Browsing Languages and Social Sciences Education by Title
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Kamwendo, G. H. (Southern African Comparative and History of Education Society (SACHES). http://www.journals.co.za/ej/ejour_sare.html, October NaN, 2006)[more][less]
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 Files in this item: 1
Kamwendo_SAREEP_2006.pdf (99.15Kb) -
Adeyemi, M.B. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: This paper focused on the positive stereotypes junior secondary school students have of nationalities outside Africa. In addition, the paper examined the sources of the positive stereotypes as perceived by the students while implications were drawn for teacher education. A sample of 105 students matched some positive stereotypes to some nationalities, using the Princeton Trilogy. According to the findings, ten nationalities appeared mostly when the positive attributes such as scientifically-minded, intelligent, industrious, efficient, sportsmanlike, democratic, straightforward, alert, pleasure-loving and patriotic were matched by the students with various nationalities from their perceptions. The sources of information of these positive stereotypes were attributed by the students to the Internet, stories, television programmes, textbooks, friends, newspapers, radio, teachers’ interaction, and other minor sources in that order. Some implications were drawn from the findings for teaching and teacher education which included the effective teaching of decision making processes, diversity through multicultural education, and the globalization of the teacher education programmes across the world. URI: http://hdl.handle.net/10311/973 Files in this item: 1
Adeyemi_IJSRE_2011.pdf (1.666Mb) -
Tabulawa, R. (Routledge http://www.informaworld.com, April NaN, 1998)[more][less]
Abstract: Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g. as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano (Social Harmony), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results. URI: http://hdl.handle.net/10311/698 Files in this item: 1
Tabulawa_IJQSE_1998.pdf (1.076Mb) -
Mooko, T. (Carfax Publishing, Taylor & Francis Group. http://www.informaworld.com/smpp/title~content=t713415834, March NaN, 2005)[more][less]
Abstract: The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity. URI: http://hdl.handle.net/10311/165 Files in this item: 2
license.txt (1.998Kb)mooko_educational_studies05.pdf (1.968Mb) -
Jankie, D.; Garegae, K.G.; Tsheko, G.N. (IJSRE, http://www.ijsre.com, June NaN, 2011)[more][less]
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 Files in this item: 1
Jankie_IJSRE_2011.pdf (2.097Mb)
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Now showing items 27-31 of 31