Pub Date : 2022-10-28DOI: 10.17159/2221-4070/2021/v11i2a5
I. Fouché
South African lecturers and students often struggle to reconcile the demands of an increasingly globalised world with pedagogies that can be adapted to harness students' local contexts, and which can be used to draw on students' lived experiences in the African context. This paper explores how a first-year academic literacies course could be reconceptualised to become more relevant to education students' lived realities, while also preparing them for a competitive degree and a career with global relevance. The current iteration of this course can be described as mainly theoretical with a typical Western course structure. Student feedback indicates that students fail to see the relevance of the course to their degrees and future careers. This conceptual paper considers how the course could be reimagined within a paradigm of action learning that is centred around project-based, socially embedded community-based learning to firstly, encourage students to draw on deep approaches to learning (Biggs, 1999) and secondly, to counter the effects of alienation (Mann, 2001) experienced by students. Ultimately, the paper hopes to offer an example of innovate course design that could successfully be implemented in resource-poor contexts.
{"title":"\"Stop Bombarding Us With Work We Don't Even Need\": Reconceptualising a First-Year Course for Increased Relevance Through Action Learning","authors":"I. Fouché","doi":"10.17159/2221-4070/2021/v11i2a5","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i2a5","url":null,"abstract":"South African lecturers and students often struggle to reconcile the demands of an increasingly globalised world with pedagogies that can be adapted to harness students' local contexts, and which can be used to draw on students' lived experiences in the African context. This paper explores how a first-year academic literacies course could be reconceptualised to become more relevant to education students' lived realities, while also preparing them for a competitive degree and a career with global relevance. The current iteration of this course can be described as mainly theoretical with a typical Western course structure. Student feedback indicates that students fail to see the relevance of the course to their degrees and future careers. This conceptual paper considers how the course could be reimagined within a paradigm of action learning that is centred around project-based, socially embedded community-based learning to firstly, encourage students to draw on deep approaches to learning (Biggs, 1999) and secondly, to counter the effects of alienation (Mann, 2001) experienced by students. Ultimately, the paper hopes to offer an example of innovate course design that could successfully be implemented in resource-poor contexts.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45787681","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 : 2022-10-28DOI: 10.17159/2221-4070/2021/v11i2a4
T. N. Bowles, Mark de Vos
This article outlines the implementation of a service-learning course, Linguistics and Community, in a linguistics combined, second- and third-year curriculum. Adopting a qualitative, textual-analytic methodology using Luckett (2001) as an analytical lens, supplemented by quantitative data, we set out to enlist service-learning as one useful means to attain an epistemically diverse linguistics curriculum with reciprocal benefits for both students and community partners. Using a purposive sample, we triangulated data from two data sources: students' reflective journals and an online questionnaire. Our findings showed that the Linguistics and Community service-learning course allowed students to engage in experiential learning, cross-cultural experiences, and become involved with issues related to community building. In doing so, the course exposed students to the relevance of linguistics in everyday life. We argue that a thoughtfully constructed disciplinary-based service-learning programme can be a useful tool in fostering epistemic diversity within a specific discipline such as linguistics and contribute towards the decolonisation of the discipline.
{"title":"Creating an Epistemically Diverse Undergraduate Linguistics Curriculum","authors":"T. N. Bowles, Mark de Vos","doi":"10.17159/2221-4070/2021/v11i2a4","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i2a4","url":null,"abstract":"This article outlines the implementation of a service-learning course, Linguistics and Community, in a linguistics combined, second- and third-year curriculum. Adopting a qualitative, textual-analytic methodology using Luckett (2001) as an analytical lens, supplemented by quantitative data, we set out to enlist service-learning as one useful means to attain an epistemically diverse linguistics curriculum with reciprocal benefits for both students and community partners. Using a purposive sample, we triangulated data from two data sources: students' reflective journals and an online questionnaire. Our findings showed that the Linguistics and Community service-learning course allowed students to engage in experiential learning, cross-cultural experiences, and become involved with issues related to community building. In doing so, the course exposed students to the relevance of linguistics in everyday life. We argue that a thoughtfully constructed disciplinary-based service-learning programme can be a useful tool in fostering epistemic diversity within a specific discipline such as linguistics and contribute towards the decolonisation of the discipline.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42310399","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a6
K. Mofuoa, Mathabo Khau
Discrimination according to gender has been in practice in communities globally since time immemorial. This discrimination has infiltrated all spheres of life including the naming, shaming, blaming, and persecution of deviant people as witches. The phenomenon of witchcraft has historically been negatively skewed towards women, with women's gender and sexual diversity being used against them in accusations of witchcraft. In some modern-day African communities, gender and sexual diversity are still regarded as witchcraft or a result of bewitching. While activism against witchcraft has gathered momentum across Africa, it is worth noting that in Lesotho, such activism began in the precolonial era through the leadership of Chief Mohlomi. In this paper, we explore the understandings and experiences of constructions of difference as witchcraft among the Basotho of Lesotho. Using a qualitative research approach, we employed life-history narratives and focus group discussions to generate data with 10 Basotho men and women aged 70-93 years. We used sankofa theory to frame our analysis of the data, which was done thematically. Drawing on the ethnographic data, we discuss lessons regarding constructions of difference as witchcraft, and Chief Mohlomi's (1720-1815) activism against the discrimination of those labelled as witches. The findings reveal that divergent gender and sexual characteristics and identities were used in labelling certain individuals as witches and unexplainable phenomena as witchcraft. However, the findings also show that Chief Mohlomi set in motion a spirited activism against the persecution of divergent people through his teachings, which led to transformed views on gender and sexual diversity among the Basotho. These findings have implications for an education that embraces diversity in all spheres of life to promote inclusive and sustainable communities.
{"title":"Rethinking Constructions of Difference: Lessons from Lesotho's Chief Mohlomi's Activism against the Gendering of Witchcraft","authors":"K. Mofuoa, Mathabo Khau","doi":"10.17159/2221-4070/2021/v11i1a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a6","url":null,"abstract":"Discrimination according to gender has been in practice in communities globally since time immemorial. This discrimination has infiltrated all spheres of life including the naming, shaming, blaming, and persecution of deviant people as witches. The phenomenon of witchcraft has historically been negatively skewed towards women, with women's gender and sexual diversity being used against them in accusations of witchcraft. In some modern-day African communities, gender and sexual diversity are still regarded as witchcraft or a result of bewitching. While activism against witchcraft has gathered momentum across Africa, it is worth noting that in Lesotho, such activism began in the precolonial era through the leadership of Chief Mohlomi. In this paper, we explore the understandings and experiences of constructions of difference as witchcraft among the Basotho of Lesotho. Using a qualitative research approach, we employed life-history narratives and focus group discussions to generate data with 10 Basotho men and women aged 70-93 years. We used sankofa theory to frame our analysis of the data, which was done thematically. Drawing on the ethnographic data, we discuss lessons regarding constructions of difference as witchcraft, and Chief Mohlomi's (1720-1815) activism against the discrimination of those labelled as witches. The findings reveal that divergent gender and sexual characteristics and identities were used in labelling certain individuals as witches and unexplainable phenomena as witchcraft. However, the findings also show that Chief Mohlomi set in motion a spirited activism against the persecution of divergent people through his teachings, which led to transformed views on gender and sexual diversity among the Basotho. These findings have implications for an education that embraces diversity in all spheres of life to promote inclusive and sustainable communities.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667376","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a4
R. K. Haitembu, Rouaan Maarman
This paper aimed at establishing the treatment of gender-nonconforming learners in Namibian schools. The provision of education in Namibia is based on the principles of non-discrimination and equal access to quality education for all as stipulated in the Namibian constitution. Even though there is growing evidence on the mistreatment of gender-nonconforming learners in schools world wide, there is a paucity of literature on the treatment of gender-nonconforming learners in the Namibian education context. This paper employed a case study design as a transformative research method informed by the social identity perspective. One hundred and eighty-two teachers were randomly sampled into the study, and one deputy Director of Special Programs and Schools, one deputy Director of Diagnostic, Assessment and Training Services, one regional school counsellor and one inclusive education officer at the National Institute for Educational Development were purposively sampled. The findings revealed that societal, religious, and cultural beliefs in schools were determinants of how gender-nonconforming learners were treated in some schools. A supplementary framework for the implementation of inclusive education policy (SFIIEP) was developed from the findings of this study. It is recommended that the Ministry of Education, Arts and Culture align the SFIIEP to the inclusive education policy implementation to enable open discussion of sex education topics during life skills lessons, creation of supportive learning environments, and establishment of anti-bullying policies with specific measures on curbing homophobic bullying as well as strengthening the psychological support to learners.
{"title":"Treatment of Gender-Nonconforming Learners in Namibian Schools","authors":"R. K. Haitembu, Rouaan Maarman","doi":"10.17159/2221-4070/2021/v11i1a4","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a4","url":null,"abstract":"This paper aimed at establishing the treatment of gender-nonconforming learners in Namibian schools. The provision of education in Namibia is based on the principles of non-discrimination and equal access to quality education for all as stipulated in the Namibian constitution. Even though there is growing evidence on the mistreatment of gender-nonconforming learners in schools world wide, there is a paucity of literature on the treatment of gender-nonconforming learners in the Namibian education context. This paper employed a case study design as a transformative research method informed by the social identity perspective. One hundred and eighty-two teachers were randomly sampled into the study, and one deputy Director of Special Programs and Schools, one deputy Director of Diagnostic, Assessment and Training Services, one regional school counsellor and one inclusive education officer at the National Institute for Educational Development were purposively sampled. The findings revealed that societal, religious, and cultural beliefs in schools were determinants of how gender-nonconforming learners were treated in some schools. A supplementary framework for the implementation of inclusive education policy (SFIIEP) was developed from the findings of this study. It is recommended that the Ministry of Education, Arts and Culture align the SFIIEP to the inclusive education policy implementation to enable open discussion of sex education topics during life skills lessons, creation of supportive learning environments, and establishment of anti-bullying policies with specific measures on curbing homophobic bullying as well as strengthening the psychological support to learners.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45833261","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a2
Ashnie Mahadew, D. Hlalele
For deep-rooted gender equity and social transformation, we need to challenge so-called certainties or dominant ideologies about gender. Many dominant ideologies centred on gender abound in society, and these need to be addressed at the earliest opportunity. Early childhood care and education (ECCE) refers to the care and education of children from birth to 4 years old, and this is an opportune period for teachers to examine and challenge certainties regarding gender. This article reports on a segment of a larger study on inclusion involving a virtual learning participatory workshop with six ECCE teachers and two ECCE teacher trainers that aimed to address a knowledge gap; ECCE research into gender is scarce in developing countries like South Africa. Due to the social distancing necessitated by the coronavirus pandemic, all interactions were facilitated through the WhatsApp platform. The study employed a participatory action learning and action research (PALAR) design that focused on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals, and purposeful conversations. Data generated in Cycle 1 revealed that participants required greater awareness regarding their current views on gender and sexuality. Data revealed that members of the action learning set (ALS) required clarity on gender binary, heterosexuality as a dominant ideology, and on gender stereotyping. The ALS transformed their learning environments by addressing those concerns in Cycle 2. The findings in Cycle 2 pinpoint how the respective learning environments were transformed by challenging gender binary, heterosexuality, and gender stereotyping. This research serves to challenge certainties regarding gender. Knowledge presented here could lead to more equitable gender practice at the participants' respective centres, which may impact positively on wider societal transformation.
{"title":"Challenging Gender Certainties in Early Childhood Care and Education: A Participatory Action Learning and Action Research Study","authors":"Ashnie Mahadew, D. Hlalele","doi":"10.17159/2221-4070/2021/v11i1a2","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a2","url":null,"abstract":"For deep-rooted gender equity and social transformation, we need to challenge so-called certainties or dominant ideologies about gender. Many dominant ideologies centred on gender abound in society, and these need to be addressed at the earliest opportunity. Early childhood care and education (ECCE) refers to the care and education of children from birth to 4 years old, and this is an opportune period for teachers to examine and challenge certainties regarding gender. This article reports on a segment of a larger study on inclusion involving a virtual learning participatory workshop with six ECCE teachers and two ECCE teacher trainers that aimed to address a knowledge gap; ECCE research into gender is scarce in developing countries like South Africa. Due to the social distancing necessitated by the coronavirus pandemic, all interactions were facilitated through the WhatsApp platform. The study employed a participatory action learning and action research (PALAR) design that focused on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals, and purposeful conversations. Data generated in Cycle 1 revealed that participants required greater awareness regarding their current views on gender and sexuality. Data revealed that members of the action learning set (ALS) required clarity on gender binary, heterosexuality as a dominant ideology, and on gender stereotyping. The ALS transformed their learning environments by addressing those concerns in Cycle 2. The findings in Cycle 2 pinpoint how the respective learning environments were transformed by challenging gender binary, heterosexuality, and gender stereotyping. This research serves to challenge certainties regarding gender. Knowledge presented here could lead to more equitable gender practice at the participants' respective centres, which may impact positively on wider societal transformation.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47487935","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a1
Jace Pillay
Recent arguments regarding the South African comprehensive sexuality education (CSE) curriculum indicate that the existing programme neglects to incorporate factors that influence the behaviour of school learners in South Africa such as learners' and teachers' perceptions of cultural, social, and gender norms. Based on a literature search, it is evident that there is a paucity of research that reflects the voices of learners regarding their experience of how the CSE subject is taught as compared to what they want to learn. Therefore, this article aimed to conduct a scoping review to map learners' perceptions of what influences their teachers' approach to teaching CSE subject matter in South Africa. The Cochrane, EBSCOhost, Scopus, ProQuest, JSTOR, and Google Scholar databases were searched for studies (a) published from January 2010 till May 2021, (b) with an explicit focus on learner feedback on their perceptions of influences to teachers teaching CSE, (c) that were qualitative studies, and (d) were published in English in peer-reviewed journals. Four studies were identified that reported on data collected from learners aged 14-18 years using in-depth interviews (N = 1), focus group discussions (N = 2), and an ethnographic study (N = 1). A qualitative analysis of the findings identified three major themes: (1) an inherent bias towards heterosexuality as normal and natural, (2) the belief that learners need to be taught to uphold culturally dictated normative gender roles, and (3) an avoidance of subject matter relating to the LGBTQI+ community, influenced by beliefs that limited interactions would lead to limited gender and sexual fluidity. Findings conclude that transformative communication needs to take place to update the curriculum to create a space for all learners to learn about healthy life choices.
{"title":"A Scoping Review of Learners' Perceptions on What Influences Teachers' Approaches to Teaching Comprehensive Sexuality Education in South African Schools","authors":"Jace Pillay","doi":"10.17159/2221-4070/2021/v11i1a1","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a1","url":null,"abstract":"Recent arguments regarding the South African comprehensive sexuality education (CSE) curriculum indicate that the existing programme neglects to incorporate factors that influence the behaviour of school learners in South Africa such as learners' and teachers' perceptions of cultural, social, and gender norms. Based on a literature search, it is evident that there is a paucity of research that reflects the voices of learners regarding their experience of how the CSE subject is taught as compared to what they want to learn. Therefore, this article aimed to conduct a scoping review to map learners' perceptions of what influences their teachers' approach to teaching CSE subject matter in South Africa. The Cochrane, EBSCOhost, Scopus, ProQuest, JSTOR, and Google Scholar databases were searched for studies (a) published from January 2010 till May 2021, (b) with an explicit focus on learner feedback on their perceptions of influences to teachers teaching CSE, (c) that were qualitative studies, and (d) were published in English in peer-reviewed journals. Four studies were identified that reported on data collected from learners aged 14-18 years using in-depth interviews (N = 1), focus group discussions (N = 2), and an ethnographic study (N = 1). A qualitative analysis of the findings identified three major themes: (1) an inherent bias towards heterosexuality as normal and natural, (2) the belief that learners need to be taught to uphold culturally dictated normative gender roles, and (3) an avoidance of subject matter relating to the LGBTQI+ community, influenced by beliefs that limited interactions would lead to limited gender and sexual fluidity. Findings conclude that transformative communication needs to take place to update the curriculum to create a space for all learners to learn about healthy life choices.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953123","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a3
Mathabo Khau
Discussion of sexual rights in the context of disability is an often neglected and underdeveloped terrain within the human rights discourse, worldwide. More so, it becomes taboo to discuss the sexual health and reproductive rights of adolescents living with disabilities. This group of adolescents are often constructed as being sexually innocent, asexual, or lacking sexual agency thus denying their sexual autonomy. In other contexts, adolescents living with disabilities are constructed as hypersexual, thus putting them at risk of sexual exploitation and harm. While the human rights terrain has begun to acknowledge adolescents living with disabilities as ordinary citizens with rights equal to those of other citizens, they have not fully been recognised as sexual beings in their own right as human beings, especially in the Global South. Thus, in this article I aim at rethinking an inclusive sexuality education in South African schools that caters for the special needs of adolescents living with visual impairment. I employ theatre-in-education processes to explore student teachers' understandings and perceptions of teaching sexuality education to learners with visual impairment. Thirty-five student teachers participated in the study and engaged in theatre-in-education presentations and discussions. Data for this paper consist of students' discussions of their experiences of the theatre-in-education processes, which were thematically analysed. The findings indicate that the student teachers resorted to their comfort zones when designing their lesson portrayals-in line with their socialisation. However, their understandings and perceptions of using assistive devices to teach sexuality education were challenged and deconstructed through their engagement in theatre-in-education processes, thus highlighting the importance of engaged scholarship in deconstructing harmful norms towards transformative pedagogies.
{"title":"Teaching for Comfort or Diversity in Comprehensive Sexuality Education Classrooms? Third-Year Student Teachers' Perspectives","authors":"Mathabo Khau","doi":"10.17159/2221-4070/2021/v11i1a3","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a3","url":null,"abstract":"Discussion of sexual rights in the context of disability is an often neglected and underdeveloped terrain within the human rights discourse, worldwide. More so, it becomes taboo to discuss the sexual health and reproductive rights of adolescents living with disabilities. This group of adolescents are often constructed as being sexually innocent, asexual, or lacking sexual agency thus denying their sexual autonomy. In other contexts, adolescents living with disabilities are constructed as hypersexual, thus putting them at risk of sexual exploitation and harm. While the human rights terrain has begun to acknowledge adolescents living with disabilities as ordinary citizens with rights equal to those of other citizens, they have not fully been recognised as sexual beings in their own right as human beings, especially in the Global South. Thus, in this article I aim at rethinking an inclusive sexuality education in South African schools that caters for the special needs of adolescents living with visual impairment. I employ theatre-in-education processes to explore student teachers' understandings and perceptions of teaching sexuality education to learners with visual impairment. Thirty-five student teachers participated in the study and engaged in theatre-in-education presentations and discussions. Data for this paper consist of students' discussions of their experiences of the theatre-in-education processes, which were thematically analysed. The findings indicate that the student teachers resorted to their comfort zones when designing their lesson portrayals-in line with their socialisation. However, their understandings and perceptions of using assistive devices to teach sexuality education were challenged and deconstructed through their engagement in theatre-in-education processes, thus highlighting the importance of engaged scholarship in deconstructing harmful norms towards transformative pedagogies.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47459907","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 : 2022-05-13DOI: 10.17159/2221-4070/2021/v11i1a5
Azra Rajah
Hip hop music is understood to be a tool that promotes equality for a group of people who were previously marginalised and discriminated against. However, misogyny and sexual exploitation of women remain dominant characteristics of hip hop culture. When exploring research on women in hip hop culture, scholars tend to focus on misogyny and the hypersexualising of women, thus disregarding the fact that women can express and enjoy their sexuality purely because it is their prerogative to do so. This article highlights how Fairclough's (1995) model of critical discourse analysis can be used as a lens and tool to introduce alternative perspectives on these discourses and ideologies. Specifically, this research interrogates how Megan Thee Stallion applies the politics of articulation through her rap lyrics to subvert the androcentric discourses of hip hop culture, which objectify and sexually exploit women-specifically, Black women who have been historically subjected to the politics of respectability that positions Black women in inferior position to White women.
{"title":"I'm a \"Savage\": Exploring Megan Thee Stallion's Use of the Politics of Articulation to Subvert the Androcentric Discourses of Women in Hip Hop Culture","authors":"Azra Rajah","doi":"10.17159/2221-4070/2021/v11i1a5","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v11i1a5","url":null,"abstract":"Hip hop music is understood to be a tool that promotes equality for a group of people who were previously marginalised and discriminated against. However, misogyny and sexual exploitation of women remain dominant characteristics of hip hop culture. When exploring research on women in hip hop culture, scholars tend to focus on misogyny and the hypersexualising of women, thus disregarding the fact that women can express and enjoy their sexuality purely because it is their prerogative to do so. This article highlights how Fairclough's (1995) model of critical discourse analysis can be used as a lens and tool to introduce alternative perspectives on these discourses and ideologies. Specifically, this research interrogates how Megan Thee Stallion applies the politics of articulation through her rap lyrics to subvert the androcentric discourses of hip hop culture, which objectify and sexually exploit women-specifically, Black women who have been historically subjected to the politics of respectability that positions Black women in inferior position to White women.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780705","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 : 2021-09-12DOI: 10.17159/2221-4070/2021/v10i2a6
Heloise Sathorar, Deldre Geduld
Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned themselves in engagement projects as the singular organisation that has knowledge to offer when compared to what the community can offer. In this paper, we propose a critical engagement process to enhance collaboration in engagement projects. Our qualitative study resides in a critical theory paradigm, and we used drawings as well as narrative free writing to reflect and explore our perceptions regarding community engagement. We used the collaborative self-study methodology because it provides opportunities for critical and self-critical reflection that could lead us to discovering valuable insights, as well as provide suggestions on how to enhance university community partnerships. Our findings suggest that, despite legislation and efforts to enhance university community engagement, this remains a contested space where power relations, inequality, and claims to knowledge ownership continue to pose challenges.
{"title":"A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities","authors":"Heloise Sathorar, Deldre Geduld","doi":"10.17159/2221-4070/2021/v10i2a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a6","url":null,"abstract":"Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned themselves in engagement projects as the singular organisation that has knowledge to offer when compared to what the community can offer. In this paper, we propose a critical engagement process to enhance collaboration in engagement projects. Our qualitative study resides in a critical theory paradigm, and we used drawings as well as narrative free writing to reflect and explore our perceptions regarding community engagement. We used the collaborative self-study methodology because it provides opportunities for critical and self-critical reflection that could lead us to discovering valuable insights, as well as provide suggestions on how to enhance university community partnerships. Our findings suggest that, despite legislation and efforts to enhance university community engagement, this remains a contested space where power relations, inequality, and claims to knowledge ownership continue to pose challenges.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48801979","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 : 2021-09-12DOI: 10.17159/2221-4070/2021/v10i2a4
I. Muller, L. Wood
The United Nations Children's Fund 2008 report, Our Climate, Our Children, Our Responsibility, warned that children will suffer most from the effects of climate change. Environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses. This article reports on findings from a participatory action research project aimed at integrating education for sustainable development into the Grade 7 curriculum, with a specific focus on climate change. Critical participatory action research has a transformative intent, engaging participants in learning to cultivate a sense of purpose and increase their capacity to solve local problems. Learner responses to qualitative questionnaires and recorded discussions related to the Do One Thing (DOT) strategy were used to determine learning about climate change and enable both learners and community members to identify action for change. Thematic coding was used to evaluate the effectiveness of the DOT strategy in increasing awareness of agency and resultant learning. The findings indicate that not only did the learners gain knowledge about the causes and consequences of climate change but the potential of the learners and community members to identify possible actions for change was increased as well. We provide suggestions as to how teachers can use the DOT strategy as part of an action research approach to integrating environmental education for sustainable development in order to raise awareness of local environmental threats and encourage learners and their families to behave in a more environmentally friendly way. The explanation of the research process offered in this article also highlights how participatory learning activities can help engage learners as active agents in their own learning.
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