Research Articles (Social Studies Education)

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Instructional dissonance during interactive television support broadcasts - a South African experience
(Unisa Press, 2010-07-26) Evans, Rinelle; Blignaut, Anita Seugnet; revans@postino.up.ac.za
This case study focused on a community outreach initiative in South Africa and sought to explain why – despite technology that permits bi-directional oral communication during televised instruction – viewer participation was poor. A small-scale quantitative approach established how prevalent poor participation was, while rich experiential interviews and video data identified why viewers refrained from participating overtly. The use of Atlas.tiTM to analyse systematically the volume of unstructured data as a single unit not only facilitated analysis, but also enhanced the validity of the inquiry. Key findings suggested that the rate of viewer participation during telelessons was not directly influenced by their English proficiency, as initially anticipated, but by a combination of variables related to technical limitations and inappropriate methodological design. This article focuses specifically on the instructional dissonance created by telepresenters, and how this accounted for viewers not responding as expected during televised instructional episodes. Implications for practice are deemed applicable in any blended learning environment.
Learning support : perceptions and experiences of distance learners in Botswana
(Unisa Press, 2010-07-26) Gatsha, G.; Evans, Rinelle; revans@postino.up.ac.za
This study pertains to the provision of learning support to remote distance learners in Botswana, who enrolled for a secondary school-leaving certificate. The purpose of the study was to document learners’ perceptions and experiences of learning support and to improve service delivery. The study, which was informed by an interpretive paradigm using a mixed-methods approach, is underpinned by Holmberg’ theory of conversational learning (2003). Qualitative methods that involved semi-structured interviews, journals, document study and observations were used to collect data, while a questionnaire provided nested quantitative data. Data sets were triangulated and trustworthiness was enhanced by using Atlas.ti™ for qualitative analysis and SAS version 8 software to generate percentages. The key findings showed that learners exhibited high intrinsic motivation and 72.1 per cent of them were satisfied with the learning support provided. This substantiates the notion that learner motivation remains a key attribute for successful distance learning in any context. However, policy and managerial flaws frustrated and unintentionally disadvantaged learners. Implications for practice include policy reviews and adoption of best practice. A survey to establish learner needs, expectations and aspirations is critical for the design and development of appropriate learning materials, and for the delivery of quality learning support.
Complex language encounters : observations from linguistically diverse South African classrooms
(Language and Literacy Researchers of Canada (LLRC), 2010) Evans, Rinelle; Cleghorn, Ailie
This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to lessen the confusion of some language encounters. Although preliminary, our findings underline how critical it is for teachers to possess full proficiency in the language of instruction as well as cross-cultural competence. That is, in order to attend adequately to diverse learners’ sense-making efforts, teachers need to know how to relate to learners by ‘border crossing’ linguistically, culturally and conceptually.
Eeny Meeny Miney Mo - choices and consequences for graduate study in educational linguistics
(University of Stellenbosch Institute for Language Teaching, 2010) Evans, Rinelle; revans@postino.up.ac.za
Novice researchers face interrelated and complex choices when embarking on an inquiry. The consequences or limitations of each decision may be far-reaching. This article is an auto-reflection on the intricate process of conceptualising and operationalising a thesis in which practical and contingent factors appear to have had a stronger influence in decision-making than philosophical frameworks or supervisory guidance. It aims to underscore the lengthy and often confusing route that graduates follow in pursuit of a higher degree. The target readership is students, emerging scholars, supervisors, and reflective practitioners in the educational linguistics research arena. The actual study pertained to a community project offering televised academic support to Grade 12 learners and sought to establish why the rate of oral interaction between presenter and learners was unexpectedly poor during instructional broadcasts. Key findings suggested that the rate of viewer participation during telelessons was not directly influenced by their limited English proficiency as initially anticipated, but by a combination of variables related to technical limitations, presenter nescience, and inappropriate methodological design.
The springbok and the skunk : War veterans and the politics of whiteness in South Africa during the 1940s and 1950s
(Taylor & Francis, 2009-09) Roos, Neil; neil.roos@up.ac.za
This article draws on oral and written sources to explore the wartime and post-war experiences of white South African men who volunteered to serve in the Second World War. By examining the meaning of war service for these men, I argue that their history offers a critical perspective of the production of popular whiteness in mid-twentieth-century South Africa. The act of volunteering created a sense of entitlement among these men and, for them, the Allied war objective of ‘social justice’ converged around their hopes for ‘homes fit for heroes’ – an ideal loaded with a range of assumptions about race, class and gender. During the war, the Springbok Legion, a type of ‘trade union of the ranks’, attracted a substantial membership of white male soldiers although, by the end of the war, most were alienated by its increasingly radical politics. After the war, there was widespread disappointment and ‘restlessness’ among volunteers, which helped to consolidate their identity as ‘comrades’. However, after the advent of the National Party government in 1948, veterans realised that they would have to stake their claim to the privileges of apartheid society, not as heroes who had served their country, but as white men. War service remained a crucial part of their identity, and many joined the Memorable Order of Tin Hats (MOTHs), a veterans’ movement that represented a ‘political’ response to a party political culture that failed to appreciate their service. I argue that the MOTH helps to explain how white veterans negotiated the shift from segregation to apartheid, and suggests that we need to look beyond the political realm for insight into ways that whiteness was reproduced and its dominant forms ‘contested’.
The effects of social problems on the future expectations of Afrikaans speaking South African adolescents
(Department of Social Work, University of Johannesburg, 2008) Kamper, Gerrit D.; Steyn, Miemsie G.; mg.steyn@up.ac.za
Youth is synonymous with future expectations. Should these be marred or negative, it could be an indication that all is not well in society, and that the values and conditions in society should critically be examined and attended to. The interest in the orientation and nature of the future expectations of adolescents is of particular relevance in South Africa due to the extent of social challenges which is currently experienced such as crime, corruption, poverty and HIV/AIDS. An empirical study was conducted to establish Afrikaans speaking youth’s expectations regarding their future. Questionnaires were completed by grade 11 learners from five schools. The study was based on the assumption that social problems in South Africa would significantly impact on the future plans of adolescents, particularly on those who aspire to emigrate. The most important conclusion is that this hypothesis could not be verified. The respondents were predominantly positive regarding their future ideals.
My toekoms in Suid-Afrika : perspektiewe en verwagtings van die Afrikaanssprekende jeug
(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2007-12) Kamper, Gerrit D.; Steyn, Miemsie G.
The orientation and nature of the future expectations of adolescents is of particular relevance in South Africa due to the extent of social challenges currently experienced. Media reports on crime, corruption, mismanagement, poverty and HIV/AIDS are on the rise and many hold the view that it seems that crime has spiraled beyond control. The social contexts in which the youth build their dreams and formulate their plans concerning the future are determined by politics and the domestic affairs of the state, such as political order and the efficiency and stability of the state. Larson (2002:16-17) cautions that governmental dysfunction and violent conflict have dire consequences for adolescents and for their preparation toward adulthood. Weak, destabilized and distracted governments are less able to provide a beneficial developmental infrastructure to children and adolescents. This prompted the research question: To what extent does a “beneficial developmental infrastructure” (see above) exist for the South African youth? It was decided to make use of Afrikaans speaking grade 11 learners as research population for the study. This decision was based on the assumption that a negative future orientation would be strongest amongst the white and coloured Afrikaans-speaking adolescents for the following reasons: (1) The political transformation that took place in South Africa in 1994 had a substantial impact on the white Afrikaans speaking population, in the sense that they had to abdicate political power and became a minority group; (2)There appears to be a pertinent feeling amongst the coloured Afrikaans-speaking population that their situation has not really improved in the new dispensation in South Africa. They experience discrimination re. job opportunities and political opportunities, because they are not really regarded as part of the black population, and due to the perception that they actually received preferential treatment during the apartheid years (Beeld, 2006d). This situation causes considerable bitterness, in the realisation that they have not really advanced from a minority group position. A qualitative approach was initially followed. Grade 11 learners from a large Afrikaans secondary school were probed on their future expectations. The school is multicultural with coloured and white learners and serves an affluent white community, as well as a coloured community with numerous socio-economic problems. By involving the Afrikaans language teacher, the learners had to write essays of 300 words on the topic: “My future in South Africa”. The essays were analysed to determine the drift of, and themes on, future expectations. Useful data could be gathered and were verified by interviewing a focus group of eight learners, equally representing gender, race and positive/negative views as expressed in the essays. The themes emerging from the essays were subsequently used to compile a questionnaire for application on a larger scale, involving five secondary schools, of which three were in Pretoria (representing varying socio-economic contexts), one in the Free State province (representing a mining community) and one in a semi-rural area of the Mpumalanga province. The research departed from the theoretical hypothesis that the extent of social problems (violent crime, corruption and mismanagement) in South Africa would have a decidedly negative impact on the local orientation of the respondents’ future plans, particularly as reflected in the aspiration to emigrate. This hypothesis was falsified. Although the respondents realized the seriousness of inter alia HIV/AIDS, unemployment and violent crime as social problems in South Africa, it became evident that they did not generally view the extent of these problems as cause to get away and seek their future elsewhere. OPSOMMING: Die vraag na die oriëntasie en aard van toekomsverwagting onder die jeug is besonder aktueel in Suid-Afrika vanweë die omvang van die maatskaplike problematiek wat tans in die land heers. Die media berig met ontstellende daaglikse reëlmaat oor geweldsmisdaad, korrupsie, wanbestuur, armoede en HIV/VIGS wat klaarblyklik buite doeltreffende beheer geraak het. Die jeug se persepsies oor hul toekoms in Suid-Afrika kan insiggewende aanduiders wees van (onder andere) die waargenome welstand van die Suid-Afrikaanse samelewing. Heel prakties is die vraag: Hoedanig dra die maatskaplike problematiek in Suid-Afrika by tot ’n “wegkomwens” in die jeug se toekomsverwagtinge? In hierdie artikel word verslag gelewer oor die toekomsperspektiewe van die jeug in die breë Afrikaanssprekende gemeenskap. Die fokus is as geregverdig beskou omdat (a) die Afrikanerbevolkingsgroep spesifiek geraak is deur die politieke transformasie in Suid-Afrika vanweë die verandering in status van maghebbers na minderheidsgroep, en (b) die bruin Afrikaanssprekende gemeenskap in die nuwe politieke bedeling steeds ’n gemarginaliseerde groep is. Graad 11 leerders het by wyse van ’n fokusgroeponderhoud en ’n daaropvolgende vraelysondersoek aan die navorsing deelgeneem. As vernaamste gevolgtrekking geld dat die respondente oorwegend positief was oor die verwesenliking van hul toekomsideale in Suid-Afrika.
"I speaks English deliciously" - perceptions of oral proficiency within the context of televised instruction in a developing country
(South African Asociation for Language Teaching, 2007) Evans, Rinelle
Interaction between educator and learners is widely considered a key variable of effective instruction. In face-to-face teaching, the educator is able to facilitate learning directly and gauge the level of the learners' English proficiency. Televised instruction makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. The TeleTuks Schools community project aimed to offer academic support to matriculants via interactive television. Several hundred Grade 12 learners watched daily broadcasts and while technology permitted bi-directional audio contact with the studio presenter, viewers seldom phoned in to ask questions or make comments about the academic content being presented on screen. These infrequent responses were unexpected and called for explanation. An initial proposition suggested that learners lacked sufficient proficiency in the medium of instruction – English – and thus refrained from participating. Further probing revealed that several non-linguistic factors rather than language proficiency silenced responsivity, yet it was deficient enough in several respects to merit additional investigation. This paper offers a language profile of Grade 12 learners who participated in the project and focuses specifically on the mismatch between their perceived and actual oral proficiency and how this may be influencing learning in general. Methods used for data gathering include analyses of oral and written responses obtained during learner interviews and open-ended survey questions. Recommendations are deemed applicable to any instructional context while avenues for further exploration relate to the increasing allure of English as the referred instructional medium in the South African education system.
The effects of higher education mergers on the resultant curricula of the combined institutions
(Unisa Press, 2004) Mfusi, Mankolo X.; Lethoko, Mankolo Xaverine
Since the dawn of democracy in South Africa (from 1994), the education sector has been haunted by the spirit of change and transformation from the apartheidinfluenced education system to the one that will represent the demographic makeup of this country. As a result of this line of thinking, there has been a policy for all sectors of education ± from early childhood development to higher education.Discussion documents have been followed by Green Papers, White Papers and Acts. The higher education sector has been no exception in the situation whereby a flurry of policies have been made, amended and re-amended in order to change the landscape. The latest landmark has been the `merging' of higher educational institutions and reducing their number from 36 to 21. This state of affairs has raised many concerns, questions, arguments and debates from the institutions involved,their staff (both academic and non-academic), the entire academic regime, politicians and society in general. When institutions merge, numerous aspects such as the curriculum, efficiency, equity, staffing, students, organisational integration and physical integration effects can be either negatively or positively affected.This article will focus only on what happens to the curricula of the merged institutions? And what are the effects (either positive or negative) of these mergers on the resultant curricula of the combined institutions? There are various scenarios whereby the curriculum of one or both institutions could remain unchanged, or the curriculum could be a partial compromise of the new curriculum to reflect both institutions; and a complete integration whereby the curriculum of one of the institutions is completely discarded.
Dissiplinedilemma in post-apartheid Suid-Afrikaanse hoërskole : ’n kwalitatiewe ontleding
(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2007-09) Badenhorst, Jo; Steyn, Miemsie G.; Beukes, Lukas D.
The democratization of South Africa in 1994, which hugely impacted on the social, economic and political sectors, subsequently led to far-reaching changes in the education system. The previous education system, which was characterized by rigid rules, strict discipline and a patriarchal relationship between teacher and learner, was substituted by a new approach, Outcomes Based Education. The establishment of a culture of rights placed schools in the middle of a barrage of constitutional reform. In the new dispensation corporal punishment, which had previously been an acceptable means of disciplining learners, was abolished and learners were made aware of their human rights. As a consequence, the authority of teachers and principals has since been eroded to the point where the maintenance of proper discipline presently constitutes a thorny dilemma which impacts negatively on teaching and learning in schools. During the past few months many have voiced their disapproval of the lack of discipline in schools which has escalated to the point where a growing number of educators are traumatised by its effect. This flurry of protest is led by those who argue that the situation would only be remedied by the prompt reinstatement of corporal punishment in schools. However, their argument is counteracted by the view that a return to corporal punishment would merely be a quick fix and therefore short-sighted. Those who propagate the latter view quote research, both nationally and internationally, which consistently points to the detrimental effects of reactive forms of punishment such as corporal punishment, aggressive verbal chastisement, expulsion and exclusion. It seems evident that the abolishment of corporal punishment in 1996 has left a gap. The apparent inability of many educators to manage learner behaviour is cumbersome. They seemingly lack the skills to bridge the gap between reactive and pro-active discipline, the latter denoting more positive forms of discipline. It seems that the inability of some teachers to manage learner behaviour effectively, adversely leads to the implementation of erroneous and occasionally even illegal forms of discipline which clearly violate the constitutional rights of learners. Research indicates that these methods do not effect positive behavioural change. On the contrary, it shows that punishment-based interventions in fact cause an increase in behavioural problems among learners. It is patently clear that the training of teachers in South Africa is lacking and that cooperation between provincial education departments and teacher training institutions is unsatisfactory. The following questions come to mind: are sufficient resources (time and money) invested in the measures and competencies needed to address the problem effectively? How often do policy makers, education departments and professional educational service organisations jointly launch projects which would educate principals, teachers and parents to make the transition from corporal punishment and other unconstitutional methods of discipline to alternative methods which would not contravene the learners’ human rights? Recent publications on the subjects of behavioural problems in schools as well as the effective management of learner behaviour – nationally and internationally –clearly illustrate that this is a sensitive and complex issue which should be approached with the utmost of care. Since teachers were not realigned to manage discipline with alternative methods of behaviour management it seems explicable that they would revert to traditional methods reminiscent of the previous dispensation. Against the sketched background, the overarching purpose of the authors was twofold: • To determine to what extent secondary school principals, being first-line managers with first-hand experience of the discipline dilemma, have difficulty with it. • To pin down feasible solutions to the problem within the current constitutional framework. Taking cognisance of the prevalence of the discipline dilemma in most education districts countrywide, it was decided to narrow the investigation down to five secondary schools in the D4 education district in Gauteng. Each of the five target schools has a unique profile as far as location, racial composition and socio-economic status are concerned, and they therefore collectively constitute a representative picture of the problem nationally. Data was collected by means of a semi-structured interview with each principal to shed light on their personal experiences with and perceptions and opinions of the discipline dilemma. The interviewees were resolute about the following: • A solid partnership between the school and parents should be established. • The community has to accept co-responsibility for the education of learners. • Other forms of discipline should be introduced. • Principals and school governing bodies should be granted greater authority and power in order to deal with offenders at their own discretion. • A renewed emphasis on value-driven education is imperative. It cannot be expected from teachers to attain skills overnight to counter the widespread occurrence of bad behaviour among learners. The authors are in favour of a balanced approach to addressing disciplinary problems at schools. Some transgressions call for more direct intervention and would inevitably be of a more reactive nature. Much depends on the behaviour profile of the specific learner in question as well the values, norms and culture of the community in which the school is situated. Various research findings advocate the success of pro-active intervention programmes and the role of positive behaviour modification to address the problem. It is of paramount importance that rigorous strategic intervention programmes with action steps are devised and implemented with immediate effect. Achieving this goal would only be possible if the Department of Education, in collaboration with educational experts, afforded schools substantial financial and training support. AFRIKAANS : Die demokratiseringsproses in Suid-Afrika wat in 1994 beslag gekry het, het ’n geweldige impak op sosiale, ekonomiese en politieke terrein gehad. Hierdie impak het onvermydelik uitgekring na die onderwyssisteem met gevolglik verreikende veranderinge. Die vorige onderwysbedeling, wat gekenmerk is deur rigiede reëls, streng dissipline en ’n patriargale verhouding tussen onderwyser en leerder, het plek gemaak vir ’n nuwe benadering, naamlik Uitkomsgebaseerde Onderrig. Die gepaardgaande vestiging van ’n kultuur van regte in die nuwe demokratiese bestel, plaas skole in die spervuur van konstitusionele hervorming. In die nuwe bedeling is lyfstraf – ’n voorheen aanvaarbare praktyk om leerders te dissiplineer – afgeskaf, en word leerders toenemend van hulle regte bewus gemaak. Hierdie klem op regte het onder andere meegebring dat die gesag van onderwysers en skoolhoofde sodanig ondermyn word dat die effektiewe handhawing van dissipline tans een van die grootste knelpunte in die onderwys is. Die doel met hierdie artikel is om die oorsake van die wydverspreide dissiplineprobleme te identifiseer en aan te spreek. Dit word gedoen aan die hand van onderhoude wat met vyf skoolhoofde in Pretoria gevoer is, asook relevante literatuurbevindinge. Die artikel sluit af met aanbevelings oor hoe aan die probleme rondom dissipline by skole aandag gegee kan word.
The impact of presenter speech personality on learner participation during televised instruction
(South African Association for Language Teaching (SAALT), 2006-12) Evans, Rinelle; revans@postino.up.ac.za
Interaction between educator and learners is widely considered crucial for effective instruction. The TeleTuks Schools community project involved several hundred learners watching daily broadcasts that aimed to offer academic support to matriculants via interactive television (ITV). While technology permitted bi-directional audio contact with the presenter in the studio, Grade 12 viewers seldom phoned in to ask questions or make comments about the content being presented on screen. These infrequent responses were unexpected and called for explanation. An initial proposition suggested that learners lacked sufficient proficiency in the medium of instruction - English - and thus refrained from participating. Methods used for data gathering included analyses of telelessons, learner and adult interviews and open-ended survey questions.Findings revealed that limited English was not the primary cause of low responsiveness but rather a combination of presenter-related factors. This paper focuses specifically on presenters- speech personality, speed of delivery, immediacy behaviours and questioning styles. These constructs have contributed to the formulation of an instructional dissonance theory and recommendations are deemed applicable to any face-to-face instructional contexts as well as blended learning environments where verbal interaction is prevalent.
The impact of university incorporation on college lecturers
(Springer Verlag (Germany), 2004-09) Becker, L.R.; Beukes, Lukas D.; Botha, Antoinette; Botha, A.C.; Botha, Jan Jakobus; Botha, M.; Cloete, Dina J.; Cloete, Johann L.; Coetzee, Corene; De Beer, L.J.; De Bruin, D.J.; De Jager, Lizette J.; De Villiers, Johannes Jozua Rian; Du Toit, Cecilia Magdalena; Engelbrecht, Alta; Evans, Rinelle; Haupt, Maria Margaretha Catharina (Grietjie); Heyns, Danielle; Howatt, L.M.; Joubert, A.P.; Joubert, Ina; Niemann, A.C.; Phatudi, Nkidi Caroline; Randall, Elize; Rauscher, Willem Johannes; Rautenbach, W.C.; Scholtz, S.; Schultz, J.C.; Swart, Ronel; Van Aswegen, Hendrika Johanna; Van Heerden, Judith Cornelia (Judy); Van Vollenhoven, Willem Johannes; Van Wyk, Elmarie M.; Van Wyk, Johannes G.U.; Van der Walt, C.A.; Van der Westhuizen, Carol N.; Vermeulen, Dorette; Vorster, A.; cn.vdwesthuizen@gk.up.ac.za
In South Africa, recent government plans to change the institutional landscape of higher education have resulted in mergers of colleges into universities or technikons. The research reported in this article focuses solely on the impact of a "college-into-university" incorporation as manifested in the personal, emotional and career experiences of these college staff members. It traces the changes in their perceptions and emotions during and after the incorporation process. It also identifies recurring themes and issues evident in the personal lives of those affected by this incorporation. A unique research methodology was engaged: The College staff who had been appointed to the university after the merger, identified seven critical themes and then designed and conducted 30 semi-structured interviews among themselves. This article thus documents the impact of incorporation into a university on the individual and collective lives of the researchers themselves. The data suggest that the emotional impact of incorporation was intense and that the uncertainty, especially, led to considerable trauma. The most important concern emanating from this joint research project is that while a certain degree of distress is unavoidable in any institutional merger, inattention to the management of human resources, emotions and aspirations could linger on, possibly having a negative effect on the ambitions for the transformation of the new entity.

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