
- Date Issued: 2020
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
- Date Issued: 2020
A sociological understanding of urban governance and social accountability: the case of Bulawayo, Zimbabwe
- Authors: Sivalo, Delta Mbonisi
- Date: 2019
- Subjects: Zimbabwe -- Politics and government -- 1980- , Municipal government -- Zimbabwe -- Harare , Municipal government -- Sociological aspects-- Zimbabwe -- Harare , Municipal government -- Citizen participation -- Zimbabwe -- Harare
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/71515 , vital:29860
- Description: This thesis seeks to understand the ways in which urban governance and urban-based civic participation interact with each other in contemporary Zimbabwe, with a particular focus on the factors influencing and shaping social accountability and effective citizen involvement in urban governance processes. This main objective is pursued with specific reference to Bulawayo, which is one of two metropolitan centres in Zimbabwe. The focus is specifically on questions around social accountability, citizen participation and centralised urban governance. In this regard, it is important to recognise that social accountability and urban governance need to be understood in the context of their inherent relationship and how these both shape and determine each other. In this respect, there is need to probe the foundations that shape the lived experiences of communities, through social accountability and urban governance, and how these pattern development and social change. Zimbabwe for over a decade now has gone through a series of economic and political crises which have impacted detrimentally on urban governance. With the economy in free-fall, local authorities have had to pursue a range of strategies to sustain themselves. These socio-economic conditions have forced a change in relations between the state, cities and citizens. Many studies have examined this regarding the politics of contestation between the ruling party (ZANU-PF), the state, and the main opposition party (MDC) in urban governance in Zimbabwe. However, this study zeros in on social accountability and how it is shaped by the prevailing socio-economic and political environment in Zimbabwe. At the same time, the lived experiences of communities vary and this variance influences and affects social accountability interventions and outcomes in cities like Bulawayo. Importantly, the thesis offers a longitudinal study which can map the contextual factors affecting and influencing social accountability in Bulawayo over time. Though recognising the debilitating effects of centralised urban governance on social accountability, the thesis also raises questions about the shifting, and often tenuous, relationship between the city and the central state, on one hand, and the city and its citizens on the other. In doing so, it considers the role of citizens, institutions and actors in responding to the impacts of urban governance and social accountability. In pursuing this thesis, a range of mainly qualitative research methods were used, including key informant interviews, focus group discussions, observation and use of documents. In the end, the thesis offers a nuanced analysis of the everyday complexities and challenges for social accountability in urban Bulawayo, Zimbabwe and thereby contributes to theorising social accountability and urban governance in Africa more broadly.
- Full Text:
- Date Issued: 2019
- Authors: Sivalo, Delta Mbonisi
- Date: 2019
- Subjects: Zimbabwe -- Politics and government -- 1980- , Municipal government -- Zimbabwe -- Harare , Municipal government -- Sociological aspects-- Zimbabwe -- Harare , Municipal government -- Citizen participation -- Zimbabwe -- Harare
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/71515 , vital:29860
- Description: This thesis seeks to understand the ways in which urban governance and urban-based civic participation interact with each other in contemporary Zimbabwe, with a particular focus on the factors influencing and shaping social accountability and effective citizen involvement in urban governance processes. This main objective is pursued with specific reference to Bulawayo, which is one of two metropolitan centres in Zimbabwe. The focus is specifically on questions around social accountability, citizen participation and centralised urban governance. In this regard, it is important to recognise that social accountability and urban governance need to be understood in the context of their inherent relationship and how these both shape and determine each other. In this respect, there is need to probe the foundations that shape the lived experiences of communities, through social accountability and urban governance, and how these pattern development and social change. Zimbabwe for over a decade now has gone through a series of economic and political crises which have impacted detrimentally on urban governance. With the economy in free-fall, local authorities have had to pursue a range of strategies to sustain themselves. These socio-economic conditions have forced a change in relations between the state, cities and citizens. Many studies have examined this regarding the politics of contestation between the ruling party (ZANU-PF), the state, and the main opposition party (MDC) in urban governance in Zimbabwe. However, this study zeros in on social accountability and how it is shaped by the prevailing socio-economic and political environment in Zimbabwe. At the same time, the lived experiences of communities vary and this variance influences and affects social accountability interventions and outcomes in cities like Bulawayo. Importantly, the thesis offers a longitudinal study which can map the contextual factors affecting and influencing social accountability in Bulawayo over time. Though recognising the debilitating effects of centralised urban governance on social accountability, the thesis also raises questions about the shifting, and often tenuous, relationship between the city and the central state, on one hand, and the city and its citizens on the other. In doing so, it considers the role of citizens, institutions and actors in responding to the impacts of urban governance and social accountability. In pursuing this thesis, a range of mainly qualitative research methods were used, including key informant interviews, focus group discussions, observation and use of documents. In the end, the thesis offers a nuanced analysis of the everyday complexities and challenges for social accountability in urban Bulawayo, Zimbabwe and thereby contributes to theorising social accountability and urban governance in Africa more broadly.
- Full Text:
- Date Issued: 2019
Patterns of belief in Bushman creation tales: an interpretive study relating to /Xam, Maluti, and Zu/'oasi sources
- Authors: Howard, Nadine B
- Date: 2000
- Subjects: South Africa , Creation -- Mythology , Spirituality -- Africa , San (African people) -- Religion , San (African people) -- Folklore
- Language: English
- Type: Text
- Identifier: vital:549 , http://hdl.handle.net/10962/d1019978 , Donated by Geoffrey Howard, 2010.
- Description: “Patterns of Belief in Bushman Creation Tales” regard /Xam, Maluti, and Zu/’oasi mythology. The study divides into three sections. The Early Period of Conceptual Unity concerns creation of the eland, a symbolic antelope. All beings are animal-persons of the early race. The /Xam deity /Kaggen creates and secretly cares for an eland to whom he feeds honey. The family, missing honey, sends Mongoose to spy on /Kaggen. He sees the eland and informs his father who kills it without Kaggen’s knowledge. Kaggen weeps bitterly. Elsewhere, when Cagn’s away Maluti sons hunt and discover an unknown creature. They try repeatedly to stab it as it breaks away, but returns to lay down. Finally Gewi kills it. They take meat and blood home, but later see Cagn’s snares and feel afraid. The Transition Period of Conceptual Separation and Restoration follows. Separation of animals and people takes place through re-creation and naming. The former animal-person world passes away. Maluti elands are re-created as Gewi tries to undo his “mischief”. Churning the eland’s blood, it scatters, becoming snakes, then hartebeests. Cagn and his wife help: spinning blood, adding fat from the heart. They produce multitudes of untamed elands. Gewi who “spoilt” them must hunt and kill one, but he fails. Cagn then teaches both sons to hunt. However, his elands are swift, and he will now dwell in their bones. “That day game were given to men to eat,” and the transition to knowing is made. Zu/’oasi animal-persons journey to the fire of creation; there to be beautifully marked or otherwise distinguished. /Xam antelope await their naming through the eating or drinking of liquid honeys which colour their hides. The Third Section offers an overview of concepts the thesis presents. It also bears the key to unlock a very old mystery. , Intended as a Masters of Arts thesis for the University of Natal, the author was unable to complete the final chapter before her death, and the thesis was never submitted for examination. It was the wish of her husband that her careful study should be brought to light and be made available to other students of this field.
- Full Text:
- Date Issued: 2000
- Authors: Howard, Nadine B
- Date: 2000
- Subjects: South Africa , Creation -- Mythology , Spirituality -- Africa , San (African people) -- Religion , San (African people) -- Folklore
- Language: English
- Type: Text
- Identifier: vital:549 , http://hdl.handle.net/10962/d1019978 , Donated by Geoffrey Howard, 2010.
- Description: “Patterns of Belief in Bushman Creation Tales” regard /Xam, Maluti, and Zu/’oasi mythology. The study divides into three sections. The Early Period of Conceptual Unity concerns creation of the eland, a symbolic antelope. All beings are animal-persons of the early race. The /Xam deity /Kaggen creates and secretly cares for an eland to whom he feeds honey. The family, missing honey, sends Mongoose to spy on /Kaggen. He sees the eland and informs his father who kills it without Kaggen’s knowledge. Kaggen weeps bitterly. Elsewhere, when Cagn’s away Maluti sons hunt and discover an unknown creature. They try repeatedly to stab it as it breaks away, but returns to lay down. Finally Gewi kills it. They take meat and blood home, but later see Cagn’s snares and feel afraid. The Transition Period of Conceptual Separation and Restoration follows. Separation of animals and people takes place through re-creation and naming. The former animal-person world passes away. Maluti elands are re-created as Gewi tries to undo his “mischief”. Churning the eland’s blood, it scatters, becoming snakes, then hartebeests. Cagn and his wife help: spinning blood, adding fat from the heart. They produce multitudes of untamed elands. Gewi who “spoilt” them must hunt and kill one, but he fails. Cagn then teaches both sons to hunt. However, his elands are swift, and he will now dwell in their bones. “That day game were given to men to eat,” and the transition to knowing is made. Zu/’oasi animal-persons journey to the fire of creation; there to be beautifully marked or otherwise distinguished. /Xam antelope await their naming through the eating or drinking of liquid honeys which colour their hides. The Third Section offers an overview of concepts the thesis presents. It also bears the key to unlock a very old mystery. , Intended as a Masters of Arts thesis for the University of Natal, the author was unable to complete the final chapter before her death, and the thesis was never submitted for examination. It was the wish of her husband that her careful study should be brought to light and be made available to other students of this field.
- Full Text:
- Date Issued: 2000
An investigation into the visual literacy skills of Black primary-school children from an informal settlement in Cape Town, with particular reference to visual imagery in educational textbooks
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
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