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Journal of Higher Education in Africa
This is a special issue of Journal of Higher Education in Africa (JHEA). Its title was the theme ... more This is a special issue of Journal of Higher Education in Africa (JHEA). Its title was the theme of the 6th International Colloquium on Sustainable Rural Learning Ecologies (SuRLEC)/Sustainable Learning Environment (SuLE) research team which was held from 29-31 October 2014 at the University of the Free State's QwaQwa campus, South Africa. The aim of the colloquium was to stimulate debates on how to develop an interdisciplinary, inter-institutional and international research rigour and culture. This aim was realized through the creation of an intellectual space where students, academics, theorists, researchers and practitioners of education and beyond came together for intellectual engagement. Scholarly pieces were presented by postgraduate students and academics to share their research work from different universities in South Africa (for
Journal of Higher Education in Africa
This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to d... more This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to demystify myths around African scholarship and rural learning ecologies that are misrepresented in discourses dominant in the global North. Sustainable rural learning ecologies located within African-centred philosophy should be understood in this context as a transformational agenda and a vehicle for knowledge construction. The concept of sustainable rural learning ecologies is simply about acknowl- edging knowledge constructions within the rural contexts as knowledge embedded in African value systems. Knowledge construction in a rural learning context should be celebrated for its strengths and opportunities, as having its own comparative and competitive advantage in the global discourse arena. Sustainable rural learning ecologies (SuRLEc) should be understood as an epistemological discourse that makes meaning and critiques the dominant body of knowledge by affirming rural context and cu...
Journal of Psychology in Africa, 2010
This article uses an eclectic mix of theoretical underpinnings ranging from constructivism to pos... more This article uses an eclectic mix of theoretical underpinnings ranging from constructivism to postmodernism to argue that narrative approaches may be both constructivist and postmodernist. Career counselling is grounded in the narrative approach, meaning that the inquirer, in finding out, is engaged in relational practices making the self an enquirer in relation to the other. Consideration is given to career counselling practices in South African schools. Narrative approaches to career counselling are viable within the Life Orientation subject in the schools.
Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 2018
This article seeks to problematise religious figures and politicians who use religious discourses... more This article seeks to problematise religious figures and politicians who use religious discourses, narratives and functions to justify oppressive hegemonic systems and structures. In doing so, we show how various religious figures have amalgamated or joined together with oppressive political figures to maintain the status quo, paving the way for what we term the 'consecration' and 'enthronement' of political figures. Furthermore, we show how religious figures who failed the ZANU PF's political part of their ideology, were dislodged from enthronement due to their different understanding of democracy. To problematise oppressive religious discourses used in the politics of an oppressive status quo, we position our article within critical emancipatory research (CER) discourse, by paying attention to its tenets, such as social justice, elimination of false consciousness, and emancipation. The article references our observations and findings, deriving from document analysis, on how religious leaders have related to the ZANU PF over the years. The argument is that religion, in the context of politics, should be aimed at improving human conditions, promoting social justice and achieving emancipation, and challenging oppressive political structures. It should unmask violence and represent all religious followers fairly and equally, regardless of political affiliation.
This article explores the discourses within critical pedagogy and inclusive education. It highlig... more This article explores the discourses within critical pedagogy and inclusive education. It highlights the obstacles that academic institutions and educators need to overcome in order to realise an emancipatory and critical pedagogy. The article valorises muted voices and reflects on how the dominant discourse has camouflaged its hegemonic ideology while perpetuating the centre for dominance and pushing students with special educational needs to the periphery; actions which often make such students feel disempowered, disenfranchised, silenced and marginalised. A critical theory is applied in this article to cast light on exclusion, social injustice and marginalisation. Kritiese bevrydende inklusiewe pedagogie : 'n pleidooi vir 'n foutlose diskoers Die soeklig word gewerp op diskoerse in kritiese pedagogie en inklusiewe onderwys, met spesiale klem op die struikelblokke wat akademiese instellings en opvoeders moet oorkom ten einde 'n emansiperende en kritiese pedagogie te ve...
This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to d... more This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to demystify myths around African scholarship and rural learning ecologies that are misrepresented in discourses dominant in the global North. Sustainable rural learning ecologies located within African-centred philosophy should be understood in this context as a transformational agenda and a vehicle for knowledge construction. The concept of sustainable rural learning ecologies is simply about acknowledging knowledge constructions within the rural contexts as knowledge embedded in African value systems. Knowledge construction in a rural learning context should be celebrated for its strengths and opportunities, as having its own comparative and competitive advantage in the global discourse arena. Sustainable rural learning ecologies (SuRLEc) should be understood as an epistemological discourse that makes meaning and critiques the dominant body of knowledge by affirming rural context and cult...
Journal for the Study of Religion
The article interrogates and problematises the concept of freedom of religion in South Africa by ... more The article interrogates and problematises the concept of freedom of religion in South Africa by drawing on unlearnt lessons from the Jonestown incident. The South African constitution provides for the right to freedom of religion; unfortunately, the implementation of this right has evoked various unforeseen trajectories, such as abuse, commercialisation of religion and violation of human rights. The article argues that freedom of religion is being misinterpreted and misunderstood; as a result, religion, as it is practiced, has caused it to become a social pathology. To problematise religious freedom, we earth this article in decoloniality, of which one agenda is to challenge all forms of coloniality as manifested through religious discourses. The main argument of the article is that freedom of religion in South Africa needs to be redefined, reconceptualised and reconstructed, not only through the lens of theological orientation, but also sociologically, constitutionally and with respect to human rights.
South African Journal of Agricultural Extension, 2020
Technological skills transfer approach from extension practitioners to the emerging farmers plays... more Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research...
ABSTRACT This study investigated the experiences of adolescents living with HIV and AIDS. Intervi... more ABSTRACT This study investigated the experiences of adolescents living with HIV and AIDS. Interviews were conducted with ten black female adolescents who were diagnosed HIV-positive to determine the effect of positive diagnosis on their being. Three of the participants chose to participate in an individual interview, and seven agreed to a focus group interview. Interview data were thematically analysed using panning procedures. Most adolescents reported stigmatization on all levels of interaction which could add to their reported feelings of isolation. Participants furthermore reported a change in behaviour and an assigned acceptance of their status. This qualitative study provides evidence that stigma is one of the major barriers for creating a safe and supporting environment for adolescents living with HIV, and the community should take responsibility for the added feelings of shame, shock and isolation that youth experience. Teenagers may not be aware of the full range, implications and consequences of the HIV and AIDS pandemic, regardless of availability of information (Campbell & MacPhail, 2002). Con-sequences related to living with AIDS include stigmatization and discrimination. Stigma, according to Goffman (1963), reduces the bearer "from a whole and usual person to a tainted, dis-counted one" (p. 3). Discrimination is a result of stigma and de-fined by Parker and Aggleton (2003) as "when, in the absence of objective justification, a distinction is made against a person that results in that person being treated unfairly and unjustly on the basis of belonging or being perceived to belong, to a particu-lar group" (p.17). Self-imposed discrimination occurs when indi-viduals come to expect the application of hegemony or stereo-typing to themselves and fear rejection and resignation (Link & Phelan, 2001). Stigmatisation and discrimination associated with HIV and AIDS are regrettable or a social injustice. Their social and health effects may include people's reluctance to get tested. To clarify the concept, stigmatisation should be viewed as a desig-nation that others ascribe to individuals who are infected or af-fected by HIV and AIDS. Stigmatisation generally occurs if soci-ety as a whole decides that a particular group has a distinguishing attribute which it considers socially unacceptable (Parker & Aggleton, 2003). Davies, Bachanas, and McDaniel (2002) support this statement by adding that adolescents are embarrassed about disclosing their HIV status due to the fear of ruining potential relationships. Fear of stigmatization may result in some adolescents having to manage their illness and treat-ment in isolation without the social and emotional support of family and friends. In this regard, Orner, Cooper, Myer, Zweigenthal, Bekker, and Moodley (2008) found that adoles-cents, who have disclosed their status, experience remarkable health benefits, such as an expanded awareness that may lead to a decrease in sexual risk-taking, which has the potential to contribute to psychological health (Kirby, Laris & Rolleri, 2005). The purpose of this investigation was to determine psychosocial consequences to adolescents living with HIV and AIDS. The following questions guided the investigation:
Journal of Higher Education in Africa
This is a special issue of Journal of Higher Education in Africa (JHEA). Its title was the theme ... more This is a special issue of Journal of Higher Education in Africa (JHEA). Its title was the theme of the 6th International Colloquium on Sustainable Rural Learning Ecologies (SuRLEC)/Sustainable Learning Environment (SuLE) research team which was held from 29-31 October 2014 at the University of the Free State's QwaQwa campus, South Africa. The aim of the colloquium was to stimulate debates on how to develop an interdisciplinary, inter-institutional and international research rigour and culture. This aim was realized through the creation of an intellectual space where students, academics, theorists, researchers and practitioners of education and beyond came together for intellectual engagement. Scholarly pieces were presented by postgraduate students and academics to share their research work from different universities in South Africa (for
Journal of Higher Education in Africa
This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to d... more This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to demystify myths around African scholarship and rural learning ecologies that are misrepresented in discourses dominant in the global North. Sustainable rural learning ecologies located within African-centred philosophy should be understood in this context as a transformational agenda and a vehicle for knowledge construction. The concept of sustainable rural learning ecologies is simply about acknowl- edging knowledge constructions within the rural contexts as knowledge embedded in African value systems. Knowledge construction in a rural learning context should be celebrated for its strengths and opportunities, as having its own comparative and competitive advantage in the global discourse arena. Sustainable rural learning ecologies (SuRLEc) should be understood as an epistemological discourse that makes meaning and critiques the dominant body of knowledge by affirming rural context and cu...
Journal of Psychology in Africa, 2010
This article uses an eclectic mix of theoretical underpinnings ranging from constructivism to pos... more This article uses an eclectic mix of theoretical underpinnings ranging from constructivism to postmodernism to argue that narrative approaches may be both constructivist and postmodernist. Career counselling is grounded in the narrative approach, meaning that the inquirer, in finding out, is engaged in relational practices making the self an enquirer in relation to the other. Consideration is given to career counselling practices in South African schools. Narrative approaches to career counselling are viable within the Life Orientation subject in the schools.
Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 2018
This article seeks to problematise religious figures and politicians who use religious discourses... more This article seeks to problematise religious figures and politicians who use religious discourses, narratives and functions to justify oppressive hegemonic systems and structures. In doing so, we show how various religious figures have amalgamated or joined together with oppressive political figures to maintain the status quo, paving the way for what we term the 'consecration' and 'enthronement' of political figures. Furthermore, we show how religious figures who failed the ZANU PF's political part of their ideology, were dislodged from enthronement due to their different understanding of democracy. To problematise oppressive religious discourses used in the politics of an oppressive status quo, we position our article within critical emancipatory research (CER) discourse, by paying attention to its tenets, such as social justice, elimination of false consciousness, and emancipation. The article references our observations and findings, deriving from document analysis, on how religious leaders have related to the ZANU PF over the years. The argument is that religion, in the context of politics, should be aimed at improving human conditions, promoting social justice and achieving emancipation, and challenging oppressive political structures. It should unmask violence and represent all religious followers fairly and equally, regardless of political affiliation.
This article explores the discourses within critical pedagogy and inclusive education. It highlig... more This article explores the discourses within critical pedagogy and inclusive education. It highlights the obstacles that academic institutions and educators need to overcome in order to realise an emancipatory and critical pedagogy. The article valorises muted voices and reflects on how the dominant discourse has camouflaged its hegemonic ideology while perpetuating the centre for dominance and pushing students with special educational needs to the periphery; actions which often make such students feel disempowered, disenfranchised, silenced and marginalised. A critical theory is applied in this article to cast light on exclusion, social injustice and marginalisation. Kritiese bevrydende inklusiewe pedagogie : 'n pleidooi vir 'n foutlose diskoers Die soeklig word gewerp op diskoerse in kritiese pedagogie en inklusiewe onderwys, met spesiale klem op die struikelblokke wat akademiese instellings en opvoeders moet oorkom ten einde 'n emansiperende en kritiese pedagogie te ve...
This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to d... more This article proposes an idea which to most might seem misplaced and unrealistic. Its aim is to demystify myths around African scholarship and rural learning ecologies that are misrepresented in discourses dominant in the global North. Sustainable rural learning ecologies located within African-centred philosophy should be understood in this context as a transformational agenda and a vehicle for knowledge construction. The concept of sustainable rural learning ecologies is simply about acknowledging knowledge constructions within the rural contexts as knowledge embedded in African value systems. Knowledge construction in a rural learning context should be celebrated for its strengths and opportunities, as having its own comparative and competitive advantage in the global discourse arena. Sustainable rural learning ecologies (SuRLEc) should be understood as an epistemological discourse that makes meaning and critiques the dominant body of knowledge by affirming rural context and cult...
Journal for the Study of Religion
The article interrogates and problematises the concept of freedom of religion in South Africa by ... more The article interrogates and problematises the concept of freedom of religion in South Africa by drawing on unlearnt lessons from the Jonestown incident. The South African constitution provides for the right to freedom of religion; unfortunately, the implementation of this right has evoked various unforeseen trajectories, such as abuse, commercialisation of religion and violation of human rights. The article argues that freedom of religion is being misinterpreted and misunderstood; as a result, religion, as it is practiced, has caused it to become a social pathology. To problematise religious freedom, we earth this article in decoloniality, of which one agenda is to challenge all forms of coloniality as manifested through religious discourses. The main argument of the article is that freedom of religion in South Africa needs to be redefined, reconceptualised and reconstructed, not only through the lens of theological orientation, but also sociologically, constitutionally and with respect to human rights.
South African Journal of Agricultural Extension, 2020
Technological skills transfer approach from extension practitioners to the emerging farmers plays... more Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research...
ABSTRACT This study investigated the experiences of adolescents living with HIV and AIDS. Intervi... more ABSTRACT This study investigated the experiences of adolescents living with HIV and AIDS. Interviews were conducted with ten black female adolescents who were diagnosed HIV-positive to determine the effect of positive diagnosis on their being. Three of the participants chose to participate in an individual interview, and seven agreed to a focus group interview. Interview data were thematically analysed using panning procedures. Most adolescents reported stigmatization on all levels of interaction which could add to their reported feelings of isolation. Participants furthermore reported a change in behaviour and an assigned acceptance of their status. This qualitative study provides evidence that stigma is one of the major barriers for creating a safe and supporting environment for adolescents living with HIV, and the community should take responsibility for the added feelings of shame, shock and isolation that youth experience. Teenagers may not be aware of the full range, implications and consequences of the HIV and AIDS pandemic, regardless of availability of information (Campbell & MacPhail, 2002). Con-sequences related to living with AIDS include stigmatization and discrimination. Stigma, according to Goffman (1963), reduces the bearer "from a whole and usual person to a tainted, dis-counted one" (p. 3). Discrimination is a result of stigma and de-fined by Parker and Aggleton (2003) as "when, in the absence of objective justification, a distinction is made against a person that results in that person being treated unfairly and unjustly on the basis of belonging or being perceived to belong, to a particu-lar group" (p.17). Self-imposed discrimination occurs when indi-viduals come to expect the application of hegemony or stereo-typing to themselves and fear rejection and resignation (Link & Phelan, 2001). Stigmatisation and discrimination associated with HIV and AIDS are regrettable or a social injustice. Their social and health effects may include people's reluctance to get tested. To clarify the concept, stigmatisation should be viewed as a desig-nation that others ascribe to individuals who are infected or af-fected by HIV and AIDS. Stigmatisation generally occurs if soci-ety as a whole decides that a particular group has a distinguishing attribute which it considers socially unacceptable (Parker & Aggleton, 2003). Davies, Bachanas, and McDaniel (2002) support this statement by adding that adolescents are embarrassed about disclosing their HIV status due to the fear of ruining potential relationships. Fear of stigmatization may result in some adolescents having to manage their illness and treat-ment in isolation without the social and emotional support of family and friends. In this regard, Orner, Cooper, Myer, Zweigenthal, Bekker, and Moodley (2008) found that adoles-cents, who have disclosed their status, experience remarkable health benefits, such as an expanded awareness that may lead to a decrease in sexual risk-taking, which has the potential to contribute to psychological health (Kirby, Laris & Rolleri, 2005). The purpose of this investigation was to determine psychosocial consequences to adolescents living with HIV and AIDS. The following questions guided the investigation: