Sianne Alves | University of Cape Town (original) (raw)
Papers by Sianne Alves
PLOS ONE
We describe a process of restitution of nine unethically acquired human skeletons to their famili... more We describe a process of restitution of nine unethically acquired human skeletons to their families, together with attempts at redress. Between 1925–1927 C.E., the skeletonised remains of nine San or Khoekhoe people, eight of them known-in-life, were removed from their graves on the farm Kruisrivier, near Sutherland in the Northern Cape Province of South Africa. They were donated to the Anatomy Department at the University of Cape Town. This was done without the knowledge or permission of their families. The donor was a medical student who removed the remains from the labourers’ cemetery on his family farm. Nearly 100 years later, the remains are being returned to their community, accompanied by a range of community-driven interdisciplinary historical, archaeological and analytical (osteobiographic, craniofacial, ancient DNA, stable isotope) studies to document, as far as possible, their lives and deaths. The restitution process began by contacting families living in the same area w...
International Journal of Critical Diversity Studies
Despite multiple frameworks that purport to enable transformation, hierarchies of localised power... more Despite multiple frameworks that purport to enable transformation, hierarchies of localised power in the governance and management of the higher education system continue to influence the scope and depth of inclusion, diversity and transformation programmes. Research conducted during 2014–2016 focused on the receptivity of an inclusion programme implemented in South African universities that was developed to create inclusive services and culture for an at-risk population. Drawing on applied research, the article considers how inclusivity practitioners created conditions for inclusion within their university. The obligation of the university in the creation of an inclusive environment is debated and the role of university leaders in contributing towards an inclusive culture is explored. The findings of this research demonstrate that university leaders have a direct impact on enabling or impeding inclusion programmes in the university. The findings contribute towards inclusivity praxi...
International Journal of Critical Diversity Studies
We live in a South Africa defined by deep inequalities. The post-apartheid promise of free and qu... more We live in a South Africa defined by deep inequalities. The post-apartheid promise of free and quality education is met by the realities of lasting disparities related to race, gender, socioeconomic class and disability, among other factors. The University of Cape Town (UCT) has initiated two interdependent processes to chart and track transformation, inclusion and diversity during these turbulent times. First, the university has set up an Inclusivity Survey, using a validated scale to understand staff experiences in relation to inclusion. Secondly, the university has identified and piloted a set of Transformation Benchmarks inspired by a higher education barometer for transformation in South Africa and global diversity and inclusion standards, which encourages transformation agents to take concrete actions to further transformation. Both these processes, first implemented in 2019, experimented with new ways of tracing the shape of transformation, inclusion and diversity at UCT. The...
South African Journal of Higher Education, 2016
While the demand for HIV integration into higher education curriculum remains consistent, common ... more While the demand for HIV integration into higher education curriculum remains consistent, common challenges experienced by practitioners identify research gaps, in 'how' one gains access into core curricula and if successful, 'what' content is considered relevant and integral to the discipline. This article offers an HIV curriculum integration conceptual framework that responds to these challenges, and seeks to guide the process of access and integration. Based on the organisational management theory of collaborative engagement (Daft 1999), the authors describe how they adapted Daft's (1999) four stage process and applied it in one faculty's foundation course. The purpose of this article is to generate 'user-orientated research' (Cooper 2011) that invites HIV educators in South African universities to apply the conceptual framework in their curriculum integration practice.
South African Journal of Higher Education, 2016
Just as HAICU were reflecting on making changes to the programme on working with teachers, change... more Just as HAICU were reflecting on making changes to the programme on working with teachers, changes at Department of Education (DOE) made it difficult for NGOs and Universities to work within schools in the way they had previously done so. The new National Policy changes indicated HAICU would need a new method of working with schools which would be limited to working with teachers only, connecting teachers to knowledge around HIV/AIDS, gender and stigma and supporting teachers in their multiple roles of addressing HIV prevention and education. A number of HIV/AIDS prevention projects were then aimed at after school sites such as youth centres where education could be combined with testing, and service provision at schools was limited to nurse visits (but no HIV testing in schools). In 2013 HAICU developed and implemented a programme working with educators who teach Life Orientation and who could implement the learnings in the schools. An initial needs assessment with the teachers showed that stigma continued to prevail in school contexts, gendered roles were still practiced and educators play support roles for HIV positive students. Based on this assessment HAICU developed a four session intervention. The topics included HIV school policy and implementation, rape, HIV treatment and HIV social behavior change communication. The topics chosen addressed the primary needs identified by the educators in the programme. By engaging with the topics, the educators identified that they would need to continue learning about these topics beyond the initial four sessions. After the training HAICU conducted a focus group with the educators to ascertain what kinds of progress, if at all the educators had made in implementing the learning. The following paragraphs detail the discussion in the focus group.
South African Journal of Higher Education, 2016
We worked together as a group of four researchers at two different institutions to explore scrapb... more We worked together as a group of four researchers at two different institutions to explore scrapbooking as a tool for professional learning about HIV and AIDS curriculum integration in higher education. Through a scrapbooking activity we individually and collectively made visible experiences and understandings of being HIV and AIDS curriculum integrators that are hard to put into words. We used found poetry as a research practice to gain deeper understanding of HIV and AIDS curriculum integration, while also learning more about how visual and literary arts-based methods can enhance individual and collaborative professional learning. Our scrapbook pages and poem offered a multifaceted, nuanced portrayal of curriculum integration as complex, challenging and rewarding. Through collaborative interactions and sharing of our personal images of HIV and AIDS curriculum integration we were able to extend our professional learning in a supportive and creative manner, which fuelled optimism and agency.
South African Journal of Higher Education, 2016
University graduates enter the workplace having immediate influence and, frequently, progress rap... more University graduates enter the workplace having immediate influence and, frequently, progress rapidly to managerial positions. The knowledge-sharing space a university allows can go beyond set curricula to ensure these graduates acquire information on and develop appropriate attitudes to health and social problems into the workplace. Five streams of engineers and construction students were asked to volunteer for a six-month pilot study as part of their Professional Communication Studies course. The study was aligned with the aims of the National Strategic Plan for HIV, STIs and TB (2012-2016) which addresses the structural, social, economic and behavioural factors driving the HIV and TB epidemics. The study sample consisted of 41 students, out of a group of 56, who voluntarily attended a weekend workshop and presented their research on the topic of HIV. Results indicated that while the majority of students were knowledgeable about the infection, transmission and treatment options, there was incorrect knowledge concerning other issues such as stigma and workplace discrimination. Conclusions described the experience as positive and reported that the debates in the focus groups on social and public issues were valued. The group's recommendation was that this theme and the assignment should be included in the core course and not be a voluntary additional item.
Africa Journal of Nursing and Midwifery, 2018
The purpose of this evaluation was to assess whether an online workshop on gender-based violence ... more The purpose of this evaluation was to assess whether an online workshop on gender-based violence prevention and bystander intervention at a South African university (1) increased the participants’ confidence to discuss gender-based violence (GBV) acts with their peers, (2) increased the participants’ understanding of the link between GBV and HIV, (3) increased the participants’ knowledge of the support structures available on campus, and (4) improved the participants’ ability to intervene in violent situations. A differences-in-differences research design was used. The research design consisted of two phases in which participants from four university residences were used as control and intervention groups. The results showed that the participants generally had a strong confidence regardless of the intervention and were able to identify the acts of GBV. They also showed a good understanding of the link between GBV and HIV. The results also indicated that the participants became knowl...
Drawing on the insights of numerous academic leaders, 12 Lenses into Diversity in South Africa wi... more Drawing on the insights of numerous academic leaders, 12 Lenses into Diversity in South Africa will help you facilitate constructive and open discussions around important issues, such as the narratives of racism in South Africa.
Corporate social investment (CSI) has become a key issue for businesses and the social developmen... more Corporate social investment (CSI) has become a key issue for businesses and the social development sector. Since its inception in South Africa, social investment has developed from a donation style approach to a focused intervention that aims to empower its recipients. Corporations are now challenged through legislation and by society to develop programmes that can alleviate some of the social problems affecting the recipients of their CSI programmes. This exploratory study attempts to identify the methods used by businesses to evaluate their recipient programmes. The evaluation of CSI programmes is imperative as there is a need to measure the outcomes, efficiency, quality and the effectiveness of these social investment programmes in the context of social development. The study addresses four research objectives: To explore and describe the nature of current CSI activities of companies in South Africa; to explore and describe the companies' policies relating to the evaluation of their CSI activities; to explore and describe the methods used in the evaluation of companies' CSI activities; and finally, to explore and describe the companies' views on the strengths and the shortcomings of their current policies and methods regarding the evaluation of their CSI activities. In order to respond to these research objectives a web-based quantitative survey was administered to an availability sample group that comprised of 20 companies derived from the South African Grantmakers Directory (2006). The quantitative questionnaire included selection statements and answer choices. Of the 34 quantitative questions, 26 had comment box facilities so that the respondents could provide qualitative data should they wish to clarify their response. One open-ended question was included in the survey to gather responses to research objective four. From the findings it is concluded that the 20 companies use programme evaluation methods to assess their CSI programmes. Most of the companies utilise a needs assessment, whilst a minority use a process evaluation or outcome evaluation. Further research into the relationship between evaluation and the corporate social investment context is recommended. With the current study looking at what methods are used in the evaluation of CSI programmes, it is recommended that further research be conducted into the application, of the programme evaluation methods used by the CSI staff. Based on this further research, the researcher suggests that CSI evaluation guidelines be compiled for use by corporations.
Open Journal for Studies in Arts (OJSA), Dec 30, 2018
This article will present the findings of an ongoing project linked to the intersection of art, p... more This article will present the findings of an ongoing project linked to the intersection of art, public space and social justice issues. The goal of this paper is to evaluate the teaching project by assessing the creative process of a group of 52 first year fine art students at the University of Cape Town. This paper will review the choices the students made when challenged to develop responses in the form of textual, visual and temporary public interventions to the subject of gender-based violence. The project has been running for 7 years, but this paper will primarily focus on one assignment linked to the topic of gender based violence in 2018.
Open Journal for Studies in Arts
Open Journal for Studies in Arts
Journal of Engineering, Design and Technology
PLOS ONE
We describe a process of restitution of nine unethically acquired human skeletons to their famili... more We describe a process of restitution of nine unethically acquired human skeletons to their families, together with attempts at redress. Between 1925–1927 C.E., the skeletonised remains of nine San or Khoekhoe people, eight of them known-in-life, were removed from their graves on the farm Kruisrivier, near Sutherland in the Northern Cape Province of South Africa. They were donated to the Anatomy Department at the University of Cape Town. This was done without the knowledge or permission of their families. The donor was a medical student who removed the remains from the labourers’ cemetery on his family farm. Nearly 100 years later, the remains are being returned to their community, accompanied by a range of community-driven interdisciplinary historical, archaeological and analytical (osteobiographic, craniofacial, ancient DNA, stable isotope) studies to document, as far as possible, their lives and deaths. The restitution process began by contacting families living in the same area w...
International Journal of Critical Diversity Studies
Despite multiple frameworks that purport to enable transformation, hierarchies of localised power... more Despite multiple frameworks that purport to enable transformation, hierarchies of localised power in the governance and management of the higher education system continue to influence the scope and depth of inclusion, diversity and transformation programmes. Research conducted during 2014–2016 focused on the receptivity of an inclusion programme implemented in South African universities that was developed to create inclusive services and culture for an at-risk population. Drawing on applied research, the article considers how inclusivity practitioners created conditions for inclusion within their university. The obligation of the university in the creation of an inclusive environment is debated and the role of university leaders in contributing towards an inclusive culture is explored. The findings of this research demonstrate that university leaders have a direct impact on enabling or impeding inclusion programmes in the university. The findings contribute towards inclusivity praxi...
International Journal of Critical Diversity Studies
We live in a South Africa defined by deep inequalities. The post-apartheid promise of free and qu... more We live in a South Africa defined by deep inequalities. The post-apartheid promise of free and quality education is met by the realities of lasting disparities related to race, gender, socioeconomic class and disability, among other factors. The University of Cape Town (UCT) has initiated two interdependent processes to chart and track transformation, inclusion and diversity during these turbulent times. First, the university has set up an Inclusivity Survey, using a validated scale to understand staff experiences in relation to inclusion. Secondly, the university has identified and piloted a set of Transformation Benchmarks inspired by a higher education barometer for transformation in South Africa and global diversity and inclusion standards, which encourages transformation agents to take concrete actions to further transformation. Both these processes, first implemented in 2019, experimented with new ways of tracing the shape of transformation, inclusion and diversity at UCT. The...
South African Journal of Higher Education, 2016
While the demand for HIV integration into higher education curriculum remains consistent, common ... more While the demand for HIV integration into higher education curriculum remains consistent, common challenges experienced by practitioners identify research gaps, in 'how' one gains access into core curricula and if successful, 'what' content is considered relevant and integral to the discipline. This article offers an HIV curriculum integration conceptual framework that responds to these challenges, and seeks to guide the process of access and integration. Based on the organisational management theory of collaborative engagement (Daft 1999), the authors describe how they adapted Daft's (1999) four stage process and applied it in one faculty's foundation course. The purpose of this article is to generate 'user-orientated research' (Cooper 2011) that invites HIV educators in South African universities to apply the conceptual framework in their curriculum integration practice.
South African Journal of Higher Education, 2016
Just as HAICU were reflecting on making changes to the programme on working with teachers, change... more Just as HAICU were reflecting on making changes to the programme on working with teachers, changes at Department of Education (DOE) made it difficult for NGOs and Universities to work within schools in the way they had previously done so. The new National Policy changes indicated HAICU would need a new method of working with schools which would be limited to working with teachers only, connecting teachers to knowledge around HIV/AIDS, gender and stigma and supporting teachers in their multiple roles of addressing HIV prevention and education. A number of HIV/AIDS prevention projects were then aimed at after school sites such as youth centres where education could be combined with testing, and service provision at schools was limited to nurse visits (but no HIV testing in schools). In 2013 HAICU developed and implemented a programme working with educators who teach Life Orientation and who could implement the learnings in the schools. An initial needs assessment with the teachers showed that stigma continued to prevail in school contexts, gendered roles were still practiced and educators play support roles for HIV positive students. Based on this assessment HAICU developed a four session intervention. The topics included HIV school policy and implementation, rape, HIV treatment and HIV social behavior change communication. The topics chosen addressed the primary needs identified by the educators in the programme. By engaging with the topics, the educators identified that they would need to continue learning about these topics beyond the initial four sessions. After the training HAICU conducted a focus group with the educators to ascertain what kinds of progress, if at all the educators had made in implementing the learning. The following paragraphs detail the discussion in the focus group.
South African Journal of Higher Education, 2016
We worked together as a group of four researchers at two different institutions to explore scrapb... more We worked together as a group of four researchers at two different institutions to explore scrapbooking as a tool for professional learning about HIV and AIDS curriculum integration in higher education. Through a scrapbooking activity we individually and collectively made visible experiences and understandings of being HIV and AIDS curriculum integrators that are hard to put into words. We used found poetry as a research practice to gain deeper understanding of HIV and AIDS curriculum integration, while also learning more about how visual and literary arts-based methods can enhance individual and collaborative professional learning. Our scrapbook pages and poem offered a multifaceted, nuanced portrayal of curriculum integration as complex, challenging and rewarding. Through collaborative interactions and sharing of our personal images of HIV and AIDS curriculum integration we were able to extend our professional learning in a supportive and creative manner, which fuelled optimism and agency.
South African Journal of Higher Education, 2016
University graduates enter the workplace having immediate influence and, frequently, progress rap... more University graduates enter the workplace having immediate influence and, frequently, progress rapidly to managerial positions. The knowledge-sharing space a university allows can go beyond set curricula to ensure these graduates acquire information on and develop appropriate attitudes to health and social problems into the workplace. Five streams of engineers and construction students were asked to volunteer for a six-month pilot study as part of their Professional Communication Studies course. The study was aligned with the aims of the National Strategic Plan for HIV, STIs and TB (2012-2016) which addresses the structural, social, economic and behavioural factors driving the HIV and TB epidemics. The study sample consisted of 41 students, out of a group of 56, who voluntarily attended a weekend workshop and presented their research on the topic of HIV. Results indicated that while the majority of students were knowledgeable about the infection, transmission and treatment options, there was incorrect knowledge concerning other issues such as stigma and workplace discrimination. Conclusions described the experience as positive and reported that the debates in the focus groups on social and public issues were valued. The group's recommendation was that this theme and the assignment should be included in the core course and not be a voluntary additional item.
Africa Journal of Nursing and Midwifery, 2018
The purpose of this evaluation was to assess whether an online workshop on gender-based violence ... more The purpose of this evaluation was to assess whether an online workshop on gender-based violence prevention and bystander intervention at a South African university (1) increased the participants’ confidence to discuss gender-based violence (GBV) acts with their peers, (2) increased the participants’ understanding of the link between GBV and HIV, (3) increased the participants’ knowledge of the support structures available on campus, and (4) improved the participants’ ability to intervene in violent situations. A differences-in-differences research design was used. The research design consisted of two phases in which participants from four university residences were used as control and intervention groups. The results showed that the participants generally had a strong confidence regardless of the intervention and were able to identify the acts of GBV. They also showed a good understanding of the link between GBV and HIV. The results also indicated that the participants became knowl...
Drawing on the insights of numerous academic leaders, 12 Lenses into Diversity in South Africa wi... more Drawing on the insights of numerous academic leaders, 12 Lenses into Diversity in South Africa will help you facilitate constructive and open discussions around important issues, such as the narratives of racism in South Africa.
Corporate social investment (CSI) has become a key issue for businesses and the social developmen... more Corporate social investment (CSI) has become a key issue for businesses and the social development sector. Since its inception in South Africa, social investment has developed from a donation style approach to a focused intervention that aims to empower its recipients. Corporations are now challenged through legislation and by society to develop programmes that can alleviate some of the social problems affecting the recipients of their CSI programmes. This exploratory study attempts to identify the methods used by businesses to evaluate their recipient programmes. The evaluation of CSI programmes is imperative as there is a need to measure the outcomes, efficiency, quality and the effectiveness of these social investment programmes in the context of social development. The study addresses four research objectives: To explore and describe the nature of current CSI activities of companies in South Africa; to explore and describe the companies' policies relating to the evaluation of their CSI activities; to explore and describe the methods used in the evaluation of companies' CSI activities; and finally, to explore and describe the companies' views on the strengths and the shortcomings of their current policies and methods regarding the evaluation of their CSI activities. In order to respond to these research objectives a web-based quantitative survey was administered to an availability sample group that comprised of 20 companies derived from the South African Grantmakers Directory (2006). The quantitative questionnaire included selection statements and answer choices. Of the 34 quantitative questions, 26 had comment box facilities so that the respondents could provide qualitative data should they wish to clarify their response. One open-ended question was included in the survey to gather responses to research objective four. From the findings it is concluded that the 20 companies use programme evaluation methods to assess their CSI programmes. Most of the companies utilise a needs assessment, whilst a minority use a process evaluation or outcome evaluation. Further research into the relationship between evaluation and the corporate social investment context is recommended. With the current study looking at what methods are used in the evaluation of CSI programmes, it is recommended that further research be conducted into the application, of the programme evaluation methods used by the CSI staff. Based on this further research, the researcher suggests that CSI evaluation guidelines be compiled for use by corporations.
Open Journal for Studies in Arts (OJSA), Dec 30, 2018
This article will present the findings of an ongoing project linked to the intersection of art, p... more This article will present the findings of an ongoing project linked to the intersection of art, public space and social justice issues. The goal of this paper is to evaluate the teaching project by assessing the creative process of a group of 52 first year fine art students at the University of Cape Town. This paper will review the choices the students made when challenged to develop responses in the form of textual, visual and temporary public interventions to the subject of gender-based violence. The project has been running for 7 years, but this paper will primarily focus on one assignment linked to the topic of gender based violence in 2018.
Open Journal for Studies in Arts
Open Journal for Studies in Arts
Journal of Engineering, Design and Technology