The University of Zambia Journals
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Religion and Migration in Zambia: Experiences of Christian Household Hosts of Migrant Youths in Lusaka’s Urban Context.
Get PDFThis article interrogated the experiences of Christian hosts of migrant youths in Lusaka’s urban context in order to understand the interconnectedness of religious worldviews and migration in contemporary times through the prism of religion as a basis for the more personal regimes of hospitality, reception and integration of migrants. The article is informed by findings from a qualitative case study in which data were collected through interviews with 14 purposively chosen Christian families that had hosted migrant youths in Lusaka urban district. This was supplemented by document analysis in which documents were chosen based on the availability criteria. The data were thematically analysed and interpreted in light of Groody and Campese (2009)’s Christian notions of the image of God, the mission of God and the word of God in migration. It was established that the host Christian households had hosted youths who had migrated largely in pursuit of education and a livelihood in Lusaka. The study also revealed that the hosted migrant youths did not always belong to the same Christian denominations with the hosting households and neither were they always related through kinship ties. It was further established that hosting the migrant youths was shaped by Christian teachings and practices of hospitality and charity. The article therefore argues that while the discourse on religion and migration had focused on the instrumental use of religion by the cross border migrants, religion also remained a basis for accommodating and integrating the rural-urban migrant youths
Teaching Practice Experiences of Islamic Studies Education Student Teachers’ Challenges and Remedy, University of Ilorin, Nigeria.
Get PDFTeaching practice experiences in teacher education offers an opportunity to test the theoretical training, which the student teachers have learnt, and to determine what procedures are appropriate for each category of students. In respect of this, this study investigated teaching practice experiences of Islamic Studies Education student teachers’ challenges and remedy in the Arts Education Department of the University of Ilorin. The researcher used case study, which cover all the 2017/2018 Islamic Studies final year students of the University of Ilorin, Department of Arts education. Eighteen (18) final year students were considered for the study using purposive sampling techniques. Questionnaires were distributed to the respondents. Data collected were analysed using Descriptive Statistics of Mean to answer the two research questions.The findings revealed that Islamic Studies student teachers encounter challenges in teaching practice experience and there is remedy to the challenges. Based on the findings, it was recommended that government should give student teachers teaching practice allowance to finance the exercise and they should be allowed to choose practicing school of their own choice for convenience of teaching practice exercise
Neologisms: A Morphological Analysis of Social Media Discourses on the Zambian Online Media
Get PDFDrawing on lexical morphology, the study discursively interrogates the outcome lexical items of the social media discourses and self-asserting narratives. An attempt is made to discursively examine the interplay between technology and grammar. The point of departure is the interplay between technology and word formation processes in establishing whether these outcome lexical items can be placed within the known word formation processes aptly discussed in morphology or form their own morphological categories. Although a lot of literature exists on social media discourse in general, little is known on the morphological outcomes arising from the transformative nature of technology on language. The study takes the view that, new words have been coined with time and social media neologisms should be seen as an outcome of the creativity of language as well as its productivity. The study problematizes lexical morphology in the broader context of media affordances in which creativity and self-asserting narratives drive and dominate the performativity of identity and communication on social media. The premise of the theoretical concerns is on three separate components: the Word Formation Rules, the filter and the mental lexicon. The paper takes the view that, even though most social media users may not be fully informed about the word formation processes which morphologists put forth, the shared sociocultural knowledge with which these actors come to virtual spaces is sufficient to productively transform the virtual-scape linguistically. To this end, the study shows that, though some of the neologisms created on social media conform to Word Formation Rules, others are created by ‘pseudo’ word formation processes
The Responsiveness of Prison Education to the Needs of Adult Prisoners at Mukobeko Maximum Prison in Zambia
Get PDFThis study sought to investigate the relevance of Prison education to the needs of Adult Prisoners at Mukobeko Maximum Correctional facility in Kabwe in Zambia’s Central Province. The study involved eighteen (18) respondents comprising four (4) instructors, ten (10) prisoners and four (4) administrators. The data was collected using a qualitative study approach. The research reveals that prison education was relevant to the needs of prisoners as it is a source of livelihood for the prisoners once they are discharged due to the positive use of the skills they acquire whilst in prison. The findings further show that the prisoners (learners) were not actively involved when it came to skill and content selection in that skills were assigned and imparted to them without prisoners’ involvement in making decisions or evaluating what they learnt
Reflective Practice in the Teaching of Civic Education in Secondary Schools in Zambia: A Case Study of Lusaka Province
Get PDFThis study sought to establish the use of reflective practice in the teaching of Civic Education in secondary schools in Zambia. The theory of Conscientisation was applied in the study to understand how the process of reflection generates liberating knowledge in the teaching of Civic Education in secondary schools in Zambia. A descriptive case study design was used and data was collected using interviews and Focus Group Discussions (FGDs). Purposive sampling procedures were used to sample 73 participants. Data collected was analysed using themes that emerged from the objectives of the study. The study noted that reflective practice though rarely promoted by the teachers in their lessons was a significant aspect in teaching of Civic Education in secondary schools. The study also found that when applied correctly as an approach in teaching, reflective practice provides opportunities among the learners to engage in educational discussions during the lessons. Additionally, the study also noted that the use of reflective practice in teaching Civic Education in Secondary schools served as a good motivation for the learners to become active, responsible and informed members of society. Based on these findings, this study concludes that reflective practice as an approach of teaching serves to build self- esteem and confidence in learners and therefore the study recommends that the Ministry of General Education (MoGE) should take a deliberate move in providing workshops/short courses to Civic Education teachers so that they can enhance their skills in the use of reflective practice in Civic Education lessons
Gistered Muleya, Re-examining the concept of Civic Education
No full textDefining Civic Education is rather problematicespecially to practitioners and researchers of CivicEducation. This is because the concept remains fluid atevery given point. As such it is becoming important thatthe concept of Civic Education is clearly re-examinedto understand its true meaning. Muleya (2018:109-129) notes that, ‘by any stretch of the imagination,there is need to examine the daily application of theconcept of Civic Education’. In this article, an attemptis being made to re-examine the concept of CivicEducation or Citizenship Education as viewed byscholars in literature. Therefore, this article beginsby providing the introduction as way of setting thetone for the discussion on Civic Education. Further,the article discusses the definitions of Civic Educationand also explains the evolving debate about CivicEducation as well as a discussion on the re-thinkingof Civic Education. The article ends with a conclusion
Agnes Chibamba Chileshe, Sitwe Benson Mkandawire and Geoffrey K. Tambulukani, Primary Reading Programme versus Primary Literacy Programme. Exploring their Similarities and Differences
No full textThis article emerged from a study that focused onsome similarities and differences between the PrimaryReading Programme (PRP) and the Primary LiteracyProgramme (PLP) in Zambia. The two programmeswere compared in terms of overall aims or purpose,programme package, teaching and learning materials,recommended teaching and learning methods,classroom organisation, assessment patterns,treatment of learners with varying abilities, and other classroom practices. Researchers used analyticresearch where official publications on PRP and PLPwere analysed and reviewed with respect to the focus ofthe desk study. Gupta and Gupta (2011 p.11) contendedthat “analytic research uses facts or informationalready available, and analyse these to make to criticalevaluation of the material”. Among the similarities notedwere that both programmes aimed at improving literacylevels in the country. Classrooms had talking walls withvarious interactive materials and that both programmesassessed learners at intervals. The factors that affectedPRP such as ill trained teachers, pupil absenteeism,inadequate teaching materials, and negative attitudesof some teachers towards a familiar language were alsoprominent in PLP. The differences noted were that PRPhad more teaching and learning materials supplied toschools especially in the early years than PLP, where someschools were running the programme without teacher’sguides across subject areas with inadequate pupil’s books.PRP had four sub courses as compared to PLP which isrunning from grade 1 to 7, with policy statements and anoral course or literacy in English sentiments and in termsof teaching methods in class, NBTL of PRP used moreanalytic or whole language approach to teaching whilePLP utilised phonics or synthetic methods of teaching.The article recommended based on good practices that infuture, the Ministry of General Education and other stakeholders should take precautionary measures to ensurethat all necessities were in place before introducing a newliteracy programme for early grades in the country
Understanding Cultural Roles of Traditional Marriage Counsellors in Ng’ombe Compound of Zambia
Get PDFThis article emerged from a study that focused on exploring traditional marriage counsellors and the roles they played in marriage institutions in Ng’ombe compound of Zambia. The study was guided by communalism theory which places marriages and its institutions at the center of the “togetherness principle”, a philosophy that is highly practiced and respected in most African communities (Adamczak, 2017). The study was guided by the following objectives; (a) to assess the factors contributing to the rising cases of divorce in Ng’ombe compound and (b) to assess what areas traditional marriage counsellors offered counsel during premarital counselling and marital counselling sessions. Qualitative mode of inquiry as discussed by (Gupta & Gupta, 2011) was used to collect data through interviews and focus group discussions. The target population were all traditional Marriage Counsellors and married couples in Ngómbe Compound. The sample size was 40 respondents comprising thirty (30) married couples and ten (10) traditional marriage counsellors. Couples and traditional marriage counsellors were randomly selected using a simple random sampling technique. The qualitative data gathered from responded was analysed according to the emerging themes. The study revealed that the role of traditional marriage counsellors was to help spouses understand each other on various domestic matters, encourage openness in marriage, promote mutual relationships and to unit families. There were also factors that contributed to increased divorce cases such as lack of counselling services both premarital and marital counselling services, childlessness, beer drinking, unfaithfulness and family as well as friends’ influences. It was also noted that areas in which traditional marriage counsellors offered pre-marital and marital counselling included couples’ love for each other, respect for family members, faithfulness and infidelity, proper communication, conflict resolutions, maturity, and sexual satisfaction. The study recommended that married couples should involve marriage counsellors to help strengthen their marriages. 
Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia
Get PDFCurriculum development for Early Childhood, Primary and Secondary School levels in Zambia has receivedmuch attention since the revision which commenced in 2013 and gradually implemented untill 2017. Despitethe Curriculum Development Centre (CDC), which is the main institution placed with the responsibility ofcurriculum development, claiming that the Zambian school curriculum is developed through a consultativeand participatory approach through course and subject panels where teachers and other stakeholders arerepresented, there has been no empirical evidence to suggest the extent to which teachers, who are themajor implementers of the same curricular, have been actively involved in the development process. Thisstudy, therefore, sought to establish whether secondary school teachers in Lusaka were adequately andactively involved in the secondary school curriculum development process. The concurrent embeddeddesign of the mixed methods approach was employed with the qualitative approach dominating the studywhile the quantitative was used to add detail. Data from secondary school teachers was collected usingquestionnaires and focus group discussions while interview guides were used for Head teachers andcurriculum specialists. Data collected from interviews and questionnaires were analyzed using themes anddescriptive statistics into significant patterns so as to easily interpret and understand it. The findings ofthe study clearly suggested that secondary school teachers were dissatisfied with the existing practiceof curriculum development which insignificantly involved them
Techniques for Creating Suspense in Literary Texts: A Study of Selected Short Stories by John Luangala
Get PDFIt has been argued that compared to the novel, the shortstory has had remarkably little criticism devoted to it,and what theory exists reveals few definitive statementsabout its nature (Pasco, nd). Gullason and manyothers have argued that, although the short story maybe an “underrated art” it remains remarkably hardy.Various techniques are used in making the short storyinteresting and worth reading and one such techniqueis the use of suspense. This article, therefore, discusseshow suspense in short stories is created with a focus onthe following selected short stories by John Luangala:‘A Narrow Escape,’ ‘the Innocence of a Dog,’ ‘In theArms of the Law,’ ‘My Sister’s Keeper,’ ‘Catching AThief,’ ‘Night Hunter’, and ‘Love On First Sight.’ It hasbeen found the analysis of the selected short stories byLuangala that placing characters in increasing danger,use of verisilitude, gradually developing suspensefulevents and reversing suspenseful situations are someof the ways in which suspense is created by Luangala.Using examples from the selected stories, and thenarratological approach as the overarching theoreticframework, this article shows how each technique ismanifested thereby creating suspense in the stories