Unisa Press Journals (University of South Africa)
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Introductory Note to Special Issue: “Scholars in the Margins: The Complex Lives of Postdocs in Higher Education”
No full textIntroductory not
Writing for Better Prison Conditions in Uganda: Stella Nyanzi’s No Roses from My Mouth (2020)
No full textIn this article, I argue that prison authorities need to listen to former prisoners’ testimonies to glean some insights on how to improve life in prison. One such testimony, in Uganda’s case, is that of Dr Stella Nyanzi, whose collection of poems, No Roses from My Mouth (2020), was written and published while she was incarcerated at Luzira Women’s Prison in Kampala. I argue that by reading the poems about prison life in this collection, prison authorities can take note of the welfare-related issues that Nyanzi raises, which point to the loopholes or limitations they need to fix in the administration of prisons in order to make the lives of prisoners more comfortable and less stressful
Perspectives on the Impact of the Fourth Industrial Revolution and Labour Practice in South Africa
No full textThis study presents a detailed content analysis of the emergence of the Fourth Industrial Revolution (4IR) as it gained momentum in the twenty-first century and its influence on human rights in labour practice. It sets out to investigate the potential implications of the 4IR for the protection and realisation of labour-related human rights in South Africa. The literature review incorporates a critical analysis of the existing and relevant literature that further expands the research problem. The study employs a qualitative method of data collection, evaluating the Constitution of the Republic of South Africa, relevant legislation, policy documents and other authenticated information sources. The aim is to identify research gaps not addressed in previous studies. While the major technological advancements associated with the 4IR are intended to improve workplace practices, many South Africans remain disadvantaged by the digital divide and cannot fully benefit from the opportunities the 4IR presents. This article provides an overview of the existing and emerging regulatory frameworks associated with advanced information technologies and concludes by identifying gaps in the current landscape
Integral Coaching for Leaders’ Holistic Well-Being
No full textCoaching has been recognised as an accomplished method to help clients (coachees) increase their well-being for personal growth and organisational change. Integral coaching, defined from a transpersonal psychological perspective, confronts human nature, including mind, body and spirit. The research aim was to explore the ways in which integral coaching facilitates holistic well-being through a transpersonal psychology paradigm. A hermeneutic phenomenological research approach was applied. Qualitative semi-structured interviews were conducted with seven leaders who had engaged in at least six coaching sessions informed by the integral coaching model selected for this study. The leaders’ narratives were analysed according to the six streams used by the coaching model. After discussing the themes, six working hypotheses were developed for sense-making. The findings indicated that integral coaching could enable a leader’s whole-person engagement to change as a pathway and solution towards holistic well-being in a complex South African context. Although the research was limited to the coaching outcomes of seven leaders, the indication was that coaches could apply integral coaching to initiate a dynamic, multidimensional and holistic process of well-being within the self (intrapersonal), relationships with others (interpersonal) and beyond the self (transpersonal). The recommendation is that integral coaching can be used with leaders and followers in the South African work environment to improve relations with the self and others for the betterment of all
The Process of Recovery From Nyaope Addiction Among Youths in Alexandra Township, South Africa
No full textThis study explored the experiences of youths recovering from nyaope addiction in the Alexandra township, South Africa. Eight Black male participants, aged 19 to 34 years, were recruited by using purposive and snowball sampling methods. These individuals had faced significant challenges as active nyaope users, and in-depth interviews were conducted to examine the factors influencing both their addiction and recovery journeys. Interpretative phenomenological analysis was employed to analyse the data, which provided a detailed understanding of each participant’s lived experiences within the context of addiction recovery. The study identified several challenges associated with professional treatment, including lengthy administrative procedures, extended waiting times for treatment registration, and difficulties managing withdrawal symptoms during the process. These barriers often led some individuals struggling with addiction to seek alternative recovery pathways outside of formal treatment frameworks
Teachers’ Perspectives on the Role of Integrated Quality Management System in Enhancing Quality Teaching and Learning in Selected King Cetshwayo District Secondary Schools, South Africa
No full textThe Integrated Quality Management System (IQMS) is a nationwide policy aimed at enhancing teacher productivity. It serves as a school quality management system with the dual objectives of fostering teacher professionalism and reinforcing accountability in educational institutions. This article explores teachers’ perceptions of the IQMS’s role in improving teaching and learning at secondary schools in the King Cetshwayo District in South Africa. The study employed a qualitative research design aligned with an interpretive paradigm. Purposive sampling was used to gather data through semi-structured interviews with 17 participants from five Circuit Management Centres in the King Cetshwayo District. The interview data were transcribed and subsequently processed through coding, thematic analysis and interpretation to extract meaningful insights and address the research question. The findings indicate that the IQMS has been ineffectively implemented, which resulted in persistent challenges to enhancing teaching and learning in schools. Despite this, the participants expressed a belief that the management system has positively affected the teaching and learning process. The study concludes that the inadequacy of the IQMS in enhancing teaching and learning in secondary schools can be attributed to its initial distortion. Originally designed to foster teacher professionalism and support educational quality, the IQMS has become intertwined with pay progression policies. Consequently, the original developmental purpose of the IQMS has been compromised, which led to an emphasis on performance metrics rather than meaningful improvements in teaching practices. The study recommends prioritising learner pass rates and scores in assessment standards to realign the focus towards enhancing educational outcomes
Investigating Dialogical Argumentation and Assessment for Learning as Instructional Model for Teaching Static Electricity to Science Learners
No full textIn many rural areas in South Africa, some deaths are thought to result from lightning which is associated with witchcraft, and some victims are accused of being behind lightning witchcraft. In such communities people believe that lightning can be sent through the practice of witchcraft to kill an enemy. This study investigated the effects of using the Dialogical Argumentation and Assessment for Learning as Instructional Model (DAAFLIM) in teaching static electricity focusing on lightning as an example of static electricity to grade 10 learners. Three classes of learners from two township schools served as the study’s sample. A Solomon three-group design was employed in collecting data. One class was used as the experimental group and the other two were the control groups: control 1 group and control 2 group. The frameworks that were applied in the analysis of the data were Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The results showed that the experimental group was more elaborate in their explanations of the scientific nature of lightning and achieved better academically than the control group which was not exposed to the DAAFLIM. It was also discovered that learners do not actually leave their traditional ideas at home while other learners come with some scientific conceptions about lightning. The study recommended that the DAAFLIM could be applied more effectively and efficiently if combined with technology. This would also help to include more sensory organs, and in that way provide better learning
Exploring Teachers’ Perspectives of Professional Development Opportunities During the Implementation of History 2166 Syllabus Reforms in Zimbabwe
No full textTeachers’ continuing professional development (CPD) has been a perpetual priority for education systems throughout the world. It is considered an effective way for teachers to improve their instructional practices, especially during syllabus changes. It appears that many CPD programmes have yet to be implemented and understood from the teachers’ perspectives. This study seeks to turn research back to the beneficiaries of professional development –the teachers. It explores teachers’ perspectives of CPD in the context of preparing them to deal with a syllabus reform in the teaching and learning of history at a secondary school in Zimbabwe. The thrust is on the professional development opportunities that were extended to them during the implementation of the History 2166 Syllabus reforms. The researchers conducted in-depth interviews with five purposively sampled history teachers from five different schools in the Glen View/Mufakose district in Harare province. This study appreciates that teachers are the chalkface implementers of syllabus reforms in any given context of change and that their views matter. The key finding was that the absence of CPD initiatives during this syllabus reform proved disastrous, and ultimately produced a teacher-proof syllabus that deskilled and disempowered history teachers, which led to tissue rejection and its ultimate failure to address key expectations. This study recommends recognising teachers’ perspectives of their professional development since they are at the chalkface and are directly influenced by the initiatives. Staff development initiatives should be prioritised before and/or during any syllabus changes to acquaint teachers with the requirements of the new syllabus
The Potential for Counselling to Facilitate Intergenerational Dialogue and Knowledge Transfer Related to Land Rights, Traditional Practices and Sustainable Land Use in Nigeri
No full textThe transfer of knowledge between generations is crucial to maintaining traditional land rights, practices and sustainable land use in rural communities in Nigeria. This article explores the potential of extension intervention to facilitate intergenerational dialogue, transfer of sustainable land management knowledge and it argues that consultations can be a safe and inclusive platform to share experiences and exchange knowledge. It discusses the potential of narrative therapy and memory techniques to evoke and preserve traditional stories, wisdom and practical land-related stewardship. It emphasises the importance of integrating indigenous knowledge systems and culturally relevant practices into counselling interventions. It also highlights the role of counselling in addressing generational conflicts, trauma and historical land-related dispossession injustices
All for One, One for All: The Interdependency of Secure Rural Land Tenure and South Africa’s Mining Economy
No full textThe expansion of mining investments into rural areas of South Africa has increasingly brought them into conflict with land-insecure customary communities, whose rights are protected under interim legislation. Despite these legal safeguards, customary landholding communities remain vulnerable to dispossession, often under pressure from powerful mining corporations supported by government policies prioritising foreign investment. This vulnerability is compounded by financial and socio-political pressures that make it difficult for communities to assert their land rights effectively. This paper examines the relationship between land tenure security in rural mining areas and the stability of mining investments. It explores how insecure land tenure affects community livelihoods and investor confidence, creating an unstable investment environment due to land disputes and inadequate legal protections. These challenges are considered within the broader context of national and continental efforts to address colonial-era land dispossession while navigating the socio-economic changes driven by mining activities. This paper explores the reciprocal relationship between land tenure security and investment stability. It explores how legally recognised land tenure for customary communities can contribute to a more stable and equitable investment climate, while also considering how a stable and equitable investment climate can, in turn, strengthen land tenure security for these communities. Through this analysis, the study advocates for a consent-based participatory framework that effectively safeguards community land rights while supporting responsible and sustainable mining investments. Additionally, the paper explores the government’s reluctance to support consent-based community participation and the political and institutional barriers preventing communities from having decision-making power over their land