Conceptualising (dis)advantage in South African higher education: A capability approach perspective

Gore, Oliver; Walker, Melanie

doi:10.14426/cristal.v8i2.250

Cited by 7 publications

(9 citation statements)

References 11 publications

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“…In short, the teaching and learning aids brought about multiliteracy development in that learners were able to name the days of the week in both English and Tonga. These findings are confirmed by Ngcobo et al (2016), who claimed that translanguaging as a method of teaching and learning promises to promote literacy among students in both their native African languages and English. Additionally, according to Banda (2018), a black township school in Cape Town uses translanguaging and English African mother tongues as linguistic adaptations for teaching and learning.…”

Section: Prospects Of Translanguaging In Multilingual Classroomssupporting

confidence: 54%

“…Other scholars (Daka et al, 2020;Kafusha et al, 2021;Mumba & Mkandawire, 2019) stated that translation is a cognitive process that occurs spontaneously and cannot be halted in a bilingual or multilingual individual because it seems to be normal to rely on translation when confronted with foreign words and/or expressions. In addition, Ngcobo et al (2016) claimed that translanguaging as a method of teaching and learning promises to promote literacy among students in both their native African languages and English. Additionally, Banda (2018) indicated that a black township school in Cape Town uses translanguaging and English African mother tongues as linguistic adaptations for teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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“We Mix Languages When Teaching Literacy but They Told Us to Use the Official Language for Instruction”: In-service Teachers’ Narratives of Language Practices and Policy in Multilingual Reading Classes of Choma District of Zambia

Muzeya,

Mkandawire

2023

BJMAS

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This study analysed classroom language practices in multilingual primary schools of Choma district of Zambia and was informed by the three-language orientation theory (Ruiz, 1984). The adopted the qualitative mode of inquiry and used the descriptive research design. The study sought to address three objectives: (i). To establish the views of teachers on classroom language practices in selected multilingual primary schools of Choma district. (ii). To analyse classroom language practices by learners and teachers in selected multilingual primary schools of Choma District. (iii). To ascertain the prospects of translanguaging in multilingual classrooms of selected primary schools of Choma district. The sample size was 852 participants comprising, 16 teachers who were teaching grade 1 and 2 classes in the lower primary section and 836 pupils from four lower primary classes. Thematic analysis was used to analyze the data that were gathered through interviews and observations of classroom lessons. The findings revealed that teachers used translanguaging to promote linguistic inclusivity and diversity. Additionally, the study showed that most grades 1 and 2 classes of Choma district were multilingual in the sense that both teachers and learners were able to speak more than one language. Furthermore, the study found that teachers encountered communication difficulties when instructing learners from various linguistic backgrounds in Tonga because learners found it difficult to understand the language of instruction (Tonga) consistently especially first graders. As a result, some teachers had to switch from Tonga to other languages spoken by learners in class to foster their understanding. The study also established that translanguaging was a promising strategy for teaching diverse learners in multilingual classes of Choma district as it improved learners’ participation, cognition and aided the connection of what they were doing in class to their language of play and home language. The study recommended that grades teachers of Choma district needed orientation on how to use translanguaging and code switching in culturally and linguistically diverse classes. In addition, the study recommended that policy makers such as the Directorate of Curriculum Development (DCD) and Ministry of Education should reconsider the use of monolingual practices in primary schools and adopt translanguaging practices for teacher training institutions to reinforce the component in their curricular.

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Section: Prospects Of Translanguaging In Multilingual Classroomssupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

“We Mix Languages When Teaching Literacy but They Told Us to Use the Official Language for Instruction”: In-service Teachers’ Narratives of Language Practices and Policy in Multilingual Reading Classes of Choma District of Zambia

Muzeya,

Mkandawire

2023

BJMAS

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“…It is vital for the South African higher education system to grapple with the real challenges poor students are facing. As Gore and Walker (2020) feel that the use of vaguely defined and limited terminology such as "disadvantage" in South African higher education, the policy lacks clarity and focus. Studies such as Walker et al (2009); Spaull (2013); and Van der Berg (2018) may provide a deeper understanding of the multiple dimensions in which students are deprived in South African universities.…”

Section: Background Of the Studymentioning

confidence: 99%

Student poverty in South African universities: Promoting the wellbeing and success of students

Gore

2022

PIE

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The fact that poverty has largely been conceptualised from a narrow financial perspective in South African higher education may have contributed to its perpetuation among students. There is limited research on the multidimensionality of poverty, particularly its wide-ranging effect on students in universities. Using the capabilities approach, this study explores the extent of poverty, as well as the way various dimensions of deprivation interplay to affect the wellbeing and success of students in universities. The study employs a sequential-mixed research design and gathers data at a university, initially using three focus group discussions followed by a survey questionnaire administered to 2306 students and 470 student voices and unfiltered stories. Both focus group discussion data and the short stories were coded and analysed using NVivo 12. The themes generated included basic needs, resources, psychological wellbeing, living conditions and participation. The findings of survey questionnaires, which were analysed using Stata, R, SPSS and Microsoft Excel, indicate a complex relationship between the dimensions of deprivations that affect students and the corrosive effect lack of finances has. While providing funding only does not sufficiently address student poverty, the study recommends that universities should consider devising robust measures to identify those financially deprived and provide them with adequate funding. Concurrently, universities should address other forms of deprivations, using mentorship programmes, for instance, to prevent and reduce psychological stress, shame, stigma and loss of dignity among poor students.

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“…Firstly, the legacy of apartheid and colonialism is still causing marginalized communities to have limited access to adequate social determinants of health, which in turn cause further disempowerment by the limited choices available for sustaining health and well-being [4]. Secondly, many health care students come from marginalized, under-resourced communities resulting in inadequate preparation of these students for tertiary studies [5]. Thirdly, the quadruple burden of disease in uences health of South Africans, including, challenges in maternal, new-born and child health; HIV/AIDS and tuberculosis (TB); non-communicable diseases; violence and injury [6].…”

mentioning

confidence: 99%

An African perspective on collaborative interprofessional curriculum evolvement: a qualitative reflection.

Pitout

Barnard-Ashton

Adams

et al. 2022

Preprint

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Background: Developing interprofessional education and collaborative practice curricula benefits from multiple perspectives. There is an abundance of literature available on such curricula, but very few combine research evidence with theoretical guidelines for planning. Method: Brookfield’s theory guided a critical reflection of the development of a curriculum at a South African University, with his four identified Lenses focusing on perspectives of the: 1) principal investigator, 2) students, 3) lecturers and 4) available literature. Data were collected through focus groups with students and lecturers, a needs survey, events feedback, and review of literature. The aim of this paper is to clarify understanding and guide curriculum planning and development. Results: The two identified themes encapsulated several categories each. Theme A addresses the formal curriculum and include embeddedness across professions curricula, highlighting the importance of buy-in from management, offering it across all years of study as an integrated subject and curriculum management issues. Further considerations are the content of the curriculum, presented through a scaffolded approach, addressing core competencies and benchmarking with other institutions. The methods used for teaching, learning and assessment included the preparation of lecturers to facilitate and use of a variety of learning and assessment methods. Theme B addresses teamwork between stakeholders, including the importance of role models, patient-centred care, appreciation of diversity e.g., vernacular of the professions and level of preparedness for IPECP and the importance and affordances in terms of egalitarian relationships based on respect and recognition and hegemony. Conclusion: The lenses highlighted the complexity of curriculum planning and encapsulated both unique views as well as diverse complimentary perspectives of aspects to consider for buy-in of an IPECP curriculum.

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Conceptualising (dis)advantage in South African higher education: A capability approach perspective

Cited by 7 publications

References 11 publications

“We Mix Languages When Teaching Literacy but They Told Us to Use the Official Language for Instruction”: In-service Teachers’ Narratives of Language Practices and Policy in Multilingual Reading Classes of Choma District of Zambia

“We Mix Languages When Teaching Literacy but They Told Us to Use the Official Language for Instruction”: In-service Teachers’ Narratives of Language Practices and Policy in Multilingual Reading Classes of Choma District of Zambia

Student poverty in South African universities: Promoting the wellbeing and success of students

An African perspective on collaborative interprofessional curriculum evolvement: a qualitative reflection.

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