Research Articles (Humanities Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/7480

For inquiries regarding this collection or items in the collection, please contact Clarisse Venter
Tel.: +27 12 420 5559

Browse

Now showing 1 - 20 of 229

Centering indigenous knowledge through multimodal approaches in English first additional language learning
(University of Jyväskylä, 2024-06) Machimana, Petronella Nondumiso Nompilo; Genis, Gerhard
In this article, we address findings from a study conducted with high school learners in Gauteng, South Africa. It explored the strategies used by learners when learning English as a First Additional Language (EFAL). We used a conceptualisation of Ubuntu as a lens through which to explore EFAL learning. Data collection included an open-ended questionnaire and non-participant observation. Participants were purposefully sampled from peer-tutoring organisations around Gauteng. The key findings, which include the use of indigenous poetry, dance and storytelling by learners, highlight the need to include indigenous practices in the language classroom. Learners also showed a preference for cooperative learning and for using humour as a strategy for EFAL learning. We argue that the silencing of indigenous knowledge systems (IKS) perpetuates epistemic violence by limiting the resources available for learning. Therefore, more should be done in the EFAL classroom to ensure the inclusion of IKS. Through the findings of this study, we propose that including Ubuntu values and IKS in the curriculum is imperative if educational outcomes are to be improved, as these systems allow learners to become more involved and engaged in their own learning. This will re-centre African voices and valorise indigenous epistemologies.
The interconnectedness between the wellbeing of undergraduate students of religion studies and the curriculum
(University of KwaZulu-Natal, School of Religion, Philosophy and Classics, 2023-03) De Jager, Sarina; Eloff, Irma F.; sarina.dejager@up.ac.za
This study investigated the factors that support the wellbeing of undergraduate students in religion studies and religion at a large public university in South Africa. An ethnomethodological, interpretive research design was adopted to explore the intricacies between students’ wellbeing and the environment within which they pursue their academic aspirations in religion studies. Data were collected through face-to-face interviews ( n= 20) and two focus group discussions ( n= 8 ) . The interviews were audio- recorded, transcribed, and verified independently. The data were then analysed by means of interpretative phenomenological analysis (IPA) . IPA provides an avenue for detailed examinations of personal lived experiences. Two unique themes emerged from the analysis, namely, that the wellbeing of the religion studies students in the study was supported by i) the pre-existing theoretical content of their theological studies, and ii) the quality of the academic relationship with their lecturers. This reconnaissance of the terrain of the lived experiences and wellbeing of religion studies students indicated the distinct nature of the constellations of wellbeing for students of religion studies, the entrenched symbiosis between curricula, the paradigms underpinning the curricula, and the role of lecturers in student wellbeing.
Desperate times call for desperate measures : student well- being and academic integrity during and post the COVID-19 pandemic in South Africa
(Ontario International Development Agency, 2023) De Jager, Sarina; Steyn, Raita
Among the challenges caused by COVID-19, the pandemic brought issues of educational inequalities in South Africa, comparable to problems experienced in Europe due to the massification of university studies applied at higher education levels in the ‘70s. The affected well-being of South African university students has evoked concern which, based on empirical evidence, defines them as a ‘very high-risk population’ for mental disorders and psychological distress. The emergency remote learning applied during the pandemic has also caused a drastic surge in academic dishonesty across most universities, manifested mainly in plagiarism. Despite preliminary research on connections between academic dishonesty and students’ well-being, the field is under-researched, with an evident gap in the South African context. This study aims to enhance the South African educational system through awareness of students’ well-being and academic integrity issues related to unpredicted circumstances of the COVID-19 pandemic. Considering its destructive role, the research has analysed students’ experiences during and after the pandemic from two angles, psychological, in terms of their emotional state of mind, and ethical in terms of their thinking, reacting, and acting in the context of academically dishonest behaviour. The subject matter has been diachronically approached through the qualitative method applied with the participation of 35 students in three asynchronous phases. To contextualise their mental well-being and involvement in academic dishonesty, the two first phases took place during COVID-19, in the framework of the collective pandemic health crisis. Considering the circumstances to be calmer and the students’ reactions less subjective, the data collection and analysis were realised in beginning 2023. The purposively planned phase-interval, we believe, sustains this study in terms of credibility and accuracy. To raise awareness through empirical knowledge, initially a group of 20 students from the Faculty of Education at a South African urban university participated in a photovoice study. The students were tasked to search for photos during the pandemic, illustrating academic dishonesty and student well-being. From an artistic, pedagogical viewpoint, the phenomenon of plagiarism, beyond textual content, was focused on another group of 15 participant students tasked with creating counterfeit objects. Through their design skills, students were tested on their views on ethics expressed from a satirical and humorous point of view. Conclusively, unpredictable collective disasters causing socio-educational changes can negatively affect a student’s mental health in terms of doubting human value system and disillusionment regarding higher education principles and the consequently increasing academic dishonesty. Positively, students’ well-being was also associated with awareness of one’s inner self, the value of resilience and peer interaction importance in the campus space.
Student teachers’ resilience during the COVID-19 pandemic : navigating remote teaching practice
(OpenED Network, 2024-10) Shange, Florence Mamoroleng; De Jager, Sarina; sarina.dejager@up.ac.za
This article explores student teachers’ resilience during the COVID-19 pandemic and their ability to thrive in online teaching practice. Amid the pandemic’s unprecedented challenges, student teachers exhibited remarkable adaptability in navigating the shift to remote teaching. Through qualitative research and thematic analysis, this article delves into student teachers’ experiences, highlighting their positive encounters with online teaching methodologies and tools. The findings underscore the importance of resilience and adaptability in the dynamic field of education, emphasising the valuable skills student teachers attained through their engagement with online teaching. Furthermore, the article explores the advantages of online practical assessments, shedding light on innovative evaluation methods that may shape future educational practices. Overall, the insights gleaned from this research contribute to a deeper understanding of student teachers’ experiences during times of educational transformation. Recommendations are also offered to integrate online teaching methods into teacher training programmes to enhance these students’ resilience and adaptability in the face of adversity.
Let's slow it down- re-imagining life orientation education in higher education
(Independent Institute of Education, 2024-12) Jarvis, Janet; De Jager, Sarina
This article proposes a paradigm shift in teaching and learning within the context of neoliberal universities that increasingly emphasise the commercialisation of knowledge, student throughput, and performativity. Drawing from the conceptual framework of the Slow Movement, specifically Slow Pedagogy, this article argues that teaching-learning in higher education should not be merely assessment driven, nor simply a technicist activity facilitated irrespective of context. Teaching differently, or against the grain, implies humanising the curriculum and creating time and space for brave and courageous conversations that are empathetic and reflective, with the possibility of being transformative. Talking circles are an indigenous pedagogical approach that serves a decolonial agenda by promoting situated relatedness, respectful listening and reflective witnessing. The relationality enabled by this teaching-learning methodology presents the possibility for a sustainable and transformative education system. Two academics from higher education institutions in South Africa present and discuss vignettes of their observations and experiences facilitating Life Orientation in this way. This teaching praxis is both reflective and reflexive.
An Ethiopian “renaissance” queen? Mentewab as protector of arts and patron of iconography
(Africa Journals, 2024-03) Steyn, Raita
In Ethiopia, the period from the late 16th and 17th Centuries has caused a controversy because some consider this period as Ethiopia’s recovery from religious, civil conflicts as well as sectarian discord, while others including Kofi Darkwah (1975), define it as a continued descent prosses for the empire. In line with this disagreement, factual information can speak for itself in the course of this study. Emperor Susenyos (1572-1632 CE) was a strong supporter of Catholicism, yet his son, Fasilidas (1603-1667 CE) as his successor, reinstated Ethiopian miaphysite Orthodoxy. The establishment of Gondar as the permanent capital in 1636, is an event heralded by Henze (2000) as the onset of an Ethiopian Renaissance, particularly in artistic, architectural, and musical domains. After Fasilidas’s demise, his son, Yohannes I reigned from 1632-67 CE. Yet, it was Fasilidas’s grandson, Iyasu I the Great (r. 1682-1706 CE), who distinguished himself through extensive architectural projects, notably transforming Gondar into a captivating city. Iyasu I’s assassination caused significant turmoil in Gondar, subsequently resulting in a gradual loss of political power. When Iyasu I’s son, Bakaffa (r. 1721-1730 CE) ascended to the imperial throne, the arts - namely, chant (zema), poetry (qene), interpretation (tergum) and refinement of the court minstrels’ music had already been supported and vigorously promoted. However, it was Bakaffa’s wife and later widow, Mentewab (1706-1773 CE), who emerged as the pivotal figure in this Ethiopian “Renaissance”. Additionally, the diverse styles of Ethiopian iconography sponsored by Mentewab, some adorned with elements reminiscent of the decorative style of the Rococo period, illustrate the queen’s remarkable aesthetic standards. The research on Mentewab, also known as Welete Giyorgis, has been guided by portrayals in iconographies, chronicles, paintings, testimonials from church builders and castles, and indirectly by information provided in texts such as Kebre Negast, and Fetha Nagast. To this end, special attention has been drawn on Mentewab’s legacy as the founder, protector, and patron of the Ethiopian Orthodox Tewahedo Church Narga Selassie, renowned for its resplendent Qwara style that fused European, Islamic, and Indian elements while retaining strong Ethiopian traits. With special attention to the iconographic representations of Queen Mentewab as the ktetor of Narga Selassie Church, the study explores symbolic significances embedded within relevant creations and artistic styles. By contextualising them within their historical framework, this analysis explores Mentewab’s influence on her contemporary politics, religion, art, and literature in Ethiopia.
From a glorious reparation to a wretched adventure : the Second Italo-Ethiopian War in Italian history textbooks (1936-2020)
(Routledge, 2025-02) Bentrovato, Denise; Bentrovato, Silvia; denise.bentrovato@up.ac.za
Conducted against the backdrop of international debates on colonial and racist crimes, this study examines representations of the Second Italo-Ethiopian War in Italian secondary school history textbooks from the fascist period to the present. In a systematic analysis, the article explores how textbooks, as key “memory-makers,” depict the motivations, context, course, and consequences of a colonial war frequently subject to amnesia in Italy. We explore the distortions, omissions, and demystification textbooks have promoted over time, measuring them against historiographical advancements. Overall, we observe growing recognition of arbitrary Italian aggression and the illegal use of chemical weapons, but fluctuations in the assessment of European responsibilities and Mussolini’s involvement in the Second World War and the Holocaust. Silencing, minimization of responsibility, and a strong Italo- and Eurocentric tendency persist in the textbooks, whose lacunae and inaccuracies appear to feed into the enduring myth of the “good Italian.”
Challenges in physical education instruction through the insights of life orientation teachers from secondary schools in the Tshwane Districts of Gauteng
(University of Montenegro, 2025-01) Williams, Kim-Tamsin
This study explored the challenges that life orientation teachers face in selected Tshwane secondary schools when interpreting and teaching physical education. With a specific focus on establishing if appointed teachers were qualified to present physical education classes, verify if the teachers attach any value to physical education, analyse the daily challenges and examine whether they could adapt in the classroom and become fully engaged in the physical education curriculum. Data was collected using a qualitative research approach where six (6) secondary schools in the three (3) Tshwane districts of Gauteng were selected with a study population of twelve (12) teachers. Interviews were conducted as a qualitative instrument to obtain the information required, and data was documented by using an audio device in which the audio was later transcribed. The content analysis method was used to analyse the data to gain a comprehensive understanding. This research is significant as the teachers' values insights endorse the issue of the study and the underlying fact that there is a lack of specialised training for the subject of Physical Education, leading to teachers lack of understanding how to teach the essential components within a physical education class to ensure holistic development of the learners. Furthermore, daily challenges outlined by teachers, such as the lack of resources, imply that it becomes the teacher's main educational task to find innovative ways and means to deal with these challenges.
Integrating information technology in visual arts education in Ghana : knowledge, concepts and attitudes of teachers
(University of Venda, 2024-10) Bonney, Joseph; Steyn, Raita
Visual Arts (VA) studies traditionally promote creative and critical thinking and have always been open to innovative thinking. Despite the innovative potential of technology and the pedagogical benefits of Information and Communication Technology (ICT), Ghanaian VA teachers were hesitant, cautious and distrustful toward integrating ICT into their teaching instruction. This article aims to identify the reasons for Ghanaian teachers’ negative attitudes, discuss their rationale from a comparative viewpoint, and suggest solutions based on the original study’s findings. The data were collected purposively and categorised and assessed using the qualitative method. It is recommended that a training programme be implemented through relevant seminars and open debates to encourage a more positive attitude towards ICT. The findings show that VA teachers can ensure successful ICT integration in their classes as the primary decision-makers and implementers in education. This research was based on analysing interviews, observation notes and photographic and drawing material.
Visiting the musicking space in-between music education and community music : the place where music-kings and queens hold sway
(University of the Free State, 2024-12) Oellermann, Esmarie; De Villiers, Ronel
Music-kings and -queens are musicians who facilitate experiences in spaces where community music (CM) and music education (MusEd) make music. These musicians lead and facilitate musicking to enrich people’s music, social and cultural lives. This paper specifically explores two diverse projects occupying in-between musicking spaces that have been created by CM musicians and school learners. By recording and analysing the views, opinions, thoughts, feelings and experiences of CM musicians about their experiences in the in-between space with a view to possible collaboration with MusEd teachers in schools, this narrative inquiry uses vignettes to investigate how these musical monarchs create musicking experiences. However more than teaching skills, how they build social capital and promote social justice by making musicking accessible to children that are often excluded from music education in formal settings. The outcome is the model of the musicking umbrella that illustrates the coalesence; interconnectedness and relational nature of the in-between space. The musicking umbrella overarches all three musicking spaces and highlights the role of the community musician or music educator. While the practice of musicking is the rationale for the existence of the in-between space where creativity, innovation, and collaboration fuse and transform, adopting the appropriate learning approach help achieve authentic learning. This is combined with building social capital through networking in the community to empower and nurture people and contribute to social justice.
Social justice in community music and music education : praxial musicking
(University of KwaZulu-Natal, 2024) De Villiers, Ronel; Oerllermann, Esmari; ronel.devilliers@up.ac.za
In community music and music education, there is a notable resurgence in the commitment to advance social justice. This focus underscores the importance of making music accessible to all and, thus, ensuring inclusivity. Community musicians and music educationists are encouraged not only to contemplate but to support social justice causes actively and to integrate these principles into music education curricula. Unfortunately, many learners and students have been excluded from praxial music making opportunities because of historical neglect and unfair practices. Musicking is a practical, human action, central to Community Music and Music Education, and gravitates towards community (Small, 1998). The argument stands that musicking can therefore be a practical vehicle for community musicians and music educators through which social justice principles can be advanced. Underpinned by Elliot’s (1995) praxial theory, Freire’s (2000) critical theory, and Ebersöhn’s (2012) flocking theory, in this qualitative study we used narrative inquiry to explore social justice in musicking through the lived stories of 18 musicians, from South Africa, Uganda, and Israel, who were involved in Community Music projects. We describe how community musicians have upheld inclusion, accessibility, lifelong learning, and transformation in musicking as fundamental principles in the fight for social justice.
Exploring breathwork concepts vis-a-vis the South African life skills curriculum and assessment policy statement
(University of KwaZulu-Natal, 2024) Potgieter, Gert; De Villiers, Ronel; ronel.devilliers@up.ac.za
In this study, we address a gap in existing literature by proposing the Singing Education Breathwork Quotient (SingEdBWQ), a framework aimed at enhancing the articulation of breathwork in South Africa’s Life Skills curriculum. Employing qualitative methods, we collected empirical data through synchronous interviews and document analysis involving nine participants, including educators and breathwork experts. Key themes identified include awareness, purposeful inhalation, non-tension, intake sufficiency, resistance, exhalation management, continuity, and performance regulation. Notable findings emphasise the significance of intake sufficiency for optimal singing and the role of breath leading in musical performance. The implications of the SingEdBWQ are substantial: it provides a structured approach for teacher training; promotes student well-being; and enhances communication across music education. By incorporating breathwork exercises effectively into curricula, educators can foster resilience and stress management among students. Ultimately, the SingEdBWQ serves as a vital tool for improving educational outcomes and holistic well-being in schools in alignment with the United Nations Sustainable Development Goals for health and quality education.
Constitution and negotiation of rural students’ identities at an urban South African university
(African Minds, 2024-12) Siqoko, Kolisa; Vandeyar, Saloshna; saloshna.vandeyar@up.ac.za
Utilising a social constructivist lens, this study explores how students from rural areas constitute and negotiate their identities in the context of an urban South African university. Much of the research on rurality in South Africa has focused on rural areas as places, and not on the people occupying them. This qualitative study employed a narrative inquiry, using the life course theory of development as its theoretical framework. Data collection comprised a mix of semi-structured questionnaires and focus group interviews. Data were analysed by means of content analysis. The findings were threefold: first, in constituting their identities, rural students remained grounded in their rural identities. Contrary to the literature, which found rural students trying to fit into the dominant hegemonic culture of an urban university. Second, in negotiating their identities, rural students assumed hyphenated identities – the rural-urban binary – to blend into the urban environment, assuming a ‘chameleon’ identity, but did not abandon their socio-cultural upbringing, philosophy, values, and attributes when they joined an urban institution. They aligned with philosophies and values that resonated with their upbringing rather than seeking to be assimilated. Third, when they joined an urban university, they began to perceive their role as having shifted from being recipients of their background to becoming contributors to its development.
Philippine and South African experiences on folk literature research : relevance, gains, and challenges
(Universitas Pendidikan Mandalika, 2024-04) Makgabo, Connie; Quintero, Genevieve J.; connie.makgabo@up.ac.za
Folkloric studies have accelerated in the Philippines and South Africa because the Academe acknowledged the urgency to collect, preserve, and publish the oral traditions of indigenous communities. Oral traditions embody the history, values, and world views of these indigenous cultures, which need to be preserved for posterity. This paper discusses the relevance, gains, and challenges in conducting folklore research in the Philippines and South Africa, which share similarities, including their colonial pasts and number of indigenous communities. The paper contemplates the relevance of folklore research outputs in different fields thereby contributing to the discourse on the value of folklore research. This qualitative study uses textual analysis to focus on insights related to folklore research, using secondary data including journal articles, book publications, and textual references. The study reveals that although there is extensive research in the field of folklore in both countries, there remain gaps that need to be filled, such as the collection, preservation, and recognition of representative folklore from other regions and cultural communities. South Africa, for instance, has 12 official languages, and the Philippines has 110 ethnolinguistic groups. There are still languages and indigenous oral traditions that are developing, and folk literature that needs to be recorded, preserved, and published. These oral traditions/folk literature play an important role in revealing people’s cultural identities and preserving heritage, which is imperative in nation-building. The findings highlight the importance of continuing research about folklore and the need to preserve indigenous knowledge systems When written down and published, folklore becomes tangible and preserved for posterity, providing present and future generations the opportunity to learn, understand, and appreciate their cultural legacy
Ntlimbo wo dyondzisa hi ku katsakatsa tindzimi eka tigireyidi ta le hansi exikolweni xa ka Malamulele
(South African Association for Language Teaching, 2024-06) Maluleke, Nkhensani; nkhensani.maluleke@up.ac.za
Phepha leri ri hlela pholisi ya tindzimi eAfrika Dzonga, ri kongomisa swinene eka timhaka ta tidyondzo ta ku hlaya eka Gireyidi ya 3. Ndzavisiso lowu wu vikiwaka eka phepha leri wu tirhisile maqhinga ya khwalithethivhi ku kuxiyaxiya titlilasi na ku hlokisisa va vadyondzisi, masiku ma ntlhanu hi ku landzelelana. Phepha leri ri tisa vundzeni bya mitlhontlho leyi vadyondzisi va hlanganaka na yona loko va ringeta ku tirhisa mavonelo ya vona ya madyondzelo na madyondziselo ya tindzimi, na pholisi ya xikolo. Kahlekahle, vadyondzisi va katsakatsa tindzimi to hambanahambana etitlilasini, va ri karhi va tlula swipimelo swa pholisi ya tindzimi leyi yi lavaka leswaku va tirhisa ririmi rin’we ntsena. Tanihileswi pholisi ya xikolo yi nga pfumeriki leswaku tindzimi to hlaya ti tirhisiwa hi nkarhi wun’we, swi endla leswaku vadyondzisi va titwa nandzu. Ku hambana ka maendlelo ya vadyondzisi na swipimelo swa Pholisi ya Ririmi eswikolweni swi hi kombisa leswaku timhaka ta tindzimi ta nonoha swinene. Hikokwalaho, mbuyelo wa ndzavisiso lowu, wu ringanyeta leswaku hi fanele ku tekela enhlokweni mhaka ya matirhiselo ma tindzimi etitlilasini hi vukheta lebyikulu. Ngopfungopfu, yi lava leswaku hi nga languteli leswaku nhlampfi yi tsutsma, kumbe homu yi mila timpapa. Mbuyelo wa ndzavisiso lowu, wu na xiave eku hi dyondziseni leswaku tindzimi hi ku angarhela, ti na nkoka lowukulu eka tidyondzo. Phepha ri hlohlotela leswaku swi na nkoka ku tekela enhlokweni tindzimi na vutivi bya vana, leswaku tidyondzo ta vona ti nga tekeli ehansi ndhavuko wa vona, ngopfungopfu etindhawini ta le makaya. Hi ku katsakanya, mbuyelo wa ndzavisiso wu engetela vutivi bya nkoka eka swa tidyondzo ta ririmi, wu ri karhi wu tiyisisa leswaku tipholisi ta tindzimi ti fanele ku landzeleriwa hi vurhonwani ku endlela leswaku dyondzo ya xiyimo xa le henhla yi koteka eka tindzhawu ta le makaya, naswona timfanelo ta ku kuma dyondzo ti nga kandziyeriwi
Ditlhohlo tseo di lebanego le barutwana ba Sepedi ba Mphato wa Seswai dikolo tsa go ikema tsa Tshwane
(South African Association for Language Teaching (SAALT), 2024-06) Makgabo, Connie; Makgobatlou, Keletso F.; connie.makgabo@up.ac.za
Lefapheng la thuto ya Dipolelo tša Aforika Borwa, kudu toropong ya Tshwane, bokgoni bja barutwana bja go ithuta dipolelo ke tlhobaboroko. Bontši bja barutwana ba Mphato wa Seswai dikolong tša go ikema tša Tshwane, ba atiša go itemogela ditlhohlo tša moswanamong lelemeng la Sepedi. Go tšwetša pele le go kaonafatša go ithuta polelo ya Afrika, nyakišišo ye e tseneletše ka gare ka maitekelo a go utolla le go tšweletša ditlhohlo tša tšeo barutwana ba Sepedi ba Mphato wa Seswai ba kopanago le tšona dithutong tša polelo ye. Ka go šomiša mokgwa wa nyakišišo wa khwalithethifi, nyakišišo ye e nepiša go šupa le go sekaseka ditlhohlo tše, go tšweletša kwešišo ye e amago dipoelo tša go ithuta polelong ya Sepedi. Nyakišišo ye e ithekgile ka teory ya Vygotsky ya Setšo le Leago, mo go nepišwago khuetšo yeo tikologo ya morutwana, setšo, le polelo ya gagwe di kgathago tema go ithuteng ga gagwe ga polelo. Ditlhohlo tšeo di hweditšwego di akaretša khuetšo ya tša leago le setšo, mekgwa ya go aba thuto ya Sepedi, le tikologo yeo barutwana ba lego go yona. Ditšhišinyo tšeo di filwego ke gore barutiši ba swanetše go lemoga bohlokwa bja go ruta barutwana tlotlontšu ya maleba ka ge e le bona bahlahli le ditsebi tša polelo, le gona ba se hlaloše mantšu ka Seisimane ka phapošeng. Dikolo di swanetše go thwala barutiši ba go ba le bokgoni bja maleba bja go ruta Sepedi. Barutwana ba hlohleletšwa go theeletša mananeo a go gašwa ka Sepedi le go bala diphatlalatši tša gona gore ba kaonafatše tlotlontšu ya Sepedi.
Rethinking physical education teacher education in a South African higher education institution
(LAM Publications Ltd., 2024-03) Jones Couto, Cherese Farrah; Motlhaolwa, Leepile Cyril; Williams, K.; Cherese.jones@up.ac.za
This study explores the rethinking of physical education teacher education in a South African higher education institution. Using students’ reflections from a Physical Education (PE) practical module, valuable insights into their experiences were obtained about the current pedagogical approaches in PE as well as potential areas for improvement. The traditional teaching model of PE is based on the idea of teaching students a variety of sports and physical activities. However, this model has been shown to be ineffective in promoting lifelong physical activity. The modern world demands a more holistic approach to health and wellness. Data were collected using an arts-based collage method in combination with written reflections from a group of 139 second-year undergraduate PE students. Thematic analysis was undertaken to gain a comprehensive understanding of the data and extract a broad perspective of the students’ experiences. The study aimed to empower student teachers to learn, think, and act creatively within the many educational models that impact their experiences, contributing to the ongoing efforts of rethinking PE teacher education in South African higher education. This research is significant as the students’ valuable insights reflected that they could think and work across disciplines. The Sustainable Development Goals (SDGs) proposed by the United Nations and graduate attributes are important concepts that can contribute to student preparation. Using a multi-model educational approach based on cultural-historical theory, higher education institutions can help to develop graduate attributes that could adequately prepare students for success in the workplace and life.
Paternal deprivation, father-hunger, and implications for social work : narratives of four schoolchildren from impoverished households in South Africa
(National Association of Social Workers (Zimbabwe), 2024) Gaillard, Claire; Mpontshane, Nozipho
This paper reports on the findings of a qualitative study that probed factors affecting the everyday lives of children living in poverty. The research participants were purposively selected teenage children from the rural King Cetshwayo District of KwaZulu-Natal, South Africa. A combination of story accounts and semi-structured interviews from the selected participants were thematically analysed. The findings prove that children living in low-income families carry numerous emotional and psychological burdens, most of which are invisible to outsiders. Among the selected participants, the most profound burden was the absence of biological fathers. The study particularly revealed how experiences of grief and trauma associated with paternal loss adversely affect children’s thoughts and self-perceptions. It draws attention to how children navigate these burdens in isolation. The research found that children burdened by losing a biological father may be better emotionally and psychologically supported cohesively within their immediate households, schools, and communities. To support such children, the findings highlight a dire need for an Ubuntu approach towards social work interventions in poverty-stricken communities. Hence, this paper agitates for government-appointed officials, community leaders, and community-based non-governmental and non-profit organisations, to work collaboratively in impoverished communities, and address the emotional poverty silently endured among children.
Newly qualified teachers and their preparedness as geography teachers in Zambia
(Asociación Española de Geografía, 2024) Nakazwe, Matilda Kanyampa; Van der Merwe, Clinton David; clinton.vandermerwe@up.ac.za
The study aimed to explore the geography teachers’ engagement with the geography content during their undergraduate teacher preparation at the University of Zambia and upon employment in secondary schools. The researcher utilised a case study design to collect data from nine geography teachers trained at the University of Zambia and later employed to teach in the Secondary schools of Zambia. A semi-structured interview guide was employed to collect data from nine geography teachers. Furthermore, the data collected was transcribed, coded and analysed thematically. The study established that most of the geography teachers enjoyed learning either physical geography or human geography. Furthermore, most geography teachers evaluated their teaching to have been slightly better in human than physical geography. Most participants felt adequately prepared to take up geography teaching in schools because they acquired more knowledge than required for secondary teaching. However, a few students who took the subject as their minor needed more human geography content courses.
Doing critical disciplinary literacies in teacher education : a pedagogical framework
(AOSIS, 2024-06) Govender, Navan; Salehjee, Saima; Van der Merwe, Clinton David; clinton.vandermerwe@up. ac.za
BACKGROUND: This article explores the possibilities for conceptualising and doing critical disciplinary literacies (CDL) in (teacher) education. AIM: By revisiting and adapting Luke and Freebody’s four resources model, we consider the critical questions that teachers and teacher educators could ask about knowledge, practice, and text and/or representation within different disciplines. SETTING: Our use of the word ‘critical’ in CDL is therefore underpinned by traditions of critical literacies in which power and identity are fundamental to participating in disciplinary fields. METHODS: Using two cases as illustrative examples of CDL in context, one from science education and one from geography education, we demonstrate how our CDL model reveals possibilities for doing critical literacies across the curriculum and with disciplinary content knowledge and practice. RESULTS: Each case illustrates the pedagogical utility of the CDL framework for: (1) relating the disciplines to students’ lives and (2) demystifying the processes of producing disciplinary texts. CONCLUSION: We end with a call to action for student teachers, teachers, and teacher educators to explore the pedagogical utility of our CDL model by identifying the dominant texts of their (inter/trans) disciplinary work, interrogating the privileged sign systems as well as assumptions about imagined audiences of disciplinary texts, and (re) designing text and practice by drawing on multiple sources and approaches to representing knowledge and engaging in social action. CONTRIBUTION: In this article, we build on scholarship in critical literacies, disciplinary literacies, and teacher education by adapting and applying Luke and Freebody’s four resources model to different disciplinary texts and practices, with implications for pedagogy at school and higher education contexts.

Browse

Recent Submissions