Pub Date : 2014-12-01DOI: 10.1080/0972639X.2014.11886699
M. Mtshali, T. Raniga, S. Khan
Abstract In South Africa, although, various poverty alleviation projects have been implemented with some degree of success, there still remain alarmingly high levels of poverty among those that have been historically disadvantaged. Based on field research in the Urban Renewal Program in Inanda, North of Durban, the present study qualitatively examined the perspectives of project implementers regarding the appreciation for local and Indigenous Knowledge Systems (IKS) and its relative impact on the failure of poverty alleviation projects. The central premise of the present study is that there is a notable gap of IKS and its integration in the White Paper on Social Welfare (1997) and this has had a ripple impact on the implementation and sustainability of community based projects in Inanda. The study examines the policy context of social development, the importance attached to IKS as part of a holistic poverty alleviation strategy within the broad social development framework currently in place in the country and presents suggestions for incorporating IKS into future poverty alleviation projects.
{"title":"Indigenous Knowledge Systems, Poverty Alleviation and Sustainability of Community-based Projects in the Inanda Region in Durban, South Africa","authors":"M. Mtshali, T. Raniga, S. Khan","doi":"10.1080/0972639X.2014.11886699","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886699","url":null,"abstract":"Abstract In South Africa, although, various poverty alleviation projects have been implemented with some degree of success, there still remain alarmingly high levels of poverty among those that have been historically disadvantaged. Based on field research in the Urban Renewal Program in Inanda, North of Durban, the present study qualitatively examined the perspectives of project implementers regarding the appreciation for local and Indigenous Knowledge Systems (IKS) and its relative impact on the failure of poverty alleviation projects. The central premise of the present study is that there is a notable gap of IKS and its integration in the White Paper on Social Welfare (1997) and this has had a ripple impact on the implementation and sustainability of community based projects in Inanda. The study examines the policy context of social development, the importance attached to IKS as part of a holistic poverty alleviation strategy within the broad social development framework currently in place in the country and presents suggestions for incorporating IKS into future poverty alleviation projects.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130696158","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 : 2014-12-01DOI: 10.1080/0972639X.2014.11886705
Sibusiso D. Ntshangase
Abstract Social projects are implemented by many communities to meet the increasing demand for community support and development. The present study highlights the significance of efficient and effective summative evaluation of social projects. It discusses specific procedural challenges that may be faced by project evaluators and provides recommendations. Interviews, focus groups and reflective journals were used to collect data during the evaluation process. Results indicated there can be no text book prescription for conducting a successful summative evaluation, as it evolves within the process of interaction between all stakeholders. Constant reflection on the procedural challenges during the evaluation process is important as compared to only focusing on the outcomes of the evaluation.
{"title":"Reflections on the Key Elements and Challenges of a Summative Programme Evaluation: A Case of a Social Project Rendered to a Disadvantaged Community in South Africa","authors":"Sibusiso D. Ntshangase","doi":"10.1080/0972639X.2014.11886705","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886705","url":null,"abstract":"Abstract Social projects are implemented by many communities to meet the increasing demand for community support and development. The present study highlights the significance of efficient and effective summative evaluation of social projects. It discusses specific procedural challenges that may be faced by project evaluators and provides recommendations. Interviews, focus groups and reflective journals were used to collect data during the evaluation process. Results indicated there can be no text book prescription for conducting a successful summative evaluation, as it evolves within the process of interaction between all stakeholders. Constant reflection on the procedural challenges during the evaluation process is important as compared to only focusing on the outcomes of the evaluation.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781117","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 : 2014-12-01DOI: 10.1080/0972639X.2014.11886703
Patrick Dzimiri, T. Runhare, C. Dzimiri, Washington Mazorodze
Abstract Naming is a powerful tool for identity construction and its strength lies in a history of a nation. Identity is used to associate or disassociate with the other, history and culture or landscape and to create links with the past and the present. Politics, on the other hand, is a matter of power, struggles of masculinities and hegemony and combine with identity to become powerful tools in the production of violence. Identity and politics are joined together by contestation and struggles that emerge from it are struggles of power, relevance and memory. Nations and other social groups engage in politics of identity in an attempt to avoid sinking into oblivion by making reference to what are regarded as significant past events. Such has been the case of the Zimbabwean state whose history of violence driven by identity struggles and politics goes back into the pre-colonial and colonial period. The authors are aware of the pre-colonial and colonial violence but the goal in this paper is to delineate postcolonial violence. The violence noted in 1983-84 in Matabeleland, the 1999-2000 violence that attended farm invasions and post-2000 violence that characterised elections until the June 2008 Presidential run-off elections all make sense when recourse is made to a historical past. Electoral violence as witnessed from 2000 onwards evolved from the history of liberation struggles, colonialism and struggles of hegemony. Our paper aims to explain the reasons for the culture of violence and why it became prominent in the post-2000 period and show how the issue of identity is connected to the culture of violence. The paper discusses the link between identity and politics in Zimbabwe’s culture of violence and examines the circulating discourses of violence about Zimbabwe. This paper therefore, adopts a broad qualitative analytical approach by tracing the cycle of violence from the early phases of Zimbabwe’s independence to the present dispensation. The paper highlights the synergy between identity, party politics and violence and helps in the reconceptualization of the nature, manifestations and continuities of violence in Zimbabwe. The paper demonstrates that the military factor in Zimbabwe politics is attributed to the fact that most of the current leadership and politically prominent individuals are war veterans of the liberation struggle against White minority rule.
{"title":"Naming, Identity, Politics and Violence in Zimbabwe","authors":"Patrick Dzimiri, T. Runhare, C. Dzimiri, Washington Mazorodze","doi":"10.1080/0972639X.2014.11886703","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886703","url":null,"abstract":"Abstract Naming is a powerful tool for identity construction and its strength lies in a history of a nation. Identity is used to associate or disassociate with the other, history and culture or landscape and to create links with the past and the present. Politics, on the other hand, is a matter of power, struggles of masculinities and hegemony and combine with identity to become powerful tools in the production of violence. Identity and politics are joined together by contestation and struggles that emerge from it are struggles of power, relevance and memory. Nations and other social groups engage in politics of identity in an attempt to avoid sinking into oblivion by making reference to what are regarded as significant past events. Such has been the case of the Zimbabwean state whose history of violence driven by identity struggles and politics goes back into the pre-colonial and colonial period. The authors are aware of the pre-colonial and colonial violence but the goal in this paper is to delineate postcolonial violence. The violence noted in 1983-84 in Matabeleland, the 1999-2000 violence that attended farm invasions and post-2000 violence that characterised elections until the June 2008 Presidential run-off elections all make sense when recourse is made to a historical past. Electoral violence as witnessed from 2000 onwards evolved from the history of liberation struggles, colonialism and struggles of hegemony. Our paper aims to explain the reasons for the culture of violence and why it became prominent in the post-2000 period and show how the issue of identity is connected to the culture of violence. The paper discusses the link between identity and politics in Zimbabwe’s culture of violence and examines the circulating discourses of violence about Zimbabwe. This paper therefore, adopts a broad qualitative analytical approach by tracing the cycle of violence from the early phases of Zimbabwe’s independence to the present dispensation. The paper highlights the synergy between identity, party politics and violence and helps in the reconceptualization of the nature, manifestations and continuities of violence in Zimbabwe. The paper demonstrates that the military factor in Zimbabwe politics is attributed to the fact that most of the current leadership and politically prominent individuals are war veterans of the liberation struggle against White minority rule.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130417840","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 : 2014-12-01DOI: 10.1080/0972639X.2014.11886700
Livingstone Makondo
Abstract Since time immemorial dogs have played significant roles in the life of humanity. The Shona speaking-people of Zimbabwe have kept dogs for hunting and provision of security to people and domesticated animals among others. They predominantly give their dogs Shona and English names that convey diverse meanings. It is against this background that this ethnographic paper investigates in greater detail thirty-one dog names popularly used in Wedza district of Mashonaland East province of Zimbabwe. It emerges that dog names are used to implicitly or explicitly address divergent marriage and societal challenges.
{"title":"Dog Names: A Conflict Resolution Strategy","authors":"Livingstone Makondo","doi":"10.1080/0972639X.2014.11886700","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886700","url":null,"abstract":"Abstract Since time immemorial dogs have played significant roles in the life of humanity. The Shona speaking-people of Zimbabwe have kept dogs for hunting and provision of security to people and domesticated animals among others. They predominantly give their dogs Shona and English names that convey diverse meanings. It is against this background that this ethnographic paper investigates in greater detail thirty-one dog names popularly used in Wedza district of Mashonaland East province of Zimbabwe. It emerges that dog names are used to implicitly or explicitly address divergent marriage and societal challenges.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125042583","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 : 2014-12-01DOI: 10.1080/0972639X.2014.11886702
T. Mashau, H. Mutshaeni, L. Kone
Abstract The South African government has three spheres of governments which are national, provincial and local. National and provincial governments were constituted in 1994, whereas local government was constituted as transitional local councils (TLCs) in 1995. In the year 2000, transitional local councils were transformed into local governments (local municipalities). Every inch of South Africa, except national parks, is within the jurisdiction of a local government. In rural areas where traditional rule is still in existence, there are traditional councils who are born leaders as they are royalty. Additionally, in rural areas, there are municipalities with their own councils. With these two types of governance in rural areas, traditional governance and local governance, there is always contestation of power. This conceptual study examines ways of minimizing the constant power contestation between traditional leadership and local councils by emphasizing the importance of legislations that govern them.
{"title":"The Relationship between Traditional Leaders and Rural Local Municipalities in South Africa: With Special Reference to Legislations Governing Local Government","authors":"T. Mashau, H. Mutshaeni, L. Kone","doi":"10.1080/0972639X.2014.11886702","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886702","url":null,"abstract":"Abstract The South African government has three spheres of governments which are national, provincial and local. National and provincial governments were constituted in 1994, whereas local government was constituted as transitional local councils (TLCs) in 1995. In the year 2000, transitional local councils were transformed into local governments (local municipalities). Every inch of South Africa, except national parks, is within the jurisdiction of a local government. In rural areas where traditional rule is still in existence, there are traditional councils who are born leaders as they are royalty. Additionally, in rural areas, there are municipalities with their own councils. With these two types of governance in rural areas, traditional governance and local governance, there is always contestation of power. This conceptual study examines ways of minimizing the constant power contestation between traditional leadership and local councils by emphasizing the importance of legislations that govern them.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"8 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114112690","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 : 2014-12-01DOI: 10.1080/0972639X.2014.11886704
K. Quan-Baffour
Abstract Millions of adults in South Africa are illiterate because they did not attend school during childhood. To equip them with literacy skills to enable them contribute to the development of the country the government of 1994 made basic education available. The adults who attend basic education classes come from diverse backgrounds with wealth of experiences. Such experiences could enhance learning during classroom interactions. The present study is based on experiences of the author, focuses on the application of Ubuntu (sharing, love, respect, cooperation and support) as a teaching strategy to elicit experiences, support and cooperation among learners. As an adult educator for over three decades the author sees learning as a social activity and when classroom interaction is based on the precepts of ubuntu it may not only promote peer support but also encourage the practice of ubuntu and promote social cohesion in a country polarized by apartheid, racism, ethnicity and xenophobia.
{"title":"Unity in Diversity: Ubuntu in the Classroom to Promote Learning among Adults from Diverse Backgrounds","authors":"K. Quan-Baffour","doi":"10.1080/0972639X.2014.11886704","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886704","url":null,"abstract":"Abstract Millions of adults in South Africa are illiterate because they did not attend school during childhood. To equip them with literacy skills to enable them contribute to the development of the country the government of 1994 made basic education available. The adults who attend basic education classes come from diverse backgrounds with wealth of experiences. Such experiences could enhance learning during classroom interactions. The present study is based on experiences of the author, focuses on the application of Ubuntu (sharing, love, respect, cooperation and support) as a teaching strategy to elicit experiences, support and cooperation among learners. As an adult educator for over three decades the author sees learning as a social activity and when classroom interaction is based on the precepts of ubuntu it may not only promote peer support but also encourage the practice of ubuntu and promote social cohesion in a country polarized by apartheid, racism, ethnicity and xenophobia.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114077635","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 : 2014-07-01DOI: 10.1080/0972639X.2014.11886692
C. Ndebele, Dudu Msiza
Abstract This paper discusses the prevalence and consequences of bullying at a remote rural secondary school in South Africa. Premised on the qualitative research approach, the study used the case study design to select one school for study. An open ended questionnaire containing questions which sought qualitative narrative responses was completed anonymously by a sample of 31 grade 11 and 12 learners who had anonymously indicated that they had been bullied while at school. For data analysis, common emerging themes were identified from learners’ qualitative responses. The study found that bullying was prevalent at the school under study and concludes that bullying affects student performance as students divert their attention from learning to how to avoid being bullied. The paper therefore recommends a holistic approach in dealing with bullying where all stakeholders are involved, that is, teachers, parents, learners and other relevant bodies.
{"title":"An Analysis of the Prevalence and Effects of Bullying At a Remote Rural School in the Eastern Cape Province of South Africa: Lessons for School Principals","authors":"C. Ndebele, Dudu Msiza","doi":"10.1080/0972639X.2014.11886692","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886692","url":null,"abstract":"Abstract This paper discusses the prevalence and consequences of bullying at a remote rural secondary school in South Africa. Premised on the qualitative research approach, the study used the case study design to select one school for study. An open ended questionnaire containing questions which sought qualitative narrative responses was completed anonymously by a sample of 31 grade 11 and 12 learners who had anonymously indicated that they had been bullied while at school. For data analysis, common emerging themes were identified from learners’ qualitative responses. The study found that bullying was prevalent at the school under study and concludes that bullying affects student performance as students divert their attention from learning to how to avoid being bullied. The paper therefore recommends a holistic approach in dealing with bullying where all stakeholders are involved, that is, teachers, parents, learners and other relevant bodies.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122996908","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 : 2014-07-01DOI: 10.1080/0972639X.2014.11886688
Maya Ghosh
Abstract Tribes in India are not a homogenous group and are at different levels of integration with the mainstream in the society. Originally living on marginal economy and practicing a religious life based on beliefs in spirit and supernatural powers, tribal life is now gradually witnessing conversion under the influence of a number of factors and forces like Hinduisation, Christianity, modernization, industrialization and urbanization; resulting into an admixture of tribal culture and economy with those of the mainstream in the society. In order to integrate the tribal culture with that of the rest of society, the Government of India has so far experimented with three approaches based on the politics of segregation, assimilation and integration.
{"title":"Tribal Culture in the Matrix of an Inclusive Society: A Case of Marginality of Tribes in Terai and Dooars Region of West Bengal in India","authors":"Maya Ghosh","doi":"10.1080/0972639X.2014.11886688","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886688","url":null,"abstract":"Abstract Tribes in India are not a homogenous group and are at different levels of integration with the mainstream in the society. Originally living on marginal economy and practicing a religious life based on beliefs in spirit and supernatural powers, tribal life is now gradually witnessing conversion under the influence of a number of factors and forces like Hinduisation, Christianity, modernization, industrialization and urbanization; resulting into an admixture of tribal culture and economy with those of the mainstream in the society. In order to integrate the tribal culture with that of the rest of society, the Government of India has so far experimented with three approaches based on the politics of segregation, assimilation and integration.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129174488","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 : 2014-07-01DOI: 10.1080/0972639X.2014.11886690
M. Taole
Abstract Multi-grade teaching schools form the most neglected sector of the education system around the globe. As an important policy option for providing access to education for learners in remote areas multi-grade teaching needs to be recognized as such and be given the attention it deserves. However, achieving excellence in teaching and learning in rural contexts remains a challenge for teachers and other sectors of the educational change endeavors. This article aims at investigating primary school teachers’ challenges of multi-grade teaching strategy in South African rural schools. A qualitative inquiry was used in the study. Multi-grade teachers were purposefully selected to participate in the study. Data were obtained through interviews. The data collected were consolidated and categorised into themes. The findings from the data reflect that teachers found teaching in a multi-grade context challenging and difficult. They report that they feel isolated and uncertain about what is expected of them in conducting lessons in their multi-grade classrooms. This paper attempts to suggest strategies that could be used in the multi-grade classrooms to ensure that classroom instruction and classroom management are improved in multi-grade contexts.
{"title":"Multi-grade Teaching: A Daunting Challenge for Rural Teachers","authors":"M. Taole","doi":"10.1080/0972639X.2014.11886690","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886690","url":null,"abstract":"Abstract Multi-grade teaching schools form the most neglected sector of the education system around the globe. As an important policy option for providing access to education for learners in remote areas multi-grade teaching needs to be recognized as such and be given the attention it deserves. However, achieving excellence in teaching and learning in rural contexts remains a challenge for teachers and other sectors of the educational change endeavors. This article aims at investigating primary school teachers’ challenges of multi-grade teaching strategy in South African rural schools. A qualitative inquiry was used in the study. Multi-grade teachers were purposefully selected to participate in the study. Data were obtained through interviews. The data collected were consolidated and categorised into themes. The findings from the data reflect that teachers found teaching in a multi-grade context challenging and difficult. They report that they feel isolated and uncertain about what is expected of them in conducting lessons in their multi-grade classrooms. This paper attempts to suggest strategies that could be used in the multi-grade classrooms to ensure that classroom instruction and classroom management are improved in multi-grade contexts.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130896351","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 : 2014-07-01DOI: 10.1080/0972639X.2014.11886683
N. Mudzielwana
Abstract Discourse in the foundation phase often revolves around that learners cannot read and understand the text. The purpose of this study was to explore teachers’ perception and understanding of learners’ low reading performance. Teachers often feel they are able to teach and that learners are unable to read with comprehension. The design of this study was qualitative approach. A sample of eight teachers was randomly selected from four schools in Limpopo Province was used in this study. The instrument for data collection was focus group discussion with the teachers. It was affirmed that there is low level of reading amongst learners. The results also indicated that the major factors for low reading level amongst others include factors such as the introduction of new curriculum without proper orientation of those who will implement it on the ground. Various recommendations were made for interventions.
{"title":"Teachers’ Perception on Foundation Phase Learners Low Reading Performance: A Case Study of Four Rural Schools in South Africa","authors":"N. Mudzielwana","doi":"10.1080/0972639X.2014.11886683","DOIUrl":"https://doi.org/10.1080/0972639X.2014.11886683","url":null,"abstract":"Abstract Discourse in the foundation phase often revolves around that learners cannot read and understand the text. The purpose of this study was to explore teachers’ perception and understanding of learners’ low reading performance. Teachers often feel they are able to teach and that learners are unable to read with comprehension. The design of this study was qualitative approach. A sample of eight teachers was randomly selected from four schools in Limpopo Province was used in this study. The instrument for data collection was focus group discussion with the teachers. It was affirmed that there is low level of reading amongst learners. The results also indicated that the major factors for low reading level amongst others include factors such as the introduction of new curriculum without proper orientation of those who will implement it on the ground. Various recommendations were made for interventions.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125724070","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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