This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semi-structured interviews generated rich thematically analysed data as they contained open-ended types of items. It was divulged by the study that (i) language policy implementation and (ii) teacher training and professional development were the major findings that resulted in experienced challenges with regard to depreciating language proficiency where learners emanated from diversified cultural backgrounds. This paper recommends and concludes that a review of language policies is a dire exercise for consideration, as being a language-proficient learner is tantamount to academic success. Keywords: Proficiency, Linguistic, Constituencies, Diversity.
{"title":"The Impact of Linguistic Constituencies on Language Proficiency","authors":"Bulelwa Makena, N. Matiso","doi":"10.38159/ehass.20234134","DOIUrl":"https://doi.org/10.38159/ehass.20234134","url":null,"abstract":"This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semi-structured interviews generated rich thematically analysed data as they contained open-ended types of items. It was divulged by the study that (i) language policy implementation and (ii) teacher training and professional development were the major findings that resulted in experienced challenges with regard to depreciating language proficiency where learners emanated from diversified cultural backgrounds. This paper recommends and concludes that a review of language policies is a dire exercise for consideration, as being a language-proficient learner is tantamount to academic success.\u0000\u0000Keywords: Proficiency, Linguistic, Constituencies, Diversity.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589639","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 book of Daniel is one of the frequently-quoted books when it comes to issues regarding resilience in one’s faith. The setting of the book and the events surrounding Daniel’s life in Babylon have many lessons for contemporary Christians. The purpose of this article was to bring out certain features and issues in the book of Daniel to present to readers relevant aspects of the context within which the book was written and to consequently equip them to successfully interpret and apply the message of Prophet Daniel. The paper is a literature-based research that gathered data from books and commentaries on Daniel and analyzed them critically to make meaning of the biblical book. One of the key findings was that God sovereignly guards his people and makes them have victory over evil. This study aimed at arousing interest in biblical scholarship on prophetic literature, especially the Book of Daniel. The paper encouraged contemporary believers to be resilient in their faith as they live in a world full of evil deeds. In times of difficult circumstances, Daniel persisted in not hesitating or giving up his faith to follow the patterns of the evil world; rather, he placed God above all things, and succeeded in his endeavours. Keywords: Daniel, God, Christianity, Old Testament
{"title":"A Critical Analysis of Selected Issues in the Book of Daniel: Implications for Contemporary Christianity","authors":"Isaac Justice Osei, I. Boaheng","doi":"10.38159/ehass.20234135","DOIUrl":"https://doi.org/10.38159/ehass.20234135","url":null,"abstract":"The book of Daniel is one of the frequently-quoted books when it comes to issues regarding resilience in one’s faith. The setting of the book and the events surrounding Daniel’s life in Babylon have many lessons for contemporary Christians. The purpose of this article was to bring out certain features and issues in the book of Daniel to present to readers relevant aspects of the context within which the book was written and to consequently equip them to successfully interpret and apply the message of Prophet Daniel. The paper is a literature-based research that gathered data from books and commentaries on Daniel and analyzed them critically to make meaning of the biblical book. One of the key findings was that God sovereignly guards his people and makes them have victory over evil. This study aimed at arousing interest in biblical scholarship on prophetic literature, especially the Book of Daniel. The paper encouraged contemporary believers to be resilient in their faith as they live in a world full of evil deeds. In times of difficult circumstances, Daniel persisted in not hesitating or giving up his faith to follow the patterns of the evil world; rather, he placed God above all things, and succeeded in his endeavours.\u0000\u0000Keywords: Daniel, God, Christianity, Old Testament","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589042","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}
For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools. Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.
{"title":"Parenting and Learner Support in Rural South African Schools: Home Involvement as a Conduit for Strengthening Home-School Partnership","authors":"Thabisa Maqoqa, M. Molepo, I. Kariyana","doi":"10.38159/ehass.20234133","DOIUrl":"https://doi.org/10.38159/ehass.20234133","url":null,"abstract":"For the delivery of effective and quality education, active parent participation regarding learning support both in schools and at home is crucial. The study, hinged on Bronfenbrenner’s Ecological Model sought to analyse School Management Teams (SMTs) and parents’ views on and interpretations of parental school involvement. Interviews were used to collect data from fifteen (15) purposively selected participants from three Junior Secondary Schools in the OR Tambo Coastal District in the Eastern Cape Province. The data was analysed using Atlas. ti and presented thematically and through network diagrams. The findings revealed that while parents were valued stakeholders in schools, there was a lack of viable partnerships between parents and schools. It emerged that effective home-school partnership was hindered by communication challenges as most parents were illiterate, hence children received minimal learning support from home. The low socio-economic status of the parents drove them towards tilling their land to provide food rather than actively participating in school activities. It was concluded that while parents had a clear and consistent understanding of parental involvement in school activities, the high poverty diminished their motivation for school involvement. Recommendations include the need for the Department of Education to foresee that school governing bodies ensure collaboration between homes and schools. Also, there should be intervention programs to enhance active parental participation in schools. This study adds to the existing literature on inclusive education in South African schools.\u0000\u0000Keywords: Effective Education, Quality Education, Parent Participation, Team Spirit, Learner Performance.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588187","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}
Globally, electronic commercial transactions have been rising at a rapid rate. In the context of South Africa, this upward trend is associated with the high rates of mobile technology penetration evinced by using mobile devices like laptops, cell phones, smartphones, tablets, and other emerging electronic tools. Given that the laws and policy framework regulating e-commerce transactions is relatively new and at a developmental stage in the country, there are gaps regarding the regulation of commercial transactions as they relate to consumer protection in the online environment. Some matters have arisen and still emerging because of the outpacing of technological developments with the existing commercial laws. This disparity in technological innovations and the subsisting legal framework tends to affect the modern consumer who prefers to utilise technology to access goods and services and conclude contracts electronically. This study explored the challenges in online contract formation and the extent to which consumers are protected in the e-commerce environment. A qualitative research approach was adopted in this study, by utilising a desktop review of the existing policies and legal instruments on electronic transactions, namely, case law, international instruments, and national laws (the Electronic Communications and Transactions Act 24 of 2002). The study critically examined the mechanisms in the current legal and regulatory framework that facilitate the conclusion of electronic contracts. It also analysed the current international and national legal framework to appraise the adequacy of the subsisting legislation in protecting the rights of consumers who engage in online transactions. Findings from the study revealed that despite the mechanisms put in place by the current South African legal framework, more still needs to be done to ensure legal certainty to consumers, who are the weaker party in e-commerce transactions. The study recommended strengthening consumer protection in the e-commerce environment. Keywords: Online Contract, Consumers, Online Transactions, Consumer Protection, E-Commerce.
{"title":"An Assessment of the Adequacy of Online Consumers’ Protection Laws: Understanding the Realities and Mirage","authors":"Olubunmi O. Obioha, Paul S. Masumbe","doi":"10.38159/ehass.20234136","DOIUrl":"https://doi.org/10.38159/ehass.20234136","url":null,"abstract":"Globally, electronic commercial transactions have been rising at a rapid rate. In the context of South Africa, this upward trend is associated with the high rates of mobile technology penetration evinced by using mobile devices like laptops, cell phones, smartphones, tablets, and other emerging electronic tools. Given that the laws and policy framework regulating e-commerce transactions is relatively new and at a developmental stage in the country, there are gaps regarding the regulation of commercial transactions as they relate to consumer protection in the online environment. Some matters have arisen and still emerging because of the outpacing of technological developments with the existing commercial laws. This disparity in technological innovations and the subsisting legal framework tends to affect the modern consumer who prefers to utilise technology to access goods and services and conclude contracts electronically. This study explored the challenges in online contract formation and the extent to which consumers are protected in the e-commerce environment. A qualitative research approach was adopted in this study, by utilising a desktop review of the existing policies and legal instruments on electronic transactions, namely, case law, international instruments, and national laws (the Electronic Communications and Transactions Act 24 of 2002). The study critically examined the mechanisms in the current legal and regulatory framework that facilitate the conclusion of electronic contracts. It also analysed the current international and national legal framework to appraise the adequacy of the subsisting legislation in protecting the rights of consumers who engage in online transactions. Findings from the study revealed that despite the mechanisms put in place by the current South African legal framework, more still needs to be done to ensure legal certainty to consumers, who are the weaker party in e-commerce transactions. The study recommended strengthening consumer protection in the e-commerce environment.\u0000\u0000 Keywords: Online Contract, Consumers, Online Transactions, Consumer Protection, E-Commerce.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587968","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}
Nomasonto Goodness Mthembu, Wanjiru Gachie, D. Govender
The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology. Keywords: Teaching and learning, Pedagogical approaches, Technology integration, Digital technology, Digital skills.
{"title":"The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices","authors":"Nomasonto Goodness Mthembu, Wanjiru Gachie, D. Govender","doi":"10.38159/ehass.20234112","DOIUrl":"https://doi.org/10.38159/ehass.20234112","url":null,"abstract":"The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology.\u0000\u0000Keywords: Teaching and learning, Pedagogical approaches, Technology integration, Digital technology, Digital skills.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587378","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}
Pub Date : 2023-12-05DOI: 10.38159/ehass.202341212
M. M. Moleko, P. Sepeng
Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning. Keywords: Fractions, Intermediate Phase, Neuroscience Approach, Teaching
{"title":"Teaching Fractions in the Intermediate Phase: A Neuroscience Approach","authors":"M. M. Moleko, P. Sepeng","doi":"10.38159/ehass.202341212","DOIUrl":"https://doi.org/10.38159/ehass.202341212","url":null,"abstract":"Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning.\u0000\u0000Keywords: Fractions, Intermediate Phase, Neuroscience Approach, Teaching","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599495","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}
Pub Date : 2023-12-05DOI: 10.38159/ehass.202341214
Bawinile J. Mthanti
Electricity load-shedding in South Africa has become a new challenge for students pursuing online learning following the Covid-19 outbreak. This article thus investigated the way load-shedding affects students in pursuing the Advanced Certificate in Teaching (ACT) programmes. Pre-Covid-19 and during load-shedding data between 2018 and 2022 was gathered and analysed using a descriptive learning analytics tool. The research took place at a South African university where the researcher is currently employed. Learning analytics data has been available for years, but it is now being effectively harnessed to improve learning and teaching through relatively recent developments in learning analytics tools. However, the load-shedding conundrum works against this objective of harnessing learning and teaching. Research has also shown that in the least developed countries, effective e-learning practices face significant barriers, primarily stemming from insufficient infrastructure, economic challenges, low levels of computer literacy, and the added challenge of power outages. Using a constructivist paradigm, the study employed a mixed qualitative approach, which included desktop historical data and semi-structured interviews. Three participants were purposely selected because of their role in overseeing ACT students situated in both rural and urban areas. The study revealed that numerous programmes were discontinued, enrollment declined, ACT Blended shifted to e-learning, persisting load-shedding conundrum affected e-learning, a low throughput rate, and digital illiteracy contributed to an increased rate of student dropouts. This research recommends that universities should embrace the evolution of e-learning through the digitalisation of learning processes to enhance efficiency. Keywords: Load-shedding, E-learning, Learning Analytics Tools, Declined Enrolment, Low Throughput Rate vs High Distinction Module Pass Rate
{"title":"A Descriptive Learning Analytics: An Online Learning Programmes and Load-shedding Conundrum","authors":"Bawinile J. Mthanti","doi":"10.38159/ehass.202341214","DOIUrl":"https://doi.org/10.38159/ehass.202341214","url":null,"abstract":"Electricity load-shedding in South Africa has become a new challenge for students pursuing online learning following the Covid-19 outbreak. This article thus investigated the way load-shedding affects students in pursuing the Advanced Certificate in Teaching (ACT) programmes. Pre-Covid-19 and during load-shedding data between 2018 and 2022 was gathered and analysed using a descriptive learning analytics tool. The research took place at a South African university where the researcher is currently employed. Learning analytics data has been available for years, but it is now being effectively harnessed to improve learning and teaching through relatively recent developments in learning analytics tools. However, the load-shedding conundrum works against this objective of harnessing learning and teaching. Research has also shown that in the least developed countries, effective e-learning practices face significant barriers, primarily stemming from insufficient infrastructure, economic challenges, low levels of computer literacy, and the added challenge of power outages. Using a constructivist paradigm, the study employed a mixed qualitative approach, which included desktop historical data and semi-structured interviews. Three participants were purposely selected because of their role in overseeing ACT students situated in both rural and urban areas. The study revealed that numerous programmes were discontinued, enrollment declined, ACT Blended shifted to e-learning, persisting load-shedding conundrum affected e-learning, a low throughput rate, and digital illiteracy contributed to an increased rate of student dropouts. This research recommends that universities should embrace the evolution of e-learning through the digitalisation of learning processes to enhance efficiency.\u0000\u0000Keywords: Load-shedding, E-learning, Learning Analytics Tools, Declined Enrolment, Low Throughput Rate vs High Distinction Module Pass Rate","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600145","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}
Pub Date : 2023-12-05DOI: 10.38159/ehass.202341213
B. Mutongoza, Chrispen Mutanho, S. Makeleni
There have been multiple contributions to the decolonisation agenda in Africa since the onset of calls to decolonise education under the auspices of the #RhodesMustFall protests in South Africa. Nevertheless, these efforts have not resulted in the realisation of a truly decolonised higher education. The present study was built on the premise that decolonising higher education requires a deep analysis of how the perpetuation of academic ancestral worship has been used to maintain the dominance of Western epistemologies at the expense of indigenous peoples. Although closely related, this study conceptualised curriculum violence as how the curriculum reinforces imbalances in knowledge production systems while academic ancestral worship is understood as the veneration of Western academic traditions and scholarships over indigenous knowledge and scholars. To effectively argue for an Afrocentric position on ending these pervasive forms of colonialism in education, the researchers used a literature review methodology, which entailed meticulously searching for published literature using keywords. The study’s findings highlight the need to commit to social justice and equity to liberate and transform higher education in Africa using a model that advocates for Afrocentric knowledge creation, validation, and dissemination. This study also raises awareness of curriculum violence and academic ancestral worship. It further increases understanding of their impact on marginalised communities to inform policy and decision-making in educational institutions and lead to the implementation of more inclusive and equitable curricula and practices. Keywords: Academic Ancestral Worship, Curriculum Violence, Decolonisation, Epistemology, Higher Education
{"title":"Ending Curriculum Violence and Academic Ancestral Worship: An Afrocentric Perspective on Decolonising Higher Education in Africa","authors":"B. Mutongoza, Chrispen Mutanho, S. Makeleni","doi":"10.38159/ehass.202341213","DOIUrl":"https://doi.org/10.38159/ehass.202341213","url":null,"abstract":"There have been multiple contributions to the decolonisation agenda in Africa since the onset of calls to decolonise education under the auspices of the #RhodesMustFall protests in South Africa. Nevertheless, these efforts have not resulted in the realisation of a truly decolonised higher education. The present study was built on the premise that decolonising higher education requires a deep analysis of how the perpetuation of academic ancestral worship has been used to maintain the dominance of Western epistemologies at the expense of indigenous peoples. Although closely related, this study conceptualised curriculum violence as how the curriculum reinforces imbalances in knowledge production systems while academic ancestral worship is understood as the veneration of Western academic traditions and scholarships over indigenous knowledge and scholars. To effectively argue for an Afrocentric position on ending these pervasive forms of colonialism in education, the researchers used a literature review methodology, which entailed meticulously searching for published literature using keywords. The study’s findings highlight the need to commit to social justice and equity to liberate and transform higher education in Africa using a model that advocates for Afrocentric knowledge creation, validation, and dissemination. This study also raises awareness of curriculum violence and academic ancestral worship. It further increases understanding of their impact on marginalised communities to inform policy and decision-making in educational institutions and lead to the implementation of more inclusive and equitable curricula and practices.\u0000\u0000Keywords: Academic Ancestral Worship, Curriculum Violence, Decolonisation, Epistemology, Higher Education","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599897","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 persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools. Keywords: Pedagogical Strategies, Rural Schools, Under-Resourced Schools
{"title":"Teacher’s Pedagogical Strategies in Under-Resourced Rural Schools in South Africa","authors":"Lulama Mdodana-Zide","doi":"10.38159/ehass.20234123","DOIUrl":"https://doi.org/10.38159/ehass.20234123","url":null,"abstract":"The persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools. Keywords: Pedagogical Strategies, Rural Schools, Under-Resourced Schools","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200279","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 an era marked by increasing geopolitical strife and societal challenges, the imperative role of education in bridging divides and fostering understanding is unparalleled. This special issue aims to delve into the transformative potential of integrating data analytics within the scholarship of teaching and learning (SoTL), and in crafting a curriculum that transcends borders. Such an endeavour is crucial in effectively navigating and positively contributing to our complex, troubled world. Throughout this issue, we shift our lens to the transformative role of data analytics in reshaping SoTL. The collection of papers in this special issue presents a rich discourse on how data-driven insights can revolutionise curriculum design, teaching methodologies, and student engagement. These insights pave the way for more effective, personalised learning experiences, adeptly responding to the unique needs of learners in a digitally interconnected world.[1]
{"title":"Re-Envisioning Scholarship of Teaching and Learning with Data Analytics and a Borderless Curriculum in a Troubled World","authors":"B. Dube, Moeketsi Mosia, B. Moreeng","doi":"10.38159/ehass.20234121","DOIUrl":"https://doi.org/10.38159/ehass.20234121","url":null,"abstract":"In an era marked by increasing geopolitical strife and societal challenges, the imperative role of education in bridging divides and fostering understanding is unparalleled. This special issue aims to delve into the transformative potential of integrating data analytics within the scholarship of teaching and learning (SoTL), and in crafting a curriculum that transcends borders. Such an endeavour is crucial in effectively navigating and positively contributing to our complex, troubled world. Throughout this issue, we shift our lens to the transformative role of data analytics in reshaping SoTL. The collection of papers in this special issue presents a rich discourse on how data-driven insights can revolutionise curriculum design, teaching methodologies, and student engagement. These insights pave the way for more effective, personalised learning experiences, adeptly responding to the unique needs of learners in a digitally interconnected world.[1]","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139206985","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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