Iris Murdoch in South Africa: attention and racial privilege

In the context of the successful bilingual education of children, the value of the theoretical framework of Jim Cummins is acknowledged by educators and researchers worldwide. This framework is also used extensively in South Africa to provide a structure for educators and researchers that are interested in the relationships between bi- and/or multilingualism and academic success in schools. Cummins consistently describes the context (types of learners, educational and political system, language landscape) within which his theoretical framework is operational and is careful not to extrapolate findings and implications to other contexts. Despite this sensitive approach to context, the framework is extended to the higher-education context in South Africa regularly. The extension of this framework beyond its original context to the higher-education context in South Africa attests to the engagement of higher-education practitioners to understand the relationship between language (specifically medium of instruction) and academic success in South Africa, as well as to the ‘face validity’ of the framework. In this article, the appropriateness of applying the Cummins theoretical framework to the highereducation context in South Africa is evaluated. Implications for the use of the framework in this context are explored.

Infants and toddlers with special needs within the developing context in South Africa are not currently receiving adequate early communication intervention services. The development of a model for service delivery to this population is imperative for the successful implementation of early communication intervention in the developing context in South Africa. The basic model of early intervention service delivery provides a theoretical basis for early intervention service delivery but has certain limitations when applied to the developing context in South Africa. Community-based intervention is proposed as an avenue for the delivery of health care services within primary health care although constraints in the application of community-based intervention exist. An integrated model of early communication intervention service delivery within community-based intervention is proposed and illustrated by presenting a case example.

This paper supports the idea of agroecology playing an integral role in development ‘smart cities’ and its application in different settlement contexts in South Africa. As alluded to in the People-Centered Smart Cities framework, the application of the smart cities approach can be extended to various settlement contexts. This paper promotes ‘the smart city’ concept in different contexts, including rural and small settlement environments, incorporating agroecology, a paradigm which guides us towards building sustainable and equitable urban environments. This approach can significantly contribute to the improved and more resilient design and development of human settlements. The Preferred Reporting Items for Reviews and Meta-analysis were employed to analyze primary and secondary data sources, thereby formulating descriptive and analytical themes around agroecology and smart cities. This paper utilized 54 articles, offering a robust foundation for the paper’s analysis and discussions. Additionally, the paper underscores the adherence to policy and legislative spaces for smart city strategy-led budgeting. It advocates for robust financial policies and long-term development financial strategies aligned with several the Sustainable Development Goals, but especially SGD 11, which is to create inclusive, safe, resilient, and sustainable cities and habitats. The construction of smart campuses, smart rural settlements, and smart school programs is demonstrated by the Centre for Ecological Intelligence at the University of Johannesburg’s food systems hub, the Phumulani rural agrivillage, and the Eastern Cape and Tshwane food security school programs. These showcase projects act as compelling models illustrating how the principles of smart cities can be applied to diverse settlement contexts.

Cyberbullying a desecration of information ethics

The role of e-skills within a community context in South Africa have been conceptualised in 2010 in accordance with the country?s National e-Skills Plan (NeSPA). From this, the concept of e-literacy (or digital literacy) within a community context in South Africa has been formulated. A concept that has caught the interest of researchers in education and that has the potential to be included as a learning pathway of e-literacy in future, is media literacy. There is however not yet clarity on the definition and role of media literacy within an e-literate community setting in South Africa. The term ?media? encapsulates all types of communication channels, including newspapers, magazines, TV, radio, billboards, mail, telephone, fax and the internet. With the rapid advancement of ICTs, digital media is of specific importance. Media can be biased in various ways, in unpredictable and fluctuating degrees, and for various reasons. This leads us to the question: ?How can one consume news without walking away either wrong or disenchanted?? Media literacy offers a solution to this question. This paper examines the status of media literacy in developing countries, with the focus on Africa, and explores how media literacy can contribute to making the community?urban, peri-urban and rural?in South Africa more efficient and well-informed about the world around them, so that they can become scrupulous listeners, readers, and watchers of news and other media and subsequently contribute to democracy. A comprehensive literature review has been adopted as method to provide an overview of media literacy within a community context. Some of the findings include: i) To date, developed countries have provided significantly more support, including funding, for media literacy than developing countries; ii) In developing countries, funding is first and foremost allocated to issues that are crucial and pressing before any medium- and long-term plans, and media literacy is not viewed as one of the essential issues; iii) Although the term ?media literary? has been in existence since the eighties, developing countries view the term as ?relatively new? and have not yet standardised on a clear and inclusive definition of media literacy within a community context; iv) Developed countries are promoting and rolling out media literacy programmes across the globe; v) Some developing countries, including Mexico and South Africa, are engaged in research and/or training programmes to promote media literacy nationally.

This article reports on the use of the Reading to Learn (RtL) intervention at the University of KwaZulu-Natal (UKZN) to accelerate the development of academic literacy skills of ill-prepared students transitioning from school to university. This paper makes an original contribution to the literature on academic literacy development in three ways: firstly, this study pre-dates another published paper on the topic; secondly, it was the first study of RtL in a tertiary education context in South Africa and, thirdly, it applies a novel statistical method for data analysis purposes. The RtL pedagogy draws on the theoretical assumptions of Vygotsky, Halliday and Bernstein, and assists in the development of literacy (reading and writing) skills necessary to succeed at university. The context of education and poor literacy levels amongst primary, secondary and tertiary students in South Africa is briefly outlined, followed by a brief overview of RtL. The paper continues by adopting a small-scale quantitative approach to testing the efficacy of RtL. In addition to various descriptive statistics, the analysis of literacy scores, scores which were generated throughout an academic writing module at UKZN, is undertaken using a nonparametric testing procedure. A noteworthy finding of the study concerns the weakest cohort of students, in that, these students made the greatest improvements throughout the RtL intervention. Hence, RtL may be a useful mechanism to ‘democratise’ literacy classrooms by narrowing the abilities gap between students with weaker and stronger literacy skills in South Africa.

In the 2020-2021 epoch, South Africa faced the arduous challenge of fighting COVID-19 due to limited resources. This paper reflects how the disease affected communities in eclectic rural contexts in South Africa. This article applied a review of the literature methodology. The researchers drew their literature from journal articles, book chapters, and informal community conversations amid the researchers’ experiential intuition. The article reflects that South African rural communities faced coronavirus-driven dilemmas due to the following factors: Society being subjected to conflicting messages, a state of stigma and stigmatisation, misleading information packaging, fear associated with failure to understand the disease’s aetiology and epidemiology; and states of poverty associated with loss of several business closures and termination of employment; the phenomenon of myths and misinformation; scepticisms and conspiracies; as well as a manifestation of various forms of love deficit. This article recommends that social service professionals such as psychologists, counsellors, and social workers be on the frontline to conduct psychotherapeutic education to communities to build their resilience to fight the coronavirus. The study provides scientific data on the historical glimpse of the impact of pandemics in rural communities of South Africa. It prepares societies for other pandemics that may come in the future. Keywords: Community Dilemmas, Coronavirus, Myths, Entrepreneurial Spirit, Fear.

Background: This research is an exploratory pilot study into the phenomenon of caregiving for people with dementia in a rural context in South Africa. Method: This study used a qualitative method of inquiry for conducting individual interviews with five caregivers to collect the data. The interviews were conducted in the local language of isiZulu. All interviews were audiotaped, and then transcribed into English. Transcriptions were analysed using thematic analysis.Findings: There were three main emergent themes, namely views and responsibilities of the caregiver, impact of caregiving, and skills and services to assist the caregiver. There were numerous subsidiary themes such as acceptance of the ageing process, a sense of duty and kinship in African culture, and dealing with problem behaviours. Caregiving was also viewed as a character-building experience, and has major implications such as promoting social isolation, restricting activities of daily living, reducing employment and increasing financial burden. Services that would alleviate caregiver burden are education, caregiver training, a financial grant and respite care.Conclusions: Although these findings are not generalisable, it would appear that caregivers of people with dementia suffer significant psychosocial distress, and would benefit from emotional and financial support. It remains to be seen who will provide this support, but policy-makers as well as governmental and non-governmental organisations will have to factor this into their forward planning to render an effective service for people with dementia and their families. Advocacy groups should also disseminate information on dementia and caregiving responsibility, whilst healthcare professionals should screen for caregiver stress or caregiver burden in individuals caring for people with dementia.

This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.

The article explored the characteristics of principals as leaders in schools in deprived socio-economic contexts in South Africa. The qualitative research was conducted in four provinces; four schools per province were purposefully sampled, and in each school, individual interviews were conducted with the principal, one member of the school management team, one senior teacher and a focus group with grade 12 learners. The research concluded that leadership characteristics such as motivation and creating a vision are important. Many principals were described as strict but they were taking care of specifically the learners in very difficult situations and that makes the difference that the schools in difficult socio-economic contexts are also able to perform. Principals are able to lead schools to improve the academic results by focusing on a people-orientated leadership approach with strong relationships between leaders and followers and intrinsic motivation as the key factors.

This paper describes some mathematical practices in and across school contexts in South Africa. Through this description, I challenge a decontextualised notion of schooling and so too a decontextualised notion of mathematical practices in school. Through examples of mathematical practices within and across school contexts in South Africa, I illustrate what is well known in the field of sociology of education – that school mathematics and its associated practices are social at their core. They are a function of how knowledge in society is selected, transmitted and evaluated through schooling. These are socio-political processes and so vary considerably within and across social contexts, and inevitable function of the distribution of power and social control in society (Bernstein, 1996).

No organisation is ever static. For several reasons, each organisation reviews its aims and objectives from time to time. These reasons may be internally or externally driven. They could also be politically, economically and or socially motivated. Research has established that most of the attempts at bringing about change are based on the needs of employees and customers. Essentially, for the purposes of better management of employees and customers, human resource information systems (HRIS) are touted as the panacea for effective and efficient health sector service delivery. Focusing on South Africa, this paper used the descriptive literature review method to determine HRIS adoption issues within the health sector of South Africa. As an important sector in any growing economy, the health sector in our view benefits from a constant review of its mission. Within the context of South Africa, substantial emphasis is yet to be placed on health sector effectiveness. Elsewhere, in other regions and continents, research on HRIS adoption within the health sector suggests that its adoption is problematic but useful. The South African health sector is yet to fully embrace this technology and as a result is suffering from employee dissatisfaction, brain drain, and general maladministration. Investment in HRIS research is therefore instructive especially within the context of South Africa. What we have found through this review is that investing in HRIS is crucial; however, it requires thorough consideration for its funding, infrastructural support, and skilled manpower among others.

A concept analysis of cultural competence within a diverse midwifery context in South Africa

Universities are in a highly competitive environment, needing strong academic leadership. Some heads of departments have been appointed into leadership positions in a healthcare faculty after having been mere academics for a few years. They are more likely to experience challenges. This study aimed to explore the views and understanding of heads of departments in a healthcare faculty on being appointed as academic leaders in a higher education context in South Africa. A qualitative design using 12 individual unstructured interviews was conducted with all the heads of departments in a health sciences faculty. Open coding was conducted and two themes emerged, focusing on the varied skills needed for academic leadership positions and developing leadership skills amongst senior academics. The findings indicated that development of senior academics in leadership should be undertaken by a knowledgeable professional in formal or informal settings, to encourage mentorship and more regular group meetings, while addressing the core role of a leader. Implications of these findings for a faculty of health sciences and suggestions for leadership succession in future are discussed.

With growing concerns about an academic literacy crisis plaguing the education system in South Africa, tertiary institutions have to find ways to strengthen the academic literacy skills of underprepared students transitioning into higher education. This is more pressing for low socioeconomic status students who are linguistically marginalised and face historically poor graduation prospects. In response, this chapter offers a snapshot of two studies conducted in South Africa that sought to test the efficacy of a purposefully designed academic literacy intervention (Reading to Learn (RtL)). The intervention sought to address inequitable academic literacy skills development of linguistically marginalised students, who are also socioeconomically disadvantaged. Two small-scale, longitudinal studies were run in two separate educational contexts in South Africa – a senior secondary school context and a tertiary context with largely first-generation undergraduate students. Results of both studies showed the RtL intervention to be successful at raising the level of academic writing skills of the research participants. Furthermore, similar to other RtL studies conducted globally, the two studies found weaker-performing students made the greatest gains in their academic writing skills, showing evidence of a convergence effect – more equitable learning outcomes being exhibited in the English classroom.