Between the 'sectional' and the 'national' : oil, grassroots discontent and civic discourse in Nigeria
- Authors: Akpan, Wilson Ndarake
- Date: 2006
- Subjects: Petroleum industry and trade -- Nigeria Revenue -- Nigeria Nigeria -- Social conditions Nigeria -- Economic conditions Niger River Delta (Nigeria) -- Environmental conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3294 , http://hdl.handle.net/10962/d1003082
- Description: This thesis examines the social character of petroleum-related grassroots struggles in Nigeria’s oil-producing region. It does this against the background of the dominant scholarly narratives that portray the struggles as: a) a disguised pursuit of an ethnic/sectional agenda, b) a 'minority rights' project, and c) a minority province’s protest against 'selective' environmental 'victimisation' by the majority ethnic nationalities. While the dominant scholarly analyses of the struggles are based on the activities of the better known activist organisations operating in the oil region, this thesis focuses primarily on the everyday 'grammar' of discontent and lived worlds of ordinary people vis-à-vis upstream petroleum operations and petroleum resource utilisation. The aim has been to gain an understanding of the forces driving community struggles in the oil region and their wider societal significance. Examined alongside the narratives of ordinary people are the legal/institutional framework for upstream petroleum operations and the operational practices of the oil-producing companies. Using primary data obtained through ethnography, focus group discussions, in-depth interviews and visual sociology, as well as relevant secondary data, the researcher constructs a discourse matrix, showing how grassroots narratives in selected oilproducing communities intersect with contemporary civic discourses in the wider Nigerian context. The thesis highlights the theoretical and policy difficulties that arise when the social basis of petroleum-related grassroots struggles and ordinary people’s narratives are explained using an essentialist idiom. It reveals, above all, the conditions under which so-called 'locale-specific' struggles in a multi-ethnic, oil-rich African country can become a campaign for the emancipation of ordinary people in the wider society. This research extends the existing knowledge on citizen mobilisation, extractive capitalism, transnational corporate behaviour, and Nigeria’s contemporary development predicament. It sheds light on some of the processes through which ordinary people are forcing upon the state a change agenda that could drive the country along a more socially sensitive development and democratisation trajectory.
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- Date Issued: 2006
Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools
- Authors: Wilmot, Pamela Dianne
- Date: 2006
- Subjects: Competency-based education -- South Africa Competency-based education -- South Africa -- Case studies Educational change -- South Africa Teacher participation in curriculum planning -- South Africa Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1792 , http://hdl.handle.net/10962/d1003677
- Description: The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
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- Date Issued: 2006
The development of the common fraction concept in grade three learners
- Authors: Fraser, Claire Anne
- Date: 2001
- Subjects: Mathematics -- Study and teaching (Elementary) Mathematics Problems, exercises, etc Fractions -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1497 , http://hdl.handle.net/10962/d1003379
- Description: Over a period of nine months in 1999, a longitudinal teaching intervention was undertaken with Grade 3 learners in the Fort Beaufort district, Eastern Cape. Working in the interpretive paradigm, the intervention focussed on: - the development of the common fraction concept, - the relevance of the hierarchy of Murray and Olivier’s Four Levels of Development in common fractions and - whether learners’ informal knowledge could be utilised in developing this concept. Using the Problem-centred approach to teaching mathematics, problems set in reallife contexts were used as vehicles for learning. Learners were required to discuss, reflect and make sense of the mathematics they were doing. Participant observation, completed worksheets and unstructured interviews with learners, formed the primary method of data collection. Learners’ work was analysed and classified according to the method used and manner in which the solution was notated. Results showed that learners were able to achieve a significant degree of success in developing a stable common fraction concept. Learners were afforded opportunities to construct their own ideas and to develop a deeper understanding of the concept. Many methods used were based on their informal knowledge of sharing. Learners made sense of realistic problems using drawings, and invented their own procedures. Apart from Level One, Phase Three, all Murray and Olivier’s Levels of Development could be identified during the research. This study will provide educators with valuable information on how learners solve mathematical problems involving fractions and how informal knowledge can be used as a foundation on which to build.
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- Date Issued: 2001
The development and evaluation of an andragogic training programme for Ciskeian retailers
- Authors: Kotzé, Clifford Jennings
- Date: 1992
- Subjects: Small business -- South Africa -- Ciskei Retail trade -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1184 , http://hdl.handle.net/10962/d1002801
- Description: One of the greatest challenges facing South Africa and the "independent states" of Transkei, Bophuthatswana, Venda and Ciskei over the next decade will be job creation and the development of the skills of the people. This is particularly true of Ciskei with its rapid population growth, unemployment, shortage of skilled manpower and over abundance of unskilled labour. Small business and, in particular, retailing with its relatively low entry requirements, can play a significant role in the creation of jobs. Small business, and small business retailing in particular, suffers, however, from a high failure rate resulting in a waste of financial and human resources which a developing nation like Ciskei can ill afford. The training of people involved in small business retailing is, therefore, of great importance. There is no unanimity of opinion, however, as to what training models or approaches are most appropriate. The purpose of this study was, thus, to design a training model, develop an andragogic training programme for Ciskeian small retailers based upon the model and test it. In accordance with the model developed, the nature of the retailers performance problem was established, the job of the small retailer was analysed, the training needs of retailers were identified, performance standards were set, the course curriculum was developed, training strategies and styles were selected, the necessary training resources were obtained and the training programme was implemented. A pilot training programme was run in 1987 and then the amended programme was run for two years. The results of the training were measured in terms of: -the delegates reaction to the training programme -what the delegates learnt -changes in the business as perceived by regular customers -reaction of the delegates to the training programme one year later -case studies and survival rates Statistically significant positive results were obtained in all aspects evaluated. It can, therefore, be concluded that the andragogic training model for Ciskeian retailers resulted in a positive reaction of delegates to the training, an improvement in the retailer's knowledge of retailing, positive changes in the businesses as perceived by regular customer and improved survival rates of these small retail businesses.
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- Date Issued: 1992