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Magnet theatre's notion of "making space": with a focus on two South African migrant plays and the Clanwilliam Arts Project
Get PDFAbstract in English with Xhosa and Afrikaans translationThe study explores Magnet Theatre’s notion of “making space” for transformative ideas through their migrant plays, Die Vreemdeling and Every Year, Every Day, I Am Walking, as well as through the Clanwilliam Arts Project, which they presented in Clanwilliam for 18 years until 2018. Michel Foucault’s theory on discourse and power reveals how vulnerable migrants are and how easily they may fall prey to exploitation, xenophobic attacks, rape, and even murder (as demonstrated in Die Vreemdeling), are excluded from the dominant discourse and consequently have no power. Space is a dominant metaphor in the work of Magnet Theatre. Henri Lefebvre’s theory of space was used to demonstrate how, through creating and performing their plays, Magnet Theatre both created a safe physical space for participants in the Clanwilliam Arts Project, and made space for new ideas and concepts relating to migrants in South Africa. The study shows that theatre has the potential to be a catalyst for change in South Africa, enabling marginalised voices to be heard. Workshop theatre is a useful tool for advancing transformation through creating a safe space in which participants from all walks of life can, not only learn theatre skills and express themselves, but also voice their concerns and their grievances as a means to achieve healing.Hierdie studie ondersoek Magnet Theatre se begrip van “making space” (om ruimte te skep) vir transformerende idees deur middel van hulle toneelstukke rakende migrante, Die Vreemdeling en Every Year, Every Day, I am Walking, sowel as die Clanwilliam Arts Project, wat hulle in Clanwilliam aangebied het vir 18 jaar tot in 2018. Michel Foucault se teorie oor diskoers en mag illustreer hoe kwesbaar migrante is en hoe maklik hulle die prooi word van
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eksploitasie, xenofobiese aanvalle, verkragting en selfs moord (soos gedemonstreer in Die Vreemdeling), omdat hulle uitgesluit is van die dominante diskoers en, gevolglik, geen mag het nie. Ruimte is ’n dominante metafoor in Magnet Theatre se werke. Henri Lefebvre se teorie oor ruimte is ingespan om te demonstreer hoe, deur toneelstukke te skep en op te voer, Magnet Theatre terselfdertyd ’n veilige fisiese ruimte geskep het vir die deelnemers aan die Clanwilliam Arts Project, sowel as vir die kweek van idees en konsepte ten opsigte van migrante in Suid-Afrika. Die studie dui aan dat teater die potensiaal het om ’n katalisator vir transformasie in Suid-Afrika te wees wat gemarginaliseerdes ’n stem kan gee. Werkswinkelteater is ’n bruikbare instrument om transformasie te bevorder deur ’n veilige ruimte te skep waarin deelnemers van alle vlakke van die samelewing, nie net teatervaardighede kan leer nie, maar ook hulle bekommernisse en griewe kan lug om heling te bewerkstellig.Olu phando luphonononga ingcinga yeMagnet Theatre “yokudala indawo” ekuthiwa yi”making space” yeengcinga ezinenguqu ngokusebenzisa imidlalo yeqonga yabafuduki, iDieVreemdeling and Every Year, Every Day, I Am Walking nangeClanwilliam Arts Project, abathi bayibonisa eClanwilliam iminyaka eli18 kwade kwaba ngo2018. Ithiyori kaMichel Foucault yediscourse and power ibonisa indlela abafuduki abasesichengeni ngayo kunye nendlela ekulula ngayo ukuba babe ngamaxhoba okuxhatshazwa, ohlaselo localucalulo ngokobuzwe, udlwengulo kunye nokubulawa (nanjengoko kubonisewe kwiDie Vreemdeling), ukungabandakanywa kwabo kwiingxoxo eziphanbili kwaye ngenxa yoko ababinagunya. Indawo siskweko esiphambili kumsebenzi weMagnet Theatre. Ithiyori kaHenri Lefebvre yendawo isetyenziselwe ukubonisa indlela iMagnet Theatre, ngokudala nokudlala imidlalo yeqonga yaba bafuduki, edale ngayo indawo ekhuselekileyo kubathathinxaxheba beClanwilliam Arts Project, yaze yadala indawo yeengcinga neengcamango ezintsha ezinxulumene nabafuduki eMzantsi Afrika. Olu phando lubonisa ukuba ithiyetha yemidlalo yeqonga inamandla okuzisa utshintosho eMsantsi Afrika, nto leyo eyenza ukuba amazwi asingelwa phantsi aviwe. Ucweyo lwethiyetha yemidlalo yeqonga sisixhobo esiluncedo sokuqhubela phambili utshintsho ngokudala indawo ekhuselekileyo apho abathathinxaxheba abavelo kuzo zonke iinkalo zombomi banako kungekuphela nje ukufunda izakhono zemidlalo yeqonga kunye nokuzibonakalisa, kodwa nokuvakalisa iinkxalabo nezikhalazo zabo njengendlela yokufumana ukuphilaM. A. (Theory of Literature)Linguistics and Modern Language
An assessment of the classification of limestone rock slopes in surface mining: a case study in South Africa
No full textAbstract in English, Zulu and XhosaSlopes in surface mines are usually designed from the geotechnical data. The important geotechnical parameters include geology, rock strength and groundwater. In designing the most optimum slopes, each geotechnical parameter is evaluated individually before restructuring them in their appropriate spatial association with each other. To examine each parameter’s input to the rate, magnitude and direction of slope movement during the commodity extraction process, it is possible to simulate the results of the individual parameters. In surface mining, the frequency and magnitude of slope failure analysis is critical if it occurs in the area of an entree ramp or above an area of higher ore grade. These areas of potential failure require regular monitoring and suitable remedial measures to be implemented without delay. Mining of limestone in South Africa is important in the cement industry, however, surface mining of carbonate rock may result in slope failures. Limestone is carbonaceous, which reacts when exposed to changes in water and temperature. Slope stability methods have primarily been designed for surface mining using a hard rock datum. These slope stability methods have ignored the environmental factors which are important aspects for the steadiness of carbonaceous rock. The drive of this study is to use the designed rock slope stability methods on soft rock to assess which methods can be used to ensure safe and economic mining operations. Using rock mass classification schemes is helpful in determining the slope steadiness in surface mining but limitations exist. The systems require additional parameters that look at support structures for slopes taking into consideration slope material that is susceptible to solubility when exposed to environmental agents. In utilising rock mass categorisation, one is able to find rock mass properties such has cohesion and internal frictional angel in a safe working condition with limited laboratory work. Rock mass properties help determine the slope condition with regards to stability and safetyImithambeka ezimayini zomhlaba yakhiwe ngokwe mininingwane ye-geotechnical. Imingcele ebalulekile ye-geotechnical ifaka i-geology (isayensi ebhekene nokwakheka komhlaba, umlando wawo, nezinqubo ezisebenza kuwo), namandla edwala namanzi angaphansi komhlaba. Ekwakheni imithambeka engcono kakhulu, ipharamitha ngayinye ye-geotechnical ihlolwa ngokuhlukana ngaphambi kokuyakha kabusha ebudlelwaneni bayo bendawo efanele. Imiphumela yepharamitha ngayinye ingenzelwa ukuthola ukusebenza kwayo okumayelana nobukhulu, isilinganiso kanye nokuqondiswa kokufuduka kwemithambeka ngesikhathi sokukhishwa kwempahla. Ezimayini zomhlaba, isilinganiso nobukhulu bokuhlaziywa kokuhluleka kwemithambeka kubalulekile uma kwenzeka eduze kommango wokungena noma ngaphezulu kwendawo esebangeni eliphakeme. Lezi zindawo ezibuye zibe nokuhluleka zidinga ukuqashwa njalo kanti futhi izinyathelo ezifanele zokulungisa zingathathwa ngaphandle kokubambezeleka. Ukumbiwa kwamatshe eNingizimu Afrika kubalulekile embonini kasimende, kodwa-ke, ukumbiwa komhlaba okungaphezulu kwedwala le-carbonate kungaholela ekuhlulekeni kwemithambeka. I-limestone ibhekwa njenge mpahla e-carbonaceous, eshintshayo uma ivezwa kuzinguquko ezisemanzini nasezingeni lokushisa. Izindlela zokuqina kwemithambeka zenzelwe kakhulu ukumba phansi kusetshenziswa ucezu lolwazi ngedwala eliqinile. Lezi zindlela zokuzinza kwemithambeka azizinakanga izici zemvelo okuyizinto ezibucayi ekusimameni kwedwala lekhaboni. Inhloso yalolu cwaningo ukusebenzisa izindlela eziklanyelwe ukuqina kwemithambeka yedwala elithambile ukuze kuhlolwe ukuthi yiziphi izindlela ezingasetshenziswa ukuqinisekisa ukusebenza kwezimayini eziphephile nezomnothoAmathambeka kumphezulu wemigodi ayilwe ngokubanzi ngokwe datha yofundo ngezobugcisa. Ukubaluleka kweparemeters zemfundo ngezobugcisa kuquka ukwakheka komhlaba, amandla eliwa kunye namanzi aphantsi komhlaba. Ekuyilweni kwelona lilungileyo ithambeka iparemeter yofundo ngezobugcisa nganye iyavavanywa ngokwahlukana phambi kokuba zakhiwe kabutsha umphandle wazo ofanelekileyo ngokusondelelana kwazo, enye kwenye. Iziphumo zeparemeter nganye zinokuboniswa ukuze kumiselwe ukusebenza ngokujoliswe kubukhulu,ixabiso nesikhokelo sokufuduswa kwethambeka ngexesha lokumbiwa kwezorhwebo emigodini. Kulwambiwo lwemigodi rhoqo nobukhulu bethambeka uhlalutyo lokuwa lubalulekile xa kunokuthi kwenzeke kwindawo yokungena okanye ngaphezulu komgangatho wexabiso ophezulu. Ezi ndawo zamathuba amakhulu okuwa kwethambeka kudinga ingqwalasela kunye namanyathelo osasazo afanelekileyo, anokuthi asetyenziswe ngaphandle kolibaziseko. Ukumbiwa kwelitye lekalika eMzansi Afrika kubalulekile kwicandelo lesamente nangona kunjalo ukumbiwa kwelitye lekhabhonathi kungabangela ukuwa kwethambeka. Ilitye lekalika lithathwa njengezinye zezinto ze-corbonaceous, zivakalelwa xa zithe zadibana nenguqulelo yamanzi namaqondo obushushu. Iindlela zokuzinziswa kwethambeka ziyilwe kwasekuqaleni kulwambiwo lwemigodi kusetyenziswa idwala elinzima kwaye eliluqilima. Ezi ndlela zokuzinzisa ithambeka azizange ziyijonge imeko yendalo esingqongileyo nekuzizo izinto ezibalulekilyo kuzinzo lweliwa leCarbonaceous. Injongo yolufundon kuku sebenzisa iindlela eziyiliweyo zoqilimo kwidwala lethambeka. Kumadwala athambileyo ukujonga ukuba zeziphi iindlela ezinokusetyenziswa ukuqinisekisa ukuphepha kuqoqosho nemisebenzi yezemigodiM. Sc. (Geography)School of Agriculture and Life Science
A strategy for the improvement of spatial thinking in undergraduate Geography at South African universities
No full textText in English with summaries in English, Afrikaans and ZuluSpatial thinking allows a person to use space to structure problems, model the real world, and identify and communicate possible solutions to challenges. Research proved a strong correlation between students studying Geography modules and their ability to think spatially.
This research aims to develop a strategy for improving the teaching and learning of spatial thinking in undergraduate Geography modules presented at South African universities. The first objective was to determine the extent and nature of the incorporation of spatial thinking into the syllabi of undergraduate modules. The second objective was to critically assess the methods used by lecturers to convey module content to students and their disposition towards teaching spatial thinking. The third objective critically reflects on the spatiality of the assessment questions and the students’ spatial thinking capabilities. The last objective was to develop a strategy for improving spatial thinking in undergraduate Geography modules.
The AQAL model of Integral theory was used to deal with the complexity of this research, which involves multiple perspectives and various data collection methods. Purposive sampling was used to identify geography departments that would participate in this research. The taxonomy of spatial thinking was used to evaluate the spatiality of module outcomes and assessments. In-depth interviews were conducted with lecturers, and their disposition to teach spatial thinking was determined through a questionnaire. The students’ spatial thinking capabilities were gauged by completing the spatial thinking ability test (STAT).
The results indicate that the outcomes and assessments of the selected modules may not contribute towards developing students’ spatial thinking skills. Encouraging is that the lectures employ various teaching methods that should contribute towards developing students’ spatial thinking skills and demonstrate a positive disposition to do so. Although the sample size was small, the results of the STAT indicated that students have relatively poor spatial thinking skills.
The strategy for spatial thinking allows for the inclusion of spatial thinking in module outcomes, conveying content to students, the lecturers’ disposition and improving the spatiality of assessment questions. This research calls on universities to implement the strategy for improved spatial thinking as part of undergraduate Geography curricula and recommit to teaching spatial thinking to undergraduate students.Ruimtelike denke laat ‘n mens toe om ruimte te gebruik om probleme te struktureer, die werklike lewe te modelleer, en moontlike oplossings tot uitdagings te identifiseer en te kommunikeer. Navorsing het bewys dat daar ‘n sterk verband is tussen studente wat Geografiemodules studeer en hulle ruimtelike denkvermoë.
Hierdie navorsing het gepoog om ‘n strategie te ontwikkel om die onderrig en aanleer van ruimtelike denke in voorgraadse Geografiemodules van Suid-Afrikaanse universiteite te verbeter. Die eerste doelwit was om die omvang en aard van die insluiting van ruimtelike denke in die leergange van voorgraadse modules te bepaal. Die tweede doelwit was om die metodes wat dosente gebruik om die inhoud van die module aan studente oor te dra, sowel as hul ingesteldheid om ruimtelike denke te onderrig, te evalueer. Die derde doelwit was om krities na te dink oor die ruimtelikheid van die assesseringsvrae wat in sulke modules gestel word, asook die student se ruimtelike denkvermoë. Die laaste doelwit was om ‘n strategie te onwikkel om ruimtelike denke in voorgraadse Geografiemodules te verbeter.
Die AQAL-model van integrale teorie is gebruik om die kompleksiteit van hierdie navorsing te behartig, wat veelvuldige perspektiewe en verskillende data-insamelingsmetodes ingesluit het. Doelgerigte steekproefneming is gebruik om ’n Geografiedepartement te identifiseer om aan hierdie navorsing deel te neem. Die taksonomie van ruimtelike denke is gebruik om die ruimtelikheid van module-uitkomste en assesserings te evalueer. Indringende onderhoude is met dosente gevoer, en hulle ingesteldheid oor die onderrig van ruimtelike denke is met behulp van ‘n vraelys bepaal. Die studente se ruimtelike denkvermoëns is deur middel van die ruimtelikedenkvermoënstoets bepaal.
Die resultate dui aan dat die uitkomste en assessering van die geselekteerde modules kan bydra tot die ontwikkeling van studente se ruimtelike denkvaardighede. Dit is bemoedigend dat die dosente verskillende onderrigmetodes gebruik wat sal bydra tot die ontwikkeling van studente se ruimtelike denkvaardighede en dat hulle ‘n positiewe ingesteldheid het om dit te doen. Alhoewel die steekproefgrootte klein was, het die uitslae van die ruimtelikedenkvermoënstoets aangedui dat die studente relatief swak ruimtelike denkvaardighede gehad het.
Die strategie vir ruimtelike denke maak dit moontlik om ruimtelike denke by module-uitkomste in te sluit, inhoud aan student oor te dra, en die dosente se ingesteldheid en die ruimtelikheid van assesseringsvrae te verbeter. Hierdie navorsing doen ‘n beroep op universiteite om die strategie te implementeer om ruimtelike denke te verbeter as deel van die leergange van voorgraadse Geografiemodule en om hulle te herverbind tot die onderrig van ruimtelike denke aan voorgraadse studente.Ukucabanga ngendawo kuvumela umuntu ukuthi asebenzise indawo ukuze ahlele izinkinga, enze imodeli yomhlaba wangempela, futhi akhombe futhi axhumane nezixazululo ezingaba khona ezinseleleni. Ucwaningo lufakazele ukuhlobana okuqinile phakathi kwabafundi abafunda amamojuli eJografi kanye nekhono labo lokucabanga ngokwendawo. Lolu cwaningo luhlose ukwakha isu lokuthuthukisa ukufundisa nokufunda kokucabanga ngendawo kumamojuli angaphansi kweJografi ethulwa emanyuvesi aseNingizimu Afrika. Inhloso yokuqala kwakuwukunquma izinga kanye nemvelo yokufakwa kokucabanga kwendawo kusilabhasi yamamojuli yabenza iziqu okokuqala. Inhloso yesibili kwakuwukuhlola ngokucophelela izindlela ezisetshenziswa abafundisi ukuze badlulisele okuqukethwe kwemojuli kubafundi kanye nesimo sabo sokufundisa ukucabanga ngendawo. Inhloso yesithathu ikhombisa ngokujulile ubungako bendawo bemibuzo yokuhlola ebekwe kulawo mamojuli kanye nekhono lokucabanga lendawo labafundi. Inhloso yokugcina bekuwukusungula isu lokuthuthukisa ukucabanga kwendawo kumamojuli angaphansi kweJografi.
Imodeli ye-AQAL yethiyori Edidiyelwe yasetshenziswa ukuze kubhekwane nobunkimbinkimbi balolu cwaningo, olubandakanya imibono eminingi kanye nezindlela ezihlukahlukene zokuqoqa idatha. Kusetshenziswe amasampula okuhlosiwe ukuhlonza iminyango yeJografi ezobamba iqhaza kulolu cwaningo. Ithakzonomi yokucabanga kwendawo yasetshenziselwa ukuhlola indawo yemiphumela yamamojuli nokuhlola. Izingxoxo ezijulile zenziwa nabafundisi, futhi isimo sabo sengqondo ekufundiseni ukucabanga kwendawo sanqunywa ngohlu lwemibuzo. Amandla okucabanga ngendawo wabafundi akalwa ngokuthi baqedele ukuhlolwa kwekhono lokucabanga lendawo (UKLL).
Imiphumela ibonisa ukuthi imiphumela nokuhlolwa kwamamojulI akhethiwe kungase kungabi negalelo ekuthuthukiseni amakhono abafundi okucabanga ngendawo. Kuyakhuthaza nokho ukuthi abafundisi basebenzise izindlela ezahlukene zokufundisa okufanele zibe negalelo ekuthuthukiseni amakhono abafundi okucabanga ngendawo, nokuthi babonise isimo sengqondo esihle ekwenzeni kanjalo. Nakuba usayizi wesampula wawumncane, imiphumela yo-UKLL ibonise ukuthi abafundi banamakhono ampofu okucabanga ngendawo.
Isu lokucabanga ngendawo livumela ukufakwa kokucabanga ngendawo emiphumeleni yamamojuli, ukudlulisa okuqukethwe kubafundi, isimo sabafundisi kanye nokwenza ngcono indawo yemibuzo yokuhlola. Lolu cwaningo lwelula isandla nakwamanye amanyuvesi ukuthi asebenzise isu lokucabanga okuthuthukisiwe ngendawo njengengxenye yezifundo zeJografi futhi azibophezele ekufundiseni ukucabanga ngendawo kubafundi abenza iziqu zokuqala.D. Phil. (Geography)Geograph
Challenges and opportunities for coal communities in a just transition: towards a transition underpinned by environmental justice
No full textAbstract in English with Northern Sotho and Zulu translationsTo respond to the global crisis caused by climate change, South Africa is embarking on a Just Transition towards a low-carbon and climate-resilient economy. The transition is premised on a decarbonisation process undertaken through a Just Energy Transition (JET). At the core of this study lies the following question: what are the opportunities and challenges for coal communities in a Just Transition? Given the complex context within which the Just Transition is unfolding, the study argues that a Just Transition is only possible (and can only be truly just) if it ensures wide-reaching societal welfare for communities in the coalfields.
The study deployed an interdisciplinary theoretical framework, consisting of Dependency Theory, Socio-technical Transition Theory with a specific focus on the Multi-level Perspective (MLP), Political Ecology and environmental justice. The study also deployed qualitative research methodologies to solicit data to respond to the research question. This included the use of participatory observation to gather data at the national level through different dialogues, stakeholder engagements and other relevant platforms, as well as semi-structured interviews to gather data at the level of coal communities.
The findings point to an unfolding Just Transition characterised by non-linearity and the presence of multiple actors with vested capitalist and political interests, unfolding in a complex political and socio-economic context. The opportunities documented include the promise of an alternative economic path that seeks to reset and correct the current economic context; prospects for environmental justice premised on distributive, procedural and restorative justice; and a shift towards a post-coal landscape with opportunities for the empowerment of affected and dependent communities. The study has also documented challenges such as navigating a contested transition; a disruption of the current economy, which may translate into job losses and lost livelihoods; the displacement of families through a new migrant labour system; capacity issues at the local government level; and inconsistencies at the national level, which make it difficult to determine the Just Transition Trajectory.
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The study makes a significant contribution through its use of a multi-disciplinary theoretical framework to study the Just Transition; a comprehensive and decolonial environmental justice framework that merges the radical environmental justice framework with decolonial epistemologies, political ecology, social justice, and cognitive justice, as a suitable framework for achieving a truly just transition; and its engaged scholarship-informed methodology in which coal communities became co-creators of knowledge.Go arabela mathata a lefase ka bophara ao a bakwago ke phetogo ya tlelaemete, Afrika Borwa e phethagatša lesolo la Phetogelo ye e Lokilego ya gore go be le ekonomi yeo e tšweletšago khapone ya fase le yeo e kgotlelelago tlelaemete. Phetogelo ye e theilwe go tshepedišo ya phedišo ya khapone yeo e dirwago ka go diriša Phetogelo ye e Lokilego go Enetši (JET). Se bohlokwa ka mo dinyakišišong tše ke potšišo ye e latelago: naa ke dibaka le ditlhohlo dife tšeo di hwetšwago ka ditšhabeng tšeo go rafšago malahla ka go tšona ka go Phetogelo ye e Lokilego? Ka lebaka la seemo seo sehlakahlakanego seo ka go sona Phetogelo ye e Lokilego e phethagalago, dinyakišišo di bolela gore Phetogelo ye e Lokilego e kgonagala fela (ebile e ka fa fela ye e lokilego ka nnete) ge e le gore e netefatša gore go ba le seemo sa tlhokomelo ya tša bobotlana ditšhabeng ka bophara go ditšhaba tšeo go rafšago malahla go tšona.
Dinyakišišo di dirišitše motheo wa teori wa mekgwa ye mentši, wo o nago le Teori ya Kgatelelo ya Bahloki, Phetogelo ya Sethekniki sa Setšhaba go nepišitšwe kudu Seemo sa Magato a Mantši (MLP), Ekholotši ya Sepolotiki le toka go tikologo. Dinyakišišo di dirišitše gape mekgwa ya dinyakišišo tša boleng go hwetša tshedimošo gore di kgone go fetola potšišo ya dinyakišišo. Se se akareditše go šomišwa ga temogo ya go kgatha tema go kgoboketša tshedimošo maemong a bosetšhaba ka go šomiša dipoledišano tše di fapafapanego, go rerišana le batšeakarolo le dibokeng tša maleba, gammogo le dipotšišo tše di nyakago dipoledišano go kgoboketša tshedimošo maemong a ditšhaba tšeo go rafšago malahla gona.
Dikutollo di šupa go Phetogelo ye e Lokilego yeo e tšwelelago yeo e bonwago ka go hlakahlakana le go ba gona ga batšeakarolo ba bantši bao ba nago le dikgahlego tša bokapitale le tša dipolotiki, tšeo di tšwelelago ka seemo seo se hlakahlakanego sa dipolotiki le sa ekonomi ya setšhaba. Dibaka tšeo di ngwadilwego di akaretša tshepišo ya gore go tla ba le tsela ye nngwe ya ekonomi yeo e nyakago go beakanya leswa le go phošolla seemo sa bjale sa ekonomi; e lego dikgonagalo tša toka go tikologo yeo e theilwego go toka ya kabelano, ya tshepedišo le ya pušetšosekeng; le go fetogela go seemo sa ka
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morago ga go rafa malahla fao go nago le dibaka tša maatlafatšo a ditšhaba tšeo di amegilego le tšeo di sego tša ikema. Dinyakišišo di ngwadile gape ditlhohlo tša go swana le go nyaka phetogelo ye e phenkgišanelwago; tšhitišo ya ekonomi ya bjale, yeo e ka feletšago ka tahlegelo ya mešomo le go lahlegelwa ke go iphediša; go timetša ga malapa ka tshepedišo ye mpsha ya go huduga ga bašomi; mathata a bokgoni maemong a pušo ya selegae; le go se swane ga tshepedišo maemong a bosetšhaba, fao go dirago gore go be boima go tseba Seemo sa Phetogelo ye e Lokilego.
Dinyakišišo tše di tsenya letsogo kudu ka go šomiša ga tšona ga motheo wa teori wa mekgwa ye mentši go nyakišiša Phetogelo ye e Lokilego; motheo wa toka go tikologo wa kakaretšo le wa go fediša bokoloniale wo o kopanyago motheo wa toka go tikologo wo o tseneletšego le dikgopolo tša phedišo ya bokoloniale, ekholotši ya sepolotiki, toka ya setšhaba, le toka go dikgopolo, bjalo ka motheo wa maleba wa gore go fihlelelwe phetogelo ye e lokilego ya mmakgonthe; le mekgwa ya tšona yeo e theilwego go dikgopolo ya go rerišanwa yeo go yona ditšhaba di fetogilego bahlami ba tsebo.Ukuze sibhekane nenkinga yomhlaba wonke edalwa ukuguquguquka kwesimo sezulu, iNingizimu Afrika iqalise (uhlelo lokubhekana bukhona nesimo) i-Just Transition maqondana nokwakheka komnotho ngokunciphisa ukungcola komoya nokumelana nesimo sezulu. Lokhu kusekelwe uhlelo lokuqeda ukungcola komoya ngokusebenzisa Uhlelo Lokubhekana Namandla Kagesi (JET). Umnyombo walolu cwaningo unalo mbuzo olandelayo: ngakube Uhlelo Lokubhekana Bukhoma Nesimo lunamaphi amathuba kanye nezinselelo emphakathini enezindawo zamalahle? Uma kubhekwa umongo oqukethwe yizimo okwenzeka ngazo Uhlelo Lokubhekana Bukhoma Nesimo, ucwaningo luveza ukuthi lolu hlelo lungenzeka kuphela (futhi lungaba nobulungiswa ngempela) uma lungaqinisekisa ukubhekelela inhlalakahle yomphakathi onezindawo zamalahle.
Ucwaningo lusebenzise uhlaka lwetiyori yemikhakha eyahlukene, oluhlanganisa Itiyori Yokuncika Kwamazwe Ahluphekayo Kwabusayo, Itiyori Yoguquko Kwezobuchwepheshe Nenhlalo egxile eNdleleni Yokuqonda Uguquko Ngokwahlukahluka (MLP), Ipolitiki Yezomnotho Nenhlalo kanye nobulungiswa bezemvelo. Lolu cwaningo luphinde lwasebenzisa izindlela zokucwaninga iqophelo ukuqoqa idatha ukuze kuphenduleke umbuzo wocwaningo. Lokhu kuhlanganisa ukusetshenziswa kwemibono yababam-biqhaza ukuze kuqoqwe idatha ezingeni likazwelonke ngokusebenzisa izinkulumongxoxo ezahlukene, ukuxoxisana nababambiqhaza nezinye izinkundla ezifanele, kanye nenhlolovo evulelekile ukuze kuqoqwe idatha ezingeni lemiphakathi enezindawo zamalahle.
Imiphumela incoma Uhlelo Lokubhekana Bukhoma Nesimo olungakhethi kanye nokubandakanya labo abanolwazi olunzulu nentshisekelo yezepolitiki, okukhanyiseleka ezingeni lezepolitiki nezenhlalo-mnotho. Ukuvuleleka kwa-mathuba abhalwe phansi kuhlanganisa isithembiso sendlela yezomnotho ehlukile eyenzelwe ukulungisa kabusha isimo somnotho njengamanje; ukuba nethemba lokwenza ubulungiswa kwezemvelo, ukulandela inqubo kanye noku-buyisela isimo kwebesiyikho; ngokunjalo nokushintshela esimweni esidaleka ngemuva kokuthathwa kwamalahle kuhambisane namathuba okuphucula leyo
ix
miphakathi ethintekayo. Lolu cwaningo luphinde lwabhala izinselelo mayelana nokuphikisana ngoguquko; ukuphazamiseka komnotho njengamanje, okunga-holela ekulahlekeni kwemisebenzi nokulahlekelwa yimpilo; ukufudulwa kwemindeni ngohlelo olusha lwendlela yokusebenza; izindaba ezithinta ama-khono ezingeni lahulumeni wendawo; kanye nokungahambisani ezingeni likazwelonke, okwenza kube nzima ukunquma ngoHlelo Lokubhekana Bu-khoma Nesimo.
Lolu cwaningo lunegalelo elikhulu ngokusebenzisa kwalo uhlaka lwetiyori yemikhakha eyahlukahlukene ukuze kucwaningwe ngoHlelo Lokubhekana Bukhoma Nesimo; uhlaka lobulungiswa obuphelele bezemvelo kuhlanganisa nohlaka lokuqeda ubukoloni, ipolitiki yomnotho nenhlalo, ubulungiswa beze-nhlalakahle, kanye nobulungiswa besimomqondo, njengezinhlaka ezifanele ekuzuzeni uguquko olunobulungiswa; kanjalo nendlela yokubandakanya imifundaze edala ukuthi imiphakathi esendaweni enamalahle iqhamuke nolwazi okuyilo.D. Phil. (Development Studies)Development Studie
The role of foreign aid in the nexus between capital flight and unemployment in Sub-Saharan Africa
No full textThis study assesses the relevance of foreign aid in the incidence of capital flight on unemployment in 20 countries in sub-Saharan Africa. The study is for the period 1996-2018, and the empirical evidence is based on interactive quantile regressions in order to assess the nexuses throughout the conditional distribution of the unemployment outcome variable. From the findings, capital flight has a positive unconditional incidence on unemployment, while foreign aid dampens the underlying positive unconditional nexus. Moreover, in order for the positive incidence of capital flight to be completely dampened, foreign aid thresholds of 2.230 and 3.964 (% of GDP) are needed at the 10th and 25th quantiles, respectively, of the conditional distribution of unemployment. It follows that the relevance of foreign aid in crowding out the unfavorable incidence of capital flight on unemployment is significantly apparent only in bottom quantiles or countries with below-median levels of unemployment. Policy implications are discussed. The study complements the extant literature by assessing the importance of development assistance in how capital flight affects unemployment in sub-Saharan Africa.Economic
Local studies provide a global perspective of the impacts of climate change on Indigenous Peoples and local communities
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Indigenous Peoples and local communities with nature-dependent livelihoods are disproportionately affected by climate change impacts, but their experience, knowledge and needs receive inadequate attention in climate research and policy. Here, we discuss three key findings of a collaborative research consortium arising from the Local Indicators of Climate Change Impacts project. First, reports of environmental change by Indigenous Peoples and local communities provide holistic, relational, placed-based, culturally-grounded and multi-causal understandings of change, largely focused on processes and elements that are relevant to local livelihoods and cultures. These reports demonstrate that the impacts of climate change intersect with and exacerbate historical effects of socioeconomic and political marginalization. Second, drawing on rich bodies of inter-generational knowledge, Indigenous Peoples and local communities have developed context-specific responses to environmental change grounded in local resources and strategies that often absorb the impacts of multiple drivers of change. Indigenous Peoples and local communities adjust in diverse ways to impacts on their livelihoods, but the adoption of responses often comes at a significant cost due to economic, political, and socio-cultural barriers operating at societal, community, household, and individual levels. Finally, divergent understandings of change challenge generalizations in research examining the human dimensions of climate change. Evidence from Indigenous and local knowledge systems is context-dependent and not always aligned with scientific evidence. Exploring divergent understandings of the concept of change derived from different knowledge systems can yield new insights which may help prioritize research and policy actions to address local needs and priorities.Science highlights
→Place-based communities provide holistic, culturally-grounded, and multi-causal reports of change.
→Place-based communities rely on local means to adapt to change, but implementing responses incurs costs.
→Local reports of change reveal grounded needs and interests that could guide research and policy action.
Policy and practice recommendations
→Recognize Indigenous Peoples and local communities as legitimate custodians of climate change knowledge.
→Uphold Indigenous Peoples’ rights to participate in climate change decision-making.
→Adjust research to ensure that funding, timing and data ownership align with local needs and interests
The development of a framework for enhancing in-service life science teachers' readiness to adopt fourth industrial revolution (4IR) based instruction strategies
No full textPast industrial revolutions have influenced education due to the changing needs of society
during them. South Africa stands on the precipice of educational change, emanating from the
influence of the Fourth Industrial Revolution (4IR) as it is still in the planning stage of policy
and implementation related to the 4IR. This educational change will influence the instructional
strategies adopted by teachers. This qualitative case study within the interpretive paradigm
conducted in the province of KwaZulu-Natal aimed to develop a framework to enhance inservice
Life Sciences teachers’ readiness to adopt 4IR-based instructional strategies as teachers
shape change efforts. Ten in-service Life Sciences teachers, teaching Grades 10 to 12 within
the Department of Basic Education (DBE), were purposively and conveniently sampled for the
current research. Data was collected through open-ended questionnaires, semi-structured
interviews, and document analysis. The current research was framed by a theoretical
framework that combined theories relevant to the phenomenon which included the Revised
Readiness for Change Model (RRCM), (Holt et al., 2007), the role of attitudes on the readiness
for change (Kondakci et al., 2017), the influence of the 4IR understandings on the readiness
for change and the Unified Theory of Acceptance and Use of Technology (UTAUT),
(Venkatesh et al., 2003). Adopting guided analysis to analyse the data collected, it was found
that the participants have varying degrees of readiness to adopt 4IR-based instructional
strategies, exhibiting aspects that support and stifle the adoption of 4IR-based instructional
strategies. This informed the development of a framework, a professional development
initiative, to enhance in-service Life Sciences teachers’ readiness to adopt 4IR-based
instructional strategies. The framework serves as a recommendation based on the findings.
Other recommendations include that governmental educational authorities procure the required
resources to ensure a standardised delivery of the curriculum and that Life Sciences teachers
reflect on their current practice to assess if it is learner-centred or teacher-centred. Furthermore,
it is recommended that similar research be conducted in the other phases, provinces and
districts. This may unearth different findings due to the diverse contexts. These findings could
aid in refining the framework.D. Phil. (Curriculum Studies)Curriculum and Instructional Studie
An exploration of school learners' environmental awareness and practices at three high schools in the Johannesburg central district
No full textText in EnglishThis study presents the environmental awareness and related practices among high school learners in selected schools around Johannesburg Central District. There have been drastic changes in the environment, including global warming, deforestation, natural calamities, and different types of pollutions that can cause damage to the global environment. Environmental challenges have been increasing in everyday lives. Many of these environmental challenges are rooted in the human actions (Casalo & Escario, 2018). Relatively, humans are destroying the environment because they are not aware of the impact of their action on the environment (Amrullah & Nurcahyo, 2019). If humans continue to lack awareness, the environment will keep on degrading leading to environmental stress. It is believed that environmental problems will be reduced through promotion awareness (Islamoglu et al, 2017). There should be ways to safeguard the environment and protect it from an on-going degradation. The school environment gives more emphasis on environmental awareness in a consistent way (Maleficio, 2018). It can be used to promote environmental conservation behaviour and creating environmental awareness thereby reducing further damage. The study aimed to answer the research question of better understanding the level of environmental awareness and related practices among high school learners. The two further sub-questions were based on the environmental activities that are carried out in schools which portray environmental awareness and the strategies can be adopted to improve environmental awareness and to get over the problems related to environmental problems. Data was collected from four high schools in the district that were selected through purposive sampling. High school learners’ population comprises of two phases which are part of the senior phase and the FET phase. One grade per phase was selected, grade 8 for the senior phase and grade 11 for the FET phase. The nonprobability sample methods, quota sampling and purposive sampling in particular, were applied to select learners to be interviewed. Observations were also made to collect further information on environmental awareness in schools. The researcher had to seek permission from the department of education before she collected the data. The collected data was analyzed using thematic analysis. The results had proven that most schools involve their learners in waste management. Moreover, most of the learners have knowledge on the recycling process and they can list examples of recyclable materials. However, only one school had policies in place on waste management. Most learners were involved in the energy conservation and environmental projects such as the gardening and tree planting. Environmental campaigns were also happening in schools as well as the environmental clubs though there is more to improve on the environmental clubs. The department of education was recommended to be visible in schools when they will be commemorating the environmental campaigns. Another recommendation was of increasing awareness through use of the social media. Generally, learners in grade 11 displayed greater levels of awareness and knowledge on most practices. However, most of the grade 8 leaners were having some ideas only on practices but lesser levels of awareness and knowledge. This implies that the more the learners are in high school the more the gain environmental knowledge and awareness. The significance of this study is that it helps the learners to acquire the sustainable ways of safeguarding the environment and discourage the further deterioration.M. Ed. (Environmental Education)College of Educatio
Understanding masculinity from an African perspective
No full textAbstracts in English, Tswana and ZuluUnderstanding of masculinity has been largely approached from Western epistemology which universalises the conception of gender. However, different societies have different ways of organising gender roles which can contribute to a better understanding of masculinity such that we can begin to address gender inequalities holistically. This study focuses on understanding masculinity from an African perspective. It pays attention to factors such as poverty, upbringing, culture and generational differences that shape varied experiences and conduct among men. The study used qualitative research methods to collect data. The researcher spent six weeks in the field, conducted five in-depth interviews, and two focus group discussions with ten participants, and used participant observation to collect data. In this study, the data analysis employed a thematic coding process informed by theoretical perspectives on masculinity and post-colonialism.
The findings reveal that young men’s understanding of masculinity is influenced by both Western definitions and related concepts like gender and patriarchy. This highlights the complexity of South African masculinities and their potential to influence violent behaviours toward women and other men. The study concludes that African masculinity is multifaceted, reflects individual socio-economic conditions and impacts behaviour and the assertion of masculinity. There is thus a need for further academic research that addresses the complexities of South African masculinity in the post-apartheid era, emphasising the importance of understanding these complexities to grasp how masculinity is asserted and what its societal impact is.Tlhaloso ya bonna e tlhagisitswe thata go tswa mo epistemology ya Bophirima e e dirang gore kgopolo ya bong e nne ya lefatshe lotlhe. Le fa go ntse jalo, ditšhaba tse di farologaneng di na le ditsela tse di farologaneng tsa go rulaganya ditiro tsa bong tse di ka thusang gore go tlhaloganngwe botoka gore banna ke bomang le gore re kgone go simolola go bua ka go sa lekalekane ga bong gotlhelele. Thutopatlisiso eno e bua thata ka go tlhaloganya bonna go ya ka pono ya SeAforika. E ela tlhoko dilo tse di jaaka lehuma, tsela e motho a godisitsweng ka yone, setso le go farologana ga dikokomana tse di bopang maitemogelo a a farologaneng le boitshwaro jwa banna. Thutopatlisiso e dirisitse mekgwa ya patlisiso ya boleng go kokoanya tshedimosetso. Mo dibekeng di le thataro tse ke di feditseng ke le mo lefelong la dipatlisiso, ke ne ka tshwara dipotsotherisano tse di tseneletseng di le tlhano, dipuisano tse pedi tsa ditlhopha tse go tlotliwang thata ka tsone le batsayakarolo ba le lesome, le batho bao ba elang tlhoko go tsaya tshedimosetso. Ke ne ka dirisa mokgwa wa go sekaseka tshedimosetso ka go tlhagisa kgang nngwe le nngwe mme ka dirisa mokgwa wa bonna le wa pele ga nako ya bokoloni jaaka letlhomeso la tiori.
Diphitlhelelo di bontsha gore tsela e banna ba basha ba tlhaloganyang bonna ka yone e tlhotlhelediwa ke ditlhaloso tsa Bophirima le dikgopolo tse di amanang le bong le go nna tlhogo ya lotso. Se se gatelela go raraana ga bong jwa banna ba Aforika Borwa le bokgoni jwa bone jwa go tlhotlheletsa boitshwaro jwa tirisodikgoka kgatlhanong le basadi le banna ba bangwe. Thutopatlisiso e konotela ka gore bonna jwa Seaforika bo na le dikarolo di le dintsi, bo bontsha maemo a loago le ikonomi ya motho mme bo ama boitshwaro le tlhomamiso ya bonna. Ka jalo go na le tlhokego ya patlisiso e nngwe ya seakatemi e e buang ka mathata a bonna jwa Aforika Borwa mo nakong ya morago ga tlhaolele, go gatelela botlhokwa jwa go tlhaloganya mathata a gore bonna bo tlhomamisiwa jang le gore seabe sa jone mo setšhabeng ke eng.Ukuqonda ubudoda kuye kwakhulunywa kakhulu ngolwazi nemigomo yenkolelo yeqiniso elilungisiwe lapho amanyuvesi ecabanga ngobulili. Kodwa, imiphakathi eyahlukene inezindlela zayo zokuhlela izindima zobulili ezingaba nomthelela ekuqondeni kangcono ubudoda kangangokuthi singakwazi ukuqala ukubhekana ngokungalingani kobulili ngokuphelele. Loluncwaningo lugxile ekuqondeni ubudoda ngokombono wase-Afrika. Inaka izici ezinjengobumpofu, indlela esikhuliswe ngayo amasiko kanye nokwehluka kwezizukulwane ezakha ulwazi nokuziphatha okwahlukene phakathi kwamadoda. Ucwaningo lusebenzisa izindlela zocwaningo olusezingeni eliphezulu ukuqoqa imininingwane. Emasontweni ayisithupha engiwachithe ensimini, ngenze izingxoxo ezimbili zamaqembu engigxile kuwo nabayishumi, kanye nokubheka kwababambe iqhaza ukuze ngiqonde idatha. Ngisebenzise indlela enesihloko ukuhlaziya idatha kanye nezindaba zomlando njengezinhlaka.
Okutholiwe kuveza ukuthi ukuqonda kwezinsizwa ngobudoda kuwumthelelal wezincazelo zaseNtshonalanga ngobulili kanye nokubonwa kwamadoda engaphezulu kwabesifazane. Lokhu kuqgamisa inkimbinkimbi yabesilisa baseNingizimu Afrika kanye namandla abo ukuba nomthelela ekuziphatheni okunodlame kubantu besifazane namanye amadoda. Lolucwaningo luphethe ngokuthi ubudoda base-Afrika bunezimo eziningi, bubonisa izimo zezenhlalo nezomnotho zomuntu ngamunye futhi zinomthelela ekuziphatheni kanye nokugomela ubudoda. Ngakho-ke kunesidingo sokuthi kuqhutshekwe nocwaningo lwezemfundo olubhekana nobunzima bobudoda baseNingizimu Afrika esikhathini esenzeke ngemuva kobandlululo, okugcizelele ukubaluleka kokuqonda lezi zinkimbinkimbi ukuze kuqondwe ukuthi ubudoda bugonyelwa kanjani nokuthi uyini umthelela wako emphakathini.M.A. (Anthropology)Anthropology and Archaeolog
Search for single vector-like B quark production and decay via B → bH( b b ¯ ) in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search is presented for single production of a vector-like B quark decaying into a Standard Model b-quark and a Standard Model Higgs boson, which decays into a
b
b
¯
pair. The search is carried out in 139 fb−1 of
s
= 13 TeV proton-proton collision data collected by the ATLAS detector at the LHC between 2015 and 2018. No significant deviation from the Standard Model background prediction is observed, and mass-dependent exclusion limits at the 95% confidence level are set on the resonance production cross-section in several theoretical scenarios determined by the couplings cW, cZ and cH between the B quark and the Standard Model W, Z and Higgs bosons, respectively. For a vector-like B occurring as an isospin singlet, the search excludes values of cW greater than 0.45 for a B resonance mass (mB) between 1.0 and 1.2 TeV. For 1.2 TeV < mB < 2.0 TeV, cW values larger than 0.50–0.65 are excluded. If the B occurs as part of a (B, Y) doublet, the smallest excluded cZ coupling values range between 0.3 and 0.5 across the investigated resonance mass range 1.0 TeV < mB < 2.0 TeV