Doria Daniels | Stellenbosch University (original) (raw)

Papers by Doria Daniels

ABSTRACT Thesis (Ph. D.)--University of Southern California, 1996. Includes bibliographical refer... more ABSTRACT Thesis (Ph. D.)--University of Southern California, 1996. Includes bibliographical references (leaves 192-203).

South African women in informal settlements lack access to education and employment opportunities... more South African women in informal settlements lack access to education and employment opportunities, making them vulnerable to exploitation and poverty. A collaborative narrative inquiry was undertaken to compile the life histories of 16 women, identifying their participation in community building. The process combined popular education and feminist pedagogy. An indigenous multilingual interview model was developed and used with the assistance of translators. Multiple languages and researchers provided a way to control for miscommunication. Analysis of photographs and drawings was another means of strengthening the validity of the data. The life stories collected were used during workshops on community building, entrepreneurship, and women's health and rights, which took place in the context of a volatile community dispute over permanent housing. The dialectic process in which the women exchanged ideas and shared experiences was empowering. The interview model bridged the distance between researcher and research subjects, neutralizing their unequal relationship. The research design, focused on participants' voices, was unique in South African adult education research. The life histories of these community leaders illuminated the experiences of invisible or marginalized groups. Through continuous reflection, the researcher's views, beliefs, and attitudes were challenged and changed. (Contains 25 references.) (SK) Reproductions supplied by EDRS are the best that can be made from the original document. I U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) tylThis document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Doing Cross-Cultural Research, 2008

... Page 13. 9 Exploring Ethical Issues When Using Visual Tools in Educational Research 131 ... 1... more ... Page 13. 9 Exploring Ethical Issues When Using Visual Tools in Educational Research 131 ... 157 182). London: Sage Publications. Guantlett, D. (2004). Using new creative visual researchmethods to understand the place of popu-lar media in people's lives . ...

African Studies Quarterly, 2010

Doria Daniels is an Associate Professor in the Department of Educational Psychology, Faculty of E... more Doria Daniels is an Associate Professor in the Department of Educational Psychology, Faculty of Education at Stellenbosch University in South Africa. Quinton Adams is the director for the Centre for Youth and Child Development, South Africa. http://www.africa.ufl.edu/asq/v11/ ...

ABSTRACT The post-Apartheid community history is a male-constructed space, narrated into present-... more ABSTRACT The post-Apartheid community history is a male-constructed space, narrated into present-day consciousness by male community leaders and history writers. The patriarchal worldview disparages women's contributions and activisms. This article reports on how Muslim women from a small fishing village in South Africa in the early 1900s strategized to cope with challenging socioeconomic circumstances. Based on the oral narratives of 10 women, aged between 80 and 100 years, a history emerges of community women as homemakers but not women of leisure. The class that they were born into required that they were active participants in the economy. Their narratives describe a community in which Muslim women had access to basic education and succeeded in becoming financially empowered, despite socioeconomic constraints. These findings challenge the global frameworks that depict Muslim women as submissive figures whose participation in the public sphere is marginal.

South African journal of higher education, Feb 7, 2010

Fielding questions and curiosity about your research prompts you to consider how it is being read... more Fielding questions and curiosity about your research prompts you to consider how it is being read and understood. As a reader of research my inquisitiveness is about what its relationship is with other research, why the research is designed in a particular way and how researchers arrive at their findings. In other words, one looks for conceptual coherence in the arguments that are raised during the process of doing research. This article represents a reflexive account of my engagement with empirical research as a feminist researcher. I present supporting epistemological arguments to challenge the hegemony of a ‘universal’ knowledge that continues to make knowledges that are produced through feminist methodologies, suspect; thus undermining the value of such knowledges. My stance is that knowledge that is produced through research is always situated and thus never universal. Furthermore, the situatedness of the knowledge of the participant as well as the located knowledge of the researcher contributes to the research product (Haraway 1991; Stanley and Wise, 1993).

Journal of Vocational, Adult and Continuing Education and Training

Many young South African adults are returning to education as Technical and Vocational Education ... more Many young South African adults are returning to education as Technical and Vocational Education and Training (TVET) students. These students’ educational reintegration can be challenging, given their history of failure in the formal school system. We argue that many vulnerable adult learners succeed despite their situational and dispositional challenges because of the agentic acts present in their families and communities. However, in the parent support literature there is a misrecognition of the contributions that adults from socio-economically deprived communities make in the success of such second-chance learners. This multiple case study had as context a Western Cape TVET college where five purposively selected students’ experiences with family and community support were explored. The article responds to the research question: ‘What are the embedded funds in families and communities that facilitate the TVET students’ successful entry into secondchance learning?’ The findings re...

Contents: From the Editors -- Equity and Ability: Metaphors of Inclusion in Writing Center Promot... more Contents: From the Editors -- Equity and Ability: Metaphors of Inclusion in Writing Center Promotion -- The Online Writing Center: Reaching Out to Students with Disabilities -- English for All: The Importance of Pedagogical Strategies for Students with Learning -- Disabilities in the Writing Center -- Disability in the Writing Center: A New Approach (That’s Not So New) -- Psychological Disability and the Director’s Chair: Interrogating the Relationship Between -- Positionality and Pedagogy -- Writing Centers and Disability: Enabling Writers Through an Inclusive Philosophy -- Opening Closed Doors: A Rationale for Creating a Safe Space for Tutors Struggling with Mental Illness Concerns or Illnesses -- Disabilities in the Writing CenterUniversity Writing Cente

CITATION: Slinger-Steenberg, L. & Daniels, D. 2019. Verkenning van WhatsApp as ondersteuningsplat... more CITATION: Slinger-Steenberg, L. & Daniels, D. 2019. Verkenning van WhatsApp as ondersteuningsplatform om ouerbetrokkenheid by Xhosasprekende leerders se opvoeding te bevorder. LitNet Akademies, 16(2):467-488.The original publication is available at https://www.litnet.co.zaIn Suid-Afrika is ’n huidige neiging dat Xhosasprekende ouers hul kinders toenemend in Afrikaanse skole inskryf. Kognitiewe resepsie, ontwikkeling en uitdrukking word deur die moedertaal van ’n kind geoptimaliseer; wanneer onderrig dus in ’n tweede of soms ’n derde voertaal geskied, kan dit tot negatiewe opvoedkundige uitkomste lei vir sulke leerders (Hooijer en Fourie 2009). Die probleem word vererger wanneer hulle ouers weens hulle beperkte Afrikaanse taalvaardighede nie die nodige opvoedkundige ondersteuning kan bied nie. Dit gee aanleiding tot opvoedkundige uitdagings wat met addisionele verantwoordelikhede vir onderwysers gepaardgaan. Ons doen in hierdie artikel verslag oor ’n studie wat onderneem is om onders...

Islam and Higher Education in Transitional Societies, 2009

CITATION: Norodien-Fataar, N. & Daniels, D. 2016. Exploring the educational engagement practices ... more CITATION: Norodien-Fataar, N. & Daniels, D. 2016. Exploring the educational engagement practices of disadvantaged students at a South African university. Alternation, 23(1):90-112.

In its Position Statement on Disability and Writing Centers, the International Writing Centers As... more In its Position Statement on Disability and Writing Centers, the International Writing Centers Association (IWCA) recognizes and emphasizes the relationship between writing centers and disability and “encourages scholarship that explores the ways disability intersects with writing center work.” The IWCA further encourages writing centers to be inclusive to all writers by adopting “communication that takes into account various learning styles or ways of processing language.” We too, argue that writing centers should be welcoming environments for all writers and that they should engage with their writers as unique beings, making accessible to them the individuation of instruction and support. Writing centers should be spaces where the multiple barriers that students experience in their writing are addressed and a variety of options are provided.

Social Work/Maatskaplike Werk, 2014

Procedia - Social and Behavioral Sciences, 2010

Teaching is a challenging profession in the 2000s. This is supported by international literature ... more Teaching is a challenging profession in the 2000s. This is supported by international literature on education that reports on how the work environment, unreasonable expectations of school communities and the socioeconomic challenges of society are creating the potential for emotional illness amongst teachers. Of concern is that extensive exposure to work-linked stressors could negatively affect teachers' personal wellbeing as well as that of the organisational culture. There are, however, few studies that report on teachers' understanding and experiences of their work context stressors. This article reports on research that was conducted in the Helderberg area of the Western Cape Province, South Africa on teachers' personal constructions of their emotional wellbeing. The Helderberg area is serviced by eight high schools. Six teachers were purposively selected from two former model Cschools and two former coloured schools and researched on their experiences at their respective schools. The findings showed that all six teachers' emotional vulnerability were linked to how they were being acted upon by the pupils, administrators, parents and national education department. Their sense of self worth was being eroded in the workplace and their mental state was impacting negatively on the quality of their work. They all reported a decrease in their productivity and work ethic. Furthermore, these professionals reported that they were exhibiting paranoidtype behaviour that is associated with overwhelmingly negative emotions. These findings suggest that the educational workplace is in need of transformation if teachers, as professionals, are to do their work effectively.

Women in Islam, 2012

In this chapter, we present the experiences of five Muslim women academics at their South African... more In this chapter, we present the experiences of five Muslim women academics at their South African universities in a time of transformation. All five women are respected and accomplished individuals in their academic environments. We wanted to understand the prevailing organisational culture and the ways in which aspects of that culture could impede or encourage the process of inclusion of Muslim women as a minority within the university. The chapter is organized in two parts. In the first part, we contextualize Muslims within the bigger racial and ethnic landscape and provide an overview of transformational initiatives in higher education. In part two, we present our experiences.