This study attempted to find out the various images or themes that the Ghanaian Times as a State-owned Print Media in Ghana portrays about Africa through its reportage. Utilizing the gatekeeping, cultural imperialist, and framing theories, the study looked at the selection of stories by the editors and the final images that were portrayed about Africa per the stories selected for publication for five (5) years. Through content analysis, the study sampled 225 stories from the Ghanaian Times newspaper. The study hypothesized that the newspaper would frame Africa positively but the findings did not support that hypothesis. The study further delved into the sources of the African news as it was hypothesized that the Ghanaian state-owned newspaper would also pick the majority of its stories from indigenous African news agencies. The results again caused the claim to be rejected as the newspaper indeed relied more on Western media particularly the British Broadcasting Corporation for news on Africa. While there is the need to periodically research to find out about the state of Africa’s image in the media, it was recommended that the African media must reduce its dependence on foreign news agencies for stories on Africa as the tone of such stories is largely negative. The study contributes to the existing literature regarding Africa’s image in the media especially how Ghanaian media frames Africa. Keywords – Africa, Image, Media Framing, News Sources
{"title":"Image Creation about Africa Within the State-Owned Media Space: A Content Analysis of the Ghanaian Times Newspaper","authors":"Kwaku Baah-Acheamfour","doi":"10.38159/ehass.2024527","DOIUrl":"https://doi.org/10.38159/ehass.2024527","url":null,"abstract":"This study attempted to find out the various images or themes that the Ghanaian Times as a State-owned Print Media in Ghana portrays about Africa through its reportage. Utilizing the gatekeeping, cultural imperialist, and framing theories, the study looked at the selection of stories by the editors and the final images that were portrayed about Africa per the stories selected for publication for five (5) years. Through content analysis, the study sampled 225 stories from the Ghanaian Times newspaper. The study hypothesized that the newspaper would frame Africa positively but the findings did not support that hypothesis. The study further delved into the sources of the African news as it was hypothesized that the Ghanaian state-owned newspaper would also pick the majority of its stories from indigenous African news agencies. The results again caused the claim to be rejected as the newspaper indeed relied more on Western media particularly the British Broadcasting Corporation for news on Africa. While there is the need to periodically research to find out about the state of Africa’s image in the media, it was recommended that the African media must reduce its dependence on foreign news agencies for stories on Africa as the tone of such stories is largely negative. The study contributes to the existing literature regarding Africa’s image in the media especially how Ghanaian media frames Africa.\u0000\u0000Keywords – Africa, Image, Media Framing, News Sources","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"36 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437231","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}
G. Akinwale, Victor Ojakorotu, Ikechukwu Gbogboade
Caring for individuals living with cannabis-induced psychotic disorder poses unique challenges that significantly impact caregivers’ psychological well-being. This study delved into this complex caregiving landscape, exploring how psychological distress, the burden of care, and emotional intelligence collectively influence caregivers’ psychological well-being. The study was conducted at the Federal Neuropsychiatric Hospital, Yaba, Lagos Nigeria. The research adopted purposive sampling, involving one hundred (100) participants encompassing both family and non-family caregivers. Participants completed four key instruments: The General Health Questionnaire (GHQ) – 12, Zarit Burden Interview (ZBI), Trait Emotional Intelligence Questionnaire (TEIQue), and Psychological Well-being Scale (PWB). Descriptive statistics provided mean and standard deviation values for psychological distress, burden of care, emotional intelligence, and psychological well-being, with the reliability of each scale assessed. Hypothesis testing included t-tests, simple linear regression, Pearson correlation, and multiple linear regression, yielding significant findings. Notably, family caregivers did not bear a significantly higher burden of care compared to their non-family counterparts (t = -.108, p<.05). Furthermore, female caregivers exhibited superior psychological well-being in contrast to male caregivers (t = -4.594, p<.05). Emotional intelligence significantly impacted psychological well-being (R square =.262), and a positive relationship existed between psychological distress and well-being (r = .596, p<.05). Lastly, psychological distress, emotional intelligence, and the burden of care collectively shaped psychological well-being (R square =.526). This research unravels the intricate dynamics faced by caregivers of individuals with cannabis-induced psychotic disorder, highlighting the pivotal roles of emotional intelligence and psychological distress. These insights deepen understanding of caregivers’ experiences and provide a foundation for tailored interventions to bolster their overall well-being. Keywords: Caregivers, Psychological Distress, Burden of Care, Emotional Intelligence, Psychological Well-being, Cannabis-Induced Psychotic Disorder
{"title":"Exploring Psychological Distress, Burden of Care and Emotional Intelligence as Correlates of Psychological Well-being in Family and Non-family Caregivers of Individuals Living with Cannabis-induced Psychotic Disorder","authors":"G. Akinwale, Victor Ojakorotu, Ikechukwu Gbogboade","doi":"10.38159/ehass.2024526","DOIUrl":"https://doi.org/10.38159/ehass.2024526","url":null,"abstract":"Caring for individuals living with cannabis-induced psychotic disorder poses unique challenges that significantly impact caregivers’ psychological well-being. This study delved into this complex caregiving landscape, exploring how psychological distress, the burden of care, and emotional intelligence collectively influence caregivers’ psychological well-being. The study was conducted at the Federal Neuropsychiatric Hospital, Yaba, Lagos Nigeria. The research adopted purposive sampling, involving one hundred (100) participants encompassing both family and non-family caregivers. Participants completed four key instruments: The General Health Questionnaire (GHQ) – 12, Zarit Burden Interview (ZBI), Trait Emotional Intelligence Questionnaire (TEIQue), and Psychological Well-being Scale (PWB). Descriptive statistics provided mean and standard deviation values for psychological distress, burden of care, emotional intelligence, and psychological well-being, with the reliability of each scale assessed. Hypothesis testing included t-tests, simple linear regression, Pearson correlation, and multiple linear regression, yielding significant findings. Notably, family caregivers did not bear a significantly higher burden of care compared to their non-family counterparts (t = -.108, p<.05). Furthermore, female caregivers exhibited superior psychological well-being in contrast to male caregivers (t = -4.594, p<.05). Emotional intelligence significantly impacted psychological well-being (R square =.262), and a positive relationship existed between psychological distress and well-being (r = .596, p<.05). Lastly, psychological distress, emotional intelligence, and the burden of care collectively shaped psychological well-being (R square =.526). This research unravels the intricate dynamics faced by caregivers of individuals with cannabis-induced psychotic disorder, highlighting the pivotal roles of emotional intelligence and psychological distress. These insights deepen understanding of caregivers’ experiences and provide a foundation for tailored interventions to bolster their overall well-being.\u0000\u0000Keywords: Caregivers, Psychological Distress, Burden of Care, Emotional Intelligence, Psychological Well-being, Cannabis-Induced Psychotic Disorder","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"21 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435502","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}
Soundy Patricia Nthabiseng, L. K. Mphahlele, Khashane Stephen Malatji
The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges. Keywords: Transition; Behavioural Problem; Challenges; Emotions
{"title":"Transition from High School to University: Challenges faced by First-year B.Ed. Students at a University of Technology in South Africa","authors":"Soundy Patricia Nthabiseng, L. K. Mphahlele, Khashane Stephen Malatji","doi":"10.38159/ehass.2024524","DOIUrl":"https://doi.org/10.38159/ehass.2024524","url":null,"abstract":"The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges.\u0000\u0000Keywords: Transition; Behavioural Problem; Challenges; Emotions","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"72 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843793","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 set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals.The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe. Keywords: Leadership, Management, Principal-ship, Structures, Instructional Leadership.
{"title":"Functionality and Deployment of Structures to Effect Balanced School Leadership: Narratives of School Principals","authors":"Thokolosi John Tshabalala, L. Jita","doi":"10.38159/ehass.2024522","DOIUrl":"https://doi.org/10.38159/ehass.2024522","url":null,"abstract":"This study set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals.The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe.\u0000\u0000Keywords: Leadership, Management, Principal-ship, Structures, Instructional Leadership.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"59 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844753","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 set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals.The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe. Keywords: Leadership, Management, Principal-ship, Structures, Instructional Leadership.
{"title":"Functionality and Deployment of Structures to Effect Balanced School Leadership: Narratives of School Principals","authors":"Thokolosi John Tshabalala, L. Jita","doi":"10.38159/ehass.2024522","DOIUrl":"https://doi.org/10.38159/ehass.2024522","url":null,"abstract":"This study set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals.The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe.\u0000\u0000Keywords: Leadership, Management, Principal-ship, Structures, Instructional Leadership.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"57 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784716","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}
Soundy Patricia Nthabiseng, L. K. Mphahlele, Khashane Stephen Malatji
The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges. Keywords: Transition; Behavioural Problem; Challenges; Emotions
{"title":"Transition from High School to University: Challenges faced by First-year B.Ed. Students at a University of Technology in South Africa","authors":"Soundy Patricia Nthabiseng, L. K. Mphahlele, Khashane Stephen Malatji","doi":"10.38159/ehass.2024524","DOIUrl":"https://doi.org/10.38159/ehass.2024524","url":null,"abstract":"The recent Council on Higher Education report avers that Higher Education in South Africa experiences serious shortcomings in graduate output and outcomes. The report corroborated the general belief pervading existing research into students’ first-year university experiences. Students are unable to cope with the rigours of academics during this transition. Furthermore, research, especially from the field of psychology, also holds that first-year students struggle to succeed in their first year due to emotional and behavioural problems. However, this study argued that the transition from high school to university is a period characterised by mismatches and discontinuities in the lives of students. The purpose of this article was to investigate the mismatch and discontinuities, expressed as the articulation gap in the exposition of the article, experienced by first-year students at a university of technology. Data was drawn, using a cutting-edge qualitative instrument, from selected first-year B.Ed. students. The findings revealed that first-year students’ high school experiences are often not replayed at university. Students experience a myriad of new challenges which require new ways of learning (academic), and new ways of relating to peers (social challenges). The study recommended that universities need to engage in full orientation programmes to narrow the transition gap between high schools and universities. Universities should also provide ongoing programmes for mentoring, counselling and support services to help students navigate social and psychological challenges.\u0000\u0000Keywords: Transition; Behavioural Problem; Challenges; Emotions","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"38 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784092","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, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education. Keywords: African Languages, Higher Education, Transformation, Language Policy, Diglossia
{"title":"Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice","authors":"Z. Mthombeni","doi":"10.38159/ehass.2024523","DOIUrl":"https://doi.org/10.38159/ehass.2024523","url":null,"abstract":"This study, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education.\u0000\u0000Keywords: African Languages, Higher Education, Transformation, Language Policy, Diglossia","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"70 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843816","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, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education. Keywords: African Languages, Higher Education, Transformation, Language Policy, Diglossia
{"title":"Development of African Languages as the Medium of Instruction in Higher Education: From Policy to Practice","authors":"Z. Mthombeni","doi":"10.38159/ehass.2024523","DOIUrl":"https://doi.org/10.38159/ehass.2024523","url":null,"abstract":"This study, using the University of KwaZulu-Natal (UKZN) as a key case study, critically examined the integration of African languages, specifically isiZulu, in South Africa’s higher education system. Employing a qualitative approach, the research conducted semi-structured interviews with lecturers and students while analysing relevant policies through a comprehensive examination of secondary data. The theoretical framework is grounded in sociolinguistics that focuses on diglossia—a linguistic phenomenon where two languages serve distinct functions in multilingual communities. The article engaged with the legacy of apartheid and colonialism, considering racial power differences that position African languages as inferior. The findings highlight the transformative role UKZN has embarked on of intellectualising isiZulu, challenging persistent misconceptions about the capacity of African languages to contribute to knowledge within higher education. The recommendations stressed the need for innovative teaching approaches, and robust support services for students engaging with academic content in African languages. This paper contributes to reshaping the narrative around African languages, recognising their vital role in higher education.\u0000\u0000Keywords: African Languages, Higher Education, Transformation, Language Policy, Diglossia","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"31 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of principals is increasingly recognised as important in school health promotion. There is a significant body of literature regarding school health promotion and its benefits for learners and the school community, but little is known about the role of principals. Using Senge’s theory of learning organisations as a framework, this study qualitatively sought to understand the roles of principals in promoting healthy school environments. The study used a combination of semi-structured individual interviews and focus groups to gather data from six school management team members; seven teachers; and three school governing body members from a high school in Fezile Dabi District of the Free State. Individual interview data was obtained and focus group discussions were conducted to confirm the findings. The data gathered was analysed using a combination of inductive classification and theory analysis. The study’s main findings demonstrate that principals should (i) provide leadership in health promotion activities within their schools and in collaborations and partnerships with the external community and (ii) have personal mastery, vision, knowledge and thinking skills to be able to play their role effectively. Furthermore, it was found that all five principles of the theory of learning organisation can be used to understand the role of principals in school health promotion. Based on these findings it is recommended that a learning culture be created in schools. The findings of this research suggest implications regarding both the practice of providing leadership in school health promotion and practices in the preparation of principals and teachers for the task of School Health Promotion. Keywords: Learning Organisations, School Health Promotion, School leadership, Team Learning
{"title":"Using the Theory of Learning Organisations to Understand the Role of Principals in School Health Promotion: A Case Study","authors":"M. Mtimkulu, S. Kwatubana","doi":"10.38159/ehass.2024516","DOIUrl":"https://doi.org/10.38159/ehass.2024516","url":null,"abstract":"The role of principals is increasingly recognised as important in school health promotion. There is a significant body of literature regarding school health promotion and its benefits for learners and the school community, but little is known about the role of principals. Using Senge’s theory of learning organisations as a framework, this study qualitatively sought to understand the roles of principals in promoting healthy school environments. The study used a combination of semi-structured individual interviews and focus groups to gather data from six school management team members; seven teachers; and three school governing body members from a high school in Fezile Dabi District of the Free State. Individual interview data was obtained and focus group discussions were conducted to confirm the findings. The data gathered was analysed using a combination of inductive classification and theory analysis. The study’s main findings demonstrate that principals should (i) provide leadership in health promotion activities within their schools and in collaborations and partnerships with the external community and (ii) have personal mastery, vision, knowledge and thinking skills to be able to play their role effectively. Furthermore, it was found that all five principles of the theory of learning organisation can be used to understand the role of principals in school health promotion. Based on these findings it is recommended that a learning culture be created in schools. The findings of this research suggest implications regarding both the practice of providing leadership in school health promotion and practices in the preparation of principals and teachers for the task of School Health Promotion.\u0000\u0000Keywords: Learning Organisations, School Health Promotion, School leadership, Team Learning","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"314 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recreational preference is a chosen individual lifestyle that is socially constructed for multiple purposes such as enjoyment and relaxation of the mind, and therapeutic purpose. However, if the chosen lifestyle is not well combined with a recreational system, it defeats the major purpose and causes more. The study aimed to examine gender differences in the recreational preferences of school teachers in rural areas of Limpopo Province, South Africa. A quantitative survey design was used on a sample of 250 school teachers. The results showed significant (P<0.05) gender differences among male and female teachers ranging from the age of 31-50 years old in active and passive recreational activities. Female participants scored high preference rates in most passive recreational activities, and lower preference rates in active recreational activities, as compared to their male counterparts, more especially in activities that demand more physical exertion. However, among all the mentioned active activities, female teachers only scored a high preference rate in netball. Furthermore, participation on social media was the only activity that had an equal preference rate in all age groups and across all genders of the school teachers. Therefore, this study suggested that recreational service providers should provide a variety of recreational activities that could integrate gender mainstreaming into the recreational system. Also, awareness campaigns on the importance of balancing both active and passive preferences should be implemented in rural areas of Limpopo Province, South Africa. Keywords: Active Recreation, Gender, Passive Recreation, Recreational Preferences.
{"title":"An Analysis of the Recreational Preferences of School Teachers in Rural Areas of South Africa: The Case of Gender Differences","authors":"Khutso Lekgothoane, H. Molise","doi":"10.38159/ehass.2024515","DOIUrl":"https://doi.org/10.38159/ehass.2024515","url":null,"abstract":"The recreational preference is a chosen individual lifestyle that is socially constructed for multiple purposes such as enjoyment and relaxation of the mind, and therapeutic purpose. However, if the chosen lifestyle is not well combined with a recreational system, it defeats the major purpose and causes more. The study aimed to examine gender differences in the recreational preferences of school teachers in rural areas of Limpopo Province, South Africa. A quantitative survey design was used on a sample of 250 school teachers. The results showed significant (P<0.05) gender differences among male and female teachers ranging from the age of 31-50 years old in active and passive recreational activities. Female participants scored high preference rates in most passive recreational activities, and lower preference rates in active recreational activities, as compared to their male counterparts, more especially in activities that demand more physical exertion. However, among all the mentioned active activities, female teachers only scored a high preference rate in netball. Furthermore, participation on social media was the only activity that had an equal preference rate in all age groups and across all genders of the school teachers. Therefore, this study suggested that recreational service providers should provide a variety of recreational activities that could integrate gender mainstreaming into the recreational system. Also, awareness campaigns on the importance of balancing both active and passive preferences should be implemented in rural areas of Limpopo Province, South Africa.\u0000\u0000Keywords: Active Recreation, Gender, Passive Recreation, Recreational Preferences.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"171 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482455","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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