Doctor Educationis / This study investigates how two groups of African pupils, namely the low and high performers in standard 9 mathematics classes in some high schools in Mangaung, construct meaning of their African cultural, individual African identity and performance in mathematics respectively. The observation underpinning this investigation is that social structural factors have not gained much attention in research as bases for explaining differentiated performance in mathematics, hence this study. To arrive at the findings mentioned below, the study used three quantitative instruments namely Mboya's Self-Description Inventory II (MSDI-II), Rotter's I-E scale and Tuekman's Mathematics Attitude Scale (MAS). Four hundred pupils who constituted the sample that responded to these questionnaires were controlled as to confounding variables like, gender, social class, exposure to mathematics and future aspirations relating to this subject. MSDI-II and Rotter's I-E Scale accessed data relating to signification of African individual identity while MAS and one of MSDI-Il's subscale, Maths Ability were 'triangulated' to access data relating to signification of performance in Mathematics. To triangulate findings on these two variables as well as to allow the sampled pupils' voices to be heard, discourse analysis was conducted on the open interviews with the two groups of low and high performing pupils in their respective schools. This qualitative approach also enabled the study to access information relating to signification of African Cultural Identity. No quantitative instrument was found suitable for this purpose. Although the study is careful not to make strong causal inferences between meaning construction (signification) and performance, the results show that (i) low performers are not sure about whether they are Africans or not since according to them African cultural identity implies an obsolete and primitive way of doing things. They are unable to identify with this. High performers see African Cultural Identity as involving lived experiences which challenge them to transform their despised status as Africans (ii) Low performers are not as positive as high performers about Africanness (individual identity) and (iii) they are also not positively inclined towards mathematics and their own ability to perform well therein, while high performers are very positive as they see doing well in mathematics as an act of struggle that would enable them to improve their social standing and that of other Africans. On the basis of the above the study is able to conclude that low performers construct meaning of the mentioned factors in agreement with the dominant discourses that see Africanness as being primitive, incompetent and unable to adequately comprehend the intricacies of modem day subjects like mathematics. High performers on the other hand tend to contest this negative definitions about what it means to be an African (identity, culture and performance in mathematics). They are thus positioned within counter-hegemonic ideology and discourses in as far as their meaning construction is concerned. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable the low performers (and/or pupils at risk of failing) to adopt positive meaning making strategies of high performers. These strategies may be accompanied by enhanced positive feelings about self and what one is capable of, which may in tum also impact positively on performance in mathematics, in particular. The research further argues that this goal may be achieved through curriculum enrichment, guidance, counselling and teaching, couched in the framework of African Renaissance. Therefore further research needs to be conducted that will elaborate clearly (i) what the implications of African Renaissance are on education, teaching, learning and mathematics curriculum in particular, (ii) what are the most effective means of transferring high performers' strategies of meaning construction to the low performers in the context of African Renaissance and (iii) how to strengthen and further sustain the positive meaning making strategies among high performers. Recommendations relating to curriculum enrichment in the context of Curriculum 2005 and Outcomes Based Counselling are also made as well as suggestions for future relevant research based on the concepts generated in this research.

Philosophiae Doctor - PhD / A central aim of this study is to examine the meanings which (i) a group of South African psychologists and (ii) a group of Black parents give to racism in their discourses and how these meanings are linked to existing relations of domination. To this end the discourses on racism produced by the former in various journal articles and the latter in various group discussions are submitted to analysis. The study basically utilizes the following working hypotheses as its point of departure: (i) that the discourses produced by the group of psychologists - in so far as they could broadly be seen as being representative of prevailing dominant discourses - would, to varying degrees, reflect attempts to legitimate and reinforce the relations of domination which the ideology of racism entails; and (ii) that despite certain similarities between . dominant group discourses and dominant group discourses on racism, the latter's discourses would, to varying degrees, be the site of resistance against dominant group discourses as well as against their domination. The findings of the study seem to support the basic postulates contained in the two working hypotheses presented above. More specifically, the analysis of the discourses collected reveals (i) that, though ostensibly very disparate, the discourses produced by the group of psychologists, by and large, appear to justify and dissimulate the asymmetric relations of power which the ideology of racism maintains; and (ii) that despite the similarities between dominant group and dominated group discourses the latter, in a variety of ways, undermine the ideology of racism as well as dominant group discourses on the ideology. The study concludes with an examination of the suggestions emerging from the discourses analyzed ,regarding how racism as it manifests itself in South Africa can be combatted and eliminated.

In the world in which we are living today many people, especially Christians, wonder why people should talk about homosexuality. For many past years, the Christian Church, especially in East Africa, considered herself more or less immune from many of the challenges, experienced by the rest of the world, particularly the Western world. However, as the church now continues to grow in numbers and expand its territories, these problems start to appear in the church also all over East Africa. Increasingly the consciousness of the society is being raised concerning social-ethical issues such as women's rights, battered children, single parent families, teenage pregnancy, wife beating and of course homosexuality. As a result such issues are widely discussed within the church and outside, sometimes causing a rift within the church. Such has been the case with homosexuality. Recently at a Seventh-day Adventist Church camp meeting in East Africa, a debate in a Bible study on the ethics of homosexuality as perceived by the Seventh-day Adventist Church paved the way for divisions in the church, which has left church members in four categories (groups) namely: culturalist, rejectionist, reinterpretationist and the reaffirmationist. Unfortunately the debate closed without a definite conclusion as to what should be the normative basis for the theological ethical evaluation of homosexuality by the Seventh-day Adventist Church in East Africa. The issue was whether the Bible, culture or both the Bible and culture should be the normative basis and also as to what theological ethical guidance does the Bible provide for the ethical evaluation of homosexuality in the present-day context. The dissertation surveys definitions and causes of sexuality, and traces some of the background from the pre-modem to the postmodern era reflecting on the definitions and causes of homosexuality, and it also traces some of the historical background regarding homosexual practices and views on homosexuality. It also discusses and assesses the Cultural beliefs on homosexuality in East Africa. The study also looks at the Biblical texts that refer to or are thought to refer to homosexuality and "examines" the claims made in much of the "gays" literature with reference to these texts. Other texts used by over-zealous Christians bent on finding condemnation of homosexuality through Scripture. During the East African pre modem era, sexuality, including homosexuality was not publicly discussed. The whole subject was encircled by a halo of secrecy and hedged around by innumerable East African taboos. When this silence is combined with the absence of written documentation on the cultures and histories of many parts of East Africa, the difficulties of accessing traditional understanding of homosexuality and sexuality become immense. One can conclude that it will be a serious mistake for the Seventh-day Adventist Church in East Africa to make East African culture normative in the ethical evaluation of homosexuality since: (i) Oral East African tradition does not really provide any moral view on homosexuality. To read into the silence on homosexuality the moral condemnation of homosexuality is not acceptable. (ii) Homosexual practices, in a ritualized form, are not foreign to East African culture. (iii) The strong condemnation of homosexuality in East Africa is often politically and ideologically inspired. This dissertation advocates the need for the Seventh-day Adventist Church in East Africa to use the Bible alone, Old and New Testament, being the written word of God, given by divine inspiration through holy men of God who spoke and wrote as they were moved by the Holy Spirit, as the infallible revelation of God's will. The Bible is the standard of character, the test of experience, the authoritative revealer of doctrines, and trustworthy record of God's acts in history and therefore is central in any formulation concerning homosexuality, whether theological or ethical evaluation and therefore should be used as the only normative basis for the ethical evaluation of homosexuality. / Thesis (PhD)--University of Pretoria, 2011. / Dogmatics and Christian Ethics / unrestricted

No description available.

<p>Abstract</p><p>During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's <em>The Icarus Girl</em> is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how <em>The Icarus Girl</em> deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.</p>

Thesis (MPhil (Industrial Psychology. Africa Centre for HIV/AIDS Management))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The AIDS epidemic presently engulfing South Africa is mostly based on heterosexual transmission. This paper discusses the male role in African culture in the HIV and AIDS context. Issues facing African women, domestic violence in particular, remain a pervasive problem. Women have not yet reached a level of equality and are still being dominated by their male partners. Women’s subordination can be directly linked to the increasing number of women becoming infected with HIV/AIDS, especially within the African cultural context. Culture plays a vital role in determining the level of health of the individual, the family and the community. This is particularly relevant in the context of Africa, where the values of extended family and community significantly influence the behaviour of the individual. The behaviour of the individual in relation to family and community is one major cultural factor that has implications for sexual behaviour and HIV/AIDS prevention and control efforts. As the impact of HIV/AIDS in South Africa remains unabated, a culture-centred approach to prevention, care and support is increasingly desirable as a critical strategy. The focus of prevention of the heterosexual AIDS epidemic has been on women. The role of men in sexual decision-making has not been emphasized enough in AIDS prevention approaches. As a result, the heterosexual epidemic for women continues unabated because of the lack of attention to the behaviour of male sex partners. Discussion focuses on the cultural and contemporary sexual culture as shaping factors in the enactment of high-risk sexual behaviour. There are numerous social, political, cultural and economic factors affecting the HIV pandemic in the SA region. The main ones are: low status of women and male dominance in sexual and economic relations; sexual abuse (of particularly young girls); historic and current separation of families resulting from the migrant labour system which resulted in multiple sexual partners; high use of sex workers due to single-sex quarters at the workplace; cultural resistance to the use of condoms; high rates of other STD’s; and high levels of poverty and other inequalities such as health access and education. Stigma about HIV is also a barrier to reaching the most vulnerable, including those already infected. The paper draws the conclusion that discrimination against women, coupled with male dominance in all aspects of social structures; polygamous marriages were prescribed and supervised by maledominated social structures has increased the prevalence rate of HIV/AIDS in the African cultural context. / AFRIKAANSE OPSOMMING: Die HIV/Vigs pandemie wat tans Suid Afrika oorweldig is meestal die gevolg van heteroseksuele oordrag. Hierdie verhandeling bespreek die manlike rol in die Afrika kultuur in die konteks van MIV en Vigs. Aspekte wat die Afrika vroue in die gesig staar in terme van gesinsgeweld bly `n aanhoudende probleem. Vroue word steeds deur hul manlike maats gedomineer word en dus steeds nie `n vlak van gelykheid bereik het nie. Die onderdrukking van vroue kan direk gekoppel word aan die toenemende aantal vroue wat met MIV/Vigs geïnfekteer word – veral in die Afrika konteks. Kultuur speel ʼn kritieke rol in die bepaling van die gesondheidsvlak van die individu, gesin en gemeenskap. Dit is besonder relevant in die Afrika konteks, waar die waardes van `n uitgebreide gesin en gemeenskap ʼn enorme invloed het op die optrede van `n individu. Hierdie optrede in verhouding tot die gesin en gemeenskap is `n geweldige factor wat implikasies het op seksuele gedrag en op pogings tot voorkoming en beheer van MIV/Vigs. Terwyl die impak van MIV/Vigs in Suid Afrika ongesteurd voortstu, word `n kultuur gesentreerde benadering tot voorkoming, versorging en ondersteuning toenemend nodig as `n kritieke strategie. Die fokus op die voorkoming van die heteroseksuele Vigs pandemie was tot nou toe op vroue. Die rol van mans in seksuele besluitneming was tot dusvêr nie voldoende beklemtoon in Vigs voorkomende benaderings nie. Die gevolg is dat die heteroseksuele Vigs pandemie vir vroue ongesteurd voortduur weens die gebrek aan aandag op die gedrag van manlike seksmaats. Bespreking fokus op die kulturele en kontemporêre seksuele kultuur as vormende faktore in die uitvoer van hoë risiko seksuele gedrag. Daar is verskeie sosiale, politieke, kulturele en ekonomiese faktore wat die MIV/Vigs pandemie in die streek beïnvloed. Die belangrikstes is: lae status van vroue; manlike dominasie in seksuele en ekonomiese verhoudings; seksuele mishandeling – veral van jong meisies; historiese en huidige skeiding van gesinne voortspruitend uit die stelsel van trekarbeid – wat aanleiding gegee het tot `n verskeidenheid van seksuele maats; die hoë voorkoms van sekswerkers agv enkelgeslag woonkwartiere by die werksplek; kulturele weerstand teen die gebruik van kondome; hoë voorkoms van seksueel oordraagbare siektes; hoë vlakke van armoede en ander ongelykhede soos toegang tot gesondheidsdienste en onderwys. Die stigma van MIV/Vigs is ook `n hindernis in die bereiking van die mees kwesbare, insluitend die wat geïnfekteer is. Hierdie verhandeling maak die gevolgtrekking dat diskriminasie teen vroue, gekoppel met manlike dominasie in alle aspekte van sosiale strukture; poligamiese huwelike wat voorgeskryf word en onder toesig is van manlik gedomineerde sosiale strukture, die voorkoms van MIV/Vigs in die Afrika kulturele konteks verhoog het.

Cette recherche sociologique propose une étude compréhensive de l’Université des Montagnes, une initiative de la société civile issue de la crise de l’enseignement supérieur au Cameroun dans les années 1990. L’enquête de terrain réalisée au sein de l’institution a permis de collecter des données quantitatives et qualitatives à partir desquelles nous avons produit une théorie ancrée (Glaser et A. Strauss) mettant en évidence les spécificités de cette institution alternative et unique en son genre au Cameroun. Une observation participante de longue durée a permis une investigation approfondie. La première ligne de rupture qui se dégage de notre analyse est que l’Université des Montagnes est entièrement conçue, pensée et mise en œuvre par un groupe de citoyens déterminé à briser le monopole de l’État sur le développement de l’enseignement supérieur au Cameroun. Pour ce faire, les promoteurs ont dans une démarche réflexive et critique par rapport au modèle existant, élaboré une philosophie éducative et pédagogique innovante qui concilie les sciences fondamentales, appliquées et professionnalisantes, ainsi qu’une pédagogie ancrée dans les cultures africaines. En somme, nos enquêtes révèlent l’émergence d’une université générale, professionnelle et citoyenne. Le projet tente ainsi d’opérer une synthèse méthodique et adaptative des modèles universitaires de référence ayant structuré l’enseignement supérieur dans le monde. Nonobstant les difficultés d’appropriation collective, cette expérience citoyenne apparait, après quinze années d’existence, comme un analyseur et un catalyseur d’innovation sociale, tant son impact est perceptible sur le paysage de l’enseignement supérieur au Cameroun. / This sociological study offers a comprehensive study of the Université des Montagnes, a civil society initiative in response to the crisis in higher education in Cameroon in the 1990’s. A field study undertaken within the institution, using a participatory approach, enabled us to collect quantitative and qualitative data which was used to produce a grounded theory (Glaser and A. Strauss) approach that highlights the specific features of this alternative institution which is unique in Cameroon. The first break shown by our analysis is that the Université des Montagnes was entirely conceived, imagined, and established by a group of citizens determined to relieve the State of its monopoly on the development of higher education in Cameroon. To accomplish this, the founders, through a method that was reflective and critical in relation to the existing model, developed an innovative philosophy of education and pedagogy that reconciles the applied and professional sciences, and pedagogy founded on African culture. In short, our study shows the emergence of a general, professional, and people’s university. The project seeks to furnish a systematic and adaptive synthesis of reference university models that have structured higher education across the world. Notwithstanding the difficulties involved in collective adoption of the project, after fifteen years of existence, this people’s experiment appears to have been an analyser and catalyst for social innovation, considering its impact in the area of higher education in Cameroon.

OLIVEIRA, Leyla Beatriz de Sá. Cultura afroceaense: um estudo sobre africanidades, educação e currículo numa escola pública de Fortaleza. 2011. 101f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T13:52:45Z No. of bitstreams: 1 2011_Dis_LBSOliveira.pdf: 4883944 bytes, checksum: db07f693c1feec02c89e4d3f36dc4ef5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T14:42:01Z (GMT) No. of bitstreams: 1 2011_Dis_LBSOliveira.pdf: 4883944 bytes, checksum: db07f693c1feec02c89e4d3f36dc4ef5 (MD5) / Made available in DSpace on 2012-07-20T14:42:01Z (GMT). No. of bitstreams: 1 2011_Dis_LBSOliveira.pdf: 4883944 bytes, checksum: db07f693c1feec02c89e4d3f36dc4ef5 (MD5) Previous issue date: 2011 / This work consists of a participatory research in a public school in Fortaleza. It has empirical character and its main objective is to contribute to the implementation of Federal Law 10.639/03 by conducting interactive activities with students in the afternoon classes with the groups of children from infant education to 5th period. The purpose of this research was to create mechanisms for recovery the Black Culture in this school. Concern to the stigma that state of Ceara "has not black people here”, many students deny their ethnic origins, which makes it more difficult the actions directed to the recovery of history and Afro-Brazilian and African culture in our state. Another factor cited as relevant that interfere negatively in the ethno-racial relations in the school, leveraging prejudices, is the almost total invisibility of black characters in the media and literature, and when they exist, deal with irrelevant or malignant roles. The activities at school were anti racist. To this end, they sought to fit especially in the areas of literature, history and art education, which are considered priorities in the school context by Federal Law 10.639/03. As the final analysis, it was possible to see how students reacted positively to the introduction of content about African people and their descent. Furthermore, it was noticed significant changes in the school as an attempt to ensure the continuity of recovery of Black culture. / Este trabalho consiste em uma pesquisa participante realizada em uma escola pública municipal de Fortaleza. Possui caráter empírico e tem como principal objetivo contribuir para a aplicação da Lei Federal n. 10.639/03 através da realização de atividades interativas com os alunos do período da tarde das turmas de infantil ao 5º ano. A proposta das oficinas foi criar mecanismos de valorização da cultura negra nessa escola. Estando o estado do Ceará sob o estigma de que “aqui não há negros”, muitos alunos e professores negam seu pertencimento étnico, o que dificulta as ações direcionadas à valorização da História e Cultura Africana e Afro-brasileira em nosso estado. Outro fator citado relevante que interfere de forma negativa nas relações étnico-raciais dentro da escola, alavancando preconceitos, é a quase que total invisibilidade de personagens negros na mídia e na literatura, ou quando existem, ocupam papéis irrelevantes ou malignos. As atividades realizadas na escola tiveram caráter antirracista e evidenciaram o negro como figura de destaque. Para tanto, elas procuraram se enquadrar especialmente nas áreas de Literatura, História e Educação Artística, sendo estas consideradas prioritárias no contexto escolar pela Lei Federal n. 10.639/03. Como análise final, foi possível verificar como os alunos reagiram de forma positiva com a introdução de conteúdos sobre as populações africanas e afrodescendentes. Ademais, ocorreram mudanças significativas na escola como tentativa de garantir a continuidade de atividades de valorização da cultura negra.

Abstract During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's The Icarus Girl is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how The Icarus Girl deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.

L’objectif de la présente recherche est d’analyser la « dichotomie » que l’on observe habituellement dans la pratique chrétienne de nombreux fidèles africains. Ils sont en effet partagés entre, d'une part, un fort et sincère attachement à l’Eglise catholique avec ses principes, et d'autre part, un recours aux pratiques rituelles des cultures africaines traditionnelles pour résoudre les problèmes de la vie quotidienne. Après un ressourcement dans l’histoire du laïcat en Pays beti, nous avons noté la réalité de ce problème. Mais nos investigations nous ont conduit à opérer un discernement dans l’herméneutique de cette question. Le problème de la « dichotomie religieuse» ne se pose plus de la même manière aujourd’hui qu’au sein de l’Église missionnaire ou même dans la période post-missionnaire des années 60. D’où la nécessité d’un redéploiement historique pour une bonne herméneutique de ce problème. Notre analyse nous conduit à des déplacements herméneutiques quant aux mobiles de ce malaise dans la pratique chrétienne des laïcs africains. Les défis d’une société moderne et même postmoderne ne sont plus seulement les conflits entre traditions ancestrales et culture christiano-occidentale. C’est en ce sens que l’on peut penser que le constat de « dichotomie » est beaucoup plus l’expression de ce malaise moderne que la désignation de la crise la plus fondamentale. Le principal défi du laïc aujourd’hui est l’adaptation du vécu de sa foi dans une société moderne aux interpellations multiformes. L’urgence pastorale est donc dans la prise en compte de la nouvelle donne socioreligieuse d’aujourd’hui. D’où la pertinence d’une « pastorale des signes des temps ». / The purpose of this research is to analyze the "dichotomy" whose many African faithful are subjected in their Christian practices. In fact, they are divided between, on one hand, a strong and sincere commitment to Catholic Church with its principles, and on the other hand, an appeal to traditional African cultures and ritual practices to solve their daily life problems. A survey of the history of the laity in the Betiland provides us the framework on which we build our analysis. Our investigation reveals a hermeneutical problem. In dealing with the problem of ‘dichotomy’ in the Betiland, two periods are to be acknowledged: the Missionary Period (until 1960) and Post Missionary Period (until today). Because of these two periods, there is a need of re-assessing an historical reading of the problem. This reading leads us inevitably to hermeneutical shifts in assessing the reasons of the malaise whom the African layman is confronted in his Christian practice. As a matter of fact, our discovery is that the challenges of a modern and even post-modern society are not only conflicts between traditions and Western Christian culture. There are results of a more fundamental crisis: the crisis of secular world. From this standpoint, the word ‘dichotomy’ becomes more than the expression of a solely post-modern malaise. It becomes a word that expresses the main challenge of today’s secular world in search of the adaptation of faith in modern society as this society faces multi breakdowns; thus our interest of evaluating its use on pastoral field and its relevance in terms of a "pastoral care of the signs of the times".