a financially distressed company to avoid liquidation and restore its profitability. The Companies Act 2008, Section 128(1)(b), defines business rescue as proceedings to facilitate the rehabilitation of a distressed company by providing temporary supervision of the company and management of its affairs and property. 3 Business rescue provides some relief to recover from temporary liquidity complications or long-term debt by providing an opportunity to restructure business operations. 3 The premise underlying business rescue is that the ‘going concern’ value of a company is generally greater than its liquidation or break-up value. The winding-up procedure, by contrast, Background: Most mining operations are viable for a period of 30 years, depending on the mineral extracted and the available reserves. Whilst the expectation is that mines will continue uninterrupted until the planned period is complete, unscheduled closure can occur. Sudden and unplanned mine closure can result in immediate environmental and social impacts. In South Africa, the challenges of mine closure are exacerbated by unexpected sudden closures owing to winding-up and business rescue processes. The literature is inconclusive regarding these issues and there is poor integration of affected communities by mining operations. Aim: We reviewed South Africa’s legal frameworks relating to mine closure, the winding-up of gold mining companies and the impact of sudden closure on the environment and communities. Method: This review built on and extended previous systematic reviews. We focused on the regulation for financial provisioning for prospecting, mining, exploration and rehabilitation. Two examples of gold mining companies that were closed prematurely were examined. We also reviewed the mine closure and environmental policies of other countries, notably Australia and Canada and noticed similarities to South African policies. Results: Differences are evident in the enforcement of compliance in Australia and Canada, which are more proactive in dealing with the challenges of winding-up and its impacts. Conclusion: South Africa could adopt these countries’ models to enforce compliance and proactivity regarding sudden mine closure. One recommendation is to establish a fund for immediate rehabilitation in such cases as part of the temporary mine closure framework.
{"title":"A critical review of the impact of South Africa’s mine closure policy and the winding-up process of mining companies","authors":"M. Mpanza, Elhadi Adam, Raeesa Moolla","doi":"10.4102/td.v17i1.985","DOIUrl":"https://doi.org/10.4102/td.v17i1.985","url":null,"abstract":"a financially distressed company to avoid liquidation and restore its profitability. The Companies Act 2008, Section 128(1)(b), defines business rescue as proceedings to facilitate the rehabilitation of a distressed company by providing temporary supervision of the company and management of its affairs and property. 3 Business rescue provides some relief to recover from temporary liquidity complications or long-term debt by providing an opportunity to restructure business operations. 3 The premise underlying business rescue is that the ‘going concern’ value of a company is generally greater than its liquidation or break-up value. The winding-up procedure, by contrast, Background: Most mining operations are viable for a period of 30 years, depending on the mineral extracted and the available reserves. Whilst the expectation is that mines will continue uninterrupted until the planned period is complete, unscheduled closure can occur. Sudden and unplanned mine closure can result in immediate environmental and social impacts. In South Africa, the challenges of mine closure are exacerbated by unexpected sudden closures owing to winding-up and business rescue processes. The literature is inconclusive regarding these issues and there is poor integration of affected communities by mining operations. Aim: We reviewed South Africa’s legal frameworks relating to mine closure, the winding-up of gold mining companies and the impact of sudden closure on the environment and communities. Method: This review built on and extended previous systematic reviews. We focused on the regulation for financial provisioning for prospecting, mining, exploration and rehabilitation. Two examples of gold mining companies that were closed prematurely were examined. We also reviewed the mine closure and environmental policies of other countries, notably Australia and Canada and noticed similarities to South African policies. Results: Differences are evident in the enforcement of compliance in Australia and Canada, which are more proactive in dealing with the challenges of winding-up and its impacts. Conclusion: South Africa could adopt these countries’ models to enforce compliance and proactivity regarding sudden mine closure. One recommendation is to establish a fund for immediate rehabilitation in such cases as part of the temporary mine closure framework.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46253278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to establish baseline data for performance concerning the business planning function of agricultural small-, micro- and medium-sized enterprises (Agri-SMMEs) in the Eastern Cape Province, South Africa. It also endeavoured to investigate the extent to which Agri-SMMEs that had adopted total quality management (TQM) had improved their business planning performance. An action research design and mixed methods, which included the internationally recognised South African Excellence Model (SAEM), were used to collect qualitative and quantitative data from Agri-SMMEs in the Western Eastern Cape (WEC) that had adopted the TQM philosophy, as well as from WEC and Eastern Eastern Cape (EEC) Agri-SMMEs that had not adopted that philosophy. Whether or not they had adopted TQM, the Agri-SMMEs studied were performing poorly relating to the business planning function when benchmarked against world-class standards. Hence, Agri-SMMEs that had implemented the TQM process did not necessarily have a performance advantage over those that had not adopted the process. With respect to practical implications, the use of the SAEM for continuous performance improvement of the business planning function should be promoted and interventions should be provided for the identified shortcomings relevant to this function. It is the first study of its kind to be conducted in the agricultural sector in South Africa. Therefore, the findings should provide a useful guide to enterprises contemplating implementing a TQM programme.
{"title":"Lack of business planning: A barrier to successful implementation of total quality management in South African agricultural small-, micro- and medium-sized enterprises","authors":"A. Sonandi, M. W. Ladzani, E. Nealer","doi":"10.4102/td.v17i1.1013","DOIUrl":"https://doi.org/10.4102/td.v17i1.1013","url":null,"abstract":"This study aimed to establish baseline data for performance concerning the business planning function of agricultural small-, micro- and medium-sized enterprises (Agri-SMMEs) in the Eastern Cape Province, South Africa. It also endeavoured to investigate the extent to which Agri-SMMEs that had adopted total quality management (TQM) had improved their business planning performance. An action research design and mixed methods, which included the internationally recognised South African Excellence Model (SAEM), were used to collect qualitative and quantitative data from Agri-SMMEs in the Western Eastern Cape (WEC) that had adopted the TQM philosophy, as well as from WEC and Eastern Eastern Cape (EEC) Agri-SMMEs that had not adopted that philosophy. Whether or not they had adopted TQM, the Agri-SMMEs studied were performing poorly relating to the business planning function when benchmarked against world-class standards. Hence, Agri-SMMEs that had implemented the TQM process did not necessarily have a performance advantage over those that had not adopted the process. With respect to practical implications, the use of the SAEM for continuous performance improvement of the business planning function should be promoted and interventions should be provided for the identified shortcomings relevant to this function. It is the first study of its kind to be conducted in the agricultural sector in South Africa. Therefore, the findings should provide a useful guide to enterprises contemplating implementing a TQM programme.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43488420","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}
Life Orientation (LO) as a compulsory subject in the South African school curriculum (Grades 7–12) aims to develop the learner’s self-in-society. This implies a holistic approach that includes the personal, social and physical development of the learner. In most Higher Education Institutions (HEIs), LO is not offered as a specialisation that includes these three broad aspects of development. In many cases, the emphasis rests with personal development, focusing, in particular, on modules taken in Psychology. Physical Education, if it is included in any LO programme, usually falls within the ambit of Sports/Human Movement Science programmes. The social development aspect is, by and large, omitted and Human Rights Education, including Religion Education and Citizenship Education, is neglected. Alternatively, pre-service teachers are required to select from a smorgasbord of modules and they often graduate without having included all three broad aspects of this specialisation. This article speaks to the importance of collaborative relationships across HEIs with a view to meaningful boundary talk that can be transformative in nature and provide the platform for research ventures. This collaboration that commenced as a community of two in conversation, led to a community of many in conversation, in the form of a national colloquium in 2020 that focused on LO in the HEI space. This article presents the themes emerging from this colloquium and recommends that transdisciplinary knowledge can lead to transdisciplinary education that serves the mandate of the LO specialisation in HEIs, namely, to prepare pre-service LO teachers.
Life Orientation (LO)作为南非7-12年级学校课程的必修课，旨在培养学生的社会自我意识。这意味着一种全面的方法，包括学习者的个人、社会和身体发展。在大多数高等教育机构(HEIs)中，LO并没有作为包括这三个广泛发展方面的专业提供。在许多情况下，重点在于个人发展，特别关注心理学中的模块。体育，如果包括在任何课程中，通常属于体育/人体运动科学课程的范围。社会发展方面基本上被忽略，人权教育，包括宗教教育和公民教育，被忽视。另外，职前教师需要从五花八门的模块中进行选择，他们往往在毕业时没有涵盖这一专业的所有三个方面。本文讨论了高等教育机构之间合作关系的重要性，以期进行有意义的边界讨论，这些讨论可以在本质上具有变革性，并为研究企业提供平台。这种合作最初是一个两人对话的社区，后来发展成为一个多人对话的社区，并于2020年以全国研讨会的形式专注于HEI领域的LO。本文介绍了这次研讨会的主题，并建议跨学科的知识可以带来跨学科的教育，从而为高等教育院校的LO专业提供服务，即培养职前LO教师。
{"title":"Boundary talk in Life (dis)Orientation: Collaborative conversations across Higher Education Institutions","authors":"J. Jarvis, Sarina De Jager","doi":"10.4102/td.v17i1.1091","DOIUrl":"https://doi.org/10.4102/td.v17i1.1091","url":null,"abstract":"Life Orientation (LO) as a compulsory subject in the South African school curriculum (Grades 7–12) aims to develop the learner’s self-in-society. This implies a holistic approach that includes the personal, social and physical development of the learner. In most Higher Education Institutions (HEIs), LO is not offered as a specialisation that includes these three broad aspects of development. In many cases, the emphasis rests with personal development, focusing, in particular, on modules taken in Psychology. Physical Education, if it is included in any LO programme, usually falls within the ambit of Sports/Human Movement Science programmes. The social development aspect is, by and large, omitted and Human Rights Education, including Religion Education and Citizenship Education, is neglected. Alternatively, pre-service teachers are required to select from a smorgasbord of modules and they often graduate without having included all three broad aspects of this specialisation. This article speaks to the importance of collaborative relationships across HEIs with a view to meaningful boundary talk that can be transformative in nature and provide the platform for research ventures. This collaboration that commenced as a community of two in conversation, led to a community of many in conversation, in the form of a national colloquium in 2020 that focused on LO in the HEI space. This article presents the themes emerging from this colloquium and recommends that transdisciplinary knowledge can lead to transdisciplinary education that serves the mandate of the LO specialisation in HEIs, namely, to prepare pre-service LO teachers.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47401324","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 this article, the author reports on how intergroup dialogue was used amongst Life Orientation (LO) student-teachers to deconstruct the heteropatriarchal notions of sexual consent, in the context of gender-based violence (GBV). Three sessions of intergroup dialogue were arranged between third-year student-teachers and female survivors of GBV from a local Non-Profit Organisation (NPO) in exploring the perceptions of sexual consent, to deepen their understanding regarding the concepts of shaming, blaming and silencing that perpetuate GBV in communities. Third-year LO student-teachers engaged in dialogue with four youth survivors of GBV from a local NPO who shared their experiences of GBV and sexual consent. The heteropatriarchal views to GBV held by student-teachers were disrupted through the dialogues between the two groups thus enabling a greater understanding of sexual consent and the role played by shaming, blaming and silencing of victims in perpetuating GBV. The findings highlighted that intergroup dialogue could be a useful tool in creating norm-critical and sex-positive schools and communities.
{"title":"Exploring understandings of sexual consent amongst Life Orientation student-teachers through intergroup dialogue","authors":"Mathabo Khau","doi":"10.4102/td.v17i1.1093","DOIUrl":"https://doi.org/10.4102/td.v17i1.1093","url":null,"abstract":"In this article, the author reports on how intergroup dialogue was used amongst Life Orientation (LO) student-teachers to deconstruct the heteropatriarchal notions of sexual consent, in the context of gender-based violence (GBV). Three sessions of intergroup dialogue were arranged between third-year student-teachers and female survivors of GBV from a local Non-Profit Organisation (NPO) in exploring the perceptions of sexual consent, to deepen their understanding regarding the concepts of shaming, blaming and silencing that perpetuate GBV in communities. Third-year LO student-teachers engaged in dialogue with four youth survivors of GBV from a local NPO who shared their experiences of GBV and sexual consent. The heteropatriarchal views to GBV held by student-teachers were disrupted through the dialogues between the two groups thus enabling a greater understanding of sexual consent and the role played by shaming, blaming and silencing of victims in perpetuating GBV. The findings highlighted that intergroup dialogue could be a useful tool in creating norm-critical and sex-positive schools and communities.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867180","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}
Z. Makola, Pumeza Saliwe, Itumeleng Dube, Ramodungoane Tabane, Awelani V. Mudau
Tertiary institutions in South Africa are experiencing alarming undergraduate drop-out rates. This has partly been attributed to students’ inadequate preparation, and failure to gather information on, and planning for, their careers. The need for sound career guidance at the high school level is key, making the role of Life Orientation (LO) increasingly prominent. The aim of this study was to determine what benefits high school learners derive from attending career talks. To this end, a qualitative study was conducted with Grade 10 learners studying STEM (science, technology, engineering, and mathematics) at a township high school in Mamelodi, Tshwane. Data were collected using a qualitative questionnaire and analysed thematically. The findings demonstrated the importance of role models sharing information on their careers and work experiences. Another finding pertained to the importance of information on diverse careers, for the development of learners’ career self-efficacy as students of STEM in a township high school context. The findings highlight the importance of LO teachers organising career workshops. The study will benefit the Department of Basic Education, businesses, and employers as key stakeholders, by helping to enhance the career development of future employees and entrepreneurs.
{"title":"High school learners views on benefits derived from attending career talks: Need for sound career guidance","authors":"Z. Makola, Pumeza Saliwe, Itumeleng Dube, Ramodungoane Tabane, Awelani V. Mudau","doi":"10.4102/td.v17i1.1082","DOIUrl":"https://doi.org/10.4102/td.v17i1.1082","url":null,"abstract":"Tertiary institutions in South Africa are experiencing alarming undergraduate drop-out rates. This has partly been attributed to students’ inadequate preparation, and failure to gather information on, and planning for, their careers. The need for sound career guidance at the high school level is key, making the role of Life Orientation (LO) increasingly prominent. The aim of this study was to determine what benefits high school learners derive from attending career talks. To this end, a qualitative study was conducted with Grade 10 learners studying STEM (science, technology, engineering, and mathematics) at a township high school in Mamelodi, Tshwane. Data were collected using a qualitative questionnaire and analysed thematically. The findings demonstrated the importance of role models sharing information on their careers and work experiences. Another finding pertained to the importance of information on diverse careers, for the development of learners’ career self-efficacy as students of STEM in a township high school context. The findings highlight the importance of LO teachers organising career workshops. The study will benefit the Department of Basic Education, businesses, and employers as key stakeholders, by helping to enhance the career development of future employees and entrepreneurs.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.
{"title":"A conceptual framework of the relationship between musicking and Personal and Social Well-being for intermediate phase learners in the South African context","authors":"Rechallda J. Mouton, Janelize Morelli","doi":"10.4102/td.v17i1.1094","DOIUrl":"https://doi.org/10.4102/td.v17i1.1094","url":null,"abstract":"This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48834487","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}
Participation in physical activity, Physical Education (PE) and sport has been recognised as a powerful learning tool for education, providing a universal language for contributing to valuable life principles. Values-based education implies that learners are educated about the aspects determining their behaviour. Values-based PE, physical activities and sport have the potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm respect between individuals and communities. The goal of PE can be to contribute to the acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s diversity as a source of strength that forms a bond of a common set of values. There has been a global change in the interaction of learners with their environment; their lives are shaped by forces that do not necessarily assist them to learn and apply values. A PE programme infused with the values of Olympism and Ubuntuism can offer an investment in individual and societal improvement as the co-evolutionary interaction of these values and how they affect each learner can add to the celebration of human diversity. The question this study set out to answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the development of a values-based PE programme for the intermediate schooling phase. This qualitative study, from a constructivist paradigm, has enhanced the understanding of individuals’ cultures, beliefs and values, human experiences and situations. Purposeful sampling, of 10 intermediate phase teachers from five different public primary schools sought information-rich cases. The theoretical perspectives of the experiential learning theory were applied to teaching PE during in-service PE teacher training workshops. The process was documented by collecting data from multiple sources. Participatory action research was used, determining how data were collected, analysed and presented on an ongoing, cyclical basis. This study developed material for the intermediate phase PE curriculum that underpins the values of Olympism and Ubuntuism as core values, which were modelled by teachers and guided their work. The PE programme included key elements of and aligned with the study aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose recommendations to the Department of Basic Education of South Africa, to improve and implement a quality PE curriculum that is applicable to practice and that will optimise the chances of meeting National Curriculum Statement standards. Further research is recommended on the rest of the intermediate phase PE curriculum over the entire year, which includes other movement phenomena infused with values.
{"title":"Values-based Physical Education for the intermediate schooling phase in a diverse South African context","authors":"Cherese F. Jones, C. Roux","doi":"10.4102/td.v17i1.1092","DOIUrl":"https://doi.org/10.4102/td.v17i1.1092","url":null,"abstract":"Participation in physical activity, Physical Education (PE) and sport has been recognised as a powerful learning tool for education, providing a universal language for contributing to valuable life principles. Values-based education implies that learners are educated about the aspects determining their behaviour. Values-based PE, physical activities and sport have the potential to transcend diversity and achieve cohesion, promote tolerance and trust and affirm respect between individuals and communities. The goal of PE can be to contribute to the acceptance of the infinite qualities of South Africa’s diversity and to claim the country’s diversity as a source of strength that forms a bond of a common set of values. There has been a global change in the interaction of learners with their environment; their lives are shaped by forces that do not necessarily assist them to learn and apply values. A PE programme infused with the values of Olympism and Ubuntuism can offer an investment in individual and societal improvement as the co-evolutionary interaction of these values and how they affect each learner can add to the celebration of human diversity. The question this study set out to answer was how can PE be used as a tool to teach values. Thus, the study aimed to inform the development of a values-based PE programme for the intermediate schooling phase. This qualitative study, from a constructivist paradigm, has enhanced the understanding of individuals’ cultures, beliefs and values, human experiences and situations. Purposeful sampling, of 10 intermediate phase teachers from five different public primary schools sought information-rich cases. The theoretical perspectives of the experiential learning theory were applied to teaching PE during in-service PE teacher training workshops. The process was documented by collecting data from multiple sources. Participatory action research was used, determining how data were collected, analysed and presented on an ongoing, cyclical basis. This study developed material for the intermediate phase PE curriculum that underpins the values of Olympism and Ubuntuism as core values, which were modelled by teachers and guided their work. The PE programme included key elements of and aligned with the study aims of the subject Life Skills. The outcomes of using PE as a tool to teach values propose recommendations to the Department of Basic Education of South Africa, to improve and implement a quality PE curriculum that is applicable to practice and that will optimise the chances of meeting National Curriculum Statement standards. Further research is recommended on the rest of the intermediate phase PE curriculum over the entire year, which includes other movement phenomena infused with values.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631684","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}
Narrative health communication has the potential for effective health promotion about cancer amongst youth from low- and middle-income countries such as South Africa. Sub-Saharan Africa experiences a rising cancer-related disease burden with predicted increase of over 85% by 2030. Whilst promotion through communication, of cancer prevention strategies targeting 18–29 year olds remains scanty, it is crucial for cancer prevention behaviour before the disease develops. The study aimed at examining how narrative storytelling can create cancer awareness amongst students at the University of Johannesburg. A qualitative approach was adopted. During October 2019, an awareness session that formed part of a month-long health campaign involving various activities for students, promoted preventative behaviour leading to early cancer detection. Campus Health Services in collaboration with other University departments invited six cancer survivors and experts to share stories about their various cancer experiences with students and staff. Many of the participants aged between 18 and 49 years, indicated that they did not know how to engage in self-examination of their bodies and had never taken any cancer tests. Most of the participants expressed a willingness to engage in frequent self-examination and visiting health facilities to receive regular professional tests as a result of storytelling. Results may assist health promotion organisations with the construction of effective cancer health messaging especially for hard-to-reach groups such as youth in developing countries.
{"title":"The power of narrative health communication: Exploring possible effects of first-hand experiential stories on cancer awareness amongst university students","authors":"Karabo Sitto, E. Lubinga, Molemi Geya","doi":"10.4102/td.v17i1.1008","DOIUrl":"https://doi.org/10.4102/td.v17i1.1008","url":null,"abstract":"Narrative health communication has the potential for effective health promotion about cancer amongst youth from low- and middle-income countries such as South Africa. Sub-Saharan Africa experiences a rising cancer-related disease burden with predicted increase of over 85% by 2030. Whilst promotion through communication, of cancer prevention strategies targeting 18–29 year olds remains scanty, it is crucial for cancer prevention behaviour before the disease develops. The study aimed at examining how narrative storytelling can create cancer awareness amongst students at the University of Johannesburg. A qualitative approach was adopted. During October 2019, an awareness session that formed part of a month-long health campaign involving various activities for students, promoted preventative behaviour leading to early cancer detection. Campus Health Services in collaboration with other University departments invited six cancer survivors and experts to share stories about their various cancer experiences with students and staff. Many of the participants aged between 18 and 49 years, indicated that they did not know how to engage in self-examination of their bodies and had never taken any cancer tests. Most of the participants expressed a willingness to engage in frequent self-examination and visiting health facilities to receive regular professional tests as a result of storytelling. Results may assist health promotion organisations with the construction of effective cancer health messaging especially for hard-to-reach groups such as youth in developing countries.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42760238","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}
{"title":"Transdisciplinary service-learning for construction management and quantity surveying students","authors":"L. Pinfold","doi":"10.4102/td.v17i1.993","DOIUrl":"https://doi.org/10.4102/td.v17i1.993","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494437","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}
Background: The promotion of ‘mother tongue’ is at the core of the global education agenda. Aim: This article explored the problematic nature of the mother tongue concept, and the subsequent effects it has on language use in education. Method: Although the African continent is referred to wherever necessary to indicate this problem’s broadness, South Africa (SA) as one of the most developed African countries was used to contextualise the current study. This article adopted a transdisciplinary approach that intersected the theological and educational disciplines. The biblical text is used as the background for the current research about the concept of mother tongue as viewed within the broader context of language problems in education. Results: This article has argued that the concept of mother tongue and its use in education serves as one of the root problems underpinning South African education’s language challenges. However, this article was not meant to be polemical, but rather, it was intended to stimulate debate on the concept of mother tongue and its use in education. Conclusion: This article was concluded with advocacy towards the adoption of an alternative term to the concept of mother tongue. The term, dominant language (DL), was proposed which seemed to be clearer and more precise in describing what the concept ‘mother tongue’ ambiguously tries to express. Recommendations and policy guidelines were also provided should either the proposed term be adopted or a need arise to explore the mother tongue concept’s continued use.
{"title":"The epistemology of (m)other tongue(s): What does this mean for language in education?","authors":"Aubrey T. Tsebe","doi":"10.4102/TD.V17I1.1068","DOIUrl":"https://doi.org/10.4102/TD.V17I1.1068","url":null,"abstract":"Background: The promotion of ‘mother tongue’ is at the core of the global education agenda. Aim: This article explored the problematic nature of the mother tongue concept, and the subsequent effects it has on language use in education. Method: Although the African continent is referred to wherever necessary to indicate this problem’s broadness, South Africa (SA) as one of the most developed African countries was used to contextualise the current study. This article adopted a transdisciplinary approach that intersected the theological and educational disciplines. The biblical text is used as the background for the current research about the concept of mother tongue as viewed within the broader context of language problems in education. Results: This article has argued that the concept of mother tongue and its use in education serves as one of the root problems underpinning South African education’s language challenges. However, this article was not meant to be polemical, but rather, it was intended to stimulate debate on the concept of mother tongue and its use in education. Conclusion: This article was concluded with advocacy towards the adoption of an alternative term to the concept of mother tongue. The term, dominant language (DL), was proposed which seemed to be clearer and more precise in describing what the concept ‘mother tongue’ ambiguously tries to express. Recommendations and policy guidelines were also provided should either the proposed term be adopted or a need arise to explore the mother tongue concept’s continued use.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"17 1","pages":"8"},"PeriodicalIF":0.3,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42048968","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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