Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The thesis is about the relationship between State and Church, taking note of alternative relations which existed over the ages. The government of Bophuthatswana declared their state to be Christian. The main emphasis was that the Batswana were religious people who were deeply Christian and thus the state was to become Christian as well. This was not separated from the issue of land which also was seen as a gift from God for them. Winterveld was used as a case study to show how the state was justifying its own actions to discriminate against non-Batswana from obtaining citizenship and denying them access to land. The transition period showed that the church stood on the other side of the fence when it supported changes that were sweeping South Africa and calling for the end of states such as Bophuthatswana. This saw the new secular state of South Africa coming into existence. / Theology & Religion / D. Th. (Church History)

The research on xenophobia in South Africa is underpinned by the relationship described by Frantz Fanon between violence and oppression present within the structures of domination. This research addresses the colonial structures that manifested themselves within the oppressive modes in societies. It employs a Fanon analysis of the xenophobic violence of May 2008 and serves to provide an understanding of the experiences of a particular condition and of how a broader invisible context plays an important role in what society sees and assimilates. The question can be asked: Is it safe to say that the xenophobic attacks were racist, or was it mere bigotry? An analysis based on the writings of Franz Fanon coupled with a psychological account of the participants, affirms that the xenophobic attacks revealed that the previously colonised or oppressed black people in South Africa reacted with regard to the assimilation of the master and its slave narrative and dialect. Theories of oppression and slavery posit that patterns of colonialism reoccur and manifest themselves both internally and externally within society. A serious debate is necessary to question whether the incidents came at a time that South Africa should have reflected on society’s interaction with foreign immigrants. / Political Sciences / M.A. (Politics)

Denna studie är en kvalitativ intervjustudie som behandlar IKT-verktyg och dess inverkan på grundskolans undervisning. Studien bygger på en analys av sex stycken lärarintervjuer där lärarna utifrån sina erfarenheter och perspektiv ger en tydligare bild av de positiva och negativa aspekterna av surfplattans användning i grundskolans undervisning. Den syftar även på att analysera och synliggöra elever som eventuellt kan gynnas eller missgynnas av att ha en surfplatta i sin undervisning. Studien belyser olika påverkansfaktorer till IKT-användningen, exempelvis lärares IKT-kompetens, lärares attityder, IT-infrastrukturen och vikten av skolans IKT-pedagog. Studiens resultat visar på att IKT-verktyg ska ses som ett komplement till vanlig traditionell undervisning. Det ska finnas en balans där den traditionella undervisningen kan utvecklas och bli bättre med IKT-verktygets hjälp. IKT-verktyg såsom surfplattan ger lärare en möjlighet att använda sig av andra metoder i sin undervisning som kan bidra till att inkludera fler elever i undervisningen. Vidare så visar studiens resultat att surfplattan kan bidra med en ökad studiemotivation för elever och den visar på vikten av att arbeta med 21st century skills där eleverna får utveckla kunskaper som är viktiga arr behärska inför framtiden. Sammanfattningsvis, så innebär ett arbete med 21st century skills att göra den digitala tekniken till en naturlig del i vardagen och att lära inför framtiden.

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Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis seeks to provide a critical discussion of the contributions of the African Union towards the potential development of an African security community since its inception in 2002. Utilising Security Community Theory, and the framework for the study of security communities developed by Adler & Barnett (1998) it commences with an interrogation of the AU. This interrogation is arranged along the three tiers of the framework. The first tier is the precipitating conditions, which cause states to orient themselves in each other’s direction and desire to coordinate their relations. The second tier investigates the factors conducive to the development of mutual trust and collective identity. The third, and final, tier identifies the necessary conditions of dependable expectations of peaceful change. The study goes on and introduces three African case studies, which illustrate the contributions of the African Union towards the potential development of an African security community. The case studies are the African Union mission in Burundi, the African Union mission in Sudan, and the recent intervention of the African Union in the post-election crisis in Côte d'Ivoire. All three case studies were able to provide ample evidence to illustrate the AU’s contributions. The study concludes with two major findings. Firstly, this study is able to illustrate that the AU has made significant contributions towards the development of peace and security in Africa. Secondly, that the AU has made significant contributions at all three tiers of the framework, and therefore major contributions to the potential development of an African security community. However, the AU is still in its embryonic phase, and any prediction concerning the existence, or potential existence of an African security community would be premature. Even though there are ostensibly, positive developments in the area of continental peace and security this study is able to illustrate several remaining challenges to further contributions by the AU. The first is a lack of resources. The AU is heavily dependent on the contributions of its member states, and a number of members persistently fail to meet their contributions to the organization. A second challenge is the loosely defined relationship with the UN (and other external partners). It is crucial that a constructive relationship be established, if not, differences might antagonise the two organisations and negatively affect any future contributions of the AU towards the development of an African security community. Finally, the role of core states, most notably regional hegemons such as South Africa and Nigeria will remain important for stabilizing and encouraging the further development of an African security community. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om n kritiese bespreking te bied van die bydra wat die Afrika Unie na die potensiele ontwikkeling van n Afrika sekuriteits gemeenskap gemaak het sedert sy intrede in 2002. Deur gebruik te maak van Sekuriteits Gemeeenskap Teorie, en die raamwerk vir die studie van sekuriteits gemeenskappe deur Adler & Barnett (1998) begin die studie met n direkte ondersoek van die AU. Hierdie ondersoek vind plaas volgens die drie vlakke van die raamwerk. Die eerste vlak is die kondisies wat veroorsaak dat state hulself na mekaar orienteer, en n wil ontwikkel om hulle sake te koordineer. Die tweede vlak ondersoek die faktore vir die ontwikkeling van wedersydse vertroue en gesamentlike identiteit. Die derde, en finale, vlak identifiseer die nodige kondisies van afhanklike verwagtinge vir vreedsame verandering. Die studie gaan voort met drie Afrika geval studies, wat die bydra van die AU na die potensiele ontwikkeling van n Afrika sekuriteits gemeenskap illustreer. Die geval studies sluit in die Afrika missie in Burundi, die Afrika missie in Sudan, en die onlangse intervensie deur die AU in die na-eleksie krisis in Côte d'Ivoire. Al drie geval studies verskaf wye getuienis wat die bydra van die AU illustreer. Die studie sluit af met twee hoof bevindings. Eerstens, kon hierdie studie illustreer dat die AU betekenisvolle bydraes na die ontwikkeling van vrede en sekuriteit in Afrika gemaak het. Tweedens, dat die AU betekenisvolle bydraes op al drie vlakke van die raamwerk gemaak het, en daarom ook mondige bydraes tot die potensiele ontwikkeling van n Afrika sekuriteits gemeenskap gemaak het. Nogtans, is die AU self nog in n onvolwasse stadium, en enige voorspelling in verband met die bestaan, of oor die potensiele bestaan van n Afrika sekuriteits gemeenskap is voortydig. Al is daar opmerkilike positiewe ontwikkelinge in die area van kontinentale vrede en sekuriteit, kan hierdie studie steeds verskeie uitdagings identifiseer wat verdere bydraes deur die AU kan hinder. Die eerste uitdaging is n tekort aan bevondsing. Die AU is hoogs afhanklik op die bydrae van sy lidmaat state, maar n paar lede mis aanhoudend hulle bydraes tot die orginasasie. n Tweede uitdaging is die ongedefineerde verhouding tussen die AU en die VN (en ander eksterne vennote). Dit is belangrik dat n konstruktiewe verhouding in werk gestel word, indien nie, kan verskille die twee organisasies van mekaar dryf en enige toekomstige bydraes van die AU na die potensiele ontwikkeling van n Afrika sekuriteits kompleks negatief beinvloed. Laastens, sal die rol van kern state, mees aanmerklik streek leiers soos Suid Afrika en Nigerie, belangrik bly om die sekuriteits kompleks te stabiliseer en verdere ontwikkeling in die toekoms te bevorder.

Thesis (PhD)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The last decade in Zimbabwe was characterised by an unprecedented economic and political crisis. As the crisis threatened to destabilise the political status quo, it prompted in governmental circles the perceived 'need‘ for political containment. The ensuing attempts to regulate the expressive sphere, censor alternative historiographies of the crisis and promote monolithic and self-serving perceptions of the crisis presented a real danger of the distortion of information about the situation. Representing the crisis therefore occupies a contested and discursive space in debates about the Zimbabwean crisis. It is important to explore the nature of cultural interventions in the urgent process of re-inscribing the crisis and extending what is known about Zimbabwe‘s so-called 'lost decade‘. The study analyses literary responses to state-imposed restrictions on information about the state of Zimbabwean society during the post-2000 economic and political crisis which reached the public sphere, with particular reference to creative literature by Zimbabwean authors published during the period 2000 to 2010. The primary concern of this thesis is to examine the efficacy of post-2000 Zimbabwean literature as constituting a significant archive of the present and also as sites for the articulation of dissenting views – alternative perspectives assessing, questioning and challenging the state‘s grand narrative of the crisis. Like most African literatures, Zimbabwean literature relates (directly and indirectly) to definite historical forces and processes underpinning the social, cultural and political production of space. The study mainly invokes Maria Pia Lara‘s theory about the ―moral texture‖ and disclosive nature of narratives by marginalised groups in order to explore the various ways through which such narratives revise hegemonically distorted representations of themselves and construct more inclusive discourses about the crisis. A key finding in this study is that through particular modes of representation, most of the literary works put a spotlight on some of the major talking points in the political and socio-economic debate about the post-2000 Zimbabwean crisis, while at the same time extending the contours of the debate beyond what is agreeable to the powerful. This potential in literary works to deconstruct and transform dominant elitist narratives of the crisis and offering instead, alternative and more representative narratives of the excluded groups‘ experiences, is made possible by their affective appeal. This affective dimension stems from the intimate and experiential nature of the narratives of these affected groups. However, another important finding in this study has been the advent of a distinct canon of hegemonic texts which covertly (and sometimes overtly) legitimate the state narrative of the crisis. The thesis ends with a suggestion that future scholarly enquiries look set to focus more closely on the contribution of creative literature to discourses on democratisation in contemporary Zimbabwe. / AFRIKAANSE OPSOMMING: Die afgelope dekade in Zimbabwe is gekenmerk deur ‗n ongekende ekonomiese en politiese krisis. Terwyl die krisis gedreig het om die politieke status quo omver te werp, het dit die ‗noodsaak‘ van politieke insluiting aangedui. Die daaropvolgende pogings om die ruimte vir openbaarmaking te reguleer, alternatiewe optekenings van gebeure te sensureer en ook om monolitiese, self-bevredigende waarnemings van die krisis te bevorder, het 'n wesenlike gevaar van distorsie van inligting i.v.m. die krisis meegebring. Voorstellings van die krisis vind sigself dus in 'n gekontesteerde en diskursiewe ruimte in debatte aangaande die Zimbabwiese krisis. Dit is gevolglik belangrik om die aard van kulturele intervensies in die dringende proses om die krisis te hervertolk te ondersoek asook om kennis van Zimbabwe se sogenaamde 'verlore dekade‘ uit te brei. Die studie analiseer literêre reaksies op staats-geïniseerde inkortings van inligting aangaande die sosiale toestand in Zimbabwe gedurende die post-2000 ekonomiese en politiese krisis wat sulke informasie uit die openbare sfeer weerhou het, met spesifieke verwysing na skeppende literatuur deur Zimbabwiese skrywers wat tussen 2000 en 2010 gepubliseer is. Die belangrikste doelwit van hierdie tesis is om die doeltreffendheid van post-2000 Zimbabwiese letterkunde as konstituering van 'n alternatiewe Zimbabwiese 'argief van die huidige‘ en ook as ruimte vir die artikulering van teenstemme – alternatiewe perspektiewe wat die staat se 'groot narratief‘ aangaande die krisis bevraagteken – te ondersoek. Soos met die meeste ander Afrika-letterkundes is daar in hierdie literatuur 'n verband (direk en/of indirek) met herkenbare historiese kragte en prosesse wat die sosiale, kulturele en politiese ruimtes tot stand bring. Die studie maak in die ondersoek veral gebruik van Maria Pia Lara se teorie aangaande die 'morele tekstuur‘ en openbaringsvermoë van narratiewe aangaande gemarginaliseerde groepe ten einde die verskillende maniere waarop sulke narratiewe hegemoniese distorsies in 'offisiële‘ voorstellings van hulself 'oorskryf‘ om meer inklusiewe diskoerse van die krisis daar te stel, na te vors. 'n Kernbevinding van die studie is dat, d.m.v. van spesifieke tipe voorstellings, die meeste van die letterkundige werke wat hier ondersoek word, 'n soeklig plaas op verskeie van die belangrikste kwessies in die politieke en sosio-ekonomiese debatte oor die Zimbabwiese krisis, terwyl dit terselfdertyd die kontoere van die debat uitbrei verby die grense van wat vir die maghebbers gemaklik is. Die potensieel van letterkundige werke om oorheersende, elitistiese narratiewe oor die krisis te dekonstrueer en te omvorm, word moontlik gemaak deur hul affektiewe potensiaal. Hierdie affektiewe dimensie word ontketen deur die intieme en ervaringsgewortelde geaardheid van die narratiewe van die geaffekteerde groepe. Nietemin is 'n ander belangrike bevinding van hierdie studie dat daar 'n onderskeibare kanon van hegemoniese tekste bestaan wat op verskuilde (en soms ook openlike) maniere die staatsnarratief anngaande die krisis legitimeer. Die tesis sluit af met die voorstel dat toekomstige vakkundige studies meer spesifiek sou kon fokus op die bydrae van kreatiewe skryfwerk tot die demokratisering van kontemporêre Zimbabwe.

Web-based connectivity technologies have changed the very nature of learning and inquiry. Technology-integrated 21st century classrooms require that teachers adopt new roles, shifting toward critical thinking, collaboration, creativity and communication. This study examined teachers' opinions regarding integration of web based teaching tools into K-5 classrooms. Data were gathered through teacher interviews, collecting examples of websites used by teachers, recognizing common themes in successful technology integration, identifying benefits of technology integration for students, and clarifying professional development that teachers considered most beneficial. The sample was drawn from a Tucson, Arizona elementary school. Teachers' comments reflected a culture of strong support for technology integration with 21st century learning goals, and the need for more effective tools designed to help them search for and integrate web-based resources and share their successes or challenges with other teachers through digital learning communities or collaborative online professional development platforms.

Recently, narrating the experience of the underage soldier in the Second World War has become a major part of the discourses about the Second World War. Particularly, an empathetic approach to the experience of the underage soldier during the war is a new means of understanding the war. This thesis examines this development in two novels comparing and contrasting the German and the African collective memories of the war: Ralf Rothmann’s "Im Frühling Sterben" (2015) and Biyi Bandele’s "Burma Boy" (2006). Whereas, the thesis can show differences in how the child soldier topic contributes to each cultural memory of the war, e.g. it allows for the entry of the West African story of the war into public discourse, the child soldier topic links both discourses by emphasizing universal human tendencies in war, which can be seen in concepts such as sympathy and empathy, guilt and responsibility, as well as multidirectional memory. / February 2017

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