A major concern in South Africa is the poor performance of learners in mathematics, particularly in geometry. This paper therefore sought to explore the learners’ understanding of Euclidean geometric concepts. The Van Hiele model was a useful framework for understanding the reasoning and challenges that students encounter with geometry. This study focused on 15 participants from rural South African schools, including 5 grade 10 mathematics learners in each of the three secondary schools and three teachers who are teaching mathematics in grade 10, in three secondary schools. Through face-to-face interviews, learners’ comprehension of geometry was qualitatively assessed. Pedagogical and methodological difficulties, lack of learners’ interest and comprehension of numerous geometrical concepts, as well as the absence of technology use, were found to contribute to the challenges in learning and teaching Euclidean geometry. The recommendations suggest that teachers should plan and prepare their geometry classes with the students’ understanding in mind that Euclidean geometry has been a cornerstone of mathematical education for centuries, teaching students critical thinking, problem-solving, and logical reasoning skills. This study adds to the existing literature on introducing new concepts in mathematics into the educational system of South Africa. Keywords: Geometry, Students’ Interest, Self-efficacy, Understanding, Three-Dimensional Shape
{"title":"An Exploration of Learners’ Understanding of Euclidean Geometric Concepts: A Case Study of Secondary Schools in the OR Tambo Inland District of the Eastern Cape","authors":"Thabisa Maqoqa","doi":"10.38159/ehass.2024557","DOIUrl":"https://doi.org/10.38159/ehass.2024557","url":null,"abstract":"A major concern in South Africa is the poor performance of learners in mathematics, particularly in geometry. This paper therefore sought to explore the learners’ understanding of Euclidean geometric concepts. The Van Hiele model was a useful framework for understanding the reasoning and challenges that students encounter with geometry. This study focused on 15 participants from rural South African schools, including 5 grade 10 mathematics learners in each of the three secondary schools and three teachers who are teaching mathematics in grade 10, in three secondary schools. Through face-to-face interviews, learners’ comprehension of geometry was qualitatively assessed. Pedagogical and methodological difficulties, lack of learners’ interest and comprehension of numerous geometrical concepts, as well as the absence of technology use, were found to contribute to the challenges in learning and teaching Euclidean geometry. The recommendations suggest that teachers should plan and prepare their geometry classes with the students’ understanding in mind that Euclidean geometry has been a cornerstone of mathematical education for centuries, teaching students critical thinking, problem-solving, and logical reasoning skills. This study adds to the existing literature on introducing new concepts in mathematics into the educational system of South Africa.\u0000\u0000Keywords: Geometry, Students’ Interest, Self-efficacy, Understanding, Three-Dimensional Shape","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990724","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 this research was to assess the dynamics leading to the decline in enrolment of grade 10 Accounting learners in selected secondary schools in the Mthatha Education District in the Eastern Cape Province of South Africa. The case study research design was employed as this research focused only on grade 10 learners in secondary schools in Mthatha. The qualitative approach was adopted. The purposive sampling technique was used to select six grade 10 learners from six participating secondary schools. The face-to-face interviews were used to gather data from sampled six grade 10 Accounting learners. The Constructivist Theoretical Framework was adopted. The thematic approach was employed to analyse the collected data. It emerged that learners dropped interest in studying Accounting because they lack therein to have sufficient and relevant content knowledge resulting from incompletion of the syllabus and few basic Accounting concepts in Economic Management Sciences (EMS) subject. It was recommended that EMS teachers should complete the syllabus and add some Accounting concepts in their annual teaching plans (ATPs) to familiarise themselves with and enhance the learners’ desire to enrol in their higher classes. It was also recommended that Accounting teachers should adopt user-friendly teaching pedagogics as well as professionalism that could inspire and empower learners to master the subject content. Lastly, the curriculum planners should re-visit the EMS syllabus to ensure that it prepares the learners for Accounting in higher grades. The findings will be of benefit to all secondary schools in South Africa experiencing the decline in enrolment of learners in their subjects. Keywords: Accounting, Annual teaching plans, Decline enrolment, Economic and Management Sciences, Enrolment of learners, Secondary schools.
{"title":"Assessing the Dynamics Leading to the Decline in Enrolment of Grade 10 Accounting Learners in Selected Secondary Schools in the Mthatha Education District of South Africa","authors":"Berington Zanoxolo Gobingca, Odwa Kiva","doi":"10.38159/ehass.2024555","DOIUrl":"https://doi.org/10.38159/ehass.2024555","url":null,"abstract":"The purpose of this research was to assess the dynamics leading to the decline in enrolment of grade 10 Accounting learners in selected secondary schools in the Mthatha Education District in the Eastern Cape Province of South Africa. The case study research design was employed as this research focused only on grade 10 learners in secondary schools in Mthatha. The qualitative approach was adopted. The purposive sampling technique was used to select six grade 10 learners from six participating secondary schools. The face-to-face interviews were used to gather data from sampled six grade 10 Accounting learners. The Constructivist Theoretical Framework was adopted. The thematic approach was employed to analyse the collected data. It emerged that learners dropped interest in studying Accounting because they lack therein to have sufficient and relevant content knowledge resulting from incompletion of the syllabus and few basic Accounting concepts in Economic Management Sciences (EMS) subject. It was recommended that EMS teachers should complete the syllabus and add some Accounting concepts in their annual teaching plans (ATPs) to familiarise themselves with and enhance the learners’ desire to enrol in their higher classes. It was also recommended that Accounting teachers should adopt user-friendly teaching pedagogics as well as professionalism that could inspire and empower learners to master the subject content. Lastly, the curriculum planners should re-visit the EMS syllabus to ensure that it prepares the learners for Accounting in higher grades. The findings will be of benefit to all secondary schools in South Africa experiencing the decline in enrolment of learners in their subjects.\u0000\u0000Keywords: Accounting, Annual teaching plans, Decline enrolment, Economic and Management Sciences, Enrolment of learners, Secondary schools.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990166","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}
In recent years, Ghanaian students have exhibited a concerning trend of drifting away from the values integral to sustaining and preserving Ghanaian norms, culture and societal well-being. This shift has led to a proliferation of immoral behaviour among students, prompting widespread concern among Ghanaians. This decline is often attributed to the perceived prioritization of Science, Technology, Engineering, and Mathematics (STEM) education in the current curriculum. There is an urgent need to tackle this issue to ensure students’ moral development is not overlooked in favour of STEM education. In light of this challenge, the approach proposed in this article was the “Soulful Science” approach. The study explored the feasibility and impact of soulful science in Ghanaian STEM education. The researchers employed a descriptive survey design for this study. Interviews were used to collect data from 50 participants (Senior High School (SHS) teachers, students, and parents in Sefwi Wiawso Municipality). It was established that the proposed soulful science approach is achievable with its accompanying methods like inclusive curriculum pedagogies, interdisciplinary projects, case studies, and the incorporation of religious perspectives into STEM lessons. However, challenges such as potential conflict between religious beliefs and scientific principles were identified. It was recommended that adequate efforts should be made to develop a curriculum that successfully integrates religious and moral education with STEM subjects while respecting the diversity of beliefs. In conclusion, the soulful science approach creates an inclusive, culturally relevant learning environment that enhances students’ religious and moral development, employability and fosters sustainable economic growth. This study’s contribution is significant for the fields of moral and STEM education, and curriculum development, as it advocates for a more holistic approach to education that prioritizes moral development alongside technological proficiency. Keywords: STEM education, religious values, spirituality, holistic development, cultural sensitivity, Ghanaian students, curriculum integration
{"title":"Soulful Science: A Journey into Integrating Religious and Moral Values in STEM Education in Ghana","authors":"Dennis Tawiah, J. Opoku, Peter Addai-Mensah","doi":"10.38159/ehass.2024558","DOIUrl":"https://doi.org/10.38159/ehass.2024558","url":null,"abstract":"In recent years, Ghanaian students have exhibited a concerning trend of drifting away from the values integral to sustaining and preserving Ghanaian norms, culture and societal well-being. This shift has led to a proliferation of immoral behaviour among students, prompting widespread concern among Ghanaians. This decline is often attributed to the perceived prioritization of Science, Technology, Engineering, and Mathematics (STEM) education in the current curriculum. There is an urgent need to tackle this issue to ensure students’ moral development is not overlooked in favour of STEM education. In light of this challenge, the approach proposed in this article was the “Soulful Science” approach. The study explored the feasibility and impact of soulful science in Ghanaian STEM education. The researchers employed a descriptive survey design for this study. Interviews were used to collect data from 50 participants (Senior High School (SHS) teachers, students, and parents in Sefwi Wiawso Municipality). It was established that the proposed soulful science approach is achievable with its accompanying methods like inclusive curriculum pedagogies, interdisciplinary projects, case studies, and the incorporation of religious perspectives into STEM lessons. However, challenges such as potential conflict between religious beliefs and scientific principles were identified. It was recommended that adequate efforts should be made to develop a curriculum that successfully integrates religious and moral education with STEM subjects while respecting the diversity of beliefs. In conclusion, the soulful science approach creates an inclusive, culturally relevant learning environment that enhances students’ religious and moral development, employability and fosters sustainable economic growth. This study’s contribution is significant for the fields of moral and STEM education, and curriculum development, as it advocates for a more holistic approach to education that prioritizes moral development alongside technological proficiency.\u0000\u0000Keywords: STEM education, religious values, spirituality, holistic development, cultural sensitivity, Ghanaian students, curriculum integration","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990798","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}
Early in the 2000s, Boko Haram emerged with an Islamisation agenda concentrating mostly on Nigeria the largest African economy. There is empirical evidence suggesting that the government of Nigeria has not successfully warded off this group’s hostility. Yet there are gaps in security threats and extant literature. This study therefore examined the instability and anomic conditions resulting from this insurgency using the document analysis method and the Containment Theory employed as the theoretical framework. The analysis showed that there is no clear reason why the Nigerian military has failed to contain the Boko Haram insurgency given the army’s undoubted gallantry after excelling in several international peacekeeping assignments. It was recommended that public programs for enlightenment through community engagement and transparency would influence positively the government’s efforts to contain these terrorist activities. Given the complex nature of terrorism, there is a need for robust empirical studies that have to be done before any meaningful policy implementation can be considered. This study will amplify the international awareness of violent extremist activities in this most populated African nation. It will significantly provide the Nigerian government, human rights groups, researchers, civil society, policymakers, and public and private security agents with more knowledge to understand these terrorists better. Keywords: Nigeria, Threat, Peace, Security, Boko Haram
{"title":"Rethinking Insecurity and Scoping Security Threat in Nigeria: Looking Ahead","authors":"Daniel Chigudu","doi":"10.38159/ehass.2024559","DOIUrl":"https://doi.org/10.38159/ehass.2024559","url":null,"abstract":"Early in the 2000s, Boko Haram emerged with an Islamisation agenda concentrating mostly on Nigeria the largest African economy. There is empirical evidence suggesting that the government of Nigeria has not successfully warded off this group’s hostility. Yet there are gaps in security threats and extant literature. This study therefore examined the instability and anomic conditions resulting from this insurgency using the document analysis method and the Containment Theory employed as the theoretical framework. The analysis showed that there is no clear reason why the Nigerian military has failed to contain the Boko Haram insurgency given the army’s undoubted gallantry after excelling in several international peacekeeping assignments. It was recommended that public programs for enlightenment through community engagement and transparency would influence positively the government’s efforts to contain these terrorist activities. Given the complex nature of terrorism, there is a need for robust empirical studies that have to be done before any meaningful policy implementation can be considered. This study will amplify the international awareness of violent extremist activities in this most populated African nation. It will significantly provide the Nigerian government, human rights groups, researchers, civil society, policymakers, and public and private security agents with more knowledge to understand these terrorists better.\u0000\u0000Keywords: Nigeria, Threat, Peace, Security, Boko Haram","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993310","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}
Emmanuel Kofi Attah, D. Adom, J. Adu-Agyem, Babaaradio Kombui, Isaac Gyasi
Documentation of artefacts is a great avenue for recording the relevance of the works in the lives of the people. This would also help in improving the care and maintenance of artefacts. This study thus aimed at unfolding the philosophical foundations of the traditions and culture of the people of Sefwi Bekwai located at the Sefwi Bekwai palace in the Western North Region of Ghana. The artefacts made in different kinds of materials project the religious, political, social, economic and medicinal roles that these works play in the Sefwi Bekwai culture. The study was ethnographic research under the qualitative research approach. A total of 30 study participants were purposively sampled and interviewed with the help of a semi-structured interview guide. The study participants included chiefs, linguists, and elders of Sefwi Bekwai, art experts and visual art teachers. The study revealed that the artefacts are used as mediums of worship to satisfy religious needs; to bridge the gap between people and their ancestors; to act as dwelling places of the deities, ancestors, and other spiritual powers; to seek protection and good luck; to serve as a bond of unity, kinship, and belongingness; to express beliefs in bad force, death, and the afterlife. The study contends that documentation of artefacts in palaces is crucial for safeguarding and propagating the rich cultural heritage of a people to generations. Keywords: Art Forms, Palace Artefacts, Sefwi Bekwai, Ghanaian Chieftaincy.
{"title":"Documentation of the Socio-Cultural Significance of Artefacts in Sefwi Bekwai Palace in Ghana","authors":"Emmanuel Kofi Attah, D. Adom, J. Adu-Agyem, Babaaradio Kombui, Isaac Gyasi","doi":"10.38159/ehass.2024554","DOIUrl":"https://doi.org/10.38159/ehass.2024554","url":null,"abstract":"Documentation of artefacts is a great avenue for recording the relevance of the works in the lives of the people. This would also help in improving the care and maintenance of artefacts. This study thus aimed at unfolding the philosophical foundations of the traditions and culture of the people of Sefwi Bekwai located at the Sefwi Bekwai palace in the Western North Region of Ghana. The artefacts made in different kinds of materials project the religious, political, social, economic and medicinal roles that these works play in the Sefwi Bekwai culture. The study was ethnographic research under the qualitative research approach. A total of 30 study participants were purposively sampled and interviewed with the help of a semi-structured interview guide. The study participants included chiefs, linguists, and elders of Sefwi Bekwai, art experts and visual art teachers. The study revealed that the artefacts are used as mediums of worship to satisfy religious needs; to bridge the gap between people and their ancestors; to act as dwelling places of the deities, ancestors, and other spiritual powers; to seek protection and good luck; to serve as a bond of unity, kinship, and belongingness; to express beliefs in bad force, death, and the afterlife. The study contends that documentation of artefacts in palaces is crucial for safeguarding and propagating the rich cultural heritage of a people to generations.\u0000\u0000Keywords: Art Forms, Palace Artefacts, Sefwi Bekwai, Ghanaian Chieftaincy.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"95 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016254","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 study, with a specific emphasis on the lived experiences of single mothers, explored the perceived economic advantages of single parenting among Nigerian single women. The study tackled the growing apprehensions over the financial difficulties encountered by families headed by single mothers, highlighting the growing number of low-income families in Africa, particularly in Nigeria. The study employed a combination of qualitative (Key Informant Interview) and quantitative (Survey) methods to investigate their viewpoints on the financial benefits of being a single parent. The theoretical framework explained the intricate relationship between socioeconomic issues and single parenting by integrating social exchange theory and rational adaptation theory. 450 respondents participated in the quantitative study, while 30 respondents were selected for the qualitative study. According to data collected, single mothers frequently enter into several partnerships to obtain a variety of financial support for both themselves and their children. The study emphasized asset accumulation and emotional benefits as ways that single mothers can reduce poverty in addition to financial rewards. The study further highlighted the significance of social protection frameworks and all-encompassing initiatives aimed at tackling the distinct obstacles encountered by single mothers, eventually promoting the welfare of mothers and their offspring in an emerging country such as Nigeria. Keywords: Single Mothers, Economic Benefits, Low-income Families, Social Protection
{"title":"The Influence of Perceived Economic Benefits on Single Parenting among Unmarried Mothers in Nigeria","authors":"Temitope J. Owolabi, T. Garutsa","doi":"10.38159/ehass.2024551","DOIUrl":"https://doi.org/10.38159/ehass.2024551","url":null,"abstract":"This study, with a specific emphasis on the lived experiences of single mothers, explored the perceived economic advantages of single parenting among Nigerian single women. The study tackled the growing apprehensions over the financial difficulties encountered by families headed by single mothers, highlighting the growing number of low-income families in Africa, particularly in Nigeria. The study employed a combination of qualitative (Key Informant Interview) and quantitative (Survey) methods to investigate their viewpoints on the financial benefits of being a single parent. The theoretical framework explained the intricate relationship between socioeconomic issues and single parenting by integrating social exchange theory and rational adaptation theory. 450 respondents participated in the quantitative study, while 30 respondents were selected for the qualitative study. According to data collected, single mothers frequently enter into several partnerships to obtain a variety of financial support for both themselves and their children. The study emphasized asset accumulation and emotional benefits as ways that single mothers can reduce poverty in addition to financial rewards. The study further highlighted the significance of social protection frameworks and all-encompassing initiatives aimed at tackling the distinct obstacles encountered by single mothers, eventually promoting the welfare of mothers and their offspring in an emerging country such as Nigeria.\u0000\u0000Keywords: Single Mothers, Economic Benefits, Low-income Families, Social Protection","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"77 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015959","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}
It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Eastern Cape. Data was collected from three randomly selected primary schools using interviews, questionnaires, and classroom observation tools. Four grade 6 teachers for mathematics and reading-to-learn were selected from each school (N 12). Key findings revealed that teachers lacked knowledge and understanding of differentiated instruction, and how it should be implemented in the classroom. This implies that all teachers should be trained or in-serviced (during and after training respectively) on how to respond to learners’ diverse needs during teaching and learning. This study contributes to knowledge in the field of inclusive education. The results of this study may influence universities to design teacher education programmes, methods, and/or interventions, which will enhance responses to learner diversity through differentiated instruction. This study could help researchers uncover the critical areas of differentiated instruction, its importance and its application in the classroom, its benefits for teachers and learners, and its impact on student learning. Keywords: Curriculum Delivery, Differentiated Instruction, Learner Diversity, Pedagogical Knowledge.
{"title":"Examining Grade 6 Teachers’ Knowledge and Understanding of Differentiated Instruction in O.R. Tambo Inland District in South Africa","authors":"Nondumiso Mnyamana, Samson Matope, C. Ndebele","doi":"10.38159/ehass.2024553","DOIUrl":"https://doi.org/10.38159/ehass.2024553","url":null,"abstract":"It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Eastern Cape. Data was collected from three randomly selected primary schools using interviews, questionnaires, and classroom observation tools. Four grade 6 teachers for mathematics and reading-to-learn were selected from each school (N 12). Key findings revealed that teachers lacked knowledge and understanding of differentiated instruction, and how it should be implemented in the classroom. This implies that all teachers should be trained or in-serviced (during and after training respectively) on how to respond to learners’ diverse needs during teaching and learning. This study contributes to knowledge in the field of inclusive education. The results of this study may influence universities to design teacher education programmes, methods, and/or interventions, which will enhance responses to learner diversity through differentiated instruction. This study could help researchers uncover the critical areas of differentiated instruction, its importance and its application in the classroom, its benefits for teachers and learners, and its impact on student learning.\u0000\u0000Keywords: Curriculum Delivery, Differentiated Instruction, Learner Diversity, Pedagogical Knowledge.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017144","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 is an ethnographic study which was carried out to determine appropriate and effective models, approaches, strategies and techniques, for the transmission of Indigenous African Music (IAM), as practised in the communities of Tsembeyi village in the Eastern Cape Province and Impunga Village in KwaZulu-Natal Province of South Africa to the institutions of higher learning. The research explored pedagogical intervention measures for transplanting the teaching and learning of indigenous Nguni music instruments at Walter Sisulu University. This enquiry is underpinned by the praxial and Ubuntu theories, which ensure that participants are practically involved in doing, making, and experiencing learning as a collective. The study adopted an interpretive paradigm entrenched in a qualitative approach. Semi-structured interviews and participant observation were administered to collect data from 13 preservice music teachers including the main researcher and 3 community music experts drawn from the amaXhosa and AmaZulu, who are part of the Nguni nation in the Eastern Cape, and KwaZulu-Natal provinces. The thematic analysis revealed that the importance of engagement of the community in teaching and learning Nguni music instruments, underlying philosophical knowledge, and the understanding and approach to the construction and playing of IAM instruments. The authors argue for the possibility of breaking down the barriers of marginalization, and discrimination and celebrating human capabilities through the use of local resources and engagement of the community, thus, striking a meaningful and appropriate balance between the approaches that are used in traditional communities and institutions of higher learning. Keywords: Decolonization, Transmission, Curriculum, Indigenous African Music, and Nguni.
{"title":"Decolonizing the Teaching and Learning of Indigenous Nguni Music Instruments in Higher Institutions of Learning in South Africa","authors":"Kutala Ngoma, Zoliswa Fikelepi-Twani","doi":"10.38159/ehass.2024552","DOIUrl":"https://doi.org/10.38159/ehass.2024552","url":null,"abstract":"This is an ethnographic study which was carried out to determine appropriate and effective models, approaches, strategies and techniques, for the transmission of Indigenous African Music (IAM), as practised in the communities of Tsembeyi village in the Eastern Cape Province and Impunga Village in KwaZulu-Natal Province of South Africa to the institutions of higher learning. The research explored pedagogical intervention measures for transplanting the teaching and learning of indigenous Nguni music instruments at Walter Sisulu University. This enquiry is underpinned by the praxial and Ubuntu theories, which ensure that participants are practically involved in doing, making, and experiencing learning as a collective. The study adopted an interpretive paradigm entrenched in a qualitative approach. Semi-structured interviews and participant observation were administered to collect data from 13 preservice music teachers including the main researcher and 3 community music experts drawn from the amaXhosa and AmaZulu, who are part of the Nguni nation in the Eastern Cape, and KwaZulu-Natal provinces. The thematic analysis revealed that the importance of engagement of the community in teaching and learning Nguni music instruments, underlying philosophical knowledge, and the understanding and approach to the construction and playing of IAM instruments. The authors argue for the possibility of breaking down the barriers of marginalization, and discrimination and celebrating human capabilities through the use of local resources and engagement of the community, thus, striking a meaningful and appropriate balance between the approaches that are used in traditional communities and institutions of higher learning.\u0000\u0000Keywords: Decolonization, Transmission, Curriculum, Indigenous African Music, and Nguni.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141017084","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 examined the socio-economic implications caused by the current energy crisis South Africa is facing. Although the crisis is not at its worst stage when compared to other countries in Africa, there are still challenges ahead if the crisis at this stage is not nipped in the bud. This paper aims at providing an overview of the energy crisis and reasons for its persistence in South Africa taking a departure from 2007. It thus examined the effect of the energy crisis on human livelihood, manufacturing businesses and the economic growth of South Africans. It discussed the concerted efforts made by the government in terms of policy intervention to solve the energy crisis, vis-à-vis policy successes and the challenges in South Africa. Using secondary data sources, this paper analysed the problems behind the energy crisis and its persistent nature in South Africa. It reviewed the extant literature intending to showcase government activities in terms of policies and actions toward subduing the energy crisis in South Africa. It also underlined the strengths and the weaknesses of government policies on the energy crisis in South Africa. This paper found that population expansions and ever-increasing human activities constitute major reasons for the persistent energy crisis in South Africa. This paper concluded that the energy crisis in South Africa may continue to take its negative recourse on the people and economy if adequate attention is not being paid to alternative energy sources at provincial and municipal levels. The attention should aim at complementing the existing energy infrastructure as well as accommodating the energy needs of the population and ever-increasing human activities. This study contributes to the existing debate on securing energy transition in the developing economy of South Africa. Keywords: Energy Crisis, South Africa Government, Policy, Socio-economic Implications.
{"title":"Assessing the Energy Crisis in South Africa: The Socio-Economic Implication and Challenges Ahead","authors":"K. Lamidi, L. Juta","doi":"10.38159/ehass.20245412","DOIUrl":"https://doi.org/10.38159/ehass.20245412","url":null,"abstract":"This paper examined the socio-economic implications caused by the current energy crisis South Africa is facing. Although the crisis is not at its worst stage when compared to other countries in Africa, there are still challenges ahead if the crisis at this stage is not nipped in the bud. This paper aims at providing an overview of the energy crisis and reasons for its persistence in South Africa taking a departure from 2007. It thus examined the effect of the energy crisis on human livelihood, manufacturing businesses and the economic growth of South Africans. It discussed the concerted efforts made by the government in terms of policy intervention to solve the energy crisis, vis-à-vis policy successes and the challenges in South Africa. Using secondary data sources, this paper analysed the problems behind the energy crisis and its persistent nature in South Africa. It reviewed the extant literature intending to showcase government activities in terms of policies and actions toward subduing the energy crisis in South Africa. It also underlined the strengths and the weaknesses of government policies on the energy crisis in South Africa. This paper found that population expansions and ever-increasing human activities constitute major reasons for the persistent energy crisis in South Africa. This paper concluded that the energy crisis in South Africa may continue to take its negative recourse on the people and economy if adequate attention is not being paid to alternative energy sources at provincial and municipal levels. The attention should aim at complementing the existing energy infrastructure as well as accommodating the energy needs of the population and ever-increasing human activities. This study contributes to the existing debate on securing energy transition in the developing economy of South Africa.\u0000\u0000Keywords: Energy Crisis, South Africa Government, Policy, Socio-economic Implications.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140683075","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 study was a psychobiographical analysis of Chief Mohlomi’s indigenous epistemology of a healing career. Mohlomi was an unconventional thinker and the great-grandson of the king of the Bakoena, Monaheng, who lived in pre-colonial Africa. Mohlomi is generally referred to as the Socrates of Africa, a philosopher par excellence. He was also known as a great healer. The study answered the question: How can Chief Mohlomi’s indigenous epistemology of healing practices help bridge the Western, educated, industrialised, rich, and democratic (WEIRD) psychological healing practices gap and promote Afrocentric indigenous healing practices? Savickas’ Career Construction Theory was used as a lens to interpret Chief Mohlomi’s career of healing. Employing a single-case design, biographical data was examined to understand Chief Mohlomi’s indigenous epistemology of healing practices. The findings underscore Mohlomi’s indigenous epistemology of healing, healing for well-being, healing for inclusion and healing as nation-building. This study contributes to the field of psychology in general through the use of a psychobiography. In particular, the study contributes to the fields of career development and psychiatry based on the lessons learned from Chief Mohlomi’s epistemology of healing. Keywords: Healing Career, Indigenous Epistemology, Chief Mohlomi, Psychobiography, Lesotho.
{"title":"Chief Mohlomi’s Indigenous Epistemology of a Healing Career: A Psychobiographical Analysis","authors":"M. Sefotho, Lauren Elizabeth Lindstrom","doi":"10.38159/ehass.20245413","DOIUrl":"https://doi.org/10.38159/ehass.20245413","url":null,"abstract":"This study was a psychobiographical analysis of Chief Mohlomi’s indigenous epistemology of a healing career. Mohlomi was an unconventional thinker and the great-grandson of the king of the Bakoena, Monaheng, who lived in pre-colonial Africa. Mohlomi is generally referred to as the Socrates of Africa, a philosopher par excellence. He was also known as a great healer. The study answered the question: How can Chief Mohlomi’s indigenous epistemology of healing practices help bridge the Western, educated, industrialised, rich, and democratic (WEIRD) psychological healing practices gap and promote Afrocentric indigenous healing practices? Savickas’ Career Construction Theory was used as a lens to interpret Chief Mohlomi’s career of healing. Employing a single-case design, biographical data was examined to understand Chief Mohlomi’s indigenous epistemology of healing practices. The findings underscore Mohlomi’s indigenous epistemology of healing, healing for well-being, healing for inclusion and healing as nation-building. This study contributes to the field of psychology in general through the use of a psychobiography. In particular, the study contributes to the fields of career development and psychiatry based on the lessons learned from Chief Mohlomi’s epistemology of healing.\u0000\u0000Keywords: Healing Career, Indigenous Epistemology, Chief Mohlomi, Psychobiography, Lesotho.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682688","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：