KovsieJournals - University of the Free State (UFS)
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The South African voluntary euthanasia society (saves), the living will, and the “euthanasia controversy”, 1974-1994
Full text linkIn January 1992, the South African Law Commission approved a proposal of the previous year by the South African Voluntary Euthanasia/the Living Will Society (SAVES) to undertake research into the legality of Living Wills. Drawing on archival and newspaper sources and medical journal publications, this article details the history of SAVES from its founding in 1974 to 1994, during which time there were concerted efforts by some South Africans, including members of SAVES, to bring about change regarding medical euthanasia through either the common law or by parliamentary enactment.This history shows that some medical doctors andnurses were at the forefront of the campaigns for passive euthanasia. Sometimes, and against the official stance of SAVES and state and professional medical bodies, some were also vocal in support of active euthanasia. SAVES was unable to restrain debates about who might be the beneficiaries of passive euthanasia– especially the suffering elderly patient and those in a persistent vegetative state–which ensnared it in controversies with people and organisations who alleged that the outcomes would be the killing of others, in abortion,and the killing of the vulnerable, the disabled, and neonates. While SAVES’ campaigns were conducted by and most successful amongst white South Africans, by the early 1990s, concern with medical euthanasia was also being taken up by politically progressive multiracial organisations, whose questions of social justice and apartheid inequities complicated their views on the issue
Editorial, Vol 50 No 1
No full textThis year marks the 50th anniversary of the Southern Journal for Contemporary History, previously known as the Journal for Contemporary History (Joernaal vir Eietydse Geskiedenis) until 2019. As noted by André Wessels in a detailed overview of the journal’s history for its 40th anniversary, in its first 40 years of existence, the journal primarily dealt with topics related to twentieth-century history or political science, and was published in English and Afrikaans (seldomly also in German and Dutch).1 Until the mid-2010s, there was, in practice, a strong focus on Southern African topics, with South African history and politics in particular gaining prominence amongst the studies published by the journal. In a bid to reach broader audiences and widen the scientific scope of the journal, by 2015, former Editor-in- Chief, Pieter Duvenage, redefined the journal as one that, “publishes academically outstanding articles of a contemporary historical or political nature in both English and Afrikaans
Physical punishment on children as the onset of challenging behaviour in primary schools, South Africa: A systematic review of literature
Full text linkLearners’ challenging behaviour is a growing concern in primary schools. Reports reveal that many learners in South African primary schools are presenting with challenging behaviour - disrupting lessons, causing chaos, putting learners’ and teachers’ safety at risk, and interrupting school functionality. To understand this phenomenon, a systematic review of literature spanning three decades was conducted to determine whether physical punishment of children leads to the onset of challenging behaviour in primary schools. The social cognitive theory emphasised how children learn and replicate behaviour, and punished children can quickly adopt punishing behaviours themselves. Thematic analysis of forty-five research sources on the impact of physical punishment on children’s behaviour identified several primary types of challenging behaviours physically punished children displayed in primary schools. The review established a clear link between physically punished children and the manifestation of challenging behaviour in school settings. These results imply that physical punishment of children can be painful, and the types of challenging behaviour displayed in primary school result typically from physical punishment. These results further imply that physical punishment of children can lead to the onset of challenging behaviour in primary schools. Education stakeholders should consider the behaviours presented in this review to improve and change how they view, support and manage misbehaving children. This should encompass school curriculum and policy reform and practice, including the implementation of relevant intervention strategies such as the ‘15 key steps to support misbehaving learners: A teacher\u27s guide to effective intervention’ as recommended by this research
A play-based intervention framework for childhood language development in war-affected children
Full text linkThis narrative literature review explores language as a precursor for developing children’s psychosocial skills in war-torn areas. By utilising Bronfenbrenner’s ecological theory, this study aimed to understand the lifelong consequences of early childhood language deprivation in war-stricken zones, thus suggesting intervention strategies to mitigate its harmful effects. People often look at physical injuries and infrastructure damage after a war, thus forgetting the psychological and educational effects. Since language acquisition is critical during early childhood, conflict in regions often leads to psychosocial deprivation and language deficits. The correlation between early childhood language development and the psychosocial impact of war is a critical area of study that should expose the traumatic effects of war that hinder the successful acquisition of language skills during early childhood.Hence, language development is critical for promoting children’s academic success, involving effective social interaction for general well-being, which must remain unimpeded. The study explored language development in war contexts by exposing children’s immediate challenges while suggesting strategic interventions and support systems that address unique language needs. The study concluded that there is a bidirectional relationship between language and psychosocial skills. Since psychosocial deprivation obstructs the acquisition of language abilities, which proceeds into late adolescence, this study recommends expeditious interventions in conflict-ridden areas to eliminate the adverse effects of early language deprivation to promote enhanced longterm outcomes for young children. Therefore, the study suggests the need for integrative therapy that blends music, play, language learning, and therapy aspects. Therefore, this study proposes a new play-music language intervention framework, which fosters the blended therapeutic approac
Education in times of war and displacement
Full text linkWar and displacement have sadly become recurrent themes in our global moment. From Ukraine to Gaza, from the Sahel to Sudan, and from Afghanistan to the Horn of Africa, the conflict has devastated communities. Attacks on towns and cities have destroyed infrastructure, including schools, forcing teaching staff and learners to flee, often across international borders. Worst still, schools and universities become targets of violence and destruction in itself. This leaves entire educational systems dismantled, confirming the UN and UNICEF’s stance that a child’s right to education cannot be safeguarded in conflict zones without education itself being protected. (2021; 2025
Challenges in implementing the South African accounting curriculum: A qualitative exploration
Full text linkThe accounting curriculum at the school level remains a pertinentpedagogical component in enhancing the throughput and success of learners, which can inevitably contribute to the growth of the field within the country. However, challenges still hinder the successful implementation of the accounting curriculum. This paper explored teachers’ challenges in implementing the accounting curriculum in South African secondary schools, focusing primarily on the Umlazi district of KwaZulu-Natal. Seventeen accounting teachers and five principals from seventeen respective schools were interviewed using a qualitative case study approach. The study found that accounting curriculum implementation in the township school faced several significant challenges. The new curriculum was seen as disorganised, making it difficult for teachers to deliver the content effectively. In addition, teachers lacked the necessary skills and training to teach the new curriculum effectively. Inadequate resources and limited access to technology further exacerbated these issues. Language barriers also pose a challenge, as complex English in textbooks makes it difficult for many non- English speaking learners to understand the subject matter. The study recommends re-training and re-skilling teachers per the new curriculum and improved alignment between secondary schools and the Department of Higher Education to facilitate a smoother student transition. In addition, better teacher supervisory support, resources and technology are needed, along with updated textbooks. The CAPS curriculum review further suggested that accounting should be a standalone subject in Grades 8 and 9
Regularisation or squatter incorporation? Land readjustment projects as an alternative approach for Tanzania
Full text linkDriven by rapid urbanisation and housing shortages, informal settlements pose major challenges to urban development in Tanzania. This article examines the limited effectiveness of regularisation efforts to address them. It outlines the extent to which the implementation of the regularisation scheme in Tanzania has impacted the conditions of informal settlements. A qualitative desktop study, including literature review with thematic analysis, was done. The analysis identified regularisation approaches in different country contexts, and in Tanzania. The article discusses the successes and challenges of informal settlement regularisation, with a focus on stakeholder involvement, land rights and tenure security, implementation costs, institutional capacity, and community awareness. Central to this discussion is that ‘regularisation without settlement transformation’ (squatter incorporation) prevails in Tanzania and undermines the success of regularisation initiatives. The failure of these initiatives preceded the poor conditions of informal settlements, and only through the adoption of large-scale land readjustment projects can these challenges be addressed. Land readjustment is a collaborative process in which landowners temporarily release their land for re-planning and infrastructure development, in return for a smaller but serviced plot or completed housing unit, ensuring more equitable and inclusive benefits for all residents of informal settlements. The article concludes that Tanzania should pair land readjustment with a strong commitment to high-density, affordable housing development supported by public institutions, as the absence of a clear housing strategy has previously led landowners to delay construction and capitalise on rising land values, undermining the programme’s objectives
The dark side of digital art: Money laundering risks and regulatory challenges in South Africa’s non-fungible token market
No full textThe rapid adoption of Non-Fungible Tokens (NFTs) has revolutionised the digital art and collectibles markets. NFTs present novel opportunities for creators and investors alike. However, with such opportunities also comes the risk of money laundering through NFTs. The South African digital art market has not been spared from the rising phenomenon of NFTs. This rising phenomenon has brought with it questions regarding whether the South African anti-money laundering (AML) regime can adequately counter the challenge of money laundering through NFTs. This is particularly so if one considers that, generally, the AML regulatory framework for NFTs is still nascent, not only in South Africa, but also globally. Thus, this contribution comparatively examines the AML regulation of NFTs in South Africa to establish the adequacy and efficacy of the country’s AML regime. The paper concludes that while NFTs are still new, they can be dealt with under the blanket regulation for crypto assets and in specific use cases, AML regulations may be applied to them
The influence of science and technology on the foundation phase policies of the BRICS associate countries: A comparative study
Full text linkThe pervasive influence of science and technology globally necessitates thoroughly examining its impact on education systems as policymakers face the daunting task of recalibrating educational frameworks for contemporary professional requirements. These changes affect learning, teaching and institutional operations, with innovation becoming a cornerstone of educational reform. This study applies a qualitative comparative document analysis within an interpretivist paradigm to delve into the ramifications of the modern wave of globalisation, fuelled by scientific and technological advancements, on the foundation phase (FP) education policies of the countries aligned with the intergovernmental organisation called BRICS. Data was gathered from policy documents, curricula and academic literature. The analysis focused on identifying science and technology integration patterns into the FP curricula in these countries. Findings reveal distinct national approaches to incorporating science and technology in early education. Brazil emphasises digital literacy through its BNCC policy, while China integrates robotics and AI from the early years. Russia and India have introduced computational thinking in primary education, and South Africa is piloting coding and robotics in the foundation phase. Though diverse approaches are followed, these reforms highlight a shared recognition of the need to cultivate creativity, critical thinking and problem-solving from a young age. The study sheds light on the transformative potential of science and technology in reshaping educational paradigms in the BRICS countries. By highlighting the complex factors involved, the study advances the scholarly discourse. It offers pragmatic insights for policymakers and stakeholders seeking to navigate the complexities of educational reform in an increasingly technologically driven world. The study advocates ongoing comparative analyses to glean insights and identify best practices conducive to fostering educational excellence amid the evolving technological landscape
A response to the character crisis: Can a digital Islamic character education based on local wisdom be the solution?
Full text linkThis conceptual study addresses the pressing character education crisis in Indonesia, characterized by increasing violence, bullying, and antisocial behavior in schools, and rapid technological advancements that have reduced children\u27s physical activity and social interactions, contributing to deteriorating character traits. This research identifies a gap in effectively integrating moral education with modern technology in early childhood education (PAUD). To bridge this gap, the study advocates for integrating Islamic values and local wisdom into the PAUD curriculum to create a digital Islamic character education based on local wisdom. By using the ADDIE model and past literature on PAUD characteristics, Islamic characteristics and local wisdom, this study analyzed the intertwined relationship between five values (religious, nationalist, independent, cooperation and integrity). The researchers then designed and recommended the digital content, activities and digital tools that teachers can use to nurture these values. Early Islamic character formation is crucial in a Muslim-majority context, fostering virtues such as honesty, humility, respect, and love. Likewise, incorporating local wisdom into educational curricula helps instill pride in cultural heritage and promotes social values like solidarity and cooperation. The novelty of this study lies in its proposal of a digital learning model that integrates ICT, Islamic values, and local wisdom. This comprehensive framework aims to address the character education crisis by providing engaging, interactive, and culturally relevant education. Expected outcomes include improved character development, stronger cultural identity, and better overall learning outcomes for young children in Pekanbaru and beyond