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Prof
Nkoane, Molebatsi
Faculty: Faculty of Education
Department: Educational Foundations
Research Interest(s): Sustainable learning environments
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- This scholarly piece proposes to disrupt the inequalities in the discourse that tends to subjugate ‘other’ forms of knowing and pushes these forms of knowing with vanity to the periphery in the corpus or pyramid of knowledge systems, and this regard, we zero in to rural epistemologies within the milieu of universities’ knowledge creation. Knowledge systems have variances or a dichotomy informed by lived experiences which are not the same. Dominant discourses have been assertive in knowledge systems and domesticated other parameters for the interpretation of realities as historically out-of-date, irrational, and pre-modern.Through decoloniality theory and Grand Afrikan narratives, we challenge the hegemony in the knowledge industry where the tendency is to perpetuate injustices in knowledge systems especially when coming from the global south, more so in rural contexts. A consciousness of this intellectual piece aims to make an argument that over and above the hegemonic discourses of the global north over ‘other’ forms of knowing, the boundaries could be ruptured in pursuance of equality and justice to ‘other’forms of knowing. We answer two questions; what is to decolonise the knowledge system in a higher institute, and how can rural knowledge gain access to mainstream knowledge production? This paper will probe difficult questions about hegemonic socio-political discourses in the knowledge industry, the line of argument is in pursuance of making an effort to refine, protect and defend ‘other’ knowledge systems and demystify knowledge as one thing that is presumed to be universal.
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- This intellectual piece proposes to advance a stratagem for treatment of educators' health and emotional well-being. A theory of choice for this study was Salutogenesis, this was preferred as a theoretical lens that offers intellectual impetus at both the theoretical and empirical level. This study further set to a selfless understanding on educators' comportment on health and emotional well-being exclusively those servicing special education centres. The study is located within a critical paradigm, which set up on the premise that people exist with the world as opposed to merely existing in it. The study adopted the qualitative approach as it is meant to describe, decode, and translate and to give meaning to socially occurring phenomena (Bwayla, & Kalu 2017). Data was collected and collated using one-on-one, semistructured interviews. Critical Discourse Analysis (CDA) was carefully chosen for the purpose of data analysis. CDA is guided by the view that language is a form of social practice, meaning data was analysed from three different position (i.e. textual, discursive praxis and social locus). Findings from this study mirrored views reflected both at theoretical and empirical stations. The related literature reviewed attest to the discourses that special education educators were enduring innumerable pockets of occupational stress. Furthermore, this group of educators were found to be downhearted and discontented that led to escalation of vulnerability and educators' attrition. The study seems to have urge to influence policy imperatives, this study found that absence of educators' participation in informing policymaking is the root cause of health and emotional noxious. The study concludes by amplifying the need to support educators in resources centres or special schools, this will make them feel significant and worthy.
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- Pedagogic praxis that emerging farmers are subjected to seems to be in the form of antiquated praxis, that is, there is an absence of harmonizing real-world training, and conventional learning paradigms. This intellectual piece sees this as a challenge for emerging farmers as they become fairly submissive, and pedagogic praxis they are exposed to act as an antidote of critical thinking. Pedagogic resources are mean to respond to their immediate live world practicum or emerging farmer or their status quo. By and large agricultural education curricula are impassive and/or inapt to the socio-economic, geo-spatial, and technological context of emerging farmers. This article uses bricolage as a theoretical framework, because this theory sensitise us about knowledge production and approaches in research, in addition with context(s) as a procedure for multidisciplinary approaches in research (Kincheloe, 2001: 690). This study also adopted a Participatory Action Research (PAR) as an approach, because the approach in its nature is anthropological, caring, supportive and diffuses discursive praxis in any form or shape. Thus meaning power relations between trainers and emerging farmers during teaching has to be reviewed for effective learning. This study used a Critical Discourse Analysis (CDA) as an analytic approach, looking at the textual, semantics, discursive and social functions. Findings of this study shows that lack of teamwork between emerging farmers, educators and agricultural advisors might be what is causing learning difficulties and inabilities amongst emerging farmers.
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- Higher education is a major driving force of transformation. To achieve this, higher educational attainment expectation among adolescent learners is critical. In order to clarify why it is challenging for so many black South African adolescents to pursue higher education using the little available facilities and resources, this study analyzed educational expectation factors in transforming higher education. This study adopted a quantitative research approach using the descriptive design of correlation type in other to explore variables such as parental engagement, academic self-efficacy and school connectedness on educational expectation of higher school adolescents in Kwa Dlangezwa in South Africa. A total of 100 participants were selected as sample using simple random sampling with average mean age of 14 years (SD= 9.31). A structured questionnaire consisting of parental engagement, academic self-efficacy, school connectedness and educational expectation was used to collect data. Three research questions were asked and answered using Multiple Regression and Pearson Product Moment Correlation Statistical tools. The result revealed that educational expectation could be achieved by parental engagement, academic self-efficacy, and school connectedness. It was concluded that if educational system will be transformed for sustainable development, factors such as parental engagement, academic self-efficacy, and school connectedness should be given adequate consideration.
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