Tsholofelo Keikabile, F. Matlakala, Curwyn Mapaling
Child sexual abuse has become a global phenomenon. The statistics of sexual abuse of a girl child by relatives and/or other people known to the girl child are shocking. Various factors predispose a girl child to be susceptible to sexual abuse. As a result, the purpose of this study was to review the existing literature on the psychosocial effects of sexual abuse on a girl child. The study used a scoping review guided by PRISMA-ScR guidelines. African Journals Online, Sabinet African Journals, EBSCOHost, PubMed, and ScienceDirect were used in the study to compile papers that were assessed for their coverage of the psychosocial impacts of child sexual abuse on girls between 2012 and 2023. The collected data was narratively analysed using thematic analysis. The study revealed that child sexual abuse has an impact on the mental health of the girl child which leads to their behavioural change. It further revealed that children are afraid to disclose sexual abuse as they fear secondary victimisation in the community. It was recommended that community awareness and education be organised to equip community members about the impact of stigmatisation on victims, and appropriate ways must be created to respond to the disclosure of sexual abuse. This study contributes to the academic field of child psychology and social work by offering a comprehensive analysis of the psychosocial impacts of child sexual abuse on girls in Sub-Saharan Africa, identifying gaps in current literature, and providing evidence-based recommendations for community and policy-level interventions. Its findings underscore the critical need for gender- and age-specific research and interventions to mitigate the profound effects of sexual abuse on vulnerable populations. Keywords: Effects, Girl Child, Psychosocial, Sexual Abuse, Scoping Review
{"title":"A Scoping Review on the Psychosocial Effects of Sexual Abuse on the Girl Child in Sub-Saharan Africa","authors":"Tsholofelo Keikabile, F. Matlakala, Curwyn Mapaling","doi":"10.38159/ehass.20245410","DOIUrl":"https://doi.org/10.38159/ehass.20245410","url":null,"abstract":"Child sexual abuse has become a global phenomenon. The statistics of sexual abuse of a girl child by relatives and/or other people known to the girl child are shocking. Various factors predispose a girl child to be susceptible to sexual abuse. As a result, the purpose of this study was to review the existing literature on the psychosocial effects of sexual abuse on a girl child. The study used a scoping review guided by PRISMA-ScR guidelines. African Journals Online, Sabinet African Journals, EBSCOHost, PubMed, and ScienceDirect were used in the study to compile papers that were assessed for their coverage of the psychosocial impacts of child sexual abuse on girls between 2012 and 2023. The collected data was narratively analysed using thematic analysis. The study revealed that child sexual abuse has an impact on the mental health of the girl child which leads to their behavioural change. It further revealed that children are afraid to disclose sexual abuse as they fear secondary victimisation in the community. It was recommended that community awareness and education be organised to equip community members about the impact of stigmatisation on victims, and appropriate ways must be created to respond to the disclosure of sexual abuse. This study contributes to the academic field of child psychology and social work by offering a comprehensive analysis of the psychosocial impacts of child sexual abuse on girls in Sub-Saharan Africa, identifying gaps in current literature, and providing evidence-based recommendations for community and policy-level interventions. Its findings underscore the critical need for gender- and age-specific research and interventions to mitigate the profound effects of sexual abuse on vulnerable populations.\u0000\u0000Keywords: Effects, Girl Child, Psychosocial, Sexual Abuse, Scoping Review","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682544","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 phenomenon of child marriage among Wala Muslims within Wa Municipality in Ghana. The study was largely informed by the popular perception that the phenomenon of child marriage is more common in the northern parts of Ghana and that the Islamic culture endorses it. The study focused on the Wala Muslims as a result of several reasons. Among these reasons is that the Wa Municipality in northern Ghana is predominantly a Muslim settlement and is regarded as a poverty-endemic area. Previous studies on the Wala people have focused on their history, Islam and social change. However, the role of religion, poverty, illiteracy, and their influence on child marriage seems to escape scholarly attention. Hence, the a need for this study. The author employed a multi-faceted approach to examine the issues. Both primary and secondary sources of data were analysed. The article argued that child marriage is not widely practised in the study area. It is not also endorsed by Islam. Notwithstanding there were manifestations of child marriage practices in various forms. The study recommended that steps should be taken to educate the Muslim public on child marriage issues. The study contributes to knowledge of child marriage in the context of the Wala Muslim setting which received no or very minimal scholarly attention. Keywords: Child Marriage, Muslims, Wala Muslims, Northern Ghana
{"title":"The Phenomenon of Child Marriage Among Muslims in Ghana: Focus on Wala Muslims within Wa Municipality, Ghana","authors":"Mohammed Damba","doi":"10.38159/ehass.20245414","DOIUrl":"https://doi.org/10.38159/ehass.20245414","url":null,"abstract":"This paper examined the phenomenon of child marriage among Wala Muslims within Wa Municipality in Ghana. The study was largely informed by the popular perception that the phenomenon of child marriage is more common in the northern parts of Ghana and that the Islamic culture endorses it. The study focused on the Wala Muslims as a result of several reasons. Among these reasons is that the Wa Municipality in northern Ghana is predominantly a Muslim settlement and is regarded as a poverty-endemic area. Previous studies on the Wala people have focused on their history, Islam and social change. However, the role of religion, poverty, illiteracy, and their influence on child marriage seems to escape scholarly attention. Hence, the a need for this study. The author employed a multi-faceted approach to examine the issues. Both primary and secondary sources of data were analysed. The article argued that child marriage is not widely practised in the study area. It is not also endorsed by Islam. Notwithstanding there were manifestations of child marriage practices in various forms. The study recommended that steps should be taken to educate the Muslim public on child marriage issues. The study contributes to knowledge of child marriage in the context of the Wala Muslim setting which received no or very minimal scholarly attention.\u0000\u0000Keywords: Child Marriage, Muslims, Wala Muslims, Northern Ghana","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685921","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}
Technological advancement and the advent of the internet led higher education institutions to transform from open and distance learning (ODL) to ODeL. The University of South Africa was the first university in Africa to offer distance education since 1946. Its success inspired other African countries like Zimbabwe and Botswana to establish Open and Distance Learning universities. In Eswatini, the Ministry of Education and Training policy of 2018 calls for the introduction of ODL in all existing and new institutions of higher learning. The policy however does not have guidelines on ODL implementation. In the interim Eswatini does not have a fully-fledged open and distance learning university. The study was conducted to explore how teacher training institutions in Eswatini implemented ODeL under the prevailing circumstances. The findings revealed that ODeL was introduced in teacher training institutions as a reactive measure to mitigate the COVID-19 lockdown that restricted students and lecturers from accessing campuses. Institutions were not ready to deliver programmes through the ODeL model. It recommended that institutions should use a blended learning approach while building capacity to gradually introduce ODeL, and train their students and staff on e-learning knowledge and skills. The Ministry of Education and Training should enact a policy with guidelines and a framework for implementing ODeL, and the government should build an open and distance learning university to align with other countries. Keywords: Open, Distance, eLearning, Eswatini.
{"title":"Implementing Open Distance and E-Learning in Teacher Training Institutions in Eswatini","authors":"Benkosi Madlela, Bonny Ngakane","doi":"10.38159/ehass.20245411","DOIUrl":"https://doi.org/10.38159/ehass.20245411","url":null,"abstract":"Technological advancement and the advent of the internet led higher education institutions to transform from open and distance learning (ODL) to ODeL. The University of South Africa was the first university in Africa to offer distance education since 1946. Its success inspired other African countries like Zimbabwe and Botswana to establish Open and Distance Learning universities. In Eswatini, the Ministry of Education and Training policy of 2018 calls for the introduction of ODL in all existing and new institutions of higher learning. The policy however does not have guidelines on ODL implementation. In the interim Eswatini does not have a fully-fledged open and distance learning university. The study was conducted to explore how teacher training institutions in Eswatini implemented ODeL under the prevailing circumstances. The findings revealed that ODeL was introduced in teacher training institutions as a reactive measure to mitigate the COVID-19 lockdown that restricted students and lecturers from accessing campuses. Institutions were not ready to deliver programmes through the ODeL model. It recommended that institutions should use a blended learning approach while building capacity to gradually introduce ODeL, and train their students and staff on e-learning knowledge and skills. The Ministry of Education and Training should enact a policy with guidelines and a framework for implementing ODeL, and the government should build an open and distance learning university to align with other countries.\u0000\u0000Keywords: Open, Distance, eLearning, Eswatini.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682678","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}
Over the past decade, Africa’s trading relationship with China has been growing exponentially. Most African countries have welcomed the trading policies and opportunities offered by China over other Western superpowers. With the emergence of the BRICS (Brazil, Russia, India, China and South Africa) bloc, and South Africa leading other African countries to join this grouping, Africa’s trading relationship will be greatly influenced by China and BRICS. Consequently, the key issue now is whether China and BRICS are re-scrambling for Africa’s untapped resources or whether the relationship will create mutual benefits for both sides. Using a qualitative research approach, this article examined China’s interest in Africa and engages the critical question of whether such a relationship will benefit the people of Africa, or it is just another form of neo-colonisation. The study used a desk research approach with data collected from secondary sources such as articles, literature surveys, the internet and other electronic sources dealing with Africa’s trade relations with China. The article concludes that the future of African trade will be dominated by China and BRICS given their continuously growing influence and participation in development projects in the continent, despite accusations of exploitation and abuse by Chinese companies in some parts of Africa. This paper adds to existing literature on enhancing Africa’s trading relationship with China and BRICS. Keywords: African trading with China, Africa and BRICS, South Africa leading Africa into BRICS, Colonisation, Re-scramble for Africa
{"title":"An Enemy from the East or Friends with Benefits: An Evaluation of Africa’s Trade Relations with China under BRICS","authors":"Paul S. Masumbe","doi":"10.38159/ehass.20245415","DOIUrl":"https://doi.org/10.38159/ehass.20245415","url":null,"abstract":"Over the past decade, Africa’s trading relationship with China has been growing exponentially. Most African countries have welcomed the trading policies and opportunities offered by China over other Western superpowers. With the emergence of the BRICS (Brazil, Russia, India, China and South Africa) bloc, and South Africa leading other African countries to join this grouping, Africa’s trading relationship will be greatly influenced by China and BRICS. Consequently, the key issue now is whether China and BRICS are re-scrambling for Africa’s untapped resources or whether the relationship will create mutual benefits for both sides. Using a qualitative research approach, this article examined China’s interest in Africa and engages the critical question of whether such a relationship will benefit the people of Africa, or it is just another form of neo-colonisation. The study used a desk research approach with data collected from secondary sources such as articles, literature surveys, the internet and other electronic sources dealing with Africa’s trade relations with China. The article concludes that the future of African trade will be dominated by China and BRICS given their continuously growing influence and participation in development projects in the continent, despite accusations of exploitation and abuse by Chinese companies in some parts of Africa. This paper adds to existing literature on enhancing Africa’s trading relationship with China and BRICS.\u0000\u0000Keywords: African trading with China, Africa and BRICS, South Africa leading Africa into BRICS, Colonisation, Re-scramble for Africa","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140684814","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}
Linguistic inquiry into football commentary has become prevalent in recent times. Despite the plethora of studies on football commentary, the cohesive elements within it remain unexplored. The present study, therefore, investigated the grammatical cohesive devices in Online Minute-By-Minute Football Commentary (OMBMFC). Three OMBMFCs from The Guardian news were collected, processed, and analysed. Drawing on Halliday and Hasan’s Cohesion Theory, the study found that all four types of grammatical cohesive devices (reference, substitution, ellipsis, and conjunctions) were employed in the OMBMFC. The most dominant grammatical cohesive devices were references followed by conjunctive devices and the least used were ellipsis and substitution. The study also found that these devices were employed to avoid repetition and to link sentences. It was recommended that an investigation of both grammatical and lexical cohesive devices in OMBMFCs be carried out to ascertain a holistic view of the role cohesion devices play in these commentaries. The study extends research in cohesion studies, particularly in football commentary. Keywords: Sports Commentary, Cohesion, Cohesive Devices, Online Minute-By-Minute Football Commentary
近来，对足球解说的语言学研究十分盛行。尽管有关足球解说的研究层出不穷，但其中的内聚要素仍未得到探讨。因此，本研究调查了在线足球逐分评论（OMBMFC）中的语法连贯手段。本研究收集、处理并分析了《卫报》新闻中的三篇 OMBMFC。根据 Halliday 和 Hasan 的内聚理论，研究发现 OMBMFC 中使用了所有四种语法内聚手段（引用、替换、省略和连词）。最主要的语法连贯手段是指代，其次是连词，使用最少的是省略和替换。研究还发现，使用这些手段是为了避免重复和连接句子。研究建议同时调查 OMBMFCs 中的语法和词汇连贯手段，以全面了解连贯手段在这些评论中所起的作用。本研究扩展了内聚力研究，尤其是足球评论中的内聚力研究：体育评论、内聚力、内聚机制、在线足球逐分评论
{"title":"Grammatical Cohesion in Online Minute-By-Minute Football Commentary","authors":"Cornelius Fuumaale Suom-Kogle, O. Akoto","doi":"10.38159/ehass.2024548","DOIUrl":"https://doi.org/10.38159/ehass.2024548","url":null,"abstract":"Linguistic inquiry into football commentary has become prevalent in recent times. Despite the plethora of studies on football commentary, the cohesive elements within it remain unexplored. The present study, therefore, investigated the grammatical cohesive devices in Online Minute-By-Minute Football Commentary (OMBMFC). Three OMBMFCs from The Guardian news were collected, processed, and analysed. Drawing on Halliday and Hasan’s Cohesion Theory, the study found that all four types of grammatical cohesive devices (reference, substitution, ellipsis, and conjunctions) were employed in the OMBMFC. The most dominant grammatical cohesive devices were references followed by conjunctive devices and the least used were ellipsis and substitution. The study also found that these devices were employed to avoid repetition and to link sentences. It was recommended that an investigation of both grammatical and lexical cohesive devices in OMBMFCs be carried out to ascertain a holistic view of the role cohesion devices play in these commentaries. The study extends research in cohesion studies, particularly in football commentary.\u0000\u0000Keywords: Sports Commentary, Cohesion, Cohesive Devices, Online Minute-By-Minute Football Commentary","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711419","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}
Orphans and vulnerable children (OVC) in mainstream rural schools encounter unique challenges stemming from loss, economic instability, and disrupted familial structures. Addressing their needs demands a comprehensive and culturally sensitive approach. This paper thus explored the use of an ethnopsychology framework to understand and address the diverse needs of rural children, emphasizing the importance of culturally sensitive interventions in mainstream schools. It also evaluated the effectiveness of ethnopsychological interventions and the role of community collaboration. This article used secondary data sources to understand how the ethnopsychology approach can be utilized as a potential sustainable intervention strategy for the needs of OVC in mainstream rural schools. The results show that OVC are well-served by the cultural resources that rural schools have in abundance from a cultural perspective. The study also emphasized the significance of cultural practices and beliefs in influencing community responses and developing resilience in assisting OVC. The study supported the care, protection, and psychosocial support to OVC as significantly influenced by family and relationship networks, community-based organizations, and traditional support systems. The paper made recommendations for improving rural schools’ response to OVC needs in light of cultural sensitivity. These include boosting collaboration between formal and informal support systems, creating community networks, fostering cultural adaptation and preservation, and giving community members more agency through programs that increase their knowledge and skills. This study underscored the significance of ethnopsychology principles of community and social connection in leveraging cultural resources, context-based and responsive interventions, and appreciating and sustaining existing indigenous knowledge systems in understanding and addressing the needs of OVC in mainstream rural schools. Understanding and supporting OVC contributes towards cultivating meaningful collaborations and transformative care of OVC in the Global South. Keywords: Ethnopsychology, Cultural Sensitivity, Rural Community, Mainstream Rural Schools, Orphans and Vulnerable Children.
{"title":"Managing the Needs of Orphans and Vulnerable Children in Mainstream Rural Schools: An Ethnopsychology Informed Approach","authors":"Nowell Chidakwa, F. Khanare","doi":"10.38159/ehass.2024546","DOIUrl":"https://doi.org/10.38159/ehass.2024546","url":null,"abstract":"Orphans and vulnerable children (OVC) in mainstream rural schools encounter unique challenges stemming from loss, economic instability, and disrupted familial structures. Addressing their needs demands a comprehensive and culturally sensitive approach. This paper thus explored the use of an ethnopsychology framework to understand and address the diverse needs of rural children, emphasizing the importance of culturally sensitive interventions in mainstream schools. It also evaluated the effectiveness of ethnopsychological interventions and the role of community collaboration. This article used secondary data sources to understand how the ethnopsychology approach can be utilized as a potential sustainable intervention strategy for the needs of OVC in mainstream rural schools. The results show that OVC are well-served by the cultural resources that rural schools have in abundance from a cultural perspective. The study also emphasized the significance of cultural practices and beliefs in influencing community responses and developing resilience in assisting OVC. The study supported the care, protection, and psychosocial support to OVC as significantly influenced by family and relationship networks, community-based organizations, and traditional support systems. The paper made recommendations for improving rural schools’ response to OVC needs in light of cultural sensitivity. These include boosting collaboration between formal and informal support systems, creating community networks, fostering cultural adaptation and preservation, and giving community members more agency through programs that increase their knowledge and skills. This study underscored the significance of ethnopsychology principles of community and social connection in leveraging cultural resources, context-based and responsive interventions, and appreciating and sustaining existing indigenous knowledge systems in understanding and addressing the needs of OVC in mainstream rural schools. Understanding and supporting OVC contributes towards cultivating meaningful collaborations and transformative care of OVC in the Global South.\u0000\u0000Keywords: Ethnopsychology, Cultural Sensitivity, Rural Community, Mainstream Rural Schools, Orphans and Vulnerable Children.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140710423","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, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes. Keywords: Physical Education, Physically Challenged Learners, Practical Classes, Systematic Analysis
{"title":"Challenges Experienced by Physically Challenged Learners in Practical Physical Education Classes in South Africa: A Systematic Analysis","authors":"Dikeledi B. Thekethe, Ijeoma C. Ogbonnaya","doi":"10.38159/ehass.2024547","DOIUrl":"https://doi.org/10.38159/ehass.2024547","url":null,"abstract":"This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes.\u0000\u0000Keywords: Physical Education, Physically Challenged Learners, Practical Classes, Systematic Analysis","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712161","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}
Clinton Chidiebere Anyanwu, Ifeoma Cecil Okechukwu-Uzoechi, Angela James
Service-learning (SL) as an extension of an academic course, in addition to providing tangible and meaningful service to the community, also connects to a course’s curriculum and allows students to reflect. Therefore, the researchers considered it essential to analyse the nature of service-learning projects conducted by pre-service teachers. Using the experiential learning theory of David Kolb, this study examined pre-service teachers’ experiences with SL projects in various KwaZulu-Natal communities in South Africa. Using a case study qualitative research design and collecting data through written reflective journals, project reports, and course outlines, the research sought to prove that by presenting students with real-world situations and structuring a curriculum around social and civic issues, SL contexts provide students with a challenging situation comparable to what Dewey termed forked-road dilemmas. The study’s findings imply that the relationship factors between higher education institutions and communities should be analysed in depth and will likely influence the planning of service-learning programs. The study recommends that future research be expanded to include SL as it is practised in other South African institutions, as well as other factors, such as students’ expectations and frustrations, that could play a significant role in the implementation of the SL program. Keywords: Service-learning, Service-learning Projects, Pre-service Teachers, Tertiary Institutions, and Experiential Learning Theory.
{"title":"An Analysis of Service-Learning Projects by Preservice Teachers at a Higher Education Institution in South Africa","authors":"Clinton Chidiebere Anyanwu, Ifeoma Cecil Okechukwu-Uzoechi, Angela James","doi":"10.38159/ehass.2024549","DOIUrl":"https://doi.org/10.38159/ehass.2024549","url":null,"abstract":"Service-learning (SL) as an extension of an academic course, in addition to providing tangible and meaningful service to the community, also connects to a course’s curriculum and allows students to reflect. Therefore, the researchers considered it essential to analyse the nature of service-learning projects conducted by pre-service teachers. Using the experiential learning theory of David Kolb, this study examined pre-service teachers’ experiences with SL projects in various KwaZulu-Natal communities in South Africa. Using a case study qualitative research design and collecting data through written reflective journals, project reports, and course outlines, the research sought to prove that by presenting students with real-world situations and structuring a curriculum around social and civic issues, SL contexts provide students with a challenging situation comparable to what Dewey termed forked-road dilemmas. The study’s findings imply that the relationship factors between higher education institutions and communities should be analysed in depth and will likely influence the planning of service-learning programs. The study recommends that future research be expanded to include SL as it is practised in other South African institutions, as well as other factors, such as students’ expectations and frustrations, that could play a significant role in the implementation of the SL program.\u0000\u0000Keywords: Service-learning, Service-learning Projects, Pre-service Teachers, Tertiary Institutions, and Experiential Learning Theory.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140711597","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 explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system. Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback
{"title":"Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills","authors":"Ezekiel Chauke, Khashane Stephen Malatji","doi":"10.38159/ehass.2024541","DOIUrl":"https://doi.org/10.38159/ehass.2024541","url":null,"abstract":"The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system.\u0000\u0000Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140740753","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 belief in totems is very common in Ghana and other regions of Africa. This study looked at the development of Totemism over time in Ghana and Africa. The purpose of this research was to uncover the significance of Totemic climate smart adaption methods used in development discourse in Ghana’s ‘Wasipe’ Traditional Area of the Savanna Region. This has the potential to provide certain societal benefits related to climate-smart adaptation. The study adopted the Ethnographic theory as seen in Dewan and Haverkort’s conceptual approach to measure the relationship between nature and Totemism. At the same time, Ethnographic research provides insight into the cultural and social context in which people live and work. Both quantitative and qualitative data analysis were used for the study. The ‘Wasipe’ traditional area was purposively selected for the study because of the cultural background and experiences of the diverse endogenous knowledge systems and practices in the area. The target population consisted of traditional chiefs and opinion leaders who actively participate in the Community’s cultural, traditional and customary activities. Key among the findings include: “Wasipe” traditional area is divided into clans and groups according to Totemic beliefs. They mentioned leopard, tiger, rivers, tortoise, hawk, python, mudfish, electric fish, baobab tree, chameleon, parrot, spear, kapok tree, and some forms of tree species as totems in that traditional area. Totems help them to be able to forecast short, medium and long-term weather changes. It is recommended that multiple layers of actors and stakeholders should be involved in the planning and implementation of Ghana’s adaptation action. The paper concluded that Totemism continues to play a significant part in the day-to-day socio-political economic orientation, defying the effect of Western norms in our societies. This paper has shown that climate-smart adaptation strategies are cross-disciplinary and multidisciplinary. Keywords: Totem, Taboo, Sacrifice, Religion, Tradition, Culture, Climate, Chiefs, Cosmovision.
{"title":"Totemism and Climate-Smart Adaptations in the Wasipe Traditional Area of the Savannah Region of Ghana","authors":"Z. Shanunu","doi":"10.38159/ehass.2024544","DOIUrl":"https://doi.org/10.38159/ehass.2024544","url":null,"abstract":"The belief in totems is very common in Ghana and other regions of Africa. This study looked at the development of Totemism over time in Ghana and Africa. The purpose of this research was to uncover the significance of Totemic climate smart adaption methods used in development discourse in Ghana’s ‘Wasipe’ Traditional Area of the Savanna Region. This has the potential to provide certain societal benefits related to climate-smart adaptation. The study adopted the Ethnographic theory as seen in Dewan and Haverkort’s conceptual approach to measure the relationship between nature and Totemism. At the same time, Ethnographic research provides insight into the cultural and social context in which people live and work. Both quantitative and qualitative data analysis were used for the study. The ‘Wasipe’ traditional area was purposively selected for the study because of the cultural background and experiences of the diverse endogenous knowledge systems and practices in the area. The target population consisted of traditional chiefs and opinion leaders who actively participate in the Community’s cultural, traditional and customary activities. Key among the findings include: “Wasipe” traditional area is divided into clans and groups according to Totemic beliefs. They mentioned leopard, tiger, rivers, tortoise, hawk, python, mudfish, electric fish, baobab tree, chameleon, parrot, spear, kapok tree, and some forms of tree species as totems in that traditional area. Totems help them to be able to forecast short, medium and long-term weather changes. It is recommended that multiple layers of actors and stakeholders should be involved in the planning and implementation of Ghana’s adaptation action. The paper concluded that Totemism continues to play a significant part in the day-to-day socio-political economic orientation, defying the effect of Western norms in our societies. This paper has shown that climate-smart adaptation strategies are cross-disciplinary and multidisciplinary.\u0000\u0000Keywords: Totem, Taboo, Sacrifice, Religion, Tradition, Culture, Climate, Chiefs, Cosmovision.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738891","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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