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The struggles for research ethics and integrity in rural communities
Full text linkEngaging with rural populations in African settings presents researchers with distinctive ethical and cultural challenges due to the community context of their research, their methods of investigation, and the implications of their findings. This paper explores the challenges related to research ethics and integrity in studies conducted with and about rural communities. The problem arises from the premise that dynamism informs the ethics of research, as no two rural spaces are homogeneous, and researchers may not necessarily be expected to adopt a monolithic approach. If ethical judgments, by their very nature, consider a variety of realities (both relative and actual) and are therefore diverse, this diversity foregrounds the plurality, fluidity, and multi-perspectival nature of rural communities. In this paper, we examine the research struggles of rural communities concerning ethics-related issues and integrity concerns. Drawing from a synthesis review on research and ethics in rural communities, we find that almost half of the publications make no reference, even in a tacit sense, to ethical issues. We conclude with the observation that the struggle for research ethics and integrity may create conflicting, competing, or crosscutting ethical obligations and ramifications, reflecting both the relative vulnerabilities of rural communities and the power implicit in these scholarly relationships, as well as the diverse ethical frameworks. Due to the uniqueness of different contexts, we advocate for a context-sensitive approach regarding the application of ethical principles in research
Agricultural water access conflicts among smallholder farmers in the Western Cape, South Africa
Full text linkDespite extensive legal reforms to democratise water governance, smallholder farmers in South Africa face challenges in accessing productive water. This paper describes water access conflicts among smallholder farmers in fourteen (14) historical rural towns in the Western Cape. The study examined how historical injustices, socio-economic disparities, environmental concerns, and colonial legacies have influenced current water governance and access mechanisms. Using a qualitative-exploratory framework, smallholder farmers were interviewed one-on-one (n = 119) and through focus group discussions (n = 51) to explore their understanding of water governance and agricultural water access conflicts. The findings from participant narratives were analysed thematically using Atlas.ti. The study found that historical inequities, inadequate infrastructure, differing social identities, and exclusion from decision-making perpetuate water access disparities among smallholder farmers, leading to resource conflicts. Climate change has impacted farmers, who have limited adaptive capacity due to land ownership constraints and water access barriers. Participants highlighted how these systemic issues converge to undermine investment in water-saving technologies, sustain cycles of vulnerability, and create the potential for in-group and out-group conflicts. A nuanced understanding of how social identity, particularly ‘intra-ethnicity’, and land ownership influence water access is needed. We recommend equitable water allocation mechanisms, community-based participatory governance, and investments in infrastructure to mitigate conflicts and promote sustainable water management
Mathematics teaching for sustainable development: Challenges and successes
Full text linkMathematics teaching for sustainable development is fraught with challenges that hinder meaningful learning and the acquisition of problem-solving skills essential for environmental, economic, and societal responsibility. Therefore, mathematics teaching requires effective skills to apply heuristic strategies for sustainable human development, enabling a learning progression from the fourth to the fifth industrial revolution. Effective instructional practices must focus on including learners’ cultural and social realities through democratic dialogue. This research draws from algo-heuristics theory, which highlights a prescription-oriented approach as opposed to process-oriented teaching methods. This qualitative phenomenological study engaged six purposively sampled mathematics teachers, teaching grades 8 to 12, in a focus group interview and classroom observations. The engagement aimed to explore the successes and challenges faced in the mathematics classroom in relation to the attainment of the Mission 2030 sustainable education goals. Findings revealed that mathematics teachers lack sustainable teaching skills, and their practices lean towards prescription-oriented and algorithmic teaching methods, which contribute to impractical and dysfunctional learning environments. Consequently, mathematics teaching does not foster learning that equips students with the sustainable abilities needed to achieve the Mission 2030 sustainable education goals. To minimise these challenges and support teachers in applying process-oriented heuristic teaching methods, teacher empowerment is necessary. In essence, mathematics teachers should be guided in the application of process-oriented teaching strategies that enable them to implement meaningful learning for sustainable development
Exploring the impact of GeoGebra on preservice teachers’ proficiency in teaching grade 10 parabola functions
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This paper investigates the development of teaching proficiency among preservice teachers in Grade 10 parabola functions through the use of GeoGebra. A significant number of preservice teachers encounter challenges in effectively teaching parabola functions due to limited resources for illustrating complex mathematical relationships, which can impede both their teaching proficiency and the students\u27 conceptual understanding. The study was conducted at a rural-based university and involved four third-year Bachelor of Education (FET & SP) preservice teachers (PSTs) who were purposively selected. These preservice teachers specialised in mathematics and instructed Grade 10 parabola functions during both microteaching sessions and their teaching practice in rural schools. Prior to their teaching experiences, the preservice teachers received training on the integration of GeoGebra into their lesson plans. Employing an interpretivist paradigm and a case study research design, the study utilised the Technological Pedagogical Content Knowledge (TPACK) framework along with Kilpatrick et al.\u27s five strands of mathematical proficiency as analytical perspectives. Data were gathered through video-recorded lesson observations and stimulus recall interviews. The findings indicate that GeoGebra significantly enhanced the preservice teachers\u27 proficiency by supporting critical areas of mathematical understanding: conceptual understanding, fluency, strategic competence, and adaptive reasoning. The dynamic visualisations offered by GeoGebra enabled preservice teachers to engage learners more deeply, facilitating a better understanding of parabola functions. PSTs reported improved confidence in their teaching, particularly in using real-time graph manipulation to explain complex concepts
Student teachers\u27 narratives on artificial intelligence (AI)-personalised learning in geography and social sciences teaching at a South African university
Full text linkThis study investigates student experiences and perceptions of AI-personalised learning in Geography and Social Sciences teaching at a South African university in the Eastern Cape province. Operating within an interpretivist paradigm, the research adopted a qualitative approach with an explanatory case study design. Data were collected via open-ended questionnaires from a purposive sample of 15 undergraduate students who had direct experience with AI-personalised learning tools in their Geography and Social Sciences teaching modules. Thematic analysis revealed four dominant themes: enhanced understanding and simplification of concepts; personalised support and learning autonomy; accessibility and contextual gaps; and real-world application and engagement. Students perceived AI tools as personalised tutors that aided comprehension and fostered self-directed learning. However, the study also identified significant challenges, particularly the digital divide and limited technology access, which risk exacerbating existing inequalities. The study contributes to the literature by foregrounding student narratives from the Global South and emphasising the need for contextually relevant and inclusive approaches to AI integration in higher education
Inspirational messages to next-generation principals on enacting transformative ethical leadership in schools
Full text linkEthical leadership is increasingly vital in today’s complex world, advancing credibility, trust, reputation, and workplace morale. Yet, it remains uncertain, with no definitive rules guiding principals’ enactment. This paper explores challenges and opportunities for next-generation principals, offering transformative insights to inspire them as agents of ethical leadership in schools, equipping them with innovative ideas to navigate contemporary uncertainties and uphold morally acceptable conduct in educational leadership. Although we approached five schools, seven staff members from three schools agreed to participate in this study. Having employed ethical leadership theory and through thematic analysis, this paper obtained participants’ understanding of ethical leadership, perceptions about transformative ethical leadership (TEL), and inspirational messages for next-generation principals on enacting transformative ethical leadership in schools. The findings, derived from the participants’ messages, indicated that next-generation principals should engage in constant moral learning, apply ethical leadership as a moral influence, and that ethical leaders must be loyal individuals dedicated to ensuring care and justice in schools. The paper recommends that consideration of these messages can assist next-generation principals in appreciating the beauty of ethical leadership in schools. The implications of these inspirational messages suggest that next-generation principals should regularly keep reflective journals regarding their ethical practices, conduct ethics dialogues with other principals, and ensure that school policies are regularly revised and implemented thoroughly. Furthermore, the implication of this study for the literature is that more research should be conducted to explore TEL and its implications for the enactment of ethical leadership in schools
Learners as activists: Secondary school girls, critical consciousness, and the liberation struggle in Southwestern Zimbabwe, c.1966–1979
Full text linkThis paper offers a gendered analysis of the experiences of secondary school students in the fight against oppression in Rhodesia. Using case studies from mission boarding secondary schools in southwest Rhodesia, the article discusses the daily realities of secondary school girls during Zimbabwe’s liberation struggle (circa 1966–1979). This analysis is framed through the lenses of Critical Pedagogy and gender analysis. Guided by Paulo Freire’s concepts of critical consciousness, the study examines various forms of oppression at the school level and analyses the effects of racialised colonial educational policies and guerrilla war teachings in awakening activism among girl students. Archival records, oral histories, and secondary texts were the sources interrogated. It was discovered that while the major struggle was against colonial rule, forms of oppression also existed at the school level. Girls in secondary schools fought against such oppression through strikes, rumourmongering, and repurposing domestic skills for the war effort. The study concludes that these everyday acts of resistance, often overlooked, were central to the war\u27s logistical and moral fabric, challenging the dominant masculinist historiography. Thus, the girls’ dual identity as learners and activists tested the masculinist framing of the liberation war. Therefore, there is a need for narratives of girls to be elevated in liberation discourses, as they were not only collaborators but also active participants in the birth of a post-colonial Zimbabwe. Consequently, this study subscribes to decolonial feminist historiography, repositioning schooling as a site of the girl child’s struggle for empowerment and social transformation
Reconsidering group work assessment in higher education: A social constructivist analysis of challenges and perceptions
Full text linkThe strategy, which aims to promote student participation, peer interaction, and shared knowledge construction, is increasingly called into question by empirical evidence suggesting that this assumption does not consistently hold true, particularly in diverse and resource-constrained contexts. This study investigated group work assessment as a form of collaborative learning in higher education, focusing on the challenges associated with its implementation and the perceptions of both lecturers and students regarding its effectiveness. Guided by Social Constructivism Theory, which emphasises learning through social interaction and mediated collaboration, the study adopted a qualitative approach within an interpretivist paradigm. A case study design was employed, involving ten purposively selected participants, five lecturers and five final-year students, from a Faculty of Education at a selected university in South Africa. Data were generated using reflective instruments and analysed through thematic analysis in accordance with Braun and Clarke’s six-step procedure. The findings revealed that group work assessment is hindered by significant challenges, including poor communication, lack of participation, absence of leadership, and its time-consuming nature, all of which undermine meaningful collaboration. While lecturers generally perceived group work as a valuable pedagogical tool, students’ experiences were more ambivalent, highlighting a disconnect between intention and practice. The study concludes that group work assessment does not automatically foster participation and must be intentionally designed and facilitated. It recommends clear instructional guidelines, structured leadership roles, active monitoring, and assessment designs that balance collaboration with individual accountability to enhance inclusive and effective learning outcomes in higher education
Modelling the root causes of complexity in the South African sawmilling industry
Full text linkThe sawmilling industry in South Africa has faced many obstacles that have severely impacted its competitiveness and sustainability. The complexity of the industry presents challenges for decision-making due to its dynamic nature. It has become more crucial than ever for decision-makers to incorporate expert facts and research into their choices. This study aimed to understand the operating environment of the sawmilling industry and model its complexity. A mixed-methods research approach was employed, involving the gathering of primary data through interviews with personnel in the sawmilling industry, as well as root-cause analysis and system dynamics modelling. Fishbone and causal loop diagrams were used to present and analyse the data. The study generated insights critical for modelling the sector\u27s complexity, enabling an understanding of how the factors influence each other and impact decision-making in the sawmills. The industry has the potential to gain and sustain its competitiveness by focusing on the key factors affecting the complexity of operating a mill and those faced by the industry. Sawmillers can use the findings to examine their processes, identify areas for improvement, and assess potential implications. Other industry stakeholders can also utilise the results to identify ways to enhance the industry\u27s competitiveness and inform the government\u27s industrial policy on sawmilling in South Africa. A limitation of the study was the lack of input from representatives of informal sawmills. Future research will focus on understanding the issues affecting small-scale and informal sawmills to determine how they can be supported in contributing to the industry\u27s sustainability
Development of the Student Teacher Research Evaluative Supervisor Survey: An Exploratory Factor Analysis
Full text linkPurpose - The aim of this study was to develop a suitable psychometric measure for determining supervision styles and attributes of research supervisors in Zimbabwean teachers’ colleges. Exploratory research on students’ expectations from research supervisors, along with supervisor attributes and styles that inform the knowledge creation process is imperative. Additionally, in the context of the Heritage-based Education 5.0 era, there is a pressing need for instruments to explore the student-supervisor relationship with a view of promoting quality research output.
Design/methodology/approach – An exploratory factor analysis (EFA) of the underlying dimensions in the supervision and knowledge generation process is reported in the study. A total of 33 questions from a self-developed supervisor style and attributes questionnaire were used to gather data from 114 students.
Findings - Following EFA, a four-factor research supervision model consisting of “constructive expert”, “supportive mentor”, “active listener-communicator”, and “nurturer- interactive persona” was extracted.
Conclusion – The study concluded that students preferred supervisors who were constructive experts, perceptive, widely read, and evidenced exceptional mastery of research.
Recommendation - The twenty-four item STRESS is advanced as a tool that can be used for determining supervisor attributes and styles in the knowledge creation process through research in teachers’ colleges.
Originality/value - A defining and innovative feature of our study is the adaptation of the “ba” principle, normally associated with industrial organisational settings, to an educational environment which has not been studied before.
Key words: exploratory factor analysis, knowledge creation, supervisor style, supervisor attributes, research supervision