muchativugwa hove | North-West University (original) (raw)
Papers by muchativugwa hove
Contents xiv Theoretical framework Literature review Influence of principals, deputy principals a... more Contents xiv Theoretical framework Literature review Influence of principals, deputy principals and head of departments' instructional leadership practice on learner attainment culture in school systems Research design and methodology Findings The influence of instructional leadership and management of teaching and learning on learner attainment A framework for strengthening instructional leadership practices and improved learner attainment culture in the school system Communicating the vision and mission of the school
Cultural Studies <=> Critical Methodologies, Jul 7, 2022
James Baldwin stands as an enigma: the fiery, race-conscious sculptor of Go Tell It, The Fire Nex... more James Baldwin stands as an enigma: the fiery, race-conscious sculptor of Go Tell It, The Fire Next Time, and the homosexual creator of Giovanni’s Room, Another Country, and Just Above My Head. His essays on racial, and national identities are archived in Nobody Knows My Name and Notes on a Native Son. In life and death, Baldwin’s quest for an inclusive humanism has been received both negatively and positively by black and white audiences. Baldwin has also become the subject of a revisionist impeachment for his unending provocativeness. This ambivalence in reading Baldwin defies an epistemological and ontological center on intersectionality and questions of gay and queer literature, migrants, civil rights, politics, and the role of the artist in the African American archive. This article contributes to critical conversations on periodizing Baldwin and racial identities at a time when America in 2021 glowers under telling dramaturgy embedded in #BlackLivesMatter and #ICan’tBreathe.
Africa Journal of Nursing and Midwifery, 2018
Literator, 2020
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
Communicare: Journal for Communication Studies in Africa
This paper interrogates the mission statements and strategic development plans of two universitie... more This paper interrogates the mission statements and strategic development plans of two universities in South Africa in order to unpack both the deficit and surplus messages embedded in them. One of the universities is located in a rural setting and was classified as formerly disadvantaged, while the other one was a formerly white and privileged university. This article is a qualitative study andemploys a content and discursive analytic approach, together with McLaren’s (1994) typological framework on the four forms of multiculturalism in order to interrogate the mission statements and strategic development plans of the two universities in question. Both the mission statements and the strategic development plans are examined for the ways in which they discursively identify whois included and excluded from the realisation and attainment of the missions and development plans of the two universities studied. The article argues that specific discourse patterns emerge from the two universi...
Literator
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
Cogent Arts & Humanities, 2022
This paper takes on a polemic stance towards the urgency of re-calibrating the English Language c... more This paper takes on a polemic stance towards the urgency of re-calibrating the English Language curriculum in South Africa. It identifies a systemic avoidance by curriculum designers to consult published research in the social sciences and in education which does not support the curriculum changes that have been made from the National Curriculum Statements in 1996, the Revised National Curriculum Statements in 2007 and the current Curriculum and Assessment Policy in 2012. The article analyses and critiques the English Language curriculum specifications across the years and identifies critical gaps that have generated both epistemic hazards and general inequalities. Inequality is a word that makes populist and conservative politicians feel uncomfortable because addressing and arresting inequality invokes the spectre of equality, which has redistributive connotations offensive to free market ideologies. Equality implies reworking the epistemic deficiencies of the curriculum, with an u...
African Studies Companion Online
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual perspectives to examine communicative practices in literary discourse. A close textual analysis is adopted to identify how translingual practices make languaging a contested terrain meant to project multi-voiced and multi-perspectival discourses with transformative capacities in the context of the ‘rainbow nation’ metanarrative. Keywords: sociolinguistics; linguistic landscape; multi-voicedness; post-structuralism; rainbowism; translingual subjects.
Journal of Literary Studies, 2016
Summary The protean and contested symbols of Zimbabwean literature remain the land and invented h... more Summary The protean and contested symbols of Zimbabwean literature remain the land and invented heroes, including a hagiographic iconisation of shrines, best seen in the Zimbabwe ruins, the Zimbabwe Bird and the national heroes’ acre. In South African white writings, the symbolic topos has been dominated by prison walls, the hangman’s noose, Robben Island and, in the post-apartheid era, Saartjie Baartman and the imagined rainbow generated through the Truth and Reconciliation Commission (TRC). The horrors of apartheid are ideographically embodied in Coetzee’s tongueless protagonist, Foe. In both locales, white writings – fictive renditions and auto/biographical – have invited critically legitimated constructs of coherence. This article contends that answers to our present postcolonial crises inhere in the multiplicity of voices, not monological narratives. Diversity, and therefore polyphony, is valued for its ability to suggest multiple ways of seeing and belonging to national imaginaries; its ability to suggest answers to the postcolonial problematic related to memory, heritage and transformation. This article explores how the meanings of cultural objects often display shifting appropriations that garner either symbolic or ephemeral qualities, demonstrating the ability of those in power at different historical junctures to determine and confer minted meanings. In turn, this anxiety and re-membering of space and symbol has a bearing on ownership claims, and gives rise to a choreographed heritage discourse.
makes every effort to ensure the accuracy of all the information (the "Content") contai... more makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic re...
Prometheus, 1997
This new journal was published for the first time (Vol. I, No. I) in March 1997. It is devoted to... more This new journal was published for the first time (Vol. I, No. I) in March 1997. It is devoted to failures and lessons learn ed in inform ation techn ology man agement. The journal will also help to establish research issues, studies and meth odologies for crea ting fram eworks, paradigms an d criteria to ensure tha t an information technology project is more likely to succeed tha n fail. It will be published four times per year.
This paper examines the changes effected in the curricular statements that have guided English La... more This paper examines the changes effected in the curricular statements that have guided English Language education in South Africa since 1994. It questions the philosophical, pedagogical and instructional logic that has informed the changes by centring on the frequency of political pronouncements and the ripple effects these have had on the delivery of the language curriculum and the performance of the learners at the exit level, the matriculation examination. Ultimately, this paper submits that whereas the logic of political redress sought to universalise the South African curriculum, the subsequent revisions and overhauls have had a deleterious effect on performance, teaching-learning materials and the general readiness to implement the changes. © Kamla-Raj 2014 Int J Edu Sci, 7(3): 587-593 (2014)
The Journal for Transdisciplinary Research in Southern Africa, 2017
Knowledge Beyond the Colour Lines, 2021
A 2008 research study by the Human Sciences Research Council revealed that 35-45% of South Africa... more A 2008 research study by the Human Sciences Research Council revealed that 35-45% of South African students do not complete their undergraduate studies at university, and only about 15% complete their studies within the allocated time (Moeketsi & Maile, 2008). None of the reasons presented for such statistics suggested that the language of learning and teaching was a factor in the poor throughput rate. However, almost annually, a call for compulsory mother-tongue instruction is raised, often alongside some review of the poor throughput in graduation or matriculation statistics. Within the past few years, all ministers of education in South Africa have called for the consideration of mother-tongue instruction. In 2006, Minister Naledi Pandor suggested making mother-tongue instruction compulsory in the first six years of schooling (Pandor, 2006). The principal arguments are that learning is more achievable in one’s mother tongue than in an additional language. In 2011, the Minister for the Department of Higher Education and Training (DHET) Blade Nzimande added that the use of mother tongue as the instruction medium should be used in all higher educational institutions to preserve and promote indigenous languages (Hawker, 2011). The call for the use of indigenous languages as liberating and enabling instruction media has been a contested one. Mayaba, Ralarala and Angu (2018:4) argue that “education is a crucial site where students gain a public voice and come to grips with their own power as individuals and social agents”. They further submit that students need to critically engage with the knowledge that addresses power, culture and historical issues. The terms ‘cultural citizenship’ and ‘digital citizenship’ provide a broader and more critical approach to citizen engagement. In the meantime, numerous studies examine the different forms and effects of participation on the Internet and its limitations (Fuchs, 2014; Norton, 2010). Critical voices show that ‘agency’ and ‘participation’ have long been buzz words, often related to one-sided, positive perspectives: applauding the possibilities of user engagement while ignoring issues such as marginality, information politics and a digital divide, based not only on technological access but on a lack of digital literacies. The question of mother tongue
as instruction media in South African educational institutions is intricately calling upon an ingenious repurposing of knowledge generation, knowledge sharing and critical pedagogy in higher education.
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
Contents xiv Theoretical framework Literature review Influence of principals, deputy principals a... more Contents xiv Theoretical framework Literature review Influence of principals, deputy principals and head of departments' instructional leadership practice on learner attainment culture in school systems Research design and methodology Findings The influence of instructional leadership and management of teaching and learning on learner attainment A framework for strengthening instructional leadership practices and improved learner attainment culture in the school system Communicating the vision and mission of the school
Cultural Studies <=> Critical Methodologies, Jul 7, 2022
James Baldwin stands as an enigma: the fiery, race-conscious sculptor of Go Tell It, The Fire Nex... more James Baldwin stands as an enigma: the fiery, race-conscious sculptor of Go Tell It, The Fire Next Time, and the homosexual creator of Giovanni’s Room, Another Country, and Just Above My Head. His essays on racial, and national identities are archived in Nobody Knows My Name and Notes on a Native Son. In life and death, Baldwin’s quest for an inclusive humanism has been received both negatively and positively by black and white audiences. Baldwin has also become the subject of a revisionist impeachment for his unending provocativeness. This ambivalence in reading Baldwin defies an epistemological and ontological center on intersectionality and questions of gay and queer literature, migrants, civil rights, politics, and the role of the artist in the African American archive. This article contributes to critical conversations on periodizing Baldwin and racial identities at a time when America in 2021 glowers under telling dramaturgy embedded in #BlackLivesMatter and #ICan’tBreathe.
Africa Journal of Nursing and Midwifery, 2018
Literator, 2020
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
Communicare: Journal for Communication Studies in Africa
This paper interrogates the mission statements and strategic development plans of two universitie... more This paper interrogates the mission statements and strategic development plans of two universities in South Africa in order to unpack both the deficit and surplus messages embedded in them. One of the universities is located in a rural setting and was classified as formerly disadvantaged, while the other one was a formerly white and privileged university. This article is a qualitative study andemploys a content and discursive analytic approach, together with McLaren’s (1994) typological framework on the four forms of multiculturalism in order to interrogate the mission statements and strategic development plans of the two universities in question. Both the mission statements and the strategic development plans are examined for the ways in which they discursively identify whois included and excluded from the realisation and attainment of the missions and development plans of the two universities studied. The article argues that specific discourse patterns emerge from the two universi...
Literator
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
Cogent Arts & Humanities, 2022
This paper takes on a polemic stance towards the urgency of re-calibrating the English Language c... more This paper takes on a polemic stance towards the urgency of re-calibrating the English Language curriculum in South Africa. It identifies a systemic avoidance by curriculum designers to consult published research in the social sciences and in education which does not support the curriculum changes that have been made from the National Curriculum Statements in 1996, the Revised National Curriculum Statements in 2007 and the current Curriculum and Assessment Policy in 2012. The article analyses and critiques the English Language curriculum specifications across the years and identifies critical gaps that have generated both epistemic hazards and general inequalities. Inequality is a word that makes populist and conservative politicians feel uncomfortable because addressing and arresting inequality invokes the spectre of equality, which has redistributive connotations offensive to free market ideologies. Equality implies reworking the epistemic deficiencies of the curriculum, with an u...
African Studies Companion Online
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual perspectives to examine communicative practices in literary discourse. A close textual analysis is adopted to identify how translingual practices make languaging a contested terrain meant to project multi-voiced and multi-perspectival discourses with transformative capacities in the context of the ‘rainbow nation’ metanarrative. Keywords: sociolinguistics; linguistic landscape; multi-voicedness; post-structuralism; rainbowism; translingual subjects.
Journal of Literary Studies, 2016
Summary The protean and contested symbols of Zimbabwean literature remain the land and invented h... more Summary The protean and contested symbols of Zimbabwean literature remain the land and invented heroes, including a hagiographic iconisation of shrines, best seen in the Zimbabwe ruins, the Zimbabwe Bird and the national heroes’ acre. In South African white writings, the symbolic topos has been dominated by prison walls, the hangman’s noose, Robben Island and, in the post-apartheid era, Saartjie Baartman and the imagined rainbow generated through the Truth and Reconciliation Commission (TRC). The horrors of apartheid are ideographically embodied in Coetzee’s tongueless protagonist, Foe. In both locales, white writings – fictive renditions and auto/biographical – have invited critically legitimated constructs of coherence. This article contends that answers to our present postcolonial crises inhere in the multiplicity of voices, not monological narratives. Diversity, and therefore polyphony, is valued for its ability to suggest multiple ways of seeing and belonging to national imaginaries; its ability to suggest answers to the postcolonial problematic related to memory, heritage and transformation. This article explores how the meanings of cultural objects often display shifting appropriations that garner either symbolic or ephemeral qualities, demonstrating the ability of those in power at different historical junctures to determine and confer minted meanings. In turn, this anxiety and re-membering of space and symbol has a bearing on ownership claims, and gives rise to a choreographed heritage discourse.
makes every effort to ensure the accuracy of all the information (the "Content") contai... more makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic re...
Prometheus, 1997
This new journal was published for the first time (Vol. I, No. I) in March 1997. It is devoted to... more This new journal was published for the first time (Vol. I, No. I) in March 1997. It is devoted to failures and lessons learn ed in inform ation techn ology man agement. The journal will also help to establish research issues, studies and meth odologies for crea ting fram eworks, paradigms an d criteria to ensure tha t an information technology project is more likely to succeed tha n fail. It will be published four times per year.
This paper examines the changes effected in the curricular statements that have guided English La... more This paper examines the changes effected in the curricular statements that have guided English Language education in South Africa since 1994. It questions the philosophical, pedagogical and instructional logic that has informed the changes by centring on the frequency of political pronouncements and the ripple effects these have had on the delivery of the language curriculum and the performance of the learners at the exit level, the matriculation examination. Ultimately, this paper submits that whereas the logic of political redress sought to universalise the South African curriculum, the subsequent revisions and overhauls have had a deleterious effect on performance, teaching-learning materials and the general readiness to implement the changes. © Kamla-Raj 2014 Int J Edu Sci, 7(3): 587-593 (2014)
The Journal for Transdisciplinary Research in Southern Africa, 2017
Knowledge Beyond the Colour Lines, 2021
A 2008 research study by the Human Sciences Research Council revealed that 35-45% of South Africa... more A 2008 research study by the Human Sciences Research Council revealed that 35-45% of South African students do not complete their undergraduate studies at university, and only about 15% complete their studies within the allocated time (Moeketsi & Maile, 2008). None of the reasons presented for such statistics suggested that the language of learning and teaching was a factor in the poor throughput rate. However, almost annually, a call for compulsory mother-tongue instruction is raised, often alongside some review of the poor throughput in graduation or matriculation statistics. Within the past few years, all ministers of education in South Africa have called for the consideration of mother-tongue instruction. In 2006, Minister Naledi Pandor suggested making mother-tongue instruction compulsory in the first six years of schooling (Pandor, 2006). The principal arguments are that learning is more achievable in one’s mother tongue than in an additional language. In 2011, the Minister for the Department of Higher Education and Training (DHET) Blade Nzimande added that the use of mother tongue as the instruction medium should be used in all higher educational institutions to preserve and promote indigenous languages (Hawker, 2011). The call for the use of indigenous languages as liberating and enabling instruction media has been a contested one. Mayaba, Ralarala and Angu (2018:4) argue that “education is a crucial site where students gain a public voice and come to grips with their own power as individuals and social agents”. They further submit that students need to critically engage with the knowledge that addresses power, culture and historical issues. The terms ‘cultural citizenship’ and ‘digital citizenship’ provide a broader and more critical approach to citizen engagement. In the meantime, numerous studies examine the different forms and effects of participation on the Internet and its limitations (Fuchs, 2014; Norton, 2010). Critical voices show that ‘agency’ and ‘participation’ have long been buzz words, often related to one-sided, positive perspectives: applauding the possibilities of user engagement while ignoring issues such as marginality, information politics and a digital divide, based not only on technological access but on a lack of digital literacies. The question of mother tongue
as instruction media in South African educational institutions is intricately calling upon an ingenious repurposing of knowledge generation, knowledge sharing and critical pedagogy in higher education.
The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility ... more The end of the apartheid era in South Africa inaugurated an increased mobility and accessibility to previously prohibited spaces. Although African migrant populations are still highly regulated in South Africa, their presence has also profoundly transformed the country’s present-day sociolinguistic and cultural landscape. The textual construction of the literary text in this study draws attention to the post-structuralist perspective which argues that languages are not closed entities but rather open systems utilised for expressive purposes in specific social contexts. Most significantly, recent sociolinguistic studies show that languages are no longer regarded as discrete systems in communication because they form expansive linguistic repertoires in contact spaces. Such an understanding of multilingual use facilitates communication across cultural, linguistic and national borders, thereby subverting exclusionary normative practices. The present article draws from translingual persp...
This research emerges from ethnographic classroom observation of two student teachers from a univ... more This research emerges from ethnographic classroom observation of two student teachers from a university in the North West province deployed on an English
Auto/biography is haunted by the caesura between the autre and the bio. I insist on reading this ... more Auto/biography is haunted by the caesura between the autre and the bio. I insist on reading this tension-filled hyphen in the manner of retrospect and prospect. To speak on behalf of self and family and to represent a multiplicity of perspectives that accurately represent a generation's beliefs, goals and values will always be contested space. Each auto/biographical text is apparently constructed with a specific political and personal agenda in its very effort to define a self and a generation's identity. In assuming the prerogative of narration, the author offers a story and testimony that defies marginalization and even the traumatic accounts are rendered in such a way that exceptionalism, fortitude and courage become the hallmarks of individual and familial identity in order to re/invigorate continuity. As Wertsch (1991) argues, the writer 'chooses, on particular occasions, to use one or more resources from a cultural toolkit to appropriate 'ideological belonging' because writing in itself is always a particular way of viewing the world, one that strives for social significance.
Is it true that the essence of true education is timelessness? Is it true that language pedagogy ... more Is it true that the essence of true education is timelessness? Is it true that language pedagogy and language learning constitute "purposeful play." In their multiplex roles of social, linguistic, ideological and epistemological advancement, what affordances are gleaned from multilingual classrooms?