Journal of Culture and Values in Education (JCVE)
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Engagement of Preservice Teachers in the Assessment of Their Work-Integrated Learning
Full text linkWork-Integrated Learning (WIL) stands as a formally supervised and assessed program designed for preservice teachers to apply and refine their teaching skills within school settings. This study addresses the inquiry of how to effectively involve preservice teachers in the assessment of their WIL experiences. Employing participatory action research (PAR) as the chosen methodology, the research engaged with nine preservice teachers actively involved in WIL, a teaching practice officer, and five teachers serving as mentors to the students. Data collection was performed utilizing the principles of free-attitude interviews and participant observation. The ensuing data underwent interpretation and analysis employing the framework of critical discourse analysis. The findings revealed a pronounced need for collaborative efforts among assessors, mentor teachers, lecturers, and preservice teachers. Establishing robust collaboration emerged as the most viable solution for engaging preservice teachers in the assessment of their Work-Integrated Learning experiences. 
Pedagogical Stylistics: Teaching isiXhosa Poetry at Further Education Training Phase Using Text World Theory Approach
Full text linkThis article explores the integration of pedagogical stylistics, specifically text world theory, into the teaching of isiXhosa poetry in the Further Education and Training (FET) phase. IsiXhosa, one of South Africa’s official languages, possesses a rich poetic tradition that is deeply rooted in its culture and history. However, the effective transmission of the cultural significance and literary aesthetics of isiXhosa poetry to FET learners is challenging, because of limited availability of culturally relevant pedagogical methodologies. In this paper, we propose a novel approach, by incorporating pedagogical stylistics, a cross-disciplinary field that combines stylistic analysis and education theory into the teaching of isiXhosa poetry. In particular, the text world theory, developed by Werth, was utilised as an analytical framework, and an IsiXhosa poem was used as a model. The study adopted a qualitative-argumentation approach to analyse Chief Markers’ Reports for the subject IsiXhosa Home Language regarding the performance of Grade 12 learners in the poetry section of this subject. The reports range from 2019 to 2022 and contain both quantitative and qualitative assessments. According to the reports, learners’ scores are low and some fail the poetry section, which makes up 37.5% of the total mark of the literature paper in IsiXhosa Home Language. According to the Chief Markers’ Reports, learners struggle to understand word meanings, context and textual meaning and they lack knowledge of literary and poetic devices. The findings of the study indicate that the text world theory approach can be useful to enhance learners’ engagement with isiXhosa poetry, by encouraging them to participate actively in constructing meaning through their cultural and linguistic experiences. Moreover, the pedagogical stylistics approach facilitates the appreciation of poetic devices, themes and socio cultural contexts, which leads to a deeper understanding and connection with isiXhosa literary heritage
Institutional Logics of Indigenization in Canadian Higher Education: The Role of Critical Policy Analysis as a Research Tool to Activate Social Change
Full text linkA common approach to adopting large-scale social changes in organizations is to codify them within high-level policies, including strategic plans. One such social change with increasing attention is the move towards “Indigenization” throughout all organizations in Canada, with national and international policy imperatives supporting its robust enactment. To understand the overt and covert components of such policies to understand how such large-scale social changes might be codified and framed, critical policy analysis (CPA) is a useful methodological tool to support such policy implementation and inform further activism. To illustrate this, CPA is used in this study to highlight how Indigenous-centric strategic plans (ISPs) conceptualize Indigenization across the U15 institutions in Canada, the largest group of research-intensive institutions spanning the country with educational communities totalling hundreds of thousands of students, staff, faculty, and community connections. The representations of Indigenization in these ISPs are analyzed using Gaudry & Lorenz’s (2018) conceptual framework of Indigenization in higher education, finding that the ISPs largely represent an inclusionary approach to Indigenization, falling short of advancing reconciliatory or decolonial forms of Indigenization. Understanding that ISPs predominantly enable inclusionary Indigenization (Gaudry & Lorenz, 2018) illuminates the institutional logics that underpin Canadian higher education, namely that retaining power structures historically constructed through colonial processes are not overtly challenged by the actions outlined in the ISPs. Though directly acknowledging the need for Indigenization within higher education ISPs is a substantial advancement towards the social reality envisaged by the TRC (2015), this analysis spotlights where further activism is needed, including by educational leaders, to advance substantial reformation of colonial institutional logics within Canadian higher education
Inquiry for Social Transformation: Black Mother Scholars Redefining Scholarly Inquiry Through Black Artistic Expression
Full text linkWriting, dancing, drawing, spittin’ rhymes, and other artistic expressions have long offered us, Black mother scholars, opportunities to reaffirm our humanity amid oppression (Fearon, 2023). Art offers Black mother scholars space to reconceptualise inquiry in ways that engage our families, challenge injustices, and usher social change within the educational milieu and beyond. The centring of Black artistic expression in educational research invites Black mother scholars to affirm the parts of ourselves, our families, and our communities that dominant forms of inquiry and anti-Blackness have sought to discredit. Educational research grounded in Black artistic expression compels us all to reimagine scholarly inquiry for social transformation. In this paper, I critically reflect on an arts-informed research study I led with a group of Black Canadian mothers who are adult literacy learners. In this reflexive piece, I explore how grounding research practices in Black art allows opportunities for storytelling, story listening, and Black refusal. Specifically, this paper explores the ways Black art supports researchers in addressing power differentials inherent in inquiry processes. The paper concludes with a series of reflective questions challenging scholars, especially Black mother scholars, to redefine traditional academic boundaries and recommit to social transformation through the arts
Examination of Gender Mainstreaming Policies in Mbhashe and Port St John's Local Municipalities, OR Tambo District, Eastern Cape, South Africa
Full text linkThis study utilised a qualitative research approach to comprehensively assess gender mainstreaming policies in Mbhashe and Port St John's local municipalities within the O.R. Tambo District of the Eastern Cape in South Africa. Through focus group discussions with government officials, community leaders, and civil society representatives, diverse perspectives on gender issues and policy challenges were explored. Document analysis of relevant reports and policy documents provided additional context. Thematic analysis of the data identified recurring themes and related to gender mainstreaming policies, ensuring a clear understanding of their effectiveness and implementation gaps. The findings revealed Mbhashe's proactive measures to empower women in leadership roles contrasted with Port St John’s concerns about biases and unintended consequences in policy execution, highlighting the complexity of achieving comprehensive gender equality. Recommendations include enhancing educational programmes, awareness campaigns, fostering community involvement, and leveraging partnerships with religious, traditional and community leaders to promote inclusive practices and address structural inequalities, thus advancing sustainable gender equality and social justice agendas
Attribution to Classroom Disruptive Behavior: Insights from Secondary Teachers
Full text linkDisruptive behavior in the classroom is a significant concern for teachers in schools across the globe. Extensive research has conclusively shown that effectively managing disruptive behavior in the classroom is a crucial factor that enhances the quality of instruction. The successful management of disruptive behavior in the classroom is influenced by various factors, including the causal attribution that a teacher assigns to the behavior. This study explored teachers’ perspectives on the factors contributing to disruptive behavior in the classroom. The study employed an interpretive paradigm and a qualitative approach with a case study research design. Data was generated via semi-structured interviews with six members of the School Management Team and a focus group interview with seven teachers from four purposively chosen Quintiles Three secondary schools. The findings showed that teachers attribute classroom disruptions to the characteristics and attributes of learners, contextual elements within schools, and external factors. The study concludes that these factors should be considered when developing classroom behavior strategies
Building Bridges: Catalyzing Institutional Change at Utah State University via Experiential Learning with Ute and Navajo Students
No full textThis article presents the development, implementation, and impact of a cultural competence course initiated by the Mentoring and Encouraging Academic Success (MESAS) Program at Utah State University (USU). The MESAS Program supports American Indian, Alaska Native, and Native Hawaiian students through various initiatives, including the Faculty Advocate initiative, talking circles, the Indigenous Knowledge Symposium, and the Native American Living/Learning Community. Under MESAS, the cultural competence course aims to enhance appreciation among faculty, staff, and non-Indigenous students for the contributions of Native American and other underrepresented groups, while addressing institutional barriers to their academic success and social well-being. The course has been adapted for faculty, staff, and graduate students involved in roles such as summer research mentoring and emphasizing the importance of cultural sensitivity in creating a supportive environment for Native American students, particularly those transitioning between campuses. The article also highlights a case study of a USU professor who applied the course's teachings in interactions with students from the Ute Tribe and Navajo Nation, illustrating the practical application of Culturally Responsive Teaching practices and the Funds of Knowledge framework. Overall, the study highlights the course's positive impact on fostering inclusive teaching practices and deepening relationships with Native American students. The findings contribute to the broader discourse on integrating cultural competence in higher education to enhance the experiences of underrepresented student populations
The Pedagogic Role of Indigenous Play for Early-Grade Learners
Full text linkPreserving cultural heritage, mainly through Indigenous play, is imperative for fostering the younger generation's comprehension of diverse cultural aspects. In the 21st century, shifts in the educational landscape have jeopardised early-grade learners' involvement in Indigenous play in Nigeria, jeopardising the nation's rich multicultural diversity. This research investigates the pedagogic significance of Indigenous play for early-grade learners in the Owerri education zone of Imo State, Nigeria. The study was conducted in the Owerri education zone of Imo State, Nigeria. The setting includes schools, homes, and communities where young learners traditionally engage in Indigenous play. Utilising qualitative methods and a narrative research design, the study explores factors contributing to the decline of Indigenous play through interviews, observations, and literature reviews. The findings reveal decreased Indigenous play, highlighting various game types and benefits crucial for children's physical, socio-emotional, and academic development. Safety concerns, parental emphasis on intellectual development, and social media and technology influence diminish opportunities for early-grade learners to engage in Indigenous play. The research underscores the critical role of Indigenous play, emphasising the adverse effects of its decline and advocating for a balanced education approach prioritising cognitive and affective development
Examining the Motivators of Prisoners to Study Using Technology While in Prison
Full text linkThe study sought to investigate the motivational elements that drive inmates to participate in e-learning while incarcerated, arguing that despite difficult living conditions, offenders are eager to acquire additional knowledge. The research was carried out at a correctional facility in Namibia, using qualitative methodologies, mostly interviews, which were in line with an interpretive paradigm. Thematic analysis was employed, using transcriptions provided by a proficient transcriber. The analysis revealed a transition in Namibia's legal framework towards corrections and the reintegration of individuals into the community. The findings revealed that inmates were driven by a strong desire to provide for their families and make a meaningful impact on society after their release. This motivation was influenced by the educational accomplishments of their family members and a sense of personal responsibility. The accessibility and flexibility of e-learning were important factors, as participants appreciated the simplicity of obtaining information online. They viewed distance education as a very successful and enjoyable method of learning, acknowledging its significance in personal development. The decision to use e-learning was further supported by institutional limitations, such as a lack of personnel and prohibitions on conducting studies. Participants emphasised the ease and practicality of retrieving information via computers and the internet, thanks to the facilities provided within the facility. Inmates considered distance education as a practical way to make academic progress, even if they had to deal with obstacles including time and budget constraints
Reflections of Community Engagement Activity on Sex Education, Sexual Consent and Awareness among High School Learners in the Mpumalanga Province
Full text linkConsent related topics in sexual education seem to be avoided or considered taboo among learners in rural communities. The study explores the perceptions of sexual awareness, consent and sexual knowledge among high school learners in the Mpumalanga Province of South Africa. Two theories of social constructionism and person in the environment were used as lenses to understand sex education in relation to issues of consent. A focused ethnography approach was employed to reconnoitre the perceptions of learners on sexual awareness and sexual consent, and a purposive sample was implored to select learners involved in the study. The study used two focus groups of twenty boys and eleven girls from Grades 11 and 12. The study emanates from the reflective essays penned by ten participants from the University of South Africa, who played a role in facilitating discussions among Grades 11 and 12 learners as part of their community engagement. The study revealed that although sex education is taught at school, issues of sexual consent are lacking, and learners have no knowledge of what consent entails. Furthermore, the results revealed that the effects of sex education in the curriculum are minimal, and there should be more learning activities to promote sex education in schools