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Editorial: Psycho-Spiritual Practices in Arts Therapies in Africa and the Global South
No full textThe late Zulu sangoma and keeper of African wisdom, Credo Mutwa, once reflected on a profound moment of healing that challenged his understanding of therapeutic intervention. Having exhausted Western medical approaches to address his psychological distress following a violent attack in 1937, it was his grandfather, a man dismissed by missionaries as an ‘ungodly heathen’, who ultimately restored him to health (Mutwa, 1964). This experience led Mutwa (1964) to question why those dismissed by missionaries as ‘ungodly heathens’ possessed healing knowledge that Western medicine lacked. This poignant reflection encapsulates the central tension that this special issue of the South African Journal of Arts Therapies seeks to address
Is it an art or a science? Assessment mixology in reflective practice.
No full textIntroduction/Background
Reflective practice is central to the commitment to improve standards of clinical practice. In Phase 2 (years 4 and 5) of the MBChB programme at the University of Auckland, a portfolio of reflective pieces is used as a must-pass assessment for the personal and professional skills (PPS) curriculum domain. A descriptive rubric is used to mark and moderate students’ portfolios along eight numerically scored categories, resulting in a nominal grade (i.e., fail, borderline, pass, distinction).
Methods
Following a blind bench-marking exercise, the reliability and defensibility of the PPS portfolio assessment was examined. Phase 2 portfolio results from 2021 – 2023 were submitted to statistical analyses.
Results
Numerical scores for portfolios awarded a distinction grade were significantly higher than those awarded a pass grade. However, numerical scores overlapped for the high end of pass grades and low end of distinction grades. Where numerical scores overlapped, distinction grades were reliably associated with higher scores in key rubric categories, including all categories assigned heavier weighting.
Discussion
Despite the lack of a rigid cut-point between groups, overall scores for our ‘pass’ and ‘distinction’ groups were reliably different. Assessing the overall narrative against the rubric allows a little ‘art’ into the mix, capturing the richness of portfolio content. This requires assessors to be both flexible and considered in their approach with preparation and experience key to reliability of assessment.
Keywords
Reflective portfolio; Qualitative assessment; Medical education; Professionalism
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Feminist Research into Gendered Violence: Developing PhotoVOICE 2.0 in Zambia as a Participatory Arts-based Research Method
No full textResearching violence, especially within homes, families or closed community spaces, is often challenging. PhotoVOICE 2.0 is an innovative technology-assisted adaptation of the participatory arts-based research (PABR) method, Photovoice. It was developed and piloted in 2018 by the authors to conduct research on the ways the Anglican Mothers’ Union in Zambia contributes to and/or resists violence against women and violence against children. This article discusses the methodological underpinnings and origins of this method and offers an overview of its implementation in Zambia. Several key insights emerge regarding how PhotoVOICE 2.0 enables feminist, participatory arts-based research, including that it empowers local community co-researchers and amplifies the voices of insiders to the specific institution being researched in ways that can support feminist research aims for social transformation. The technological component of the method centers PABR methods throughout the whole research process. The article concludes by emphasizing the extraordinary disruptive power of the PhotoVOICE 2.0 method in subverting existing hierarchies of knowledge and control and highlighting its continued evolution in new settings
Called and Queer: Lived Religion and LGBTQ Methodist Clergy in South Africa by Megan Robertson
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Exhibiting Archaeology: A Qualitative Study on Museums and Public Education
Get PDFThe museum has played a vital role in educating the public about their past through the use of its exhibits. Museums through their programs provide archaeological public education. Museums’ role in protecting cultural heritage cannot be underrated. In this study, data was collected using observation and structured interviews from the public who visited the museum on various occasions. Also, key informant interviews were another key method of obtaining data that was used on museum staff. The research findings indicate that archaeological exhibits are essential in communicating information about the discipline of archaeology. Secondly, museum programs convey information about archaeology to the public. Lastly, museums act as a purveyor of cultural heritage information and as a custodian and protector of heritage. In conclusion, museums have a role in ensuring that exhibitions are well displayed to communicate information about archaeology. The stakeholders in archaeology have a role in partnering with museums in developing programs that are of value to the public. Public education programs should be developed to suit the different segments of the public from the school going children to senior citizens in the country. Museums should be well nurtured by the public and the government in order to protect our cultural heritage.
Comparing Factor Models in the Indian Stock Market
Get PDFWhich factor model better explains portfolio return variation in India? This study compares the Fama French Three Factor Model, Carhart Four Factor Model & Fama French Five Factor Model in the Indian Stock Market. S&P BSE 100 index companies are studied over 16 years, i.e., April 2005 to June 2021. Four fundamentals & a momentum variable (Market Capitalization, P/B ratio, past performance, Profitability & Investment) based factor mimicking portfolios had been formed using the Fama French (1993, 2015) & Carhart (1997) Methodology. Portfolios for dependent variables were formulated using a double-sorting process keeping the Size factor conditional. The degree of multicollinearity is required to be checked & hence VIF test is conducted before regression analysis. It was found that the Carhart Four-factor model performs better compared to the other two models. Findings of the study can be useful to fund managers, managers, investors & traders in selecting stocks for portfolio management, trading & risk management
Relevance Of BRICS in the Period of Turbulence
Get PDFThe emergence of BRICS is seen as an important shift towards multipolarity, putting significant pressure on the existing hegemony in multilateral institutions such as IMF, World Bank, and the dollar-dominated monitory system. The inaugural BRIC Summit in 2009 at the Russian Federation came up with focused issues of reform in the global financial structure. Starting with the financial issues of mutual interest, BRICS\u27s objectives have widened over time. It encompasses major global issues such as terrorism, Climate Change, food and energy security, international economic and financial situation, reform of the Bretton Woods institutions, trade protectionism, and hegemonic control of multilateral institutions that were held responsible for the great divide between North and South owing to a critical flaw of the unequal representation of developing countries in the global economy. The opening of the 21st century witnessed a financial crisis, bilateral trade wars, sanctions, unilateral actions, and global inequalities in access to finance, technology, resource mobilization, and trading capacities gave impetus to the rise of BRICS. BRICS have shown their concern about the serious setback to the Global Economy caused by the COVID-19 scenario and the hardships suffered by humanity, which had an impact on the economy.
The current research paper is based on secondary source of data collection. This is a subjective investigation that intends to discuss the significance of BRICS in contemporary global society as an initiative of collaboration in the areas of economy and trade, innovation, and strategic cooperation. Its objectives are to broaden, deepen, and intensify cooperation for more sustainable, equitable, and mutually beneficial development. It is an attempt to understand the affirmative role of BRICS Nations, it’s future perspectives, and the role of India in BRICS.
Using a Delphi Method in the Future of PR and Communication Global Study: South African Findings on Social Impact and PR Education
Get PDFPublic relations in Africa and South Africa has evolved in accordance with its changing landscape. The purpose of this article is to present the views of South African public relations educators and practitioners who participated in a global study titled “The Future of PR and Communication and Their Social Impact”. Earlier studies on the roles of public relations in South Africa highlighted its strategic role with reports that South African public relations practitioners indicated an increase in strategic influence but with limited understanding and use of measurement applications and social impact analysis, which are key components in showcasing the influence of public relations in society. It is therefore essential to revisit the perceptions of public relations practitioners and educators of their roles and the social impact on society, together with their influence on public relations education.
The global study “The Future of PR and Communication and Their Social Impact” applied a Delphi-method approach, which included various rounds of concept testing and meaning-making. Significant findings obtained from these participants are aligned with international views and include an emphasis on the integration of communication activities with organisational business objectives, as well as practical, real-life experiences included in public relations education. Participants agreed that social impact could be achieved through stakeholder engagement, agenda setting, creating awareness and influencing the corporate social responsibility focus of organisations. Participants viewed social value as the outcome of social impact activities
Educators\u27 Inner Luddite and a New Direction for Higher Education
No full textCurrently, humankind is finding themselves in more than one era simultaneously. Some scholars focus on the Fourth Industrial Revolution, while educators discuss Education 4.0 and Learning 3.0 with each other. These are complemented by artificial intelligence and educational (serious) games. However, we are living in many more eras, not being discussed here. Although many educators are talking about all these eras, they are reluctant or ignorant so as to apply them in their teaching and learning. This article wants to open up the eras in which educators find themselves and introduce these eras to calm the educator’s inner luddite towards all these ‘disruptive novelties and technologies.’ With this article, the authors wish to motivate educators to become HEROEs (highly empowered resourceful online educators), recently-minded people (they could be old or young) – people who are living in the 21st century and think like 21-century people, or pioneers on the new educational path that should be taken by institutions of higher education in South Africa
Teach, Reflect, Grow: Empowering Aspiring Educators through Structured Observations
No full textAbstract
Doctoral training is increasingly accepted for creating the conditions for the development of mature researchers equipped with essential transferable skills such as the ability to design and deliver good teaching, especially for those envisioning a career in academia. While doctoral candidates are primarily focused on research, there is a pressing need for them to develop pedagogical competencies and professional skills essential for independent leadership. However, the scarcity of continuous professional development opportunities in teaching poses a significant challenge. This article explores the development and implementation of a structured teaching observation process within a foundational course for a Certificate of Teaching in Higher Education specifically aimed at PhD students. This process is designed to support the professional development of aspiring educators through a comprehensive, three-step observation framework involving pre-observation discussion, observation, and post-observation reflec-tion. Our wholistic reflections highlighted that, while resource-intensive, the process was instrumental in fostering learning. Preparation and planning were highlighted as crucial for effective teaching. Engagement and confidence varied widely among students. The process cultivated an educator identity. Creativity was emphasized, though constrained in some cases by existing course structures or students’ personalities. Reflection helped in developing metacognitive skills, while feedback fostered improvement and also highlighted the tension between peer and instructor perspectives. The integration of feedback from both professional pedagogic experts and peer PhD students enriches the learning experience, promoting reflective practice and continuous improvement of teaching skills. This dual observation process offers diverse perspectives, fostering a culture of constructive feedback and professional growth.