Learning together: Lessons from a collaborative curriculum design project

Based on an action research project implemented at two South African universities, we argue that content and language integration (ICL) collaborative partnerships benefit not only from collaboration between language and content specialists, but in addition, from collaboration between language specialists, general education specialists and content specialists from a variety of disciplines. However, as we illustrate below, these benefits may be accompanied by substantial challenges. We make a further claim, for the value of a transformative approach towards collaboration for content and language integration, in which the teacher/researchers engage in their practice in a critical and reflexive manner, and by so doing, foster their own deep learning, as well as the deep learning of the students

Safety issues relating to paraffin usage in Eshane, Kwazulu-Natal

This study describes results of a household survey conducted in Eshane in the rural Kwazulu-Natal Midlands in April 2002, including baseline sociodemographic, energy usage, paraffin-related injury and safety knowledge information. A total of 404 interviews were conducted in five villages that fell within a 10-kilometre radius of the proposed Eshane integrated Energy Centre. Paraffin usage was high (86.6%) and there were no significant differences between electrified and non-electrified villages. Paraffin ingestion by children and paraffin-related fires were reported in 3.6% and 6.3% of households respectively. The majority of respondents had heard safety messages, but message retention was only demonstrated for messages relating to fires, and not ingestion. It seems that safety education may have a role to play in the prevention and response to paraffin-related fires, but that child-resistant packaging may be the only viable intervention for the reduction of ingestion among children

Safety issues relating to paraffin usage in Eshane, Kwazulu-Natal

This study describes results of a household survey conducted in Eshane in the rural Kwazulu-Natal Midlands in April 2002, including baseline sociodemographic, energy usage, paraffin-related injury and safety knowledge information. A total of 404 interviews were conducted in five villages that fell within a 10-kilometre radius of the proposed Eshane integrated Energy Centre. Paraffin usage was high (86.6%) and there were no significant differences between electrified and non-electrified villages. Paraffin ingestion by children and paraffin-related fires were reported in 3.6% and 6.3% of households respectively. The majority of respondents had heard safety messages, but message retention was only demonstrated for messages relating to fires, and not ingestion. It seems that safety education may have a role to play in the prevention and response to paraffin-related fires, but that child-resistant packaging may be the only viable intervention for the reduction of ingestion among children

Decolonisation of institutional structures in South African universities: A critical perspective

In 2015, using social media, a new generation of South African university students launched the social justice movement #FeesMustFall. The call for social justice, equity and equality has been a burning issue in South Africa’s education system since the dark days of apartheid. In 1976, non-white students revolted against the apartheid government and many lost their lives during the protest. On 15 October 2015, 40 years later, students from all demographics mobilised to launch a protest under the theme #FeesMustFall against institutional racism which did not die with apartheid. The roots of this movement are symptomatic of deep social and economic concerns rooted in the apartheid history of South Africa. Through the use of social media, students mobilised protest marches in all regions of the country to demand justice, equality and equity. This paper discusses and describes the lack of transformation in South Africa’s higher education which has perpetuated institutional racism for decades

Student experiences of the CSI module

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"Belonging" as a Theoretical Framework for the Study of Psychology and Globalization

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Designing the project: Theoretical approaches

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The concept of ‘first-generation student’ in the literature: Implications for South African higher education

In the United States first-generation students (FGSs), those who are the first in their families to attend university, are recognised as disadvantaged and receive government support. Amidst affirmative action debates in higher education in South Africa, an increased awareness has emerged about challenges that FGSs in this country face. A systematic review was done to provide a summary of the literature about FGSs. The key phrase ‘first-generation student’ was entered on the online databases JSTOR,Academic Search Premier: Ebscohost, Proquest, PsychInfo, SAE Publications and Scopus. This search yielded 59 articles and a thematic analysis was conducted. Themes that arise suggest that identifying FGSs can make a valuable contribution towards assisting institutions of higher education (HE) in South Africa in the debate about who vulnerable students may be in order to provide them with support for success in higher education. However, FGS status is just one amongst a number of factors that may impact on student experiences in HE

The concept of ‘first-generation student’ in the literature: Implications for South African higher education

In the United States first-generation students (FGSs), those who are the first in their families to attend university, are recognised as disadvantaged and receive government support. Amidst affirmative action debates in higher education in South Africa, an increased awareness has emerged about challenges that FGSs in this country face. A systematic review was done to provide a summary of the literature about FGSs. The key phrase ‘first-generation student’ was entered on the online databases JSTOR,Academic Search Premier: Ebscohost, Proquest, PsychInfo, SAE Publications and Scopus. This search yielded 59 articles and a thematic analysis was conducted. Themes that arise suggest that identifying FGSs can make a valuable contribution towards assisting institutions of higher education (HE) in South Africa in the debate about who vulnerable students may be in order to provide them with support for success in higher education.However, FGS status is just one amongst a number of factors that may impact on student experiences in HE

The potential of critical feminist citizenship frameworks for citizenship and social justice in higher education

OpvoedkundeOpvoedkundige SielkundePlease help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected]