Exploring learners’ engagement with literacy in a book club
- Authors: Jamieson, Vuyokazi
- Date: 2022-04-08
- Subjects: Book clubs (Discussion groups) South Africa Makhanda , Literacy South Africa Makhanda , High school students Books and reading South Africa Makhanda , Books and reading South Africa Makhanda , Reading, Psychology of , Service learning South Africa Makhanda , Critical realism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263601 , vital:53642
- Description: This study observes the literacy engagement of a group of learners enrolled in Grades 8–10 in Nombulelo High School, a poorly-resourced school in the city of Makhanda in the Eastern Cape, South Africa. The learners participated in a book club hosted and run by St Andrew’s College, a privileged independent school, as a community engagement initiative. The idea of extending literacy engagement and engagement with written texts beyond textbooks used in schools is critical for learners with ambitions to enter higher education. Studying at a university requires a lot of reading, and if reading has not been taken up as a practice that involves more than ‘text consulting’ (Geisler, 1994) students will be unlikely to read the number of texts required of them. Studies (see Geisler, 1994 for an overview) have shown how the literacy of the university is very different to school based literacies. The assumption behind the study on which this thesis reports is that engagement with fictional texts might promote reading and bring about understandings of this activity as enjoyable and not a task only associated with schooling. The study is underpinned by a critical realist philosophy which allowed for the identification of structures and mechanisms that led to the emergence of literacy events in learners’ lives and to their experiences and observations of those events. The study was guided by the following questions: How do learners from a poorly-resourced high school engage around fictional texts in the context of a book club? What enables or constrains this engagement? The study was impacted by the Covid-19 pandemic in that lockdown requirements meant that learners from St Andrew’s College could not participate in the book club as much as anticipated initially as they had been forced to return home to pursue online learning. Learners from Nombuelo High School were, however, granted access to College premises, where they met in the school library following strict Covid protocols. The study draws on in-depth interviews, observations and document analysis of five learners from Nombulelo High School who participated in the book club, as well as on book reviews they wrote for the book club website. The critical realist analysis allows for the identification of mechanisms in learners’ homes and communities that enable literacies, including those that are screen-based such as using a computer, mobile phones and other technologies. This study found evidence of challenges regarding school based texts, reading fictional texts and viewing it as an enrichment of the school project. Because of children were African the emergence of communal practices and story telling is woven throughout the results section. However, is an example of the complexity of social and economic challenges facing South African marginalised schools. , Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Jamieson, Vuyokazi
- Date: 2022-04-08
- Subjects: Book clubs (Discussion groups) South Africa Makhanda , Literacy South Africa Makhanda , High school students Books and reading South Africa Makhanda , Books and reading South Africa Makhanda , Reading, Psychology of , Service learning South Africa Makhanda , Critical realism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263601 , vital:53642
- Description: This study observes the literacy engagement of a group of learners enrolled in Grades 8–10 in Nombulelo High School, a poorly-resourced school in the city of Makhanda in the Eastern Cape, South Africa. The learners participated in a book club hosted and run by St Andrew’s College, a privileged independent school, as a community engagement initiative. The idea of extending literacy engagement and engagement with written texts beyond textbooks used in schools is critical for learners with ambitions to enter higher education. Studying at a university requires a lot of reading, and if reading has not been taken up as a practice that involves more than ‘text consulting’ (Geisler, 1994) students will be unlikely to read the number of texts required of them. Studies (see Geisler, 1994 for an overview) have shown how the literacy of the university is very different to school based literacies. The assumption behind the study on which this thesis reports is that engagement with fictional texts might promote reading and bring about understandings of this activity as enjoyable and not a task only associated with schooling. The study is underpinned by a critical realist philosophy which allowed for the identification of structures and mechanisms that led to the emergence of literacy events in learners’ lives and to their experiences and observations of those events. The study was guided by the following questions: How do learners from a poorly-resourced high school engage around fictional texts in the context of a book club? What enables or constrains this engagement? The study was impacted by the Covid-19 pandemic in that lockdown requirements meant that learners from St Andrew’s College could not participate in the book club as much as anticipated initially as they had been forced to return home to pursue online learning. Learners from Nombuelo High School were, however, granted access to College premises, where they met in the school library following strict Covid protocols. The study draws on in-depth interviews, observations and document analysis of five learners from Nombulelo High School who participated in the book club, as well as on book reviews they wrote for the book club website. The critical realist analysis allows for the identification of mechanisms in learners’ homes and communities that enable literacies, including those that are screen-based such as using a computer, mobile phones and other technologies. This study found evidence of challenges regarding school based texts, reading fictional texts and viewing it as an enrichment of the school project. Because of children were African the emergence of communal practices and story telling is woven throughout the results section. However, is an example of the complexity of social and economic challenges facing South African marginalised schools. , Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, 2022
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- Date Issued: 2022-04-08
Reimagining Culture and Creative Industries: Developing Career Connected Pathways
- Authors: Macklin, Scott
- Date: 2022-04
- Subjects: Critical realism , Sustainable development , Cultural industries
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/57726 , vital:58227
- Description: Culture and Creative Industries (CCI) have an enormous potential to impact society’s socio-economic development. The approach of this study argues for the possibility of developing progressive social transformation and stands in distinction to those who argue against this possibility and casts doubt on the concept of development entirely. This study offers a hopeful alternative path navigating through overly optimistic and cynical viewpoints in the concept of a CCI ecosystem. The intent is to shift the discourse to consider creativity and culture as contributing to cross-sector dialogue and understanding, as well as allowing participants to take charge of their own development and providing the foundation for inclusive and sustainable capacity building and innovative progress. This study makes the development case that co-creating staged generative pathways with participants is critical for shifting societal circumstances away from “extractive” processes and towards more “complementary” actions leading to a desired state of inclusive well-being. Furthermore, it contends that scholarship that views Culture and Creative Industries (CCI) as self-contained or apart from the economy and society is ineffective. Due to its multi-sector, emergent and complex nature, a mixed methods research strategy drawing upon Margaret Archer's (1995) Morphogenetic Approach rooted in the Critical Realist meta-theory, was used in this research. Data was gathered and mined from a citywide situational survey, semi-structured questionnaires and co-sector focus group sessions. Transformative Scenario Planning (Kahane, 2012) was implemented to articulate a cross-sector and co-created account of the make-up, actions, and interrelationships of the facets and mechanisms that are responsible for shaping CCI as a significant contributor to a desired quality of life and well-being of a community. This research study sought to understand how, for whom, when and in what ways the powers, liabilities, dispositions, and resources found in the creative sector can be understood to raise engagement and strengthen the results of socio-economic initiatives. It is limited to a situational analysis of CCI in Seattle, Washington. ix Based on the findings, a case for capacity building through integrated career-connected learning pathways has been created and offered as a research-informed, adaptable, and adoptable Creative Exchange Learning Co-Lab (CELCL) curriculum. This staged development process is designed whereby the implications for individual and organisational revitalisation are intended to occur simultaneously. Creative actions, cultural expressions, learning opportunities, and business strategies are exposed, and opportunities arise through this collaborative development process, engaging transformative actions that generate activity around the needs, assets, and interests of particular communities of practice in Seattle. It is recommended that this process be implemented in order to move towards a more sustainable, connected, and equitable CCI ecosystem. , Thesis (MA) -- Faculty of Business and Economic science, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Macklin, Scott
- Date: 2022-04
- Subjects: Critical realism , Sustainable development , Cultural industries
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/57726 , vital:58227
- Description: Culture and Creative Industries (CCI) have an enormous potential to impact society’s socio-economic development. The approach of this study argues for the possibility of developing progressive social transformation and stands in distinction to those who argue against this possibility and casts doubt on the concept of development entirely. This study offers a hopeful alternative path navigating through overly optimistic and cynical viewpoints in the concept of a CCI ecosystem. The intent is to shift the discourse to consider creativity and culture as contributing to cross-sector dialogue and understanding, as well as allowing participants to take charge of their own development and providing the foundation for inclusive and sustainable capacity building and innovative progress. This study makes the development case that co-creating staged generative pathways with participants is critical for shifting societal circumstances away from “extractive” processes and towards more “complementary” actions leading to a desired state of inclusive well-being. Furthermore, it contends that scholarship that views Culture and Creative Industries (CCI) as self-contained or apart from the economy and society is ineffective. Due to its multi-sector, emergent and complex nature, a mixed methods research strategy drawing upon Margaret Archer's (1995) Morphogenetic Approach rooted in the Critical Realist meta-theory, was used in this research. Data was gathered and mined from a citywide situational survey, semi-structured questionnaires and co-sector focus group sessions. Transformative Scenario Planning (Kahane, 2012) was implemented to articulate a cross-sector and co-created account of the make-up, actions, and interrelationships of the facets and mechanisms that are responsible for shaping CCI as a significant contributor to a desired quality of life and well-being of a community. This research study sought to understand how, for whom, when and in what ways the powers, liabilities, dispositions, and resources found in the creative sector can be understood to raise engagement and strengthen the results of socio-economic initiatives. It is limited to a situational analysis of CCI in Seattle, Washington. ix Based on the findings, a case for capacity building through integrated career-connected learning pathways has been created and offered as a research-informed, adaptable, and adoptable Creative Exchange Learning Co-Lab (CELCL) curriculum. This staged development process is designed whereby the implications for individual and organisational revitalisation are intended to occur simultaneously. Creative actions, cultural expressions, learning opportunities, and business strategies are exposed, and opportunities arise through this collaborative development process, engaging transformative actions that generate activity around the needs, assets, and interests of particular communities of practice in Seattle. It is recommended that this process be implemented in order to move towards a more sustainable, connected, and equitable CCI ecosystem. , Thesis (MA) -- Faculty of Business and Economic science, 2022
- Full Text:
- Date Issued: 2022-04
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