The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2116 , vital:27611
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2116 , vital:27611
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Date Issued: 2016
The influence of decentralisation on community development in Gasabo district of Rwanda
- Authors: Indoha, Janvier Kimenyi
- Date: 2016
- Subjects: Decentralization in government -- Rwanda Community development -- Rwanda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14345 , vital:27572
- Description: This study investigated the influence of decentralisation on community development in the Gasabo district of Rwanda. It was based on the assumption that the participation of citizens in decision-making, planning based on local needs and priorities and the implementation of development programmes associated with the decentralisation policy can improve service delivery and result in community development. It is vital that the decentralization policy be well understood so that appropriate strategies may be adopted and implemented with the aim of maximising advantages associated with it. This study provides, in addition to a literature review, a brief historical background of the evolution and transformation of governance in Rwanda. The country‟s system of governance as well as the challenges it has encountered along the way through different régimes are briefly addressed. Also, the legal and regulatory framework of the decentralization policy and strategies adopted and mechanisms of resource transfer are explained. The study used both qualitative and quantitative methods. Primary and secondary data were used in analysing the influence of decentralisation on community development in the Gasabo district of Rwanda. Primary data was collected through survey questionnaires, interviews and focus group discussions, while secondary data were gathered through a literature survey of relevant textbooks, peer-reviewed journals, reports and legislation. The research findings indicated that in the Gasabo district, decentralisation has contributed significantly towards improving governance aspects such as accountability, and citizen participation in development programmes, which are prerequisite factors of development. Concerning the planning process, the research found that the district development plan (DDP) was crafted through drawing its priorities from the national development plans embedded in the Economic Development and Poverty Reduction Strategies (EDPRS) and Rwanda‟s Vision 2020. However, despite the existence of the Joint Action Development Forum (JADF), created to join the development plans of development partners to the DDP, testimonies from development partners revealed that their relationship with the district is characterised by the lack of frank collaboration, leading to their not being fully associated in the planning process. This research also found that the decentralisation policy has contributed only to a limited extent to the improvement of service delivery in Gasabo district. It was observed that effective service delivery is still hampered by the lack of skilled employees, especially in the areas of education, health and engineering, a budget insufficient for the effective implementation of development projects in such a way as to satisfy the expectations of beneficiaries. In view of the aforementioned findings, the study recommends that the central government intervene in training district tax officers regarding mechanisms and strategies of maximising tax collection to draw sufficient funds to carry out development plans. Through building their capacity, the imbalance between the responsibilities and means allocated for carrying out their achievement can be progressively reduced. Furthermore, to prevent development from taking place in a random manner, district authorities should receive technical support from the central government through linking the local planning process to national poverty reduction efforts. The annual performance contract system needs to be strengthened and monitored to evaluate the implementation of district development plans so as to prevent any kind of poor leadership performance, with the aim of optimising available resources.
- Full Text:
- Date Issued: 2016
- Authors: Indoha, Janvier Kimenyi
- Date: 2016
- Subjects: Decentralization in government -- Rwanda Community development -- Rwanda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14345 , vital:27572
- Description: This study investigated the influence of decentralisation on community development in the Gasabo district of Rwanda. It was based on the assumption that the participation of citizens in decision-making, planning based on local needs and priorities and the implementation of development programmes associated with the decentralisation policy can improve service delivery and result in community development. It is vital that the decentralization policy be well understood so that appropriate strategies may be adopted and implemented with the aim of maximising advantages associated with it. This study provides, in addition to a literature review, a brief historical background of the evolution and transformation of governance in Rwanda. The country‟s system of governance as well as the challenges it has encountered along the way through different régimes are briefly addressed. Also, the legal and regulatory framework of the decentralization policy and strategies adopted and mechanisms of resource transfer are explained. The study used both qualitative and quantitative methods. Primary and secondary data were used in analysing the influence of decentralisation on community development in the Gasabo district of Rwanda. Primary data was collected through survey questionnaires, interviews and focus group discussions, while secondary data were gathered through a literature survey of relevant textbooks, peer-reviewed journals, reports and legislation. The research findings indicated that in the Gasabo district, decentralisation has contributed significantly towards improving governance aspects such as accountability, and citizen participation in development programmes, which are prerequisite factors of development. Concerning the planning process, the research found that the district development plan (DDP) was crafted through drawing its priorities from the national development plans embedded in the Economic Development and Poverty Reduction Strategies (EDPRS) and Rwanda‟s Vision 2020. However, despite the existence of the Joint Action Development Forum (JADF), created to join the development plans of development partners to the DDP, testimonies from development partners revealed that their relationship with the district is characterised by the lack of frank collaboration, leading to their not being fully associated in the planning process. This research also found that the decentralisation policy has contributed only to a limited extent to the improvement of service delivery in Gasabo district. It was observed that effective service delivery is still hampered by the lack of skilled employees, especially in the areas of education, health and engineering, a budget insufficient for the effective implementation of development projects in such a way as to satisfy the expectations of beneficiaries. In view of the aforementioned findings, the study recommends that the central government intervene in training district tax officers regarding mechanisms and strategies of maximising tax collection to draw sufficient funds to carry out development plans. Through building their capacity, the imbalance between the responsibilities and means allocated for carrying out their achievement can be progressively reduced. Furthermore, to prevent development from taking place in a random manner, district authorities should receive technical support from the central government through linking the local planning process to national poverty reduction efforts. The annual performance contract system needs to be strengthened and monitored to evaluate the implementation of district development plans so as to prevent any kind of poor leadership performance, with the aim of optimising available resources.
- Full Text:
- Date Issued: 2016
The influence of introduced forest management practices on transformative social learning in a selected social-ecological forest community : a case of PFM and REDD projects at Pugu and Kazimzumbwi Forest Reserves in Tanzania
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
The influence of the environment on nature-based adventure tourism
- Authors: Giddy, Julia K
- Date: 2016
- Subjects: Human ecology , Tourism -- Environmental aspects , Adventure travel
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/9296 , vital:26561
- Description: Adventure tourism (AT) is a rapidly growing subsector of the tourism industry. With the recent increase in AT, the nature of the industry is undergoing major changes. Originally a small and relatively specialized sector of tourism, AT is now expanding to include ommercialized and larger scale operations. This creates a need to re-evaluate the AT industry in the context of these new, highly commercialized and often “manufactured” adventure experiences. Although there are many definitions and conceptualizations of what onstitutes AT, it is most often referred to as tourism experiences that involve some element of risk and typically take place in outdoor natural environments. Inherent in the definition of AT is the natural environment, however very little research has focused on the role of the environment in AT. The interaction between humans and the environment is one of the most fundamental relationships of human existence. Within this context, existing research largely focuses on the influence of humans on the environment. However, it is important to also understand how the environment influences human behaviour. This thesis, therefore, seeks to examine the influence of the environment on humans in the AT context. It does so by analyzing three primary aspects of human-environment interaction in AT participation. The first is participants’ ‘value system’including their general perspectives of the environment and previous experience with AT. The second focuses on the relative strength and nature of environmental influences on AT motivations. The final aspect delves into the role of the environment in enhancing AT experiences and satisfaction. These assessments were done by analyzing questionnaires collected from participants in eight commercial AT operations along the Cape South Coast of South Africa. Data was primarily based on responses to statements using a 5 point Likert Scale. The responses were analyzed and discussions utilized results based on descriptive statistics, significance levels based on onesample t-tests, frequency distributions and analysis of variance (ANOVAs) which divided the data based on activity type. In addition Pearson’s Product Moment Correlations were conducted to assess linkages between different components of the thesis. The results that emerged from this thesis show that the environment plays an important role in AT participation. The value system of commercial AT participants demonstrated a level of general experience with AT as well as moderate environmental values. The strength of the environment in the motivations to participate in AT emerged quite substantially. Reflective interactions with nature (i.e. learning about the environment, and appreciating nature’s beauty) were found to be amongst the most significant internal motivation factors for participation. Interestingly, although the vast majority of research focuses on the Risk/Thrill element of AT motivations, it was not found to be an important motivation factor amongst the vast majority of AT participants. The environmental aspects of the destination were found to be, by far, the most significant external motivation factor, implying that the selection of destination for AT participation is largely based on the environment in which the activity takes place. Participants were also found to have strong, positive emotional experiences as a result of AT participation,which were significantly enhanced by the environment in which the activities took place. In addition, as a result of these positive experiences, emotionally and with the environment, participants were highly satisfied with the AT experiences. The culmination of the results discussed above was the development of a modified, empirically-tested framework for human-environment interaction in the AT context. The final framework demonstrated links between various components of human-environment interaction. Strong links were found between motivations, experiences and satisfaction while relatively weak links were found between the value system of participants and their subsequent motivations. The framework was developed for the possibility of applying it to other contexts. The findings in this thesis demonstrate that the environment does, in fact, play an important role in the interaction between humans and the environment in AT. They emphasize the relatively significant influence that the environment has on the motivations and experiences of AT participants.
- Full Text:
- Date Issued: 2016
- Authors: Giddy, Julia K
- Date: 2016
- Subjects: Human ecology , Tourism -- Environmental aspects , Adventure travel
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/9296 , vital:26561
- Description: Adventure tourism (AT) is a rapidly growing subsector of the tourism industry. With the recent increase in AT, the nature of the industry is undergoing major changes. Originally a small and relatively specialized sector of tourism, AT is now expanding to include ommercialized and larger scale operations. This creates a need to re-evaluate the AT industry in the context of these new, highly commercialized and often “manufactured” adventure experiences. Although there are many definitions and conceptualizations of what onstitutes AT, it is most often referred to as tourism experiences that involve some element of risk and typically take place in outdoor natural environments. Inherent in the definition of AT is the natural environment, however very little research has focused on the role of the environment in AT. The interaction between humans and the environment is one of the most fundamental relationships of human existence. Within this context, existing research largely focuses on the influence of humans on the environment. However, it is important to also understand how the environment influences human behaviour. This thesis, therefore, seeks to examine the influence of the environment on humans in the AT context. It does so by analyzing three primary aspects of human-environment interaction in AT participation. The first is participants’ ‘value system’including their general perspectives of the environment and previous experience with AT. The second focuses on the relative strength and nature of environmental influences on AT motivations. The final aspect delves into the role of the environment in enhancing AT experiences and satisfaction. These assessments were done by analyzing questionnaires collected from participants in eight commercial AT operations along the Cape South Coast of South Africa. Data was primarily based on responses to statements using a 5 point Likert Scale. The responses were analyzed and discussions utilized results based on descriptive statistics, significance levels based on onesample t-tests, frequency distributions and analysis of variance (ANOVAs) which divided the data based on activity type. In addition Pearson’s Product Moment Correlations were conducted to assess linkages between different components of the thesis. The results that emerged from this thesis show that the environment plays an important role in AT participation. The value system of commercial AT participants demonstrated a level of general experience with AT as well as moderate environmental values. The strength of the environment in the motivations to participate in AT emerged quite substantially. Reflective interactions with nature (i.e. learning about the environment, and appreciating nature’s beauty) were found to be amongst the most significant internal motivation factors for participation. Interestingly, although the vast majority of research focuses on the Risk/Thrill element of AT motivations, it was not found to be an important motivation factor amongst the vast majority of AT participants. The environmental aspects of the destination were found to be, by far, the most significant external motivation factor, implying that the selection of destination for AT participation is largely based on the environment in which the activity takes place. Participants were also found to have strong, positive emotional experiences as a result of AT participation,which were significantly enhanced by the environment in which the activities took place. In addition, as a result of these positive experiences, emotionally and with the environment, participants were highly satisfied with the AT experiences. The culmination of the results discussed above was the development of a modified, empirically-tested framework for human-environment interaction in the AT context. The final framework demonstrated links between various components of human-environment interaction. Strong links were found between motivations, experiences and satisfaction while relatively weak links were found between the value system of participants and their subsequent motivations. The framework was developed for the possibility of applying it to other contexts. The findings in this thesis demonstrate that the environment does, in fact, play an important role in the interaction between humans and the environment in AT. They emphasize the relatively significant influence that the environment has on the motivations and experiences of AT participants.
- Full Text:
- Date Issued: 2016
The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
The mediating processes within social learning: women’s food and water security practices in the rural Eastern Cape
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
The philanthropic priorities of Chinese and Japanese Americans as they relate to Asian American culturally specific museums
- Authors: Yok, Larry Tom
- Date: 2016
- Subjects: Museums -- Economic aspects -- United States Chinese Americans -- Development -- United States Non-governmental organizations -- Museums -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13160 , vital:27157
- Description: Asian American culturally specific museums began forming in the United States in 1963. There are now 11 in existence. Four of these museums (two Chinese American, one Japanese American and one Pan Asian American) dramatically expanded their programs and constructed large new facilities. These culturally specific museums are private nonprofit organizations that are reliant on private donors for most of their financial support. Asian Americans comprise the majority of these Asian American museums’ donor bases. Understanding why donors support these museums may be useful to the museums’ abilities to raise funds.In this thesis I explore the reasons Chinese and Japanese Americans support these culturally specific museums. I used data from my qualitative study involving in-depth interviews of 16 Chinese and Japanese American current and former donors to a Pan Asian culturally specific museum in Seattle, Washington along with interviews of chief executives and other key informants of five other culturally specific museums in addition to primary documents provided by the museums and related secondary information available through the Internet. I also conducted a literature review in the fields of Development Studies, racial and ethnic identity, museology, and philanthropy. While identifying the reasons donors support these culturally specific museums, I also identify the philanthropic priorities and criteria of Chinese and Japanese Americans residing in Seattle and compare them with similar studies of Asian American philanthropy conducted in other cities in the 1990’s. I also examine the roles played by these culturally specific museums in the promotion of social capital, cultural capital and heritage capital in their communities. Chinese and Japanese Americans support these museums to preserve and educate their communities about the contributions their forebears made to the development of the United States. Asian American history has been marginalized in conventional narratives and one mission of the Asian American culturally specific museums is to bring their stories into the American history mainstream. Creating and operating these museums requires substantial networking within the Chinese and Japanese American communities and with other ethnic communities to bring in visitors and obtain financial and other support. The museums promote social capital development through collaboration in the museums’ operations. They increase the communities’ cultural capital by assembling the dispersed cultural and heritage capital of the Chinese and Japanese American communities into curated collections. These Asian American culturally specific museums face challenges stemming from attrition in their donor bases due to age. The museums need to develop activities that attract new supporters who may be mixed race or mixed ethnicity or who are interested in social activism that impacts society. The museums also must create programs that are relevant to younger generations. The findings of this study lay the groundwork for further inquiry into the ways culturally specific museums promote bonding and bridging capital in low and middle class Asian American communities and the degree to which they affect development in their neighbourhoods. Further research into the museums’ educational programs efficacy as they relate to correcting misperceptions about Asian Americans among non-Asian Americans may be desirable.
- Full Text:
- Date Issued: 2016
- Authors: Yok, Larry Tom
- Date: 2016
- Subjects: Museums -- Economic aspects -- United States Chinese Americans -- Development -- United States Non-governmental organizations -- Museums -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13160 , vital:27157
- Description: Asian American culturally specific museums began forming in the United States in 1963. There are now 11 in existence. Four of these museums (two Chinese American, one Japanese American and one Pan Asian American) dramatically expanded their programs and constructed large new facilities. These culturally specific museums are private nonprofit organizations that are reliant on private donors for most of their financial support. Asian Americans comprise the majority of these Asian American museums’ donor bases. Understanding why donors support these museums may be useful to the museums’ abilities to raise funds.In this thesis I explore the reasons Chinese and Japanese Americans support these culturally specific museums. I used data from my qualitative study involving in-depth interviews of 16 Chinese and Japanese American current and former donors to a Pan Asian culturally specific museum in Seattle, Washington along with interviews of chief executives and other key informants of five other culturally specific museums in addition to primary documents provided by the museums and related secondary information available through the Internet. I also conducted a literature review in the fields of Development Studies, racial and ethnic identity, museology, and philanthropy. While identifying the reasons donors support these culturally specific museums, I also identify the philanthropic priorities and criteria of Chinese and Japanese Americans residing in Seattle and compare them with similar studies of Asian American philanthropy conducted in other cities in the 1990’s. I also examine the roles played by these culturally specific museums in the promotion of social capital, cultural capital and heritage capital in their communities. Chinese and Japanese Americans support these museums to preserve and educate their communities about the contributions their forebears made to the development of the United States. Asian American history has been marginalized in conventional narratives and one mission of the Asian American culturally specific museums is to bring their stories into the American history mainstream. Creating and operating these museums requires substantial networking within the Chinese and Japanese American communities and with other ethnic communities to bring in visitors and obtain financial and other support. The museums promote social capital development through collaboration in the museums’ operations. They increase the communities’ cultural capital by assembling the dispersed cultural and heritage capital of the Chinese and Japanese American communities into curated collections. These Asian American culturally specific museums face challenges stemming from attrition in their donor bases due to age. The museums need to develop activities that attract new supporters who may be mixed race or mixed ethnicity or who are interested in social activism that impacts society. The museums also must create programs that are relevant to younger generations. The findings of this study lay the groundwork for further inquiry into the ways culturally specific museums promote bonding and bridging capital in low and middle class Asian American communities and the degree to which they affect development in their neighbourhoods. Further research into the museums’ educational programs efficacy as they relate to correcting misperceptions about Asian Americans among non-Asian Americans may be desirable.
- Full Text:
- Date Issued: 2016
The place of language policy in education in teaching and learning: a case study of two primary schools in the Eastern Cape Province
- Rani, Nomakhosazana Jeanette
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
The relationship between electricity supply and economic growth in South Africa
- Authors: Khobai, Hlalefang
- Date: 2016
- Subjects: Economic development -- South Africa , Electric power failures -- South Africa
- Language: English
- Type: Thesis , Doctoral , DCom
- Identifier: http://hdl.handle.net/10948/9251 , vital:26483
- Description: Since democratisation of South Africa in 1994, the economy of South Africa underwent significant structural changes. Among these structural changes was electrification for the poor rural areas. During the apartheid era, about two-thirds of the nation lacked access to electricity and hence, provision for electricity to everyone was considered a crucial part of the economic development, post 1994. Since then economic growth and the demand for electricity in South Africa have been increasing at an unprecedented rate. The electricity supply did not increase proportionally to the increase in the consumption of electricity. In responding to the high increase in the demand for electricity, the electricity utility planned to build new power stations and put back in use the ones which were mothballed. But unfortunately the plan for investment in these power stations was late and in 2008, the existing power stations could not manage to supply enough electricity. The demand for electricity was such that it nearly damaged the power generating circuit and the electricity supply utility had to resort to load shedding. The imbalance between electricity supply and demand led to industrial sectors losing on production and as a result led to a downturn in economic growth. It also led to an increase in electricity prices which had a negative effect on individual and private sectors’ purchasing power. It is against this background that this study is designed to investigate the long term relationship between economic growth and electricity supply. The additional variables such as electricity prices, trade openness, capital and employment were included as intermittent variables to form a multivariate framework. This study also assesses the Granger causality between these variables to determine which variable supersedes the other. Two models were applied in this study: The Auto-regressive Distributed Lag (ARDL) bounds approach and the Vector Error Correction Model (VECM) Granger-causality. The ARDL bounds technique was used to detect the long term relationship between economic growth, electricity supply, electricity prices, trade openness, capital and employment using annual data from 1985 to 2014. The ARDL technique was chosen over the conventional models such as Engle and Granger (1987) and Johansen (1988) for the research for the following reasons: Firstly, the ARDL technique uses a single reduced form of equation to examine the long term relationship of the variables as opposed to the conventional Johansen test that employs a system of equations. Secondly, it is suitable to use for testing co-integration when a small sample data is used. Thirdly, it does not require the underlying variables to be integrated of similar order e.g. integrated of order zero I(0), integrated of order one I(1) or fractionally integrated, for it to be applicable. Lastly, it does not rely on the properties of unit root datasets and this makes it possible for the Granger-causality to be applied in testing the long term relationships between the variables. The VECM Granger-causality is used to examine the Granger-causality between the chosen variables. It was chosen for its ability to develop longer term forecasting when dealing with an unconstrained model. The unit root results confirmed that the variables were stationary at first difference using Augmented Dickey Fuller (ADF), Phillips and Perron (PP) and Kwiatkowski-Phillips-Schmidt-Shit (KPSS). The ARDL bound approach outcomes revealed that economic growth, electricity supply, trade openness, electricity prices, employment and capital move together in the long term. There were three co-integrated equations under the export and trade models while under the import model there was one co-integrated equation. The results are such that electricity prices have a negative impact on economic growth. The results further evidenced that; electricity supply, trade openness, employment and capital have a positive impact on economic growth in the long term. The VECM Granger causality findings suggested a unidirectional causality flowing from electricity supply, trade, exports, electricity prices, employment and capital to economic growth in the long term. There was another unidirectional causality established flowing from economic growth, trade openness, electricity prices, employment and capital to electricity supply. A one-way causality flowing from economic growth, electricity supply, electricity prices, employment and capital to export was evidenced. Overall, the study’s results of bidirectional Granger-causality between electricity supply and economic growth have a number of implications for forecasters and policy makers. This feedback hypothesis implies that the high level of economic growth leads to a high level of electricity supply, which would stimulate economic growth. Hence, South Africa demonstrates a kind of electricity dependence in a manner that a sufficiently large supply of electricity seems to ensure high economic growth. Electricity supply is a vitally important factor for economic growth in South Africa. It is therefore necessary that South African policy makers formulate investor friendly policies that will encourage, promote and attract capital inflows to stimulate electricity supply. The South African government needs to primarily deregulate the electricity supply industry which is owned by Eskom (a monopoly), and allow more investors into this industry. The government should promote a change to other forms of energy sources such as renewable energy sources which will play an important role in restoring the balance between electricity supply and consumption. Moreover, it is recommended that the electricity regulator should take steps to curb the severe electricity price increases and to ensure prices affordable to the poor communities. The policy makers need to implement some investor friendly policies that will encourage and promote capital formation. Furthermore, the government should invest towards more job creating sectors such as (Small and Medium Enterprises) SMEs. Finally, the government should take into consideration the importance of trade openness to attract international investments into the economy. It is hoped that the findings of this study would prove beneficial to policy makers in South Africa and elsewhere in the world where power outages are experienced, and assist them in combating the problem.
- Full Text:
- Date Issued: 2016
- Authors: Khobai, Hlalefang
- Date: 2016
- Subjects: Economic development -- South Africa , Electric power failures -- South Africa
- Language: English
- Type: Thesis , Doctoral , DCom
- Identifier: http://hdl.handle.net/10948/9251 , vital:26483
- Description: Since democratisation of South Africa in 1994, the economy of South Africa underwent significant structural changes. Among these structural changes was electrification for the poor rural areas. During the apartheid era, about two-thirds of the nation lacked access to electricity and hence, provision for electricity to everyone was considered a crucial part of the economic development, post 1994. Since then economic growth and the demand for electricity in South Africa have been increasing at an unprecedented rate. The electricity supply did not increase proportionally to the increase in the consumption of electricity. In responding to the high increase in the demand for electricity, the electricity utility planned to build new power stations and put back in use the ones which were mothballed. But unfortunately the plan for investment in these power stations was late and in 2008, the existing power stations could not manage to supply enough electricity. The demand for electricity was such that it nearly damaged the power generating circuit and the electricity supply utility had to resort to load shedding. The imbalance between electricity supply and demand led to industrial sectors losing on production and as a result led to a downturn in economic growth. It also led to an increase in electricity prices which had a negative effect on individual and private sectors’ purchasing power. It is against this background that this study is designed to investigate the long term relationship between economic growth and electricity supply. The additional variables such as electricity prices, trade openness, capital and employment were included as intermittent variables to form a multivariate framework. This study also assesses the Granger causality between these variables to determine which variable supersedes the other. Two models were applied in this study: The Auto-regressive Distributed Lag (ARDL) bounds approach and the Vector Error Correction Model (VECM) Granger-causality. The ARDL bounds technique was used to detect the long term relationship between economic growth, electricity supply, electricity prices, trade openness, capital and employment using annual data from 1985 to 2014. The ARDL technique was chosen over the conventional models such as Engle and Granger (1987) and Johansen (1988) for the research for the following reasons: Firstly, the ARDL technique uses a single reduced form of equation to examine the long term relationship of the variables as opposed to the conventional Johansen test that employs a system of equations. Secondly, it is suitable to use for testing co-integration when a small sample data is used. Thirdly, it does not require the underlying variables to be integrated of similar order e.g. integrated of order zero I(0), integrated of order one I(1) or fractionally integrated, for it to be applicable. Lastly, it does not rely on the properties of unit root datasets and this makes it possible for the Granger-causality to be applied in testing the long term relationships between the variables. The VECM Granger-causality is used to examine the Granger-causality between the chosen variables. It was chosen for its ability to develop longer term forecasting when dealing with an unconstrained model. The unit root results confirmed that the variables were stationary at first difference using Augmented Dickey Fuller (ADF), Phillips and Perron (PP) and Kwiatkowski-Phillips-Schmidt-Shit (KPSS). The ARDL bound approach outcomes revealed that economic growth, electricity supply, trade openness, electricity prices, employment and capital move together in the long term. There were three co-integrated equations under the export and trade models while under the import model there was one co-integrated equation. The results are such that electricity prices have a negative impact on economic growth. The results further evidenced that; electricity supply, trade openness, employment and capital have a positive impact on economic growth in the long term. The VECM Granger causality findings suggested a unidirectional causality flowing from electricity supply, trade, exports, electricity prices, employment and capital to economic growth in the long term. There was another unidirectional causality established flowing from economic growth, trade openness, electricity prices, employment and capital to electricity supply. A one-way causality flowing from economic growth, electricity supply, electricity prices, employment and capital to export was evidenced. Overall, the study’s results of bidirectional Granger-causality between electricity supply and economic growth have a number of implications for forecasters and policy makers. This feedback hypothesis implies that the high level of economic growth leads to a high level of electricity supply, which would stimulate economic growth. Hence, South Africa demonstrates a kind of electricity dependence in a manner that a sufficiently large supply of electricity seems to ensure high economic growth. Electricity supply is a vitally important factor for economic growth in South Africa. It is therefore necessary that South African policy makers formulate investor friendly policies that will encourage, promote and attract capital inflows to stimulate electricity supply. The South African government needs to primarily deregulate the electricity supply industry which is owned by Eskom (a monopoly), and allow more investors into this industry. The government should promote a change to other forms of energy sources such as renewable energy sources which will play an important role in restoring the balance between electricity supply and consumption. Moreover, it is recommended that the electricity regulator should take steps to curb the severe electricity price increases and to ensure prices affordable to the poor communities. The policy makers need to implement some investor friendly policies that will encourage and promote capital formation. Furthermore, the government should invest towards more job creating sectors such as (Small and Medium Enterprises) SMEs. Finally, the government should take into consideration the importance of trade openness to attract international investments into the economy. It is hoped that the findings of this study would prove beneficial to policy makers in South Africa and elsewhere in the world where power outages are experienced, and assist them in combating the problem.
- Full Text:
- Date Issued: 2016
The relationship between language and xenophobia: a developmental perspective
- Authors: Chikanda, Flora
- Date: 2016
- Subjects: Xenophobia -- South Africa , Xenophobia in language , Immigrants -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4942 , vital:20768
- Description: Modernisation, globalisation, neoliberalism and the increase in immigration have morphed into xenophobia, as they have resulted in structures that increased inequalities and competition for scarce resources, although there are other factors such as the global recession that is deepening inequalities and social classes. In South Africa, xenophobia is a topical matter, with chronic violent outbursts. The study addresses the gap in knowledge in the relationship between language and xenophobia. Language is central to human communication and to human socialisation and is not neutral but is embedded in ideologies that favour specific interest groups. The neoliberal ideology compels people as human capital to develop linguistic capital. The paradox is that globalisation transcends the national to transnational, while at the same time being conscious of the local or the indigenous language. Globalisation promotes hybridity and diversity, while at the same time promoting homogeneity or Westernisation, which is contrary to the nationalist ideology to protect the cultural heritage of the locals. This thesis is guided by a range of classical and more contemporary development theories. It includes the use of Marxist theory with regard to ownership and unequal distribution of resources. The culture of violence that manifests in xenophobia in South Africa can also be related to the violence of the colonial and apartheid periods. This thesis is also guided by the post-colonial theory. It also looks at theories of modernity and of globalisation, suggesting that a truly ‘modern’ society should be transformed in all spheres and should value multifaceted human well-being (and not only in terms of economic ‘growth’). A primary objective of this study is to explore the role of language in social institutions such as education in order to understand how matters of language exacerbate xenophobia and to document the challenges related to language that ‘foreigners’ from other parts of Africa face in South Africa. Questions asked include whether they can survive/thrive without knowledge of local languages, whether they are victims of crime because they cannot speak the local languages and whether and how they are being assimilated into South African society. This research therefore, recommends that language planning in South Africa should maintain a balance in the use of the English language as a lingua franca and the use of the indigenous languages so as to avoid the language endangerment of the indigenous languages and monolingualism, as well as subtractive bilingualism. This research is against institutional discrimination of foreigners by use of language as a gate keeper or an entry fee into the higher domains. The results of this research lead to the recommendation on language planning that leads to economic opportunity, higher economic productivity, educational development, enrichment in the sense of creativity innovation, cognitive flexibility, and more effective social integration, while restoring citizens’ sense of self-worth and their experience of emotional and social security, and also promoting social integrity and nation-building. Good language planning should be a crucial aspect of development planning. This research contributes to the field of Development Studies in that it analyses the conflicting issues within language and xenophobia in South Africa, while using the complexity theory to restore a modernised society with modern values that are not xenophobic but open to the global society. It also contributes to the politics of culture by keeping a balance between the endogenous culture versus the exogenous culture; a localised culture versus a globalised culture.
- Full Text:
- Date Issued: 2016
- Authors: Chikanda, Flora
- Date: 2016
- Subjects: Xenophobia -- South Africa , Xenophobia in language , Immigrants -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4942 , vital:20768
- Description: Modernisation, globalisation, neoliberalism and the increase in immigration have morphed into xenophobia, as they have resulted in structures that increased inequalities and competition for scarce resources, although there are other factors such as the global recession that is deepening inequalities and social classes. In South Africa, xenophobia is a topical matter, with chronic violent outbursts. The study addresses the gap in knowledge in the relationship between language and xenophobia. Language is central to human communication and to human socialisation and is not neutral but is embedded in ideologies that favour specific interest groups. The neoliberal ideology compels people as human capital to develop linguistic capital. The paradox is that globalisation transcends the national to transnational, while at the same time being conscious of the local or the indigenous language. Globalisation promotes hybridity and diversity, while at the same time promoting homogeneity or Westernisation, which is contrary to the nationalist ideology to protect the cultural heritage of the locals. This thesis is guided by a range of classical and more contemporary development theories. It includes the use of Marxist theory with regard to ownership and unequal distribution of resources. The culture of violence that manifests in xenophobia in South Africa can also be related to the violence of the colonial and apartheid periods. This thesis is also guided by the post-colonial theory. It also looks at theories of modernity and of globalisation, suggesting that a truly ‘modern’ society should be transformed in all spheres and should value multifaceted human well-being (and not only in terms of economic ‘growth’). A primary objective of this study is to explore the role of language in social institutions such as education in order to understand how matters of language exacerbate xenophobia and to document the challenges related to language that ‘foreigners’ from other parts of Africa face in South Africa. Questions asked include whether they can survive/thrive without knowledge of local languages, whether they are victims of crime because they cannot speak the local languages and whether and how they are being assimilated into South African society. This research therefore, recommends that language planning in South Africa should maintain a balance in the use of the English language as a lingua franca and the use of the indigenous languages so as to avoid the language endangerment of the indigenous languages and monolingualism, as well as subtractive bilingualism. This research is against institutional discrimination of foreigners by use of language as a gate keeper or an entry fee into the higher domains. The results of this research lead to the recommendation on language planning that leads to economic opportunity, higher economic productivity, educational development, enrichment in the sense of creativity innovation, cognitive flexibility, and more effective social integration, while restoring citizens’ sense of self-worth and their experience of emotional and social security, and also promoting social integrity and nation-building. Good language planning should be a crucial aspect of development planning. This research contributes to the field of Development Studies in that it analyses the conflicting issues within language and xenophobia in South Africa, while using the complexity theory to restore a modernised society with modern values that are not xenophobic but open to the global society. It also contributes to the politics of culture by keeping a balance between the endogenous culture versus the exogenous culture; a localised culture versus a globalised culture.
- Full Text:
- Date Issued: 2016
The relationship between leadership, communication, engagement and effective performance in secondary schools
- Authors: Gibbs, Marilyn Dawn
- Date: 2016
- Subjects: Educational leadership -- South Africa , School management and organization -- South Africa , Performance contracts in education -- South Africa , Education, Secondary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/7186 , vital:21294
- Description: The ineffective performance of school operational teams in secondary schools in South Africa reflects in many negative aspects, from team operations, disengaged educators, ineffective leadership and communication and low performance in the teaching and learning domains. The purpose of this study is not only to contribute to the body of knowledge in this educational management field, but by examining the enabling factors that drive the high performance level of these school teams, these could assist with operation that utilises more of their human capital potential. By examining these high performance factors utilising a diagnostic tool, gaps could also be identified. To achieve this purpose, the objective was to develop a theoretical conceptual model and a school analytical tool that could holistically analyse and identify the strengths and weaknesses within each school. The purpose was to identify the enabling factors that create and drive the high performance of school operational teams in secondary schools This fingerprinting or profiling of the school could thereby allow for more cost effective interventions to be implemented within each school context. The aligned diagnostic and interventions addressing the gap enabling factors, assists in the school improvement and strategic plan for the school. At present, many schools do not have the resources or skills to conduct reliable and valid self, team and needs-assessments, therefore school improvement plans and strategic plans are often not using site-based analytics. By conducting these, a more focused and scientifically based, as well as cost effective intervention, could be implemented resulting in a more effective result in best practice. The three focus areas examined in the literature study in the field of educational management and school improvement, were leadership, engagement and communication. Initially the literature study indicated, thirteen independent and mediating variables around these key areas, which formed the foundations for the development of the design and development of the survey instrument. The thesis was based on a number of theoretical frameworks from which the conceptual model was devised. The dependent variables included literature based metrics for factors of Organisational Commitment and Employee Engagement, as well as the percentage Grade 12 pass rate obtained from the average performance over the last three years at the school. All the variables were hypothesised, defined and operationalised in the design of the school analytical tool for assessing the effective performance of the school operational teams. Independent and mediating variables included: Educator Team Competencies, Perceptions of leadership, Culture Alignment, Innovation potential, Employee experience, Fairness, Hybrid leadership environment, Trust, Support, Communication as well as Infrastructure, Leader-Member Exchange and Perceptions of Learner engagement. This predominantly quantitative research study examined the effective performance levels of school operational teams utilising an ecological systems theory approach. The School Analytical Tool comprised 71 items which were subjected to validity and reliability tests. Confirmatory Factor Analysis and Cronbach Alpha coefficients were conducted on the measuring instrument. Data was collected from school operational teams which included principals, educators and administrators from twenty-nine different secondary schools, in different contexts and across three regional areas in South Africa. A total of 413 respondents participated and a response rate of 40% was achieved. Ethical permission was obtained from all the relevant parties prior to commencement of the research study. After the proposed conceptual model was devised, structured equation modelling (SEM) was used to test the hypothesised significance of the relationships between the variables in the integrated model. Two sub-models were identified: Human (Individual/Team) Sub-Model A and System (Organisation/School) Sub-Model B. These were measured by two indices, the Team Performance Index and the School High Performance Work Index respectively. These measures showed different linkages to the Educator Employee Engagement and Organisational Commitment metrics. From the SEM, three models were tested for goodness of fit criteria with version 3 showing a reasonably good fit with a RMSEA (0.056 CI 95%: 0.054-0.058), with a CFI (0.86) and a normed Chi squared of 2.24. The objectives of this thesis were therefore achieved in developing a statistically and theoretically validated conceptual model for enabling factors that drive effective school operational teams, as well as a school analytical tool (SAT) that could identify gap factors for school profiling. The practical application of school profiling utilising the SAT was also indicated by analysing a high and low performing school from different regions in South Africa, indicating the ability to identify weaknesses and strengths of the school operational teams within different contexts.
- Full Text:
- Date Issued: 2016
- Authors: Gibbs, Marilyn Dawn
- Date: 2016
- Subjects: Educational leadership -- South Africa , School management and organization -- South Africa , Performance contracts in education -- South Africa , Education, Secondary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DBA
- Identifier: http://hdl.handle.net/10948/7186 , vital:21294
- Description: The ineffective performance of school operational teams in secondary schools in South Africa reflects in many negative aspects, from team operations, disengaged educators, ineffective leadership and communication and low performance in the teaching and learning domains. The purpose of this study is not only to contribute to the body of knowledge in this educational management field, but by examining the enabling factors that drive the high performance level of these school teams, these could assist with operation that utilises more of their human capital potential. By examining these high performance factors utilising a diagnostic tool, gaps could also be identified. To achieve this purpose, the objective was to develop a theoretical conceptual model and a school analytical tool that could holistically analyse and identify the strengths and weaknesses within each school. The purpose was to identify the enabling factors that create and drive the high performance of school operational teams in secondary schools This fingerprinting or profiling of the school could thereby allow for more cost effective interventions to be implemented within each school context. The aligned diagnostic and interventions addressing the gap enabling factors, assists in the school improvement and strategic plan for the school. At present, many schools do not have the resources or skills to conduct reliable and valid self, team and needs-assessments, therefore school improvement plans and strategic plans are often not using site-based analytics. By conducting these, a more focused and scientifically based, as well as cost effective intervention, could be implemented resulting in a more effective result in best practice. The three focus areas examined in the literature study in the field of educational management and school improvement, were leadership, engagement and communication. Initially the literature study indicated, thirteen independent and mediating variables around these key areas, which formed the foundations for the development of the design and development of the survey instrument. The thesis was based on a number of theoretical frameworks from which the conceptual model was devised. The dependent variables included literature based metrics for factors of Organisational Commitment and Employee Engagement, as well as the percentage Grade 12 pass rate obtained from the average performance over the last three years at the school. All the variables were hypothesised, defined and operationalised in the design of the school analytical tool for assessing the effective performance of the school operational teams. Independent and mediating variables included: Educator Team Competencies, Perceptions of leadership, Culture Alignment, Innovation potential, Employee experience, Fairness, Hybrid leadership environment, Trust, Support, Communication as well as Infrastructure, Leader-Member Exchange and Perceptions of Learner engagement. This predominantly quantitative research study examined the effective performance levels of school operational teams utilising an ecological systems theory approach. The School Analytical Tool comprised 71 items which were subjected to validity and reliability tests. Confirmatory Factor Analysis and Cronbach Alpha coefficients were conducted on the measuring instrument. Data was collected from school operational teams which included principals, educators and administrators from twenty-nine different secondary schools, in different contexts and across three regional areas in South Africa. A total of 413 respondents participated and a response rate of 40% was achieved. Ethical permission was obtained from all the relevant parties prior to commencement of the research study. After the proposed conceptual model was devised, structured equation modelling (SEM) was used to test the hypothesised significance of the relationships between the variables in the integrated model. Two sub-models were identified: Human (Individual/Team) Sub-Model A and System (Organisation/School) Sub-Model B. These were measured by two indices, the Team Performance Index and the School High Performance Work Index respectively. These measures showed different linkages to the Educator Employee Engagement and Organisational Commitment metrics. From the SEM, three models were tested for goodness of fit criteria with version 3 showing a reasonably good fit with a RMSEA (0.056 CI 95%: 0.054-0.058), with a CFI (0.86) and a normed Chi squared of 2.24. The objectives of this thesis were therefore achieved in developing a statistically and theoretically validated conceptual model for enabling factors that drive effective school operational teams, as well as a school analytical tool (SAT) that could identify gap factors for school profiling. The practical application of school profiling utilising the SAT was also indicated by analysing a high and low performing school from different regions in South Africa, indicating the ability to identify weaknesses and strengths of the school operational teams within different contexts.
- Full Text:
- Date Issued: 2016
The relationship between leaders’ emotional intelligence and followers’ motivational behaviour and organisational commitment
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
- Date Issued: 2016
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
- Date Issued: 2016
The relationship between readiness to change and work engagement: a case study within an accounting firm undergoing change
- Authors: Matthysen, Megan
- Date: 2016
- Subjects: Organizational change -- South Africa Corporate culture -- South Africa Organization -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/11553 , vital:26937
- Description: Readiness to change is a critical element for the successful implementation of organisational change (Weiner, 2009). Work engagement is an important driver for organisational success (Lockwood, 2007) and it is important that organisations sustain work engagement during organisational changes. Readiness to change and work engagement are both important aspects of a successful organisation. The purpose of this study was to investigate the relationship between readiness to change and work engagement within a mid-tier accounting firm in South Africa. A combined questionnaire, incorporating two measuring instruments was utilised to gather the data for the purpose of this study. These instruments are the Organisational Change Questionnaire – Climate of Change, Process and Readiness (OCQ-C,P,R) as well as Utrecht’s Work Engagement Scale (UWES). The measuring instrument utilised demonstrated adequate reliability. By utilising the OCQ-C,P,R two additional constructs were incorporated into the study namely process of change and trust in leadership. The measuring instrument was sent electronically to all the staff members within the mid-tier accounting firm across South Africa. The researcher obtained a sample of n = 340. A model was constructed based on the measuring instrument to illustrate the hypothesised relationships between the constructs. Results from confirmatory factor analysis suggested that there was a good model fit with the data. Both descriptive and inferential statistics techniques were used for the data analysis. The relationships between the constructs were tested through structure equation modelling and Pearson’s product-moment correlation coefficients. The results of the study indicated that there is a practical and statistically significant relationship between readiness to change and work engagement. The results of the study implied that high levels of work engagement will generate high levels of readiness to change. Engaged employees are better able to cope with job demands during change processes which ultimately will impact whether change implementation is successful. Readiness to change and work engagement also indicated significant correlations with process of change and trust in leadership. Demographic groups had significant differences in the mean scores for work engagement, process of change and trust in leadership.
- Full Text:
- Date Issued: 2016
- Authors: Matthysen, Megan
- Date: 2016
- Subjects: Organizational change -- South Africa Corporate culture -- South Africa Organization -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/11553 , vital:26937
- Description: Readiness to change is a critical element for the successful implementation of organisational change (Weiner, 2009). Work engagement is an important driver for organisational success (Lockwood, 2007) and it is important that organisations sustain work engagement during organisational changes. Readiness to change and work engagement are both important aspects of a successful organisation. The purpose of this study was to investigate the relationship between readiness to change and work engagement within a mid-tier accounting firm in South Africa. A combined questionnaire, incorporating two measuring instruments was utilised to gather the data for the purpose of this study. These instruments are the Organisational Change Questionnaire – Climate of Change, Process and Readiness (OCQ-C,P,R) as well as Utrecht’s Work Engagement Scale (UWES). The measuring instrument utilised demonstrated adequate reliability. By utilising the OCQ-C,P,R two additional constructs were incorporated into the study namely process of change and trust in leadership. The measuring instrument was sent electronically to all the staff members within the mid-tier accounting firm across South Africa. The researcher obtained a sample of n = 340. A model was constructed based on the measuring instrument to illustrate the hypothesised relationships between the constructs. Results from confirmatory factor analysis suggested that there was a good model fit with the data. Both descriptive and inferential statistics techniques were used for the data analysis. The relationships between the constructs were tested through structure equation modelling and Pearson’s product-moment correlation coefficients. The results of the study indicated that there is a practical and statistically significant relationship between readiness to change and work engagement. The results of the study implied that high levels of work engagement will generate high levels of readiness to change. Engaged employees are better able to cope with job demands during change processes which ultimately will impact whether change implementation is successful. Readiness to change and work engagement also indicated significant correlations with process of change and trust in leadership. Demographic groups had significant differences in the mean scores for work engagement, process of change and trust in leadership.
- Full Text:
- Date Issued: 2016
The removal of toxic anions from wastewater using electrospun nanofibers
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
- Date Issued: 2016
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
- Date Issued: 2016
The role of apex predators in ecosystem function: fear triggered cascades regulated by differential prey vulnerability
- Authors: Le Roux, Elizabeth
- Date: 2016
- Subjects: Top predators -- Ecology Predation (Biology)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14774 , vital:27849
- Description: Trophic cascades involving large terrestrial mammals are very seldom empirically demonstrated. The high species diversity often associated with terrestrial systems is thought to modulate the strength of trophic cascades. In speciose systems, species often vary in vulnerability to consumption, hence some species are less responsive to top-down pressure. African large mammalian herbivores are highly diverse and vary greatly in body size, a characteristic linked to vulnerability to predation. Moreover, Africa is one of the last places to still support megaherbivores, species that have grown large enough to be practically impervious to non-human predation. Thus an African ecosystem is the ideal setting to explore trophic cascades in speciose terrestrial systems. In this study I explored patterns in trophic interaction amongst carnivores, vulnerable mesoherbivore and predator-invulnerable megaherbivores in an intact African savanna at a variety of spatial scales. I examined the mechanistic links between trophic levels at the patch scale through fine scale empirical manipulation of predation risk. In addition, I assessed the landscape scale biological relevance of these trophic interactions through correlative observations over large spatiotemporal scales. I present the first evidence of community level trophic cascades explicitly involving megaherbivores. I demonstrate how megaherbivores’ disregard of predation risk masks the effects of predator-triggered trophic cascades and weakens their impact on the ecosystem. The risk of predation triggered a spatial response in vulnerable species, driving them into safe areas, yet did not influence the space use of megaherbivores. This species-specific spatial response had contrasting effects on nutrient distribution. Vulnerable herbivores’ fear-induced foraging behaviour led to localised nutrient accumulation whereas the foraging behaviour of predator-invulnerable megaherbivores led to nutrient redistribution across the landscape. In addition, the fear-driven spatial differences in mesoherbivore grazing impact and nutrient deposition led to landscape scale changes in the distribution and persistence of herbivore maintained grass communities, so-called grazing lawns. However, the grazing activity of the in-vulnerable megagrazer, white rhino (Ceratotherium simum) weakened the effect of this trophic cascade by creating and maintaining grazing lawns within the risky habitat avoided by mesograzers. This study contributes to our understanding of what drives the variation among patterns of trophic control and provides the first evidence of the modulating influence that megaherbivores have on predator-triggered trophic cascades.
- Full Text:
- Date Issued: 2016
- Authors: Le Roux, Elizabeth
- Date: 2016
- Subjects: Top predators -- Ecology Predation (Biology)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14774 , vital:27849
- Description: Trophic cascades involving large terrestrial mammals are very seldom empirically demonstrated. The high species diversity often associated with terrestrial systems is thought to modulate the strength of trophic cascades. In speciose systems, species often vary in vulnerability to consumption, hence some species are less responsive to top-down pressure. African large mammalian herbivores are highly diverse and vary greatly in body size, a characteristic linked to vulnerability to predation. Moreover, Africa is one of the last places to still support megaherbivores, species that have grown large enough to be practically impervious to non-human predation. Thus an African ecosystem is the ideal setting to explore trophic cascades in speciose terrestrial systems. In this study I explored patterns in trophic interaction amongst carnivores, vulnerable mesoherbivore and predator-invulnerable megaherbivores in an intact African savanna at a variety of spatial scales. I examined the mechanistic links between trophic levels at the patch scale through fine scale empirical manipulation of predation risk. In addition, I assessed the landscape scale biological relevance of these trophic interactions through correlative observations over large spatiotemporal scales. I present the first evidence of community level trophic cascades explicitly involving megaherbivores. I demonstrate how megaherbivores’ disregard of predation risk masks the effects of predator-triggered trophic cascades and weakens their impact on the ecosystem. The risk of predation triggered a spatial response in vulnerable species, driving them into safe areas, yet did not influence the space use of megaherbivores. This species-specific spatial response had contrasting effects on nutrient distribution. Vulnerable herbivores’ fear-induced foraging behaviour led to localised nutrient accumulation whereas the foraging behaviour of predator-invulnerable megaherbivores led to nutrient redistribution across the landscape. In addition, the fear-driven spatial differences in mesoherbivore grazing impact and nutrient deposition led to landscape scale changes in the distribution and persistence of herbivore maintained grass communities, so-called grazing lawns. However, the grazing activity of the in-vulnerable megagrazer, white rhino (Ceratotherium simum) weakened the effect of this trophic cascade by creating and maintaining grazing lawns within the risky habitat avoided by mesograzers. This study contributes to our understanding of what drives the variation among patterns of trophic control and provides the first evidence of the modulating influence that megaherbivores have on predator-triggered trophic cascades.
- Full Text:
- Date Issued: 2016
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
- Full Text:
- Date Issued: 2016
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
- Full Text:
- Date Issued: 2016