Things come together : rereading male representations of motherhood

Bibliography : pages 173-182.This thesis presents a challenge to the approach that has been used to read representations of motherhood by male writers. The way of reading that has been used has led to accusations by female critics that the representations are jaundiced, a feeling that pervades the special issue of African Literature Today that focuses only on women's work. The introduction to the thesis outlines arguments that have been presented about the need to write from a point of view of experience, an approach that is meant to exclude male writers from writing about motherhood. The approach is also an attempt to prescribe to male writers how they should write about issues concerning women. It will be argued that the authority of experience argument as well as the accusation that male writers are insensitive in representations of women ends up limiting the way people read. The reading will be restricted to a realist reading that does not encourage an extrapolation of the deeper political meaning that may emerge out of male representations of motherhood. The thesis will stress that my reading of male writers' representations has drawn out diverse and complex meanings. To show the diverse ways in which males have used motherhood to produce some political undercurrent, five texts, ranging from precolonial to postcolonial Africa will be used. The analyses attempt to show using these texts by different male writers, that individual texts always exceed the limitations that can be caused by unimaginative reading

The organisation of pedagogy in a learnership model of teacher education

No Abstract Available South African Journal of Education Vol.25(2) 2005: 109-11

African Health OER Network Impact Research Plan

The goal of the evaluation research is to demonstrate the value and impact of the Network to funders, existing and potential institutional partners, OER creators and users, networks of African health education providers, and the international OER community. The successful 2010 Network grant proposal to the William and Flora Hewlett Foundation included a preliminary logic model and proposed a set of indicators for the first two years of the Network. This working paper reflects a revised understanding of how to promote OER to support health education in Africa, how to demonstrate the impact of OER on the health education sector, and when to expect various outcomes.William and Flora Hewlett Foundationhttps://deepblue.lib.umich.edu/bitstream/2027.42/149179/1/2011.05.09_health_oer_network_impactresearchplan.pdfDescription of 2011.05.09_health_oer_network_impactresearchplan.pdf : Working Document (May 2011) (PDF

Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy

Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes

The impacts of interactive smartboards on learning achievement in Senegalese primary schools

Stata do files and ready-for-analysis data used in the analysis published in the Final Report to 3ie on the project, "The impacts of interactive smartboards on learning achievement in Senegalese primary schools" (project code PW2.14). This project was funded as part of the Policy Window Round 2