Languages and Social Sciences Education

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Research articles (Dept of Languages & Social Sciences Education) [31]

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African literature: Matshoba's "call me not a man"

Jankie, D. (National Council of Teachers of English, http://www.ncte.org/, December NaN, 1990)

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Abstract:	Suggests using Mtutuzeli Matshoba's "Call Me Not a Man" as the central text in a unit on oppression to help students understand and make them better able to respond to oppression. Provides key questions for structuring the unit to help students consider aspects of oppression that they might otherwise neglect.
URI:	http://hdl.handle.net/10311/1122

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Jankie_TEJ_1990.pdf (766.5Kb)

Using focus group interviews to research adolescents' beliefs and perceptions of sex, sexuality, HIV and AIDS in educational settings: methodological successes and challenges

Jankie, D.; Garegae, K.G.; Tsheko, G.N. (IJSRE, http://www.ijsre.com, June NaN, 2011)

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Abstract:

The paper draws attention to the relationship between the research process and the production of knowledge on adolescent sexual behaviours and HIV and HIV and AIDS issues by adolescents in Botswana schools. Within this context the paper addressed the successes and challenges experienced in conducting single and mixed sex semi-structured focus group interviews with adolescents in four junior secondary schools. It also explored adolescents’ feelings about participating in focus interviews that that explore issues regarding sex, sexuality, HIV and AIDS. Data drawn from the interviews as well as researchers’ reflections suggest that the use of focus groups as a qualitative data collection strategy opened possibilities for adolescents to share diverse knowledge, experiences and perspectives on sex, sexuality, HIV and AIDS. Likewise, it suggests that various factors enhanced and limited adolescents’ participation in focus group interviews. Moreover, this data also provides opportunities for researchers to rethink and problematize ways in which they conceptualize and utilize focus group interviews in research-based knowledge with adolescents in particular. Although the intention of this paper is not to make generalizations about the use of focus group interviews within the Botswana context, the findings reported in this paper have implications for developing and promoting culturally sensitive research approaches relevant to this country/society.

URI:

http://hdl.handle.net/10311/1114

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Jankie_IJSRE_2011.pdf (2.097Mb)

Sociolinguistic research and academic freedom in Malawi: past and current trends

Kamwendo, G. H. (Southern African Comparative and History of Education Society (SACHES). http://www.journals.co.za/ej/ejour_sare.html, October NaN, 2006)

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Abstract:

During the first 30 years of Malawi’s independence (1964-1994), the country was under President Hastings Kamuzu Banda’s one-party authoritarian rule. In line with Banda’s nation-building ideology, Malawi pursued the policy of one nation, one party (the Malawi Congress Party), one leader (Life President Banda) and one national language (Chichewa). Despite the fact that Malawi is multilingual and multiethnic, the Banda regime created a political atmosphere under which non-Chewa ethnic and/or linguistic identities were suppressed. A political system was established that muzzled academic and other freedoms. Academia, for instance, was deprived of its critical and objective voice. The then only university, the University of Malawi, was carefully monitored to ensure that so-called subversive disciplines or topics were not on offer. Sociolinguistic research was one of the academic disciplines that did not enjoy meaningful academic freedom. The demise of the Banda regime in 1994 and the adoption of a new constitution that embraces various freedoms (including academic freedom) have meant that there are no longer political constraints on academic freedom. However, new forms of constraint on academic freedom have arisen. These are economic constraints, many emanating from the research-funding agencies’ agendas.

URI:

http://hdl.handle.net/10311/1106

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Kamwendo_SAREEP_2006.pdf (99.15Kb)

The challenges for teachers in the teaching of topics associated with Botswana's "Vision 2016"

Adeyemi, M. B. (Caddo Gap Press, http://www.caddogap.com, NaN, 2009)

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Abstract:

The world is a diverse ecosystem where humans and the environment must interact and live in harmony. In order to keep any society going, either at the national or global level, the importance of having visions for the improvement of that society cannot be overemphasized. It is in the light of this dream of making Botswana an enviable nation that the "Vision 2016" was published in 1997. A pillar of the "Vision" focuses on the development of a moral and tolerant nation. This article presents a brief literature review that focuses on the "moral and tolerant" aspects as aspirations of a nation. These two concepts are values which have implications for classroom pedagogy. This article reports an investigation of 64 teachers at the junior secondary school level and the challenges faced by them when teaching topics related to these values with their attendant remedies. The identified challenges included the difficulty of the use of critical and ethical reasoning methods in classes, a lack of community support, inadequate teachers' qualifications and experience, needed teaching resources, and the heterogeneity of the students, among others. The teachers provide some remedies to these challenges, while the investigator advocates for further research on the appropriate methods for teaching values in schools.

URI:

http://hdl.handle.net/10311/1098

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Adeyemi_ME_2009.pdf (655.4Kb)

No easy walk to linguistic freedom: a ritique of language planning during south Africa's first decade of democracy

Kamwendo, G. H. (Nordic Association of African Studies. http://www.njas.helsinki.fi, NaN, 2006)

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Abstract:

In 1994, South Africans of all races and political parties took part in the first democratic elections. The election and inauguration of Nelson Mandela as the first black president marked the beginning of a new era - an era of democracy. The new era has, among other things, witnessed reforms in language planning. The current paper is a critique of South Africa's language planning efforts during the first decade of democracy i.e. 1994-2004.

URI:

http://hdl.handle.net/10311/1097

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kamwendo_NJAS_2006.pdf (108.8Kb)

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