KovsieJournals - University of the Free State (UFS)
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Formation of good Christian conscience: A link between professed faith and praxis in Africa
Get PDFThe congruency of professed Christian faith with its corresponding conscience is critical for the church to embody the servanthood of Christ that would rid Africans of poverty and hegemonic vices (Verster 2022:59). However, according to Boesak (2005:39), Africa has enfeebled public conscience. Meanwhile the church is accused of practising the “wrong type of Christianity” typified by dualistic, escapist, pietistic, and ecclesiastic tendencies (Van der Watt 2003:53-54). In addition, the church is allegedly practising false neutrality, theology of disinterest, and passivity on matters affecting respective African communities (Botha & Makofane 2019:90; Fiorenza 1988:4). Using data collected from literature review, this article hermeneutically explores the possibilities of forming a theocentric conscience for actualising the church’s embodiment of a servanthood that would aid social transformation in African contexts. It proposes a formation that facilitates shifts from disinterest to interest; false neutrality to active participation; complacency to principled conscience, as well as dependence and begging syndrome to self-reliance
Fightin’ words in Pauline texts:Their polemical appropriation in modern political discourse
No full textThe politicisation of biblical language has become more acute with the rise of Christian nationalism and right-wing movements in many countries. This article explores the American political scene and its rhetorical appropriation of biblical language. Fightin’ words drawn from presumed Pauline texts, have become staple rhetoric among candidates seeking to attract Christian voters to their cause. The article then discusses the use of such discourse by Republican and Democrat politicians in recent decades. Next, it attempts to reduce, if possible, combative speech by examining three verses: 1 Timothy 1:18, 6:12, and 2 Timothy 4:7. It asks whether Bible translators have accurately conveyed the Greek text of these verses in English. The article argues that modern translations have overlooked the contextual meaning and lexical background found in the material culture of the Graeco-Roman world. It is hoped that the proposed new translations will produce less toxic debate in future political discourse
Academic social loafing among Summer Debre Markos university students, Ethiopia: Effect of intervention: Teamwork effectiveness
No full textOver the past few decades, there has been a growing emphasis on the appropriateness of group-based activities in student learning. Therefore, this study aimed to provide practical evidence or activities for reducing social loafing with the performance implications of teamwork in students. The planning, intervening, assessing, and reflecting steps of the action research design were used in this study. Cognitive and constructivist theoretical frameworks were adhered to in this investigation. Eighty summer students from Debre Markos University in Ethiopia participated in the study. Interviews, survey exams, and classroom observations were utilised to get the information participants needed. As a result, before intervention, most students had not engaged in group projects effectively. Additionally, students’ survey test scores for the group work were statistically significant on both the pre-test and post-test. Students’ collaboration scores on the pre-test and post-test showed no gender differences. Based on these findings, the instructor or researcher implemented several tasks or activities to maximise the effectiveness of teamwork. These included forming cohesive and small teams, establishing specific demands and outcomes, providing a peer evaluation opportunity, outlining the importance of the task, assigning dividing assignments, and evaluating the process and output of the group’s performance. The researcher suggested that other instructors apply these interventions to improve team effectiveness
Mentor teachers’ perspectives on the preparedness of student teachers to teach business studies during teaching practice
Get PDFBusiness studies student teachers are expected to showcase different knowledge domains during teaching practice, including their pedagogical and content knowledge. Student teachers teach under the guidance of mentor teachers. Given the crucial role that mentor teachers play, this qualitative study explores the views of mentor teachers on the preparedness of business studies student teachers to teach. Situated learning theory was adopted as the theoretical lens of this study. A systematic random sampling technique selected seventeen e-portfolios submitted by third year student teachers after engaging in teaching practice. Mentor teachers’ reports were analysed using an e-portfolio evaluation tool that the researcher developed. Mentor teachers’ contributions were recorded in the spreadsheet to generate data, and thematic analysis was used to analyse the data. The study revealed that some mentor teachers were satisfied with student teachers’ content and pedagogical knowledge. However, there are crucial areas where student teachers need to improve. Based on the findings, this study recommended that teacher educators strengthen their business studies methodology module content and assessments to equip student teachers with classroom management and time management skills
"Banning Lenin": A censorship debacle of the V.I. Lenin Collected Works in apartheid South Africa
Get PDFThe censorship organs of the apartheid regime were firmly directed at prohibiting any undesirable literature. As a result of the communist threat to Christian Calvinism in South Africa during the early 1960s, especially with the passing of the Publications Act through Parliament in 1963 to regulate the circulation of literature, many of the publications by political figures, such as Karl Marx, Friedrich Engels, Mao Zedong, and Vladimir Lenin in particular, were banned outright. After 1977, changes in its management and rationale towards publications paved the way for more tolerance towards banned publications. By 1982, pressures from mainly academia demanding access to consult communist literature, most notably the Lenin Collected Works, led to a debate and intense reviewing of the book series between the Directorship of Publications and the Publications Appeal Board. The lifting of the possession ban of the Collected Works at mostly university and legal deposit libraries, and its total unbanning in 1991, could be regarded as a triumph for the right to free access and study of literature of historical significance. This article seeks to analyse and describe the controversial debate revolving around the Collected Works against the background of stringent apartheid censorship
The Impact of Labour Decline on the Swazi Migrants and Their Families 1960s-1990s
Get PDFTThis article examines the impact of labour decline on the lives of Swazi ex-mine workers and its overall bearing on their families and their communities. Current scholarship on labour migration predominantly focuses on workers, labour markets, or communities in receiving countries. While labour migration significantly impacts migrant’s well-being, this dimension has not received much scholarly attention. This paper addresses the impact of retrenchment, risks to occupational health, and compensation for injuries among Swazi ex-miners, given the hazardous nature of mining work. It explores the experiences of Swazi migrants who worked in South African mines during the 1960s and 1990s. The decline in migrant labour had serious repercussions in the country, more especially in the southern part of the Swazi region, an area that had always supplied more mine recruits than the other regions of the country. Using a snowball research design, the study investigated the experiences of exmine workers after retrenchment, particularly focusing on their lives and welfare in their home communities. The paper highlights the challenges faced by these ex-miners, including psychological and health risks and inadequate compensation for work-related injuries. It argues for increased attention to the well-being of migrant workers and improved policies to ensure their safety and fair compensation. By focusing on the narratives of Swazi ex-miners, this study contributes to a broader understanding of the impacts of labour migration and the need for better protection of migrant workers’ rights. These migrant workers have lost not only their income, but also the unpleasant experience of losing a job denied them their social roles as household heads. The article has shown how the changing economies of the mines and new policies, such as the internalisation of mine labour by the South African government, led to massive retrenchment, which created a new set of problems for the Swazi ex-miners, such as integration and assimilation in their communities and household
Badat, Saleem. Tennis, Apartheid and Social Justice: The first non-racial international tennis tour, 1971. Pietermaritzburg: University of KwaZulu Natal Press, 2023. ISBN: 9781869145149
Get PDFSaleem Badat’s Tennis, Apartheid and Social Justice: The first non-racial international tennis tour, 1971, tells the stories of Jasmat and Hiralal Dhiraj, Alwyn Solomon, Oscar Woodman, Hoosen Bobat and Cavan Bergman, who undertook apartheid South Africa’s first (and only) non-racial international tennis tour in 1971. Nicknamed the ‘Dhiraj Squad’ after Jasmat Dhiraj, arguably amongst the preeminent South African tennis players of the time, the squad represented the non-racial Southern Africa Lawn Tennis Union (SnALTU); an affiliate of the non-racial South African Council on Sport (SACOS), widely regarded as the sporting-wing of the anti-apartheid movement
A conceptual framework for early childhood science education for global citizenship education: An indigenous lens
Get PDFOur study presents a theoretical exploration and conceptual framework designed to integrate indigenous knowledge systems (IKS) into early childhood science education to foster global citizenship education among children. We propose a culturally responsive and theoretically grounded model explicitly tailored to the South African context through a comprehensive review and synthesis of existing literature, theoretical perspectives, and best practices across early childhood education, IKS, and global citizenship education (GCE). Early childhood science education is vital in nurturing children’s curiosity, world understanding, and cognitive skills such as critical thinking and problem-solving. However, the lack of practical pedagogical approaches and curriculum designs highlights the need for innovative theoretical frameworks. Employing a narrative literature review methodology, our conceptual paper draws on peer-reviewed sources from 2000 to 2025, selected through keyword searches in databases like Scopus and Google Scholar. Data were synthesised through thematic analysis to inform the framework’s development, with inclusion criteria focusing on early learning and curriculum transformation. The resulting framework integrates IKS, GCE, and relevant theoretical perspectives to cultivate well-rounded individuals capable of addressing global challenges. Recognising educator readiness as critical for successful implementation, the framework emphasises support through targeted training and assessment tools. Ultimately, this approach promotes cultural responsiveness in early childhood science education, empowering children to navigate a diverse world while contributing to their holistic development and societal cohesion
Understanding Grade 12 mathematics performance in a disadvantaged rural school through complexity theory
Get PDFDespite socio-economic challenges, the study investigates the sustained performance in Grade 12 mathematics in a disadvantaged rural school in South Africa. It argues that no single factor can account for this success; a complex interplay of elements is at work. The research employs a qualitative case study approach, focusing on a quintile 1 (situated in a poor community) secondary school in the Free State Province. Data were collected through interviews as well as observations. Thematic analysis was applied to analyse the data. The study is framed within complexity theory, emphasising the non-linear and dynamic interactions among various factors. The interviews and observations reveal that factors such as experienced and well-qualified teachers, strong support from the Free State Department of Education, and adequate physical and curriculum-related resources contribute significantly to the school’s academic achievements, especially in mathematics. The study concludes that a holistic understanding of these interrelated factors is essential for maintaining educational performance
South African Mathematics Curriculum Framework’s dimensions for Grade 9 mathematics content standards and summative assessment tasks
Get PDFThe South African Department of Basic Education (DBE) has established the Mathematics Curriculum Framework (SAMCF) to enhance learning, teaching, and assessment in mathematics, and help learners with conceptual understanding and consequently improve mathematics performance. Thus, teachers are expected to synchronise the SAMCF’s dimensions in teaching and assessment. This study attempted to establish the extent to which the Grade 9 mathematics content standards and the Grade 9 mathematics summative assessment tasks align with the SAMCF’s dimensions before fully implementing the framework. The aim was to guide curriculum policymakers on what needs to be reviewed by applying the mathematical proficiency strands as a theoretical framework. A quantitative document analysis was used to explain the level of the mathematical proficiency strands. Four summative assessment tasks from November 2022 were purposively sampled from the four districts of Mpumalanga province to analyse. The findings revealed substantial misalignment between the Grade 9 mathematics content standards and the summative assessment tasks. While the Grade 9 mathematics content standards were found to promote conceptual understanding, the summative assessment tasks promoted procedural fluency. The study recommends that the SAMCF’s dimensions be explicitly quantified in percentages to guide teachers and examiners on how much they should be covered in the summative assessment tasks. Also, it is suggested that the productive disposition dimension be added in the SAMCF’s dimensions to inspire learners’ positive attitudes towards learning mathematics. Furthermore, it is recommended that future studies should investigate the alignment between SAMCF’s dimensions on summative assessment tasks and content standards for other grades to ensure that the envisaged SAMCF’s goals are realised