Marriage is a sacred institution that represents God’s sent interpersonal relationships to proliferate humanity, rather than just the act of remaining as husband and wife. The phrase “be fruitful, multiply, and subdue the earth” is perhaps a better way to describe this missio maritatus, or marriage mission, as God instructs humanity in Genesis 1:28. God, the eternal missionary here, calls on humanity to be fruitful, multiply, and steward the earth. Although missiology has frequently examined how marriage intersects with redemptive goals within the complex framework of missio Dei, no study has formally introduced the theoretical framework of missio maritatus. This paper therefore presented the theoretical underpinnings of missio maritatus, which embraces the complexity of missio Dei and interprets Genesis 1:28 as expressing marriage missiology. It firmly based this mission’s theoretical framework on the central Christian doctrines of predestination and divine foresight. It states unequivocally that the limited traditional understanding of marriage still has issues, but it leaves it to future studies to define missio maritatus in light of contemporary marriage trends. To put it another way, despite its shortcomings, missio maritatus is a useful theoretical framework in missiology, and the scope of this paper justifies further investigation into this area. This paper makes two important contributions to the respective areas of theology: The first and most general part concerns practical theology, as it examines the intersection of marriage with broader Christian social theological teachings. Second, and perhaps more importantly, the novel development of the missio maritatus in missiology adds a new missio-theological framework which incorporates the institution of marriage with the context of the missio Dei. Keywords: Missio Dei, Human Creation, Genesis 1:28, Procreation, Missio Maritatus, Marriage Missiology.
{"title":"Missio Maritatus in the Missio Dei: Genesis 1:28 for Marriage Missiology","authors":"J. Thinane","doi":"10.38159/ehass.2024562","DOIUrl":"https://doi.org/10.38159/ehass.2024562","url":null,"abstract":"Marriage is a sacred institution that represents God’s sent interpersonal relationships to proliferate humanity, rather than just the act of remaining as husband and wife. The phrase “be fruitful, multiply, and subdue the earth” is perhaps a better way to describe this missio maritatus, or marriage mission, as God instructs humanity in Genesis 1:28. God, the eternal missionary here, calls on humanity to be fruitful, multiply, and steward the earth. Although missiology has frequently examined how marriage intersects with redemptive goals within the complex framework of missio Dei, no study has formally introduced the theoretical framework of missio maritatus. This paper therefore presented the theoretical underpinnings of missio maritatus, which embraces the complexity of missio Dei and interprets Genesis 1:28 as expressing marriage missiology. It firmly based this mission’s theoretical framework on the central Christian doctrines of predestination and divine foresight. It states unequivocally that the limited traditional understanding of marriage still has issues, but it leaves it to future studies to define missio maritatus in light of contemporary marriage trends. To put it another way, despite its shortcomings, missio maritatus is a useful theoretical framework in missiology, and the scope of this paper justifies further investigation into this area. This paper makes two important contributions to the respective areas of theology: The first and most general part concerns practical theology, as it examines the intersection of marriage with broader Christian social theological teachings. Second, and perhaps more importantly, the novel development of the missio maritatus in missiology adds a new missio-theological framework which incorporates the institution of marriage with the context of the missio Dei.\u0000\u0000Keywords: Missio Dei, Human Creation, Genesis 1:28, Procreation, Missio Maritatus, Marriage Missiology.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the UNESCO declaration of literacy and access to primary education as a fundamental human right, many developing countries still face low literacy levels, limited access to reading material and poor reading culture. This can arguably be used to explain why children from developing countries are (according to large-scale studies such as Progress in International Reading Competency Study) performing below the expected standard compared to those from developed countries. While the low literacy levels are not solely attributed to limited access to reading material, the researchers argue that exploring the positive impacts of book donation will, in one way or the other, subvert the issue around low reading competency levels, and advance multilingualism as well as curriculum decolonization. This paper, therefore, discusses how decolonialism, reading and multilingualism are concurrently developed and realized through book donation. Using the decolonial thought theory as a lens, a qualitative design and case study approach were followed to explore how teachers used donated books to foster decolonization and advance reading as well as multilingualism in their classrooms. Three teachers from one rural primary school participated in the semi-structured interviews. Data was analyzed thematically. The findings revealed that the donated books written by university students empowered teachers to decolonize lesson presentations. In addition, the study found that the different languages in which the donated books were written promoted multilingualism. Finally, teachers reported learners’ interest in reading the donated books written by university students. This study concluded that it is important to evaluate the practice of book donation considering the current debates around decolonization, low reading competencies and multilingualism. Keywords: Book Donation; Decolonization, Primary Schools, Rural, Multilingualism
{"title":"Fostering Decolonization, Reading and Multilingualism through Book Donation: A Case Study of One Primary School in South Africa","authors":"Siphelele Mbatha, Mosebetsi Mokoena","doi":"10.38159/ehass.2024561","DOIUrl":"https://doi.org/10.38159/ehass.2024561","url":null,"abstract":"Despite the UNESCO declaration of literacy and access to primary education as a fundamental human right, many developing countries still face low literacy levels, limited access to reading material and poor reading culture. This can arguably be used to explain why children from developing countries are (according to large-scale studies such as Progress in International Reading Competency Study) performing below the expected standard compared to those from developed countries. While the low literacy levels are not solely attributed to limited access to reading material, the researchers argue that exploring the positive impacts of book donation will, in one way or the other, subvert the issue around low reading competency levels, and advance multilingualism as well as curriculum decolonization. This paper, therefore, discusses how decolonialism, reading and multilingualism are concurrently developed and realized through book donation. Using the decolonial thought theory as a lens, a qualitative design and case study approach were followed to explore how teachers used donated books to foster decolonization and advance reading as well as multilingualism in their classrooms. Three teachers from one rural primary school participated in the semi-structured interviews. Data was analyzed thematically. The findings revealed that the donated books written by university students empowered teachers to decolonize lesson presentations. In addition, the study found that the different languages in which the donated books were written promoted multilingualism. Finally, teachers reported learners’ interest in reading the donated books written by university students. This study concluded that it is important to evaluate the practice of book donation considering the current debates around decolonization, low reading competencies and multilingualism.\u0000\u0000Keywords: Book Donation; Decolonization, Primary Schools, Rural, Multilingualism","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper sought to explore the use of the translanguaging strategy as the means for decolonising and advancing the teaching of mathematics procedural fluency. From the pragmatic epistemological stance, the study collected both qualitative and quantitative data from the group of fifty purposively sampled adult offenders. The intervention study inferred data from pre-tests, post-tests, and semi-structured interviews. The data, which was analysed using SPSS and the thematic analysis approach, through the conceptual framework of teaching adult offenders mathematics procedural fluency through the isiZulu-English translanguaging strategy, indicate that the use of the translanguaging strategy yields satisfactory performance in adult offenders’ mathematics procedural fluency. The study further discovered that the translanguaging strategy leads to the decolonization of the mathematics curriculum and the development of isiZulu and English languages in correctional centre classrooms. The researcher recommends the use of the translanguaging strategy and fluidity in the use of any repertoires in the teaching of mathematics procedural fluency, conceptual understanding, and factual knowledge within the context of correctional centre classrooms. The researcher further concludes that translanguaging is applicable, and resourceful in all mathematics educational contexts, and it leads to the decolonization of the mathematics curriculum for both children and adults, in all contexts. The paper contributed to the scholarship by exploring the mathematics learning, teaching and assessment processes and the role of translanguaging thereof in correctional centre classrooms. Keywords: Translanguaging, Correctional Centre, Mathematics Classroom, Mathematics Procedural Fluency, Adult Offenders, Educationists
{"title":"The Role of Translanguaging in Teaching Mathematics at Adult Correctional Centre Classrooms in South Africa","authors":"Siphelele Mbatha","doi":"10.38159/ehass.2024563","DOIUrl":"https://doi.org/10.38159/ehass.2024563","url":null,"abstract":"This paper sought to explore the use of the translanguaging strategy as the means for decolonising and advancing the teaching of mathematics procedural fluency. From the pragmatic epistemological stance, the study collected both qualitative and quantitative data from the group of fifty purposively sampled adult offenders. The intervention study inferred data from pre-tests, post-tests, and semi-structured interviews. The data, which was analysed using SPSS and the thematic analysis approach, through the conceptual framework of teaching adult offenders mathematics procedural fluency through the isiZulu-English translanguaging strategy, indicate that the use of the translanguaging strategy yields satisfactory performance in adult offenders’ mathematics procedural fluency. The study further discovered that the translanguaging strategy leads to the decolonization of the mathematics curriculum and the development of isiZulu and English languages in correctional centre classrooms. The researcher recommends the use of the translanguaging strategy and fluidity in the use of any repertoires in the teaching of mathematics procedural fluency, conceptual understanding, and factual knowledge within the context of correctional centre classrooms. The researcher further concludes that translanguaging is applicable, and resourceful in all mathematics educational contexts, and it leads to the decolonization of the mathematics curriculum for both children and adults, in all contexts. The paper contributed to the scholarship by exploring the mathematics learning, teaching and assessment processes and the role of translanguaging thereof in correctional centre classrooms.\u0000\u0000Keywords: Translanguaging, Correctional Centre, Mathematics Classroom, Mathematics Procedural Fluency, Adult Offenders, Educationists","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collectively, the Engineering sector is still the most male-dominated field and most TVET College graduates are males. Why is this even a case when the fourth industrial revolution pushes all livelihood boundaries and ensures that males and females are exposed to similar opportunities in the sector? Of course, there can never be a comprehensive response to this patriarchal question. Hence, this study delved into this societal issue through classroom discourse in a Civil Engineering and Building Construction course at a TVET college in Limpopo Province. This study was premised on the fact that lecturers in the college use “male” examples more than those of women which affects how women perceived the Civil Engineering field. Moreover, this study laid bare the preferences of female students and how they want to be involved in discourses without making reference to gender roles. This study used a qualitative research approach for a case of eleven (11) female students. Data was collected through focused group interviews. The study employed the Social Identity Theory as its framework. The study found that indeed unconscious biases are happening during classroom discourses and that the lecturers seem to be unaware of this. As a recommendation, reskilling, and upskilling of TVET college lecturers is needed as a matter of urgency with a focus on their scholarship of teaching and learning. Universities as close partners to TVET colleges can facilitate these professional development programs. This study contributes to the global discourse on female inclusion in the engineering sector and the pedagogical practices of an engineering educator in a TVET college. Keywords: Classroom discourse, Civil Engineering, Female students, TVET colleges
{"title":"Gender Discourses in Civil Engineering TVET College programs: Marginalized Female Voices in the Learning of Engineering Concepts","authors":"Thokozani Isaac Mtshali","doi":"10.38159/ehass.20245512","DOIUrl":"https://doi.org/10.38159/ehass.20245512","url":null,"abstract":"Collectively, the Engineering sector is still the most male-dominated field and most TVET College graduates are males. Why is this even a case when the fourth industrial revolution pushes all livelihood boundaries and ensures that males and females are exposed to similar opportunities in the sector? Of course, there can never be a comprehensive response to this patriarchal question. Hence, this study delved into this societal issue through classroom discourse in a Civil Engineering and Building Construction course at a TVET college in Limpopo Province. This study was premised on the fact that lecturers in the college use “male” examples more than those of women which affects how women perceived the Civil Engineering field. Moreover, this study laid bare the preferences of female students and how they want to be involved in discourses without making reference to gender roles. This study used a qualitative research approach for a case of eleven (11) female students. Data was collected through focused group interviews. The study employed the Social Identity Theory as its framework. The study found that indeed unconscious biases are happening during classroom discourses and that the lecturers seem to be unaware of this. As a recommendation, reskilling, and upskilling of TVET college lecturers is needed as a matter of urgency with a focus on their scholarship of teaching and learning. Universities as close partners to TVET colleges can facilitate these professional development programs. This study contributes to the global discourse on female inclusion in the engineering sector and the pedagogical practices of an engineering educator in a TVET college.\u0000\u0000Keywords: Classroom discourse, Civil Engineering, Female students, TVET colleges","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mbulaheni Paul Tshisikhawe, T. Runhare, N. F. Litshani
This study explored the challenges and opportunities faced by schools in utilising the National School Nutrition Programme (NSNP) to achieve educational goals in South Africa. The NSNP was established in post-apartheid South Africa as a poverty alleviation and educational democratisation measure to improve educational access, attendance, and participation outcomes of learners from poor socio-economic backgrounds. The thesis of this paper was informed by Maslow’s theory of the hierarchy of needs to explain how food is a basic need for learners to ascend to the level of learning aspirations. The study adopted a phenomenological paradigm and a qualitative research approach. Purposive sampling was employed to select 2 secondary school principals, 8 teachers responsible for NSNP and 10 learners who were beneficiaries of the NSNP within a rural community setting. The study used face-to-face and focus group interviews and observations for data collection. Data was analysed and interpreted thematically. The study revealed that challenges such as poor hygienic conditions, poor quality and poor nutrition value of the menu, and consumption of teaching and learning time compromised the quality of NSNP provision in schools. However, despite these challenges, schools in rural communities use the NSNP for school attendance. Keywords: National School Nutrition Programme (NSNP), South Africa, Educational Goals, Maslow’s Theory, Socio-economic Development
{"title":"Challenges and Opportunities of Utilising School Nutrition Programme to Achieve Educational Goals in South African Rural Communities","authors":"Mbulaheni Paul Tshisikhawe, T. Runhare, N. F. Litshani","doi":"10.38159/ehass.20245514","DOIUrl":"https://doi.org/10.38159/ehass.20245514","url":null,"abstract":"This study explored the challenges and opportunities faced by schools in utilising the National School Nutrition Programme (NSNP) to achieve educational goals in South Africa. The NSNP was established in post-apartheid South Africa as a poverty alleviation and educational democratisation measure to improve educational access, attendance, and participation outcomes of learners from poor socio-economic backgrounds. The thesis of this paper was informed by Maslow’s theory of the hierarchy of needs to explain how food is a basic need for learners to ascend to the level of learning aspirations. The study adopted a phenomenological paradigm and a qualitative research approach. Purposive sampling was employed to select 2 secondary school principals, 8 teachers responsible for NSNP and 10 learners who were beneficiaries of the NSNP within a rural community setting. The study used face-to-face and focus group interviews and observations for data collection. Data was analysed and interpreted thematically. The study revealed that challenges such as poor hygienic conditions, poor quality and poor nutrition value of the menu, and consumption of teaching and learning time compromised the quality of NSNP provision in schools. However, despite these challenges, schools in rural communities use the NSNP for school attendance.\u0000\u0000Keywords: National School Nutrition Programme (NSNP), South Africa, Educational Goals, Maslow’s Theory, Socio-economic Development","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development. Keywords: Academic support, emotional support, psychosocial support, sustainable learning, TVET college.
{"title":"Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College","authors":"M. Buthelezi, D. Hlalele","doi":"10.38159/ehass.20245513","DOIUrl":"https://doi.org/10.38159/ehass.20245513","url":null,"abstract":"A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development.\u0000\u0000Keywords: Academic support, emotional support, psychosocial support, sustainable learning, TVET college.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study was to analyse mandatory vaccinations at the workplace during COVID-19 times in South Africa. COVID-19 was first identified in March 2020 in South Africa. The National State of Disaster was ended by the President on 4 April 2022. However, while economic activities were gradually opening to revive the economy, some employers had issued mandatory vaccinations to all their employees at their workplaces. This was regarded in some quarters as a violation of the rights of workers. This paper however argues that there was a misunderstanding on whether any law authorised these mandatory vaccinations. The study found that forcing employees to vaccinate against their will, despite World Health Organisation (WHO) ethical considerations against mandatory vaccinations, was a violation of their constitutional right to security in and control over their bodies. Furthermore, it found that this violation was not justifiable under the limitation clause. The paper concluded that no law clearly authorised employers to apply mandatory vaccinations at the workplace. The authors hope that employers learnt some lessons from the implementation of COVID-19 mandatory vaccinations. The paper recommends that mandatory vaccinations should not be applied for future pandemics at the workplace without basis or authority of law. The study further recommends that government must develop clear laws and guidelines to regulate mandatory vaccinations for future pandemics in the workplace. The paper exposes the weaknesses of mandatory vaccinations which were applied by employers to employees at their workplaces during COVID-19 times in South Africa. The paper contributes to the growing constitutional and legal discontent of mandatory vaccines in South Africa and beyond to guide governmental intervention in future pandemics as individual rights interface with general health safety. Keywords: COVID-19, Mandatory Vaccinations, Employees’ rights, Employers, National State of Disaster, Workplace, Lockdown.
{"title":"Mandatory Vaccinations at the Workplace during Covid-19 Times in South Africa: Lessons Learnt for Future Pandemics","authors":"Paul T. Mtunuse, Paul S. Masumbe","doi":"10.38159/ehass.20245511","DOIUrl":"https://doi.org/10.38159/ehass.20245511","url":null,"abstract":"The purpose of the study was to analyse mandatory vaccinations at the workplace during COVID-19 times in South Africa. COVID-19 was first identified in March 2020 in South Africa. The National State of Disaster was ended by the President on 4 April 2022. However, while economic activities were gradually opening to revive the economy, some employers had issued mandatory vaccinations to all their employees at their workplaces. This was regarded in some quarters as a violation of the rights of workers. This paper however argues that there was a misunderstanding on whether any law authorised these mandatory vaccinations. The study found that forcing employees to vaccinate against their will, despite World Health Organisation (WHO) ethical considerations against mandatory vaccinations, was a violation of their constitutional right to security in and control over their bodies. Furthermore, it found that this violation was not justifiable under the limitation clause. The paper concluded that no law clearly authorised employers to apply mandatory vaccinations at the workplace. The authors hope that employers learnt some lessons from the implementation of COVID-19 mandatory vaccinations. The paper recommends that mandatory vaccinations should not be applied for future pandemics at the workplace without basis or authority of law. The study further recommends that government must develop clear laws and guidelines to regulate mandatory vaccinations for future pandemics in the workplace. The paper exposes the weaknesses of mandatory vaccinations which were applied by employers to employees at their workplaces during COVID-19 times in South Africa. The paper contributes to the growing constitutional and legal discontent of mandatory vaccines in South Africa and beyond to guide governmental intervention in future pandemics as individual rights interface with general health safety.\u0000\u0000 Keywords: COVID-19, Mandatory Vaccinations, Employees’ rights, Employers, National State of Disaster, Workplace, Lockdown.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141115284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading literacy has attracted the attention of a growing number of researchers in recent times. Though it is seen as an essential competency, thorough bibliometric analyses on the subject are lacking within a few African contexts, one of which is reading for comprehension in the isiZulu home language. This study attempted to fill this gap, by selecting 95 articles through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) method and leveraging tools such as VOSviewer, CitNetExplorer’s visualization citation network, and counting techniques. The results indicated that South Africa is a central player, experiencing a notable increase in publications over the past decade. Authors such as Probert, Paulsrud B., Tian Z., Toth J., Port R.F., McKinney C., Tyler R. Moodley V., and Wildsmith-Cromarty R. stand out, alongside prolific journals like English-Medium Instruction and Translanguaging, Language Learning, and Language Teaching. Crucial topics identified include Cultural Context, Language Proficiency, Interactive Read-Alouds, and Differentiated Instruction. The results emphasized the pivotal role of reading motivation in formal education, highlighting the complex nature of online activities. The study concluded that the field of research on teaching reading for comprehension in isiZulu has evolved into a well-established and cross-disciplinary field, with South Africa leading in contributions and collaborations, and anticipates continued growth which will solidify isiZulu reading instruction as a promising and enduring subject of study. Keywords: isiZulu, Home Language, Reading Comprehension, CitNetExplorer, PRISMA-P, Bibliometric Review, Community Involvement
近来，阅读能力吸引了越来越多研究人员的关注。尽管阅读能力被视为一项基本能力，但在少数非洲国家中却缺乏对这一主题的全面文献计量分析，其中之一就是以伊西祖鲁语为母语的阅读理解能力。本研究试图填补这一空白，通过系统性综述和元分析协议首选报告项目（PRISMA-P）方法筛选出 95 篇文章，并利用 VOSviewer、CitNetExplorer 的可视化引文网络和计数技术等工具进行分析。研究结果表明，南非在过去十年中发表的论文数量显著增加，是论文发表的中心国家。Probert, Paulsrud B., Tian Z., Toth J., Port R.F., McKinney C., Tyler R. Moodley V., and Wildsmith-Cromarty R. 等作者以及《英语教学与跨语言教学》、《语言学习》和《语言教学》等多产期刊脱颖而出。确定的重要主题包括文化背景、语言能力、互动式朗读和差异化教学。研究结果强调了阅读动机在正规教育中的关键作用，突出了在线活动的复杂性。研究得出的结论是，有关伊西祖鲁语阅读理解教学的研究领域已发展成为一个成熟的跨学科领域，南非在这方面的贡献和合作居于领先地位，并预计该领域将继续发展，从而巩固伊西祖鲁语阅读教学，使其成为一个前景广阔、经久不衰的研究课题。 关键词：伊西祖鲁语；母语；阅读理解；CitNetExplorer；PRISMA-P；文献计量学评论；社区参与
{"title":"Exploring the Teaching of Reading for Comprehension in IsiZulu Home Language: A Bibliometric Review","authors":"S. Msani","doi":"10.38159/ehass.20245515","DOIUrl":"https://doi.org/10.38159/ehass.20245515","url":null,"abstract":"Reading literacy has attracted the attention of a growing number of researchers in recent times. Though it is seen as an essential competency, thorough bibliometric analyses on the subject are lacking within a few African contexts, one of which is reading for comprehension in the isiZulu home language. This study attempted to fill this gap, by selecting 95 articles through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) method and leveraging tools such as VOSviewer, CitNetExplorer’s visualization citation network, and counting techniques. The results indicated that South Africa is a central player, experiencing a notable increase in publications over the past decade. Authors such as Probert, Paulsrud B., Tian Z., Toth J., Port R.F., McKinney C., Tyler R. Moodley V., and Wildsmith-Cromarty R. stand out, alongside prolific journals like English-Medium Instruction and Translanguaging, Language Learning, and Language Teaching. Crucial topics identified include Cultural Context, Language Proficiency, Interactive Read-Alouds, and Differentiated Instruction. The results emphasized the pivotal role of reading motivation in formal education, highlighting the complex nature of online activities. The study concluded that the field of research on teaching reading for comprehension in isiZulu has evolved into a well-established and cross-disciplinary field, with South Africa leading in contributions and collaborations, and anticipates continued growth which will solidify isiZulu reading instruction as a promising and enduring subject of study.\u0000\u0000Keywords: isiZulu, Home Language, Reading Comprehension, CitNetExplorer, PRISMA-P, Bibliometric Review, Community Involvement","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Encountering challenges in academic writing is inevitable for first-year students who are yet to become familiar with the writing patterns and structure. Students often struggle with the change; online learning and its advantages have not fully materialised due to the disruptions, familiarity, resistance, and problems associated with technology. The purpose of the study was to examine first-year students’ experience with the face-to-face learning model and blended learning model at TVET College in Western Cape South Africa.The study employed a mixed-method approach to collect data from the research participants. The online questionnaire was adopted as the instrument of data collection for the quantitative data and 185 participants completed the questionnaire. An interview schedule guide was the instrument of data collection for the qualitative data and twelve (12) students voluntarily participated in the semi-structured interviews. Findings from both the quantitative data and qualitative data revealed that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. Face-to-face contact remains a vital part of teaching and learning, and this conclusion emphasises that blended learning is a novel and valuable way to reach students, underscoring the combination of both face-to-face and online learning. This article makes an important contribution to higher education (HE) and learning models by examining the first-year students’ experience of learning models at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape. Keywords: Blended Learning Applications, Distance Education, English Second Language, Face-to-face, First-year Students, Writing, Online learning.
{"title":"Face-To-Face Versus Online Learning: First-Year Students’ Experiences of Academic Writing","authors":"Angelo Meyers, Cornelia Smith, M. Cekiso","doi":"10.38159/ehass.20245516","DOIUrl":"https://doi.org/10.38159/ehass.20245516","url":null,"abstract":"Encountering challenges in academic writing is inevitable for first-year students who are yet to become familiar with the writing patterns and structure. Students often struggle with the change; online learning and its advantages have not fully materialised due to the disruptions, familiarity, resistance, and problems associated with technology. The purpose of the study was to examine first-year students’ experience with the face-to-face learning model and blended learning model at TVET College in Western Cape South Africa.The study employed a mixed-method approach to collect data from the research participants. The online questionnaire was adopted as the instrument of data collection for the quantitative data and 185 participants completed the questionnaire. An interview schedule guide was the instrument of data collection for the qualitative data and twelve (12) students voluntarily participated in the semi-structured interviews. Findings from both the quantitative data and qualitative data revealed that mere technology is not as effective since integrating it into teaching approaches and providing students with interactive activities and collaboration can enhance their academic performance. Face-to-face contact remains a vital part of teaching and learning, and this conclusion emphasises that blended learning is a novel and valuable way to reach students, underscoring the combination of both face-to-face and online learning. This article makes an important contribution to higher education (HE) and learning models by examining the first-year students’ experience of learning models at a South African Technical and Vocational Education and Technology (TVET) college in the Western Cape.\u0000\u0000Keywords: Blended Learning Applications, Distance Education, English Second Language, Face-to-face, First-year Students, Writing, Online learning.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Adom, P. F. Y. Thulla, Ibrahim Mustapha Fofanah, Ralph Nyadu-Addo, John Kofi Brewu
This study examined how young people perceive the revitalization of indigenous languages in multicultural environments. The research team gathered data from a stratified random sample of 200 participants hailing from diverse rural and urban areas in Ghana and Sierra Leone. Employing a convergent parallel mixed-methods design, the study employed questionnaires and interviews to gauge local community perceptions toward indigenous language revitalization in Ghana and Sierra Leone. The team also conducted focus groups to gain qualitative insights. The two data sets were analyzed using both descriptive and inferential statistics, as well as thematic qualitative analysis to reveal the perspectives of study participants on the importance of indigenous language in maintaining cultural legacy. The findings underscored the significance of indigenous languages beyond communication, emphasizing their exposure to external threats such as cultural assimilation and the dominance of foreign languages. The research team calls on the Ministries in charge of culture in Ghana and Sierra Leone to prioritize initiatives aimed at recovering and safeguarding indigenous languages, as a critical step for cultural transmission and preservation. Keywords: Native Culture, Linguistic Traditions, Cultural Ecosystems, Language, Indigenous Languages, Cultural Synergy
{"title":"The Perceptions of Indigenous Language and Cultural Synergy in Ghana and Sierra Leone: A Cross-Cultural Study","authors":"D. Adom, P. F. Y. Thulla, Ibrahim Mustapha Fofanah, Ralph Nyadu-Addo, John Kofi Brewu","doi":"10.38159/ehass.20245510","DOIUrl":"https://doi.org/10.38159/ehass.20245510","url":null,"abstract":"This study examined how young people perceive the revitalization of indigenous languages in multicultural environments. The research team gathered data from a stratified random sample of 200 participants hailing from diverse rural and urban areas in Ghana and Sierra Leone. Employing a convergent parallel mixed-methods design, the study employed questionnaires and interviews to gauge local community perceptions toward indigenous language revitalization in Ghana and Sierra Leone. The team also conducted focus groups to gain qualitative insights. The two data sets were analyzed using both descriptive and inferential statistics, as well as thematic qualitative analysis to reveal the perspectives of study participants on the importance of indigenous language in maintaining cultural legacy. The findings underscored the significance of indigenous languages beyond communication, emphasizing their exposure to external threats such as cultural assimilation and the dominance of foreign languages. The research team calls on the Ministries in charge of culture in Ghana and Sierra Leone to prioritize initiatives aimed at recovering and safeguarding indigenous languages, as a critical step for cultural transmission and preservation.\u0000\u0000Keywords: Native Culture, Linguistic Traditions, Cultural Ecosystems, Language, Indigenous Languages, Cultural Synergy","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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