353 research outputs found
Die skep van ruimte in ’n roman, met verwysing na die drie koepelromans van Hans du Plessis
No full textDie doel van hierdie artikel is om die toepassing van ruimte as skeppingselement in drie romans met dieselfde narratiewe ruimte te ondersoek. Dit gaan om die transformasie van 'n werklike geografiese ruimte na die narratiewe ruimte binne die teoretiese raamwerk van die skryfkuns as vakdissipline en met verwysing na die kulturele geografie en Andries Bezuidenhout se uiteensetting van die teoretiese skema van Wesley Kort en dié van die geograaf David Harvey, ten einde ruimtelikheid meer eksplisiet te teoretiseer.
Die bespreking vind plaas teen die agtergrond van die sogenaamde "navorsing deur praktyk", wat deesdae 'n betreklik algemene model vir navorsing in die skeppende kunste is. Omdat die verband tussen die skryfteorie en -praktyk vooropgestel word, is dit logies dat die skrywer se eie prosawerk as verwysing gebruik word. Dit gaan om die drie Koepelromans van Hans du Plessis, naamlik Verbrande paradys (2009), Die pad na Skuilhoek (2012) en As die wind kom draai (2013). Die ruimte in die drie romans is die geografies identifiseerbare Vredefortkoepel naby Potchefstroom, die grootste en oudste meteorietimpakkrater ter wêreld. Dit is deur Unesco as wêrelderfenisgebied gelys. Die romans verskil in meer as een opsig van mekaar omdat eersgenoemde 'n eietydse roman is, terwyl laasgenoemde twee historiese romans is. Verder is die eerste twee oorgangsromans en die laaste 'n roman vir volwassenes. Die interaksie tussen mens en natuur word aanvaar en daarmee saam ook die feit dat verskillende mense (ook karakters in die roman) dieselfde omgewing verskillend sal ervaar. Die skep van ruimte in die roman is uiteindelik die skep van 'n sin van plek. Daar word uitgegaan van die standpunt dat die narratiewe ruimte die skep van 'n fiktiewe deiktiese sentrum veronderstel. Die deiktiese sentrum in die roman is per definisie dié van die fokalisator. In die artikel word aangevoer dat ruimte as skeppingsmiddel hanteer kan word soos wat die skryfkuns die skep van 'n karakter in drie fases hanteer. Ten slotte word hierdie teoretiese uitgangspunte geïllustreer deur voorbeelde uit die genoemde romans.
ABSTRACT: The creation of space in a novel, with reference to the three dome novels by Hans du Plessis
This article discusses the creation of space with reference to three Afrikaans novels by Hans du Plessis: Verbrande paradys (Burnt paradise) (2009), Die pad na Skuilhoek (The road to Skuilhoek) (2011) and As die wind kom draai (When the wind starts turning) (2013). The article investigates the novelist's use of space as a creative element in the transformation of a location that exists in reality to the narrative space in the said novels. This is done within the framework of the theory of creative writing as discipline and with reference to cultural geography and Andries Bezuidenhout's (2013) discussion of the theoretical scheme of Wesley Kort and of David Harvey, in order to achieve a more explicit theory of space.
The research was undertaken within the framework of the theory of practice-based research, a model often used in research within the study of arts. Breed and Greyling (2010:86) are convinced that this research method recognises the link between theory and practice, as well as the relevance of the theoretical and philosophical paradigms for the contemporary arts practitioner. This is one of the main reasons why the novels written by the author of this article are used as illustrative material.
The theory of space has been widely discussed in literary theory, philosophy, creative writing studies and environmental studies, and it is accepted as being a diverse wide-ranging issue, because there is a marked interaction between the human being and space. The issue of sense of place, it is argued, is in fact the data from reality that has to be transformed when writing fictional prose. Sense of place refers to features that are unique to a certain place, and these are experienced by the inhabitants of that place.
Furthermore, it is theoretically accepted in the article that cultures are locatable and specific phenomena, whereas culture includes everything we do in our daily lives, and in which space is central. Against the background of cultural geography the growing interest in various forms of literature as a way of investigating the meaning of landscapes is discussed. Literature is not objective; instead, subjectivity speaks about the social meanings of places.
This article takes intimate, social and extensive space through narrative space in literary texts into consideration. Through the use of absolute, relative and relational space, material and represented space offer a framework to bring abstract and symbolic issues together. Seeing that social space implies both inclusion and exclusion, there should be a connection between space of thought and social space.
The texts referred to in the article are discussed as examples of moral agency.http://reference.sabinet.co.za.nwulib.nwu.ac.za/sa_epublication/litnethttp://reference.sabinet.co.za.nwulib.nwu.ac.za/document/EJC14772
Out-of-Field Teaching Practices
No full textSociety perceives the role of school leaders as ‘fixers’. Yet the author poses some confronting questions: can they fix or manage the out-of-field phenomenon without having in-depth knowledge and understanding? Can educators teach the next generation of teachers and school leaders without appreciating the realities of the workplace? Can policymakers develop effective policies without a deeper understanding of the workforce issues that influence quality education beyond the obvious issues?
Many dilemmas face today’s teaching workforce and workplaces. The book takes the reader on a journey as experienced in real life by teachers and school leaders. It aims an extreme global focus on the quality of education and on governments’ achievements in providing opportunities to prepare the next generation of students for their future.
The author’s assessment exposes more concerns than assurances.
Anna du Plessis’ academic career includes more than 25 years of classroom experience across three countries. Her journey in leadership positions started during her fourth year of teaching. Her compassion for teachers, school leaders and students stimulated a search for a deeper understanding of the lifeworld and challenges facing educational practitioners.
The objective in this book is to share information that will improve education systems, strategies, decisions, policies and actions. Readers of this book might be parents, student teachers, prospective school leaders, educational directors, policymakers or teacher educators.
Only knowing and understanding can inform well-directed decisions.No Full Tex
Izak David du Plessis Collection index
No full textThis inedx describes the Izak David du Plessis collection which consists of material and manuscripts by Prof I.D. du Plessis, Afrikaans author. The collection includes the manuscript of "Raamwerk vir Suid-Afrika" ; correspondence ; "Die sanger, die bose en die lied" ; newspaper clippings and illustrations ; manuscript of Leipoldt article ; manuscripts of early verses ; notebook and is compiled in 2 pamphlet boxes
Women, mining and the law
No full textAt a recent colloquium of the University of Cape Town's Mineral Law in Africa's initiative1 the position of gender and mining were discussed. The discussion raised many issues pertaining to women's position in relation to mining in Africa. Tapiero ("Women Mine the Risks Men the Benefits" 2010 2 Inside Mining 12?15) states that "worldwide between 80 and 100 million people are directly and indirectly dependent on non-industrial forms of mining for their livelihoods. Of these, an estimated 30% are women." The same author then indicates that mining carries risks for women as mining may result in a poor distribution of the mining benefits between men and women; it may lead to social disruption, including matters such as domestic violence, loss of agricultural land and environmental damage and pollution. When decisions are made with regard to mining projects, women are not always consulted and they do not have, due to cultural or religious reasons, a say in decision-making, either with regard to employment, or the placing of a mine. There may also be other legal or cultural constraints impacting on the effects that mining may have on women. The author, however, also indicates that "a growing body of evidence indicates that the increasing women's economic opportunities lead to a higher rate of family savings, greater spending on family nutrition, health and girls' education and declining household poverty" (Tapiero 2010 2 Inside Mining 13)
Book Review: Who are We?
No full textBOOK REVIEW (by Larise du Plessis, with reply by Author)
Ron Dultz (2007). Who Are We? Reseda, CA: Ron Dultz Publishing
Soft Cover (174 pages)
ISBN 10: 0-615-16088-7 & ISBN 13: 978-0-615-16088-7
Cost: USA $12.0
The wonder of constitutionalist Afrikaans
No full textThis article is about the well-being of Afrikaans as a constitutionalist language. The adjective
“constitutionalist” is meant to be a translation of the Afrikaans “grondwetmatig” as opposed to
“constitutional” which is the English word for “grondwetlik”. The question inspiring this
contribution is whether the larger contours as well as the finer nuances of constitutionalist democracy
can successfully be verbalised in Afrikaans.
The possibility is considered that Afrikaans as potentially a language of constitutionally
democratic discourse might have suffered irreparable damage as a consequence of its close
association with Apartheid, but the author gives short shrift to this misgiving pointing out that
languages such as English and German that were also “oppressors’ languages” some time in
history, are nowadays very adequate and eminently respectable languages of constitutionaldemocratic
discourse.
During the prevalence of a Westminster system in a pre-democratic South Africa Afrikaans
was a disadvantaged constitutional language compared to, for instance, English. The latter lent
direct access to the escalating post-World War II discourse on human rights. The question thus is
whether Afrikaans has (or can develop) a constitutional or, more particularly, a constitutionalist
register. The author turns to constitutional literature and jurisprudence to look for examples of
how Afrikaans can be relied on to give creative expression to constitutionally democratic concepts,
ideas and principles. He points out that the Constitution is a genre text, unique as supreme law,
but sharing certain attributes with other enacted law-texts such as statutes. All of these texts should,
for instance, be respected as products of legislative action meant to be of effect. To read and apply
such texts is more like performing music than like reading a newspaper. This process is adequately
expressed by the Afrikaans terminology “vertolk(-ing)” which recognises that elements of an
interpreter’s own personality and skill go into the process of interpretation and are reflected in the
interpretive outcome. In the English language “construction” probably verbalises the process more
accurately and adequately than “interpretation”.
The author proceeds to explain why, in certain instances where the term “grondwetlikheid”
is usually used (in Afrikaans), he prefers the term “grondwetmatigheid” instead. He also reflects
on the possible meanings of “constitutionalism” and the consequences of labelling the constitutional
dispensation in South Africa since 1994 with the tag of “constitutionalism”.
The second part of the article deals with the consequences of constitutional supremacy and
the concomitant need for judicial self-restraint. It is shown that section 172(1)(a) of the Constitution
read with section 2 provides for the constitutional review of legislation and administrative action
in a rather peremptory vein. Section 172(1)(b), however, leaves room for the mitigation of the
absoluteness of section 172(1)(a) by authorising any court order which is just and equitable. Specific
orders in this category (explicitly mentioned in the section) are orders limiting the retrospective
effect of declarations of invalidity or suspending the effect of such declarations in order to give a
legislature or organ of the executive the opportunity to rectify the unconstitutional state of affairs
complained of. This result can also be achieved by, for instance, severing unconstitutional words
and phrases from a text and striking them down or by reading words and phrases into an impugned
provision in order to render it constitutional thus safeguarding them against annulment.
Various interpretive strategies commensurate with judicial self-restraint are then discussed.
The first of these is the interpretation of statutes in conformity with the Constitution which can take
the form of either a restrictive or an extensive reading of a statutory provision in the light of the
Constitution and its demands. It is pointed out that this reading strategy is to be distinguished from
reading in which a court may order as a form of relief in terms of section 172(1)(b) of the Constitution.
Subsidiarity, another strategy commensurate with judicial self-restraint, is also discussed.
Subsidiarity mainly has to do with deciding on an appropriate forum to decide a case (jurisdictional
subsidiarity) or choosing an appropriate legal norm to resolve an issue (adjudicative subsidiarity).
It is pointed out that subsidiary constitutional legislation (giving detailed and concrete effect to
provisions of the Constitution) has in recent years played an increasingly important role to help
put constitutional issues on the agendas of judicial and political discourse.
Some observations are also made about how a constitutional neologism, co-operative
government, can serve to induce self-restraint in the actions of the various arms of government
(legislative, executive and judicial) in the national, provincial and local spheres.
The author concludes with the observation that the speakers of South Africa’s eleven official
languages have a duty to explore the potential of their own language as constitutionalist language
not just for the sake of the languages themselves, but also to preserve and promote the treasure of
constitutionalismhttp://www.scielo.org.za/pdf/tvg/v52n3/01.pd
Facebook in higher education: An Auto ethnographic journey entering into edu-social space
No full textThis researcher uses auto ethnography within an education context. The author explains their experiences in attempting to research Facebook and other websites and innovation in their organisational setting. They propose that Facebook be used as an effective teaching and learning platform. Their research is best derived from a methodology that enables an analysis of her lived experiences of the using Facebook for educational purposes. Readers are approached through the narrative genre that tangibly illustrates the research paradigm they proposed and engages in. By co-constructing the auto ethnography as they proceeds in their research, the validity of their research is enhanced. It is proposed that the impact of their writing and of the readings they cite, in this auto ethnography on the use of Facebook, is at least as effective as is the cognitive impact of mainstream objectivist organisational research into educational teaching and learning platforms.http://www.ajhtl.com/uploads/7/1/6/3/7163688/article_26_vol.3_1.pd
Theoretical (dis-) position and strategic leitmotivs in constitutional interpretation in South Africa
No full textThis essay takes a look at the historic restoration that bequeathed this country and its people a prototypical, justiciable Constitution. The advent of constitutional democracy in South Africa went hand in hand with an about-turn in the interpretation of enacted law-texts (including the Constitution) and a critical interrogation of certain dominant beliefs about the interpretation of law in general and enacted law in particular. Hitherto mostly unnamed or unlabelled (but not entirely alien) interpretive strategies pursued and developed by users of the Constitution are discussed, concentrating mainly on the jurisprudence of the Constitutional Court.
Central to the author's approach is an acknowledgement of the decisive actuality of an interpreter's theoretical position becoming visible through (interpretive) leitmotivs. These recur as keynote or defining ideas, motifs or topoi lending direction to specific instances of construing law. Four leitmotivs pertinent to certain constellations of events in constitutional interpretation are discussed and their applicability and utility assessed, drawing on examples from constitutional case-law. The leitmotivs are: (i) transitional constitutionalism; (ii) transformative constitutionalism; (iii) monumental constitutionalism; and (iv) memorial constitutionalism. (i) and (ii) belong together as (A) programmatic leitmotivs and (iii) and (iv) as (B) commemorative leitmotivs.
The author concludes that, although scouting out and engaging with leitmotivs call for profound reading and for text analysis of a sort with which "logical" jurists are not always too comfortable, the said endeavours have the potential to be exceptionally rewarding
A Handbook for Retaining Early Career Teachers: Research-Informed Approaches for School Leaders
No full textThis book addresses the global concern of teacher attrition rates, particularly those who walk away from the profession within the first five years. The author offers new knowledge about the factors that influence beginning teachers’ career decisions through an in-depth examination of their lived experiences. Using a unique lens that explores the complexities of a beginning teacher’s classroom through its many attendant axiological, structural, interpersonal, and practical contexts, the book presents strategies that address the deep matters of retention in the educational arena. Using its insights, school leaders are enabled to shift the balance of school policy understanding towards beginning teachers’ acute needs for support. Based on an empirical study of more than 2,000 beginning teachers and school leaders, this book reveals perceptions, truths, and lived experiences in order to guide the development of effective retention strategies and policies, which are fundamental to stabilising the teacher workforce
I See You: A Photo Album of People with Intellectual Disability
No full textThe casebook for the Institute for Imbecile Children, and the casebooks of the Grahamstown Lunatic Asylum constitutes one of South Africa’s largest archived records for people with intellectual disability (PWID) who were institutionalised from 1890 to 1920. In I See You I testify how the viewing of the casebooks’ content and photographs gave rise to a personal recognition of the personhood of the PWID. My testimony takes the form of poetry that is composed to honour and memorialise each individual person who is included in this album.
Rory du Plessis is a Senior Lecturer in Visual Studies at the School of the Arts, University of Pretoria. He is a NRF-rated scholar, the co-editor of the academic journal, Image & Text, and author of Pathways of Patients at the Grahamstown Lunatic Asylum, 1890 to 1907 (Pretoria University Law Press 2020)
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