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Porcelain brown and cream handmade plate
No full textPorcelain brown and cream African patterned handmade plate. A gift to Dr. Brigalia Bam from the Young Women's Christian Association (YMCA), Greece.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Ceramic Mother Mary and Baby Jesus figurine
No full textCeramic Mother Mary and Baby Jesus figurine.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Carved African wooden pot with a lid
No full textCarved African wooden pot with a lid, medium sized brown.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Brass trophy
No full textDr. Bam received a golden brass trophy gift from India when she went there to deliver a lecture.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Black and white Xhosa beaded necklace with a woven insert pattern
No full textBlack and white Xhosa beaded necklace with a woven insert pattern. This was a gift to Dr. Brigalia Bam from Switzerland.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Multicolored crocheted shawl or leg blanket with crocheted black border
No full textMulticolored crocheted shawl or leg blanket with crocheted black border. This was a gift to Dr Bam, by one of Mrs Bam Senior's ex students. Mrs Bam Snr. was a teacher who was taught in her final year at Shawberry in Transkei, EC where her father taught Mrs Bam Snr. Dr Bam formed part of a strike, in 1950s at Shawberry. Winnie Mandela also attended this same school. Dr Bam was a strike leader in form 3. Dr Bam was questioned whether Winnie was part of this strike in 1950s. This story evoked a lot of nostalgia, when she was telling it.Donated/gifted to Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
An epistemic justice account of students’ experiences of feedback
Get PDFI am a storyteller. I believe in the power of stories to share experiences and to elucidate thoughts and ideas and to help us to make sense of complex social practices. This thesis includes the stories of five young women who were learning to become teachers. As they shared their stories with me, I share them with you. This study includes their stories of receiving feedback. These stories are structured within the Narrative Inquiry dimensions of temporality, place and context. These dimensions suggest that stories are historical and move through time, stories are shaped by place and the context in which they unfold (Clandinin, 2013). Furthermore, these stories demonstrate how feedback can serve to give access to powerful knowledge and can serve to recognise who our students are and what they bring to the academy (Hordern, 2018). But feedback can also serve to misrecognise. Much has been written and reported about the barriers preventing students from acting on the feedback on their assignment tasks in higher education. In this study, I argue that feedback is a pedagogic practice that can support students to gain epistemic access. Feedback can only achieve this if it makes the expectations explicit for students to make sense of and make meaning for themselves and if it is offered in a dialogical format which recognises the students, their attempts, their identities, and their knowledge. The research question of this study, ‘How do experiences of forms of feedback affect female undergraduate student teachers’ chances of epistemic access?’, is not unusual. There have been many research projects that have been carried out that examine students’ experiences of feedback (for example, Evans, 2013; Basey, Maines, & Francis, 2014; Nicol et al.; 2014; Carless, 2019; Winstone et al., 2021). But I identified a gap where feedback has not, to my knowledge, been studied directly through the lenses of Epistemic Justice towards Parity of Participation. This study interpreted five undergraduate student teachers’ feedback experiences through these lenses. Narrative inquiry enabled me to design this study in ways that foregrounded experience. Data was collected through multiple conversations during which I organised the participants’ life stories of feedback within the dimensions of temporality, place and context, and sociality. Miranda Fricker’s (2007) theory of Epistemic Justice and Fraser’s norm of Parity of Participation (2000) framed this study. I engaged with Fricker and Fraser’s literature meaningfully as a reader and researcher. I established an understanding of how the lenses offered by Fraser and Fricker allowed me to make sense of the literature more generally, in social life and on the pedagogic practice of feedback. Fricker’s theory of Epistemic Justice considers the epistemically unjust, gendered, raced and classed, experiences of epistemic agents. Fricker (2007) draws on two central concepts to account for epistemic injustices: Testimonial Injustice and Hermeneutical Injustice. Fricker (2007; 2003) explains that testimonial injustice occurs within a testimonial exchange setting, when an epistemic agent as a speaker gives testimony of the epistemic agent’s experiences and knowledge but is not awarded the credibility the speaker deserves (Fricker, 2003). Epistemic agents who participate in a testimonial exchange need to overcome bias and prejudice in order to evaluate testimonies with the degree of fairness the testimony deserves (Fricker, 2013; 2016). Hermeneutical injustice occurs when an epistemic agent is unable to make sense and make meaning of their social experiences. Hermeneutical injustice strengthens when the epistemic agent is prevented from gaining access to resources that might help with sense making and meaning making of these social experiences (Dielman, 2012; Fricker, 2016). To ensure that meaning can be made between people and groups of people, there needs to be some shared understandings of the purpose and process of sense making and meaning-making – or a willingness to co-create such shared understandings. Fraser’s norm of Participatory Parity enabled a consideration of the larger world of political and economic systems that give rise to social injustice. In this study, the theories of Fricker and Fraser are used to illuminate experiences of feedback of the five undergraduate student teachers who are the participants in this study and how these translate to epistemic and social injustice. The norm of Participatory Parity is considered where feedback allowed or restricted participants from participating on an equal footing in the feedback process. Narrative inquiry, a research methodology that is used to study experiences, was used to inform research strategies of this study. Participants’ experiences, data collection and organising the narratives demonstrated the dimensions of temporality and space. The thesis includes biographical vignettes for each of the participants in the study, interspersed with data from across all five participants. The key findings of this study show that feedback generally operates at the surface levels of grammar correction. In light of the theoretical lenses of this study, I argue that the feedback experiences they shared generally did not recognise their attempts and the identities and knowledges they brought to the tasks. Because the focus was on superficial correction of the specific task, the feedback failed to create conditions for the (re)distribution of knowledge. At times the feedback exerted power on participants. Because the feedback was generally in the form of one directional correction (with little space for interaction with the feedback or dialogue with the assessor), this caused status subordination of participants in the epistemic spaces of teaching practice. Lastly, the lack of clarity of feedback was harmful to the potential for dialogical feedback. Such feedback caused participants to experience forms of epistemic injustice in the form of hermeneutical injustice where it failed to create conditions for the distribution of knowledge. Feedback also caused participants to experience testimonial injustice where it failed to create conditions for recognising participants’ processes of sense-making and meaning-making in the various assignment tasks. Participatory Parity could not occur because the processes of recognition and redistribution were constrained. Feedback then created fertile conditions of epistemic injustice to occur, and participants were likely to have failed to gain the much needed epistemic access. This study is not the story of bad, uncaring academics; the study acknowledges the context of large classes and heavy workloads in which feedback is or is not given. Rather, this is the story of five women trying to make their way through the university and out into the world as teachers. The study calls for better theorising of feedback and more support for both academics and students to develop feedback literacy so that feedback might serve as a dialogical pedagogic practice that enables epistemic justice.Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 202
Ceramic blue vase decorated with gold and bronze details
No full textA ceramic vase given to Dr. Brigalia Bam by Ahmed Ben Bella, the first president of Algeria. He was honouring Dr. Bam for having visited his home where he was born and raised. Dr. Bam went to see the home, and particularly the kitchen, where Ben Bella's mother had cooked a meal for Nelson Mandela before he was arrested. This was during a visit of the Panel of the Wise to Algeria. Ahmed Ben Bella was the first Chairperson of the Panel of the Wise, appointed by the African Union.Donated/gifted to the Nelson Mandela University ArchivesForms part of: Brigalia Bam collectio
Contextually based model of an early childhood home-visiting programme for vulnerable children in the Eastern Cape Province of South Africa
Get PDFIn South Africa, there are many vulnerable children. Vulnerability refers to the child’s potential to be harmed either physically or psychologically with multiple exposures to stress resulting in children becoming vulnerable (Matengu, 2018). Factors that place young children at risk of being harmed include poverty, being orphaned, not living with their biological parents or having a disability. In South Africa, more than 50% of children are impacted by these very factors (DSD, 2018). Vulnerable children can be supported through various interventions to overcome the challenges they face, in spite of the stress that they may experience. This results in a great need for prevention and early intervention services particularly during early childhood when children are most vulnerable because of their complete dependency on caregivers for care and protection. This study adopted an interpretivist, qualitative approach using an intervention research design to develop guidelines for a model of an early childhood home-visiting programme that supports the optimal development of vulnerable children, aged 0–2 years in the Eastern Cape province of South Africa. Findings confirmed that vulnerable children need responsible caregiving and a nurturing environment yet they are exposed to risk factors such as extreme levels of poverty, ongoing and severe child maltreatment and poor physical health. In addition findings confirmed that there was support available to vulnerable children in the Eastern Cape province but that there were gaps in these services. Furthermore findings indicated that there is a need for an early childhood home-visiting programme, that such a programme should be implemented by a multidisciplinary workforce and that the guidelines for such a programme must include a range of practice principles and processes. In conclusion the study found that vulnerable children in the Eastern Cape province continue to be exposed to a complex range of risk factors with devastating consequences for their immediate and future well-being and that the gaps in services to vulnerable children further hinders their development. Lastly it was concluded that there is a need for a multidisciplinary team to implement a home-visiting programme and that such a programme would hold many potential benefits for the young and vulnerable child. Guidelines for a model of an early childhood home visiting programme were developed and refined to include five practice principles which outline processes in relation to the engagement and advocacy with stakeholders and role players, the recruitment and selection of a home-visiting workforce, the content of a training programme for a home visiting workforce, the implementation of the home-visiting programme and the monitoring and evaluation of the programme. This model draws together the disciplines of health, social work and early childhood education to provide transdisciplinary training to a home-visiting workforce that is then equipped to engage with communities and caregivers in support of ensuring that vulnerable children are able to achieve optimal development.Thesis (PhD) -- Faculty of Social Sciences and Humanities, 202
Trees stocks in domestic gardens and willingness to participate in tree planting initiatives in low-cost housing areas of the Eastern Cape, South Africa
No full textIncreasing human populations and rapid urbanization in sub-Saharan Africa have prompted the development and maintenance of urban green infrastructure, including urban trees for sustainability, human wellbeing, liveability and climate resilience. However, there are still insufficient amounts and large inequities in the distribution of trees between and within towns and cities of the Global North and South. In South Africa, urban green space planning and planting are encoded in several policies at national level. However, these policies are rarely translated into specific guides, standards or actions, and consequently disparities in urban trees and green space distribution persist. This study assessed the prevalence of urban trees in domestic gardens in low-cost housing areas (LCHAs) of eight small to medium-sized towns in the Eastern Cape province of South Africa and examined residents’ perceptions in this regard. This was done via surveys with 800 households in old and recently developed LCHAs. The results revealed that most households (52 %) had at least one tree in their yard, with more households in the older neighbourhoods (60 %) reporting having trees than in the newer ones (44 %). Most of the trees (66 %) had been deliberately planted as opposed to natural regeneration. Experience of formal urban tree planting programs was low, but 75 % of residents expressed willingness to participate in the future, preferably in tree planting and maintenance. Urban green spaces and trees cannot be an afterthought in the development of sustainable human settlements, and municipal plans should reflect tangible commitments in this regard. Meeting goals for greener LCHAs requires the involvement of local residents, and for municipal authorities to be receptive to the wishes of residents and willingness to green their residential areas