UP Journals (Univ. of Pretoria)
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Students, websites and freedom of expression in the United States and South Africa
Get PDFLeerders het geredelik toegang tot die internet en dit skep die geleentheid om deur e-pos en ander vorme van elektroniese kommunikasie met persone by die skool te kommunikeer sonder dat hulle fisies teenwoordig hoef te wees. Terwyl baie van hierdie kommunikasie steurend kan wees wanneer leerders gedurende die skooldag hulle daarmee besig hou, is die mees kommerwekkende aspek van elektroniese boodskappe dié wat kru, beledigend, neerhalend of selfs dreigend is. In die Verenigde State van Amerika (VSA) het skoolbeamptes gevind dat die beheer van sodanige kuberspraak wat hulle oorsprong buite die skool het, wemel van konstitusionele probleme.
Hierdie artikel het drie doelstellings. Die eerste is om die regspraak oor leerder kuberspaak in die VSA te ondersoek waar die volgende vyf feitelike variante die gesag van die skool om leerders te bestraf beïnvloed: die plek van oorsprong van die kuberspraak (binne of buite die skoolterrein), die plek van toegang tot die kuberspraak (binne of buite die skoolterrein), die persone wat die toegang tot die spraak bewerkstellig het (personeel of ander leerders), die inhoud van die elektroniese uitdrukking, en die impak van die uitdrukking op die skool. Die tweede doelstelling is om die gesag wat die skool het om leerders te bestraf vir buite-skoolse kuberkommunikasie te bespreek in verhouding tot die ouers se reg om die rigting en inhoud van hulle kinders se opvoeding te bepaal.
’n Bespreking van die regte van leerders tot uitdrukking in die kuberruimte vereis ’n veelsydige benadering wat oorweging skenk aan beide die regsbank se beoordeling van leerders se regte en die gesag wat skole het om leerders te dissiplineer. Hierdie artikel sal ’n ewewig bewerkstellig deur die hofuitsprake van Amerika sowel as Suid-Afrika te oorweeg. Die finale oogmerk is om beginsels vanuit die Amerikaanse regspraak, waar veelvuldige aspekte deur-dink is, te ekstrapoleer tot riglyne vir Suid-Afrika
Beyond liberation hegemony: Electoral realignments and the prospects for democratic consolidation in Southern Africa
No full textThis paper interrogates the electoral decline of former liberation movements in Southern Africa and the implications for democratic consolidation. Focusing on South Africa’s African National Congress (ANC), Namibia’s South West Africa People’s Organisation (SWAPO), the Zimbabwe African People’s Union- Patriotic Front (ZANU–PF) and the Front for the Liberation of Mozambique (FRELIMO), it employs a comparative qualitative design to analyse electoral data, party manifestos, parliamentary debates and media reports. Findings reveal three key issues. First, liberation legitimacy as a political resource is steadily eroding, undermined by corruption, socio-economic crises and generational shifts that weaken historical loyalties. Second, trajectories diverge: South Africa and Namibia point to potential democratic renewal through pluralism and coalition governance, while Zimbabwe and Mozambique illustrate how liberation decline can entrench authoritarian resilience through coercion and institutional capture. Third, the implications for democratic consolidation are contingent, rather than uniform. Institutional strength and the coherence of the opposition shape whether electoral realignments generate pluralism or reinforce authoritarianism. The analysis demonstrates that the decline of liberation hegemony is neither linear nor uniformly democratising. Instead, it opens contested political pathways that reveal the conditions under which the decline of the dominant party strengthens or undermines democratic consolidation in post-liberation states
Vive la Différence?
No full textThe broad but shallow market in South Africa dictates the teaching of general rather than specialised graphic design courses. This humorous, but critical, look at the difference between a career in design and one in advertising, highlights some points students need to consider when deciding on a career route
Visual and verbal texts: A semiotic distinction
No full textIn an article about the eclectic nature of visual literacy research, Braden (1996:9) notes that the notion of visual literacy has been steadily revised to accommodate relevant research results from widely diverging topics of interest. One of the areas of study which has important implications for the theoretical basis of visual literacy is the visual-verbal dichotomy (i.e. the contradistinction between visual and verbal messages) in the sense that any attempt to measure visual literacy skills in a meaningful way requires sound definitions of the terms ‘visual’ and ‘verbal’. In this article, three theoretical perspectives of the visual-verbal dichotomy are discussed and illustrated by means of two examples. The theoretical perspectives are one, the view that verbal texts comprise arbitrary signs whereas visual texts consist of iconic signs; two, the redundancy theory-based stance that verbal texts have a clear, predictable meaning in contrast to visual texts to which the viewer attaches a new and unique meaning; and three, the theory that scanning patterns differ significantly between pictorial and written texts
Representations of colonial ideologies in textbooks for history: A case of Northern Rhodesia from 1925-1963
No full textThe continent of Africa began to experience colonialism by European countries such as Britain, France, Portugal and Germany after the ‘Scramble for Africa’ that took place in Europe in 1885. Notably, these colonial governments had different administrative policies in their colonies. For instance, the policies of the British were different from those of the French, Portuguese and German. This study explored the representations of colonialism in textbooks for history that were used in Northern Rhodesia (modern day Zambia) at primary and secondary school level from 1940-1963. Postcolonial theory was used as a lens to understand the representations of colonial ideologies in textbooks that were used in the colonial period. The study used a qualitative approach and textbooks were used for document analysis. Eight history textbooks were conveniently selected and analysed using content analysis. The findings of the study revealed that the content taught in the colonial period was Eurocentric and mainly focused on the British Empire, European history, and the achievements of the Empire. This paper could contribute to debates on the decolonisation of education in Zambia
Bridging the Gap: Teaching Paper-Based Geographic Information Systems through information and communication technology integration in secondary schools
No full textGeographic Information Systems (GIS) are crucial in modern Geography education, cultivating spatial thinking and data analysis skills. While included as a core topic in school curricula, many under-resourced secondary schools in South Africa still depend on Paper-Based Geographic Information Systems (PBGIS) methods due to limited access to digital tools and infrastructure. This study explores how Information and Communication Technology (ICT) can support the teaching of PBGIS in secondary schools. Guided by the Technological, Pedagogical, and Content Knowledge (TPACK) framework, the study examines how these knowledge domains interact to enhance teaching effectiveness. In thisstudy, data were collected through semi-structured interviews with six Geography teachers from three South African secondary schools in which PBGIS teaching is integrated with ICT. The results show that projectors, computers and internet access, and GIS software such as QGIS and ArcGIS, can enhance PBGIS teaching. A blended approach that integrates PBGIS with ICT tools is recommended. This should be driven by partnerships between the Department of Basic Education, geospatial and educational technology sectors, universities, teacher training institutions, and NGOs to build teacher capacity and ensure effective curriculum integration
Mapping Intersectionality: Geospatial Narratives and Digital Activism in Chioma Okereke’s Water Baby
No full textThis study uses spatial and intersectional theory to analyse Chioma Okerekes Water Baby (2024), which illustrates the realities of Makoko, Lagoss neglected waterfront community. Through its young protagonist, Baby, the novel uncovers themes of gender exclusion, resilience, and visibility in a context of displacement and creativity. Employing literary analysis in conjunction with digital tools such as Voyant and StoryMapJS, the research links Okerekes story to real locations in Makoko, such as Adogbo, Yanshiwhe and Sogunro. A field visit in October 2025 gathered visual and spatial data that affirmed the setting of the novel while highlighting environmental and health issues not addressed in the text. Some residents expressed concerns about photography without consent, reflecting ethical dilemmas in documenting marginalised areas. The findings suggest that Water Baby serves as a literary counter mapping tool that reclaims erased geographies, confronts invisibility, and preserves cultural memory, highlighting the interplay between empathy, environmental justice, and representation in Lagoss floating city