Lecturers’ reflections on the teaching of social sciences in a multidisciplinary context at a university in South Africa

Kgari-Masondo, Maserole Christina; Ngwenya, Jabulisile

doi:10.1080/14623943.2020.1732332

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…However, it is also vital to note that this metabolic rift is not experienced equally across South Africa. The country's history of land dispossession and forced relocations means that many people of colour have been moved off good quality soil and onto infertile lands (Kgari-Masondo, 2008). Although in this paper I do not directly tackle the politics behind these relocations, suffice to say that the suburbs this research landed in were designated coloured or black areas during apartheid and gardeners frequently complained about their neighbourhoods' poor soil quality.…”

Section: Into the Gardenmentioning

confidence: 91%

"You are what you eat": Plant-Human Relations in Home Gardens

Culverwell

2023

JUE

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Gardening has long been conceptualized as a practice that blurs nature-human binaries and connects humans to nature in rapidly urbanising worlds. Based on six weeks of fieldwork on the Cape Flats, this article explores human interpretations of beyond-human connections and experiences that are engendered in their home vegetable gardens. It weaves together ethnographic data and theoretical frameworks like posthumanism, multispecies ethnography and actor-network theory to analyse the inner workings of these relationships. I collaborated with six interlocutors and their gardens to reveal how companionships with plants and their produce complicate, contest or conform to nature-human binaries. In doing so, this paper investigates how through gardening, interlocutors come to recognize otherwise ‘invisible’ elements in the natural world as valued companions that not only co-produce healthy vegetables, but also co-create identities, emotions, practices, and justices. However, this paper also traces the exchanges that take place within the garden, contending that only the gardening agents that are perceived capable of maintaining beneficial reciprocities come to be coded as companions, whilst others that do not become pests or nuisances. Through these insights, it aims to add nuances to the claims that gardening dissolves human-nature dichotomies.

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Section: Into the Gardenmentioning

confidence: 91%

"You are what you eat": Plant-Human Relations in Home Gardens

Culverwell

2023

JUE

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“…The author supports the view that the whole school community should be involved in the development of a vision, to ensure collective ownership. Msimanga (2017) agrees that a school needs a vision because the principal and governing body will change over time (Lane & Caldis, 2018)., causing disruption, but the vision will remain (Kgari-Masondo & Ngwenya, 2020;Falade, 2018).…”

Section: Common Vision and Swot Analysismentioning

confidence: 99%

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Molise

2021

RESSAT

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This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.

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Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

Gebremariam,

Sisay

2024

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Lecturers’ reflections on the teaching of social sciences in a multidisciplinary context at a university in South Africa

Cited by 6 publications

References 14 publications

"You are what you eat": Plant-Human Relations in Home Gardens

"You are what you eat": Plant-Human Relations in Home Gardens

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

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