Pub Date : 2022-01-02DOI: 10.1080/18146627.2023.2180398
Chinaza Uleanya
Abstract University education is envisaged to contribute to and enhance sustainable development in society. Hence there is a desire for quality and effectiveness in the tertiary education system for which huge amounts of money are budgeted annually. However, the quality and effectiveness of rural university education with regard to aiding sustainable development in host communities tends to be questionable. This study explored the relevance of rural university education toward enhancing sustainable development in Africa, using the context of South Africa. A review method was adopted for this study. Relevant literature was reviewed and analysed using themes. The findings of the study show that while rural universities are capable of promoting sustainable development, those in South Africa and by extension developing and underdeveloped nations are hindered by various challenges such as lack of career guidance, globalisation of the curriculum, and poor academic literacy, among others. The challenges render students incompetent in their chosen professions, consequently affecting their ability to give back to society. The study recommends that rural universities should be designed and positioned for glocalisation first. Also, adequate support for rural universities must be made available to enable them to contribute toward sustainable development.
{"title":"Rural University Education for Sustainable Development in South Africa: A Review","authors":"Chinaza Uleanya","doi":"10.1080/18146627.2023.2180398","DOIUrl":"https://doi.org/10.1080/18146627.2023.2180398","url":null,"abstract":"Abstract University education is envisaged to contribute to and enhance sustainable development in society. Hence there is a desire for quality and effectiveness in the tertiary education system for which huge amounts of money are budgeted annually. However, the quality and effectiveness of rural university education with regard to aiding sustainable development in host communities tends to be questionable. This study explored the relevance of rural university education toward enhancing sustainable development in Africa, using the context of South Africa. A review method was adopted for this study. Relevant literature was reviewed and analysed using themes. The findings of the study show that while rural universities are capable of promoting sustainable development, those in South Africa and by extension developing and underdeveloped nations are hindered by various challenges such as lack of career guidance, globalisation of the curriculum, and poor academic literacy, among others. The challenges render students incompetent in their chosen professions, consequently affecting their ability to give back to society. The study recommends that rural universities should be designed and positioned for glocalisation first. Also, adequate support for rural universities must be made available to enable them to contribute toward sustainable development.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"160 - 176"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388238","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 : 2022-01-02DOI: 10.1080/18146627.2022.2158352
Mommed Alzyoudi, Yusuf Albustanji, Azizuddin Khan, Karima Al Mazroui
Abstract No prevalence statistics for articulation and phonological problems in Arabic children with Down syndrome (DS) have been published. The goal of this study was to see how common consonant production errors and phonological processes are in Emirati Arabic-speaking children with DS, and how they relate to their intellectual level and hearing status. Thirty Emirati children with DS, aged 9–12 years, and a control group of the same age, participated. An informal linguistic assessment was used to diagnose all the participants. All the participants were found to have phonological and articulation problems. On total words in mistake and typical segmental errors, there were significant disparities between the normal hearing group and the mild conductive hearing loss group. On the total number of wrong words and normal and atypical segmental errors, there were similar significant disparities between mild and severe intellectual impairments. Furthermore, as the age of the participants increased, the percentage of errors reduced.
{"title":"Phonological Process in Arabic-Speaking Children with Down Syndrome: A Psycholinguistic Investigation","authors":"Mommed Alzyoudi, Yusuf Albustanji, Azizuddin Khan, Karima Al Mazroui","doi":"10.1080/18146627.2022.2158352","DOIUrl":"https://doi.org/10.1080/18146627.2022.2158352","url":null,"abstract":"Abstract No prevalence statistics for articulation and phonological problems in Arabic children with Down syndrome (DS) have been published. The goal of this study was to see how common consonant production errors and phonological processes are in Emirati Arabic-speaking children with DS, and how they relate to their intellectual level and hearing status. Thirty Emirati children with DS, aged 9–12 years, and a control group of the same age, participated. An informal linguistic assessment was used to diagnose all the participants. All the participants were found to have phonological and articulation problems. On total words in mistake and typical segmental errors, there were significant disparities between the normal hearing group and the mild conductive hearing loss group. On the total number of wrong words and normal and atypical segmental errors, there were similar significant disparities between mild and severe intellectual impairments. Furthermore, as the age of the participants increased, the percentage of errors reduced.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"1 - 14"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559002","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 : 2022-01-02DOI: 10.1080/18146627.2023.2197152
Mary Motolani Olowoyo, S. Ramaila, Lydia Mavuru, L. Mugivhisa
Abstract Measures that were put in place to combat the spread of COVID-19, such as lockdowns, movement restrictions, and social distancing, resulted in remarkable changes in the traditional educational systems. Online learning was implemented to replace face-to-face teaching and learning, albeit with several challenges and varying levels of unpreparedness. The present study examined the impact of COVID-19 pandemic on university students’ learning and emotional stability with the aim of understanding the impact of the changes on students. A questionnaire was administered online to 254 registered students at three universities in the Gauteng province of South Africa. Results showed that for the majority of participants (84.9%), their source of internet connectivity for learning was data provided by the universities, while 21% of participants made use of the Wi-Fi also provided by the universities. However, the data for 91.9% of participants depleted before new data could be provided in a new month resulting in 30.9%, 30%, and 29.2% of participants buying, borrowing, and stopping to learn, respectively. On average, 33.7% of participants were neutral about having adequate time for studies and their academic performance improving during COVID-19 pandemic. In addition, 33.9% of participants were neutral about receiving adequate assistance from lecturers (34%) and family members (33.7%) during COVID-19 pandemic. Furthermore, 30% of participants indicated that they were neutral and disagreed that they were getting sufficient resources for studies during COVID-19 pandemic. Loneliness and boredom were the main problems faced by most participants since teaching was mostly done online. To make online teaching and learning more effective, it is recommended that more data and support are provided to the students by the university management so that teaching and learning as well as students’ academic performance can be enhanced during future similar situations.
{"title":"The Impact of the COVID-19 Pandemic on Students’ Learning at Universities in the Gauteng Province, South Africa","authors":"Mary Motolani Olowoyo, S. Ramaila, Lydia Mavuru, L. Mugivhisa","doi":"10.1080/18146627.2023.2197152","DOIUrl":"https://doi.org/10.1080/18146627.2023.2197152","url":null,"abstract":"Abstract Measures that were put in place to combat the spread of COVID-19, such as lockdowns, movement restrictions, and social distancing, resulted in remarkable changes in the traditional educational systems. Online learning was implemented to replace face-to-face teaching and learning, albeit with several challenges and varying levels of unpreparedness. The present study examined the impact of COVID-19 pandemic on university students’ learning and emotional stability with the aim of understanding the impact of the changes on students. A questionnaire was administered online to 254 registered students at three universities in the Gauteng province of South Africa. Results showed that for the majority of participants (84.9%), their source of internet connectivity for learning was data provided by the universities, while 21% of participants made use of the Wi-Fi also provided by the universities. However, the data for 91.9% of participants depleted before new data could be provided in a new month resulting in 30.9%, 30%, and 29.2% of participants buying, borrowing, and stopping to learn, respectively. On average, 33.7% of participants were neutral about having adequate time for studies and their academic performance improving during COVID-19 pandemic. In addition, 33.9% of participants were neutral about receiving adequate assistance from lecturers (34%) and family members (33.7%) during COVID-19 pandemic. Furthermore, 30% of participants indicated that they were neutral and disagreed that they were getting sufficient resources for studies during COVID-19 pandemic. Loneliness and boredom were the main problems faced by most participants since teaching was mostly done online. To make online teaching and learning more effective, it is recommended that more data and support are provided to the students by the university management so that teaching and learning as well as students’ academic performance can be enhanced during future similar situations.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"143 - 159"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48088835","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 : 2022-01-02DOI: 10.1080/18146627.2023.2181728
R. Dlamini, M. Rafiki
Abstract There is a certain degree of technological determinism in the discourse on information and communication technology (ICT) in education. Technological determinism is the relationship between the technical and the social, in this case, technological development taking place outside the socio-economic realities of societies. Hence, the discourse on pedagogical ICT integration has often been concentrated through utopian perspectives driven by personal interests and regulated by service providers. Consequently, the adoption of ICT tools for teaching and learning has been very low despite the huge investments being made by governments. Therefore, the aim of the study was to investigate teachers’ self-efficacy, perception, attitude, and behavioural intentions to use ICT in the classroom for teaching and learning. Data were collected through a self-administered questionnaire and the responses of 1050 teachers were analysed using descriptive statistics and Pearson correlation analysis. The major finding was that for a wide range of teachers located in various parts of the country, the integration of ICT in the classroom is not dependent on the level of access because only 35 per cent of the 80 per cent of teachers with access to computing infrastructure are using ICT as a teaching assistant tool. Hence, understanding the interplay between teachers’ acceptance of ICT and behavioural intention is important to develop intervention programmes and timely professional development opportunities.
{"title":"Teachers’ Perspectives on the Integration of Information and Communication Technology: The Case of a Teachers’ Union","authors":"R. Dlamini, M. Rafiki","doi":"10.1080/18146627.2023.2181728","DOIUrl":"https://doi.org/10.1080/18146627.2023.2181728","url":null,"abstract":"Abstract There is a certain degree of technological determinism in the discourse on information and communication technology (ICT) in education. Technological determinism is the relationship between the technical and the social, in this case, technological development taking place outside the socio-economic realities of societies. Hence, the discourse on pedagogical ICT integration has often been concentrated through utopian perspectives driven by personal interests and regulated by service providers. Consequently, the adoption of ICT tools for teaching and learning has been very low despite the huge investments being made by governments. Therefore, the aim of the study was to investigate teachers’ self-efficacy, perception, attitude, and behavioural intentions to use ICT in the classroom for teaching and learning. Data were collected through a self-administered questionnaire and the responses of 1050 teachers were analysed using descriptive statistics and Pearson correlation analysis. The major finding was that for a wide range of teachers located in various parts of the country, the integration of ICT in the classroom is not dependent on the level of access because only 35 per cent of the 80 per cent of teachers with access to computing infrastructure are using ICT as a teaching assistant tool. Hence, understanding the interplay between teachers’ acceptance of ICT and behavioural intention is important to develop intervention programmes and timely professional development opportunities.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"34 - 55"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41973611","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 : 2022-01-02DOI: 10.1080/18146627.2023.2197150
J. Verster, Y. Sayed
Abstract This article presents student teacher and teacher educator experiences of a Postgraduate Certificate in Education (PGCE) with a mathematics focus as offered by a university of technology in the Western Cape, a province of South Africa. Experiences are explored by using selection process, modality, curriculum, and assessment as themes. Semi-structured interviews and documentary analysis provided qualitative data which were analysed using Tesch’s coding method within an interpretivist paradigm. In short, the PGCE studied is accessible to diploma graduates, using guided-self-study, and involving content based on teacher educator discretion; achievement is verified by continuous assessment. The contribution to knowledge is case study insights as to what experiences a PGCE in South Africa entails.
{"title":"Understanding Student Teacher and Teacher Educator Experiences of the Postgraduate Certificate in Education: Learning to Teach Mathematics","authors":"J. Verster, Y. Sayed","doi":"10.1080/18146627.2023.2197150","DOIUrl":"https://doi.org/10.1080/18146627.2023.2197150","url":null,"abstract":"Abstract This article presents student teacher and teacher educator experiences of a Postgraduate Certificate in Education (PGCE) with a mathematics focus as offered by a university of technology in the Western Cape, a province of South Africa. Experiences are explored by using selection process, modality, curriculum, and assessment as themes. Semi-structured interviews and documentary analysis provided qualitative data which were analysed using Tesch’s coding method within an interpretivist paradigm. In short, the PGCE studied is accessible to diploma graduates, using guided-self-study, and involving content based on teacher educator discretion; achievement is verified by continuous assessment. The contribution to knowledge is case study insights as to what experiences a PGCE in South Africa entails.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"177 - 193"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59933012","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 : 2022-01-02DOI: 10.1080/18146627.2022.2150241
Delali Amuzu
Abstract Africans have exhibited tremendous resilience, coping abilities, and strategies to survive in multiple spaces globally despite the tensions and challenges associated with the Euro-colonial enterprise. However, the charge to liberate the African mind remains unabated and requires the unpacking of the complexities of the colonial schema, to advance African agency. The colonial is alive and a lack of scrutiny frustrates an understanding of its nuances and the guises in which it manifests, causing the colonised to perpetuate its plans in ignorance. The article presents selected areas where Africans have been de-centred in consciousness. Termed “moments of dislocation,” these areas are historical, linguistic, inferiorisation of the African being, and journey to the West. Although these themes may not be exhaustive, they offer a path to instigate or sustain conversations about the insidious effects of the colonial, and potentially inculcated into discourses and praxis towards mental liberation. Identifying these disorders contributes to the comprehension of coloniality of knowledge, schooling, power, and being. Through critical African education, these concepts would receive unremitting scrutiny for African agency.
{"title":"Moments Of Dislocation: Reflections on the Colonial Vestiges Embedded in African Higher Education","authors":"Delali Amuzu","doi":"10.1080/18146627.2022.2150241","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150241","url":null,"abstract":"Abstract Africans have exhibited tremendous resilience, coping abilities, and strategies to survive in multiple spaces globally despite the tensions and challenges associated with the Euro-colonial enterprise. However, the charge to liberate the African mind remains unabated and requires the unpacking of the complexities of the colonial schema, to advance African agency. The colonial is alive and a lack of scrutiny frustrates an understanding of its nuances and the guises in which it manifests, causing the colonised to perpetuate its plans in ignorance. The article presents selected areas where Africans have been de-centred in consciousness. Termed “moments of dislocation,” these areas are historical, linguistic, inferiorisation of the African being, and journey to the West. Although these themes may not be exhaustive, they offer a path to instigate or sustain conversations about the insidious effects of the colonial, and potentially inculcated into discourses and praxis towards mental liberation. Identifying these disorders contributes to the comprehension of coloniality of knowledge, schooling, power, and being. Through critical African education, these concepts would receive unremitting scrutiny for African agency.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"15 - 33"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48322896","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 : 2022-01-02DOI: 10.1080/18146627.2023.2177687
Asare Kotor, Phillip Boateng, F. Sekyere, M. Aboagye, G. Martin, Afua Ntoaduro
Abstract Teachers’ attitudes and levels of knowledge about inclusion and teaching children with special needs have become a sensitive issue over the past decades. The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these children in mainstream classrooms, may significantly influence the quality of life and academic success of these children in schools. This cross-sectional study explored the levels of knowledge of and attitudes towards SEN among teachers in public basic schools in Ghana. Most participants had limited knowledge and understanding of teaching children with SEN and showed more negative attitudes towards children with SEN. There were significantly different levels of knowledge and understanding of children with SEN and attitudes towards children with SEN across baseline characteristics. The study results enrich the existing knowledge base on inclusion and contribute significantly to inclusive education policy development as well as indicating the potential for changes in practices.
{"title":"Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms","authors":"Asare Kotor, Phillip Boateng, F. Sekyere, M. Aboagye, G. Martin, Afua Ntoaduro","doi":"10.1080/18146627.2023.2177687","DOIUrl":"https://doi.org/10.1080/18146627.2023.2177687","url":null,"abstract":"Abstract Teachers’ attitudes and levels of knowledge about inclusion and teaching children with special needs have become a sensitive issue over the past decades. The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these children in mainstream classrooms, may significantly influence the quality of life and academic success of these children in schools. This cross-sectional study explored the levels of knowledge of and attitudes towards SEN among teachers in public basic schools in Ghana. Most participants had limited knowledge and understanding of teaching children with SEN and showed more negative attitudes towards children with SEN. There were significantly different levels of knowledge and understanding of children with SEN and attitudes towards children with SEN across baseline characteristics. The study results enrich the existing knowledge base on inclusion and contribute significantly to inclusive education policy development as well as indicating the potential for changes in practices.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"19 1","pages":"76 - 102"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170369","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 : 2021-11-02DOI: 10.1080/18146627.2022.2150240
Sylvester Dombo, Joseph Mujere
Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.
{"title":"Zimbabwe’s Political Crisis and the Production of Syllabi for Teaching History in High Schools","authors":"Sylvester Dombo, Joseph Mujere","doi":"10.1080/18146627.2022.2150240","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150240","url":null,"abstract":"Abstract The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe’s economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school history syllabi which saw the subject being declared a compulsory subject for all students. In the high schools, history was at the centre of an ideological struggle as the government sought to teach the students “patriotic history.” However, others have seen this as a cheap propaganda tool meant to brainwash and hoodwink students into supporting the ZANU-PF regime that presided over the political, social, and economic crisis bedevilling the country. This article, therefore, unpacks the changes in syllabi for schools and analyse how this impacted on the teaching of history in the country. A comparative analysis of the content of the successive syllabi was carried out to flesh out the inclusions and exclusions in the new syllabi. The syllabi compared are 2160, 2166, and 2167 for the ordinary level certificate.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"21 - 35"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859146","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 : 2021-11-02DOI: 10.1080/18146627.2022.2150977
R. Makombe, Oliver Nyambi
Abstract This article critically examines how selected schools in Qwaqwa (a remote town in the eastern Free State province of South Africa) imagine and “image” schooling through mission and vision statements, mottos, and emblems. We use the word “image” to refer to the way in which schools often use images to represent particular views about schooling and what it entails. Visual architecture of schools in the forms of vision and mission statements, mottos, and emblems communicate specific ways of thinking about schooling that resonate with the cultures and beliefs of the communities where the schools are located. Therefore, a critical analysis of such symbolic representations can reveal philosophies and views about schooling held and promoted not only by schools but also by the communities in which they are located. How do specific communities come to associate education with certain symbols, catchphrases, and idiomatic expressions? Is there a correlation between the ways of imagining and imaging schooling and the sociocultural and ecological landscape of the surrounding communities? The article is based on empirical data collected from 20 primary schools in Qwaqwa. Data were collected through semi-structured interviews administered to 10 principals and 10 members of school governing bodies of selected schools. We also took photographs of visions and missions, mottos, and emblems of selected schools, which we later coded and themed for content analysis. Findings of the study revealed that schools in Qwaqwa viewed education as a public good and as a tool for individual and community development.
{"title":"Images and Imaginings of Schooling: Missions, Visions, Emblems and Mottos of Schools in Qwaqwa","authors":"R. Makombe, Oliver Nyambi","doi":"10.1080/18146627.2022.2150977","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150977","url":null,"abstract":"Abstract This article critically examines how selected schools in Qwaqwa (a remote town in the eastern Free State province of South Africa) imagine and “image” schooling through mission and vision statements, mottos, and emblems. We use the word “image” to refer to the way in which schools often use images to represent particular views about schooling and what it entails. Visual architecture of schools in the forms of vision and mission statements, mottos, and emblems communicate specific ways of thinking about schooling that resonate with the cultures and beliefs of the communities where the schools are located. Therefore, a critical analysis of such symbolic representations can reveal philosophies and views about schooling held and promoted not only by schools but also by the communities in which they are located. How do specific communities come to associate education with certain symbols, catchphrases, and idiomatic expressions? Is there a correlation between the ways of imagining and imaging schooling and the sociocultural and ecological landscape of the surrounding communities? The article is based on empirical data collected from 20 primary schools in Qwaqwa. Data were collected through semi-structured interviews administered to 10 principals and 10 members of school governing bodies of selected schools. We also took photographs of visions and missions, mottos, and emblems of selected schools, which we later coded and themed for content analysis. Findings of the study revealed that schools in Qwaqwa viewed education as a public good and as a tool for individual and community development.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"55 - 70"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49190530","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 : 2021-11-02DOI: 10.1080/18146627.2022.2151926
Bukola Oyinloye
Abstract Positive interactions and relationships between parents and teachers have the potential to deepen parents’ involvement in children’s learning. However, not much is known about the scope of the interactions between parents and teachers in rural public primary schools in Africa. Specifically, little is known about the spaces in which parents and teachers relate and inter-act; who participates in these interactions; and the types of relationships which underpin or emerge from such interactions. This article explores the natural (i.e., not interventionist or programme-driven) interactions and relationships between parents and teachers in North Central Nigeria. The findings draw from a two-phased ethnographic study of parental involvement in two rural schools and communities with parents of upper level primary children and the teachers and head teachers of the children. The main methods were partly structured interviews and participant observations while thematic analysis was used to identify themes around which narratives were represented. The findings revealed affective, economic, and official relationships between parents, teachers, and head teachers within and outside schools, though to a limited extent in one of the school-communities where there was significant instability of school leadership. Importantly, these relationships were embedded within the religious, social, and cultural ways of life in both communities. The study underscores the criticality of school heads for parent-teacher relationships, and for realising the promises of parental involvement in schooling.
{"title":"Reframing Parent-Teacher Relationships in Rural African Schools","authors":"Bukola Oyinloye","doi":"10.1080/18146627.2022.2151926","DOIUrl":"https://doi.org/10.1080/18146627.2022.2151926","url":null,"abstract":"Abstract Positive interactions and relationships between parents and teachers have the potential to deepen parents’ involvement in children’s learning. However, not much is known about the scope of the interactions between parents and teachers in rural public primary schools in Africa. Specifically, little is known about the spaces in which parents and teachers relate and inter-act; who participates in these interactions; and the types of relationships which underpin or emerge from such interactions. This article explores the natural (i.e., not interventionist or programme-driven) interactions and relationships between parents and teachers in North Central Nigeria. The findings draw from a two-phased ethnographic study of parental involvement in two rural schools and communities with parents of upper level primary children and the teachers and head teachers of the children. The main methods were partly structured interviews and participant observations while thematic analysis was used to identify themes around which narratives were represented. The findings revealed affective, economic, and official relationships between parents, teachers, and head teachers within and outside schools, though to a limited extent in one of the school-communities where there was significant instability of school leadership. Importantly, these relationships were embedded within the religious, social, and cultural ways of life in both communities. The study underscores the criticality of school heads for parent-teacher relationships, and for realising the promises of parental involvement in schooling.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"131 - 148"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46331346","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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