Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study was conducted within historically black schools in the Western Cape. According to (HSRP@historicsschools.org.za) historically Black schools are identified as schools which under the apartheid government were racially segregated schools, situated mainly in residential areas populated by people classified as black, for the exclusive use of people in this racial classification category. The purpose of this study was to explore educators', parents' and learner understands of epilepsy. This study uses an interpretive research framework to obtain in-depth data on educators', parents' and learner’s knowledge of epilepsy, reactions of educators towards learners with epilepsy, the effect of epilepsy on learning and the inclusion of learners with epilepsy in a regular class. The thematic content analysis was the method of analysis. Participants’ experiences with regard to epilepsy were reconstructed according to themes. Recurring themes were linked with the literature. This study found that educators, parents and learners had little idea what epilepsy entails and their beliefs were often moulded by inaccurate information. Educators have received little or no training to provide meaningful support for learners with epilepsy. Despite policy changes the needs of learners with epilepsy are not met in the classroom. Educators and parents insist that they need information, skills and clear guidelines regarding epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners, and often experience frustration and failure. It could benefit the schools if a supporting programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy. / AFRIKAANSE OPSOMMING: Hierdie navorsing is in histories swart skole in die Weskaap onderneem. HSRP@historicschools.org.za beskryf ‘histories swart skole’ as skole wat tydens die apartheid-regime op grond van ras gesegregeer was, hoofsaaklik binne residensiële areas wat bewoon is deur mense wat as swart geklassifiseer is, vir die eksklusiewe gebruik van mense van hierdie rasseklassifikasie. Die doel van hierdie navorsing is om opvoeders, ouers en leerders se begrip van epilepsie te ondersoek. ’n Interpretatiewe navorsingsraamwerk is gebruik om in-diepte gegewens rakende opvoeders, ouers en leerders se kennis van epilepsie, opvoeders se reaksie teenoor leerders met epilepsie, die uitwerking van epilepsie op leer, en die insluiting van leerders met epilepsie in gewone klasse, in te win. Die tematiese inhoudsanalise is gebruik as ondersoekmetode. Deelnemers aan die studie se ervaringe van epilepsie is volgens temas gerekonstrueer. Herhalende temas is met die literatuur oor die onderwerp verbind. Die navorsing het bevind dat opvoeders, ouers en leerders weinig benul het van wat epilepsie is, en dat hulle begrip daarvan dikwels deur onakkurate inligting gevorm is. Opvoeders ontvang weinig of geen opleiding om betekenisvolle ondersteuning aan leerders met epilepsie te gee. Ten spyte van beleidsveranderinge word daar nie aan die behoeftes van leerders met epilepsie in die klaskamer voldoen nie. Opvoeders en ouers hou vol dat hulle inligting, vaardighede en duidelike riglyne rakende epilepsie nodig het. Navorsing wys dat opvoeders dit moeilik vind om raad te weet met hierdie leerders se behoeftes, en dat hulle dikwels frustrasie ervaar en voel dat hulle misluk het in hulle pogings. Die ontwikkeling van ’n ondersteuningsprogram, wat praktiese en omvattende riglyne daarstel om opvoeders met die behoeftes van leerders met epilepsie te assisteer, kan tot die voordeel van skole wees.

Bien que la globalisation culturelle laisse supposer qu'il soit possible de produire et de recevoir de façon égalitaire des informations partout dans le monde, les cartes du savoir sont en réalité caractérisées par un déséquilibre énorme. Le projet analyse ce phénomène en s’appuyant sur l‘exemple du transfert trilatéral de la littérature académique africaine en France et en Allemagne depuis les années cinquantes. D’une part, le but principal de ce projet est de relever la quasi totalité des livres et recueils universitaires en sciences sociales et humaines rédigés par des intellectuels africains et publiés dans des maisons d’édition allemandes et françaises. D’autre part, l’analyse des résultats quantitatives est basée sur une approche macro-perspective en s’appuyant sur les études qualitatives sur le sujet préexistantes. L’analyse quantitative et la classification des résultats ainsi que leur interprétation permettent actuellement d’obtenir des connaissances étonnantes, non seulement sur des continuités et discontinuités dans la publication de la littérature universitaire en provenance d’Afrique sur une période d‘environ soixante ans, mais également sur les profils géographiques, thématiques et temporels des maisons d’édition ainsi que sur leurs préférences personnelles, éditoriales et linguistiques. Grâce à la collection de données, le filtrage, le traitement ultérieur et la visualisation, nous pouvons alors comprendre quelle « Afrique scientifique » a finalement été transmise et importée, pour la période définie (1950-2012), à ces deux marchés du livre. Cette approche permet d’envisager de nouvelles hypothèses et interprétations pour l’analyse de la circulation du savoir africain, à l’instar des publications en sciences sociales et humaines. Une approche établie pour la recherche sur le franchissement culturel des frontières constitue le concept de transfert culturel. Pour ce travail, le concept fournit des approches théoriques et pratiques essentielles. En combinant différentes méthodes pour lesquelles les « digital humanities » ont été de plus en plus souvent sollicitées, l’approche méthodologique va vers une reconstruction complète du transfert, en utilisant aussi bien les analyses quantitatives que qualitatives. / Even though international interconnectedness and globalization evoke the idea of being able to produce and receive knowledge equally all over the world, the maps of knowledge are unevenly distributed on a global scale. My dissertation project analyses this phenomenon by examining the trilateral, multidimensional transfer of African academic literature to Germany and France since the 1950s.The research interest of this project is to determine and organize the entire spectrum of publications from the social sciences and the humanities written by African authors and published in German and French publishing houses. The quantitative analysis on a macro level is based on already existing qualitative studies in the field. The quantitative analysis and the classification of the results give valuable knowledge about continuities and discontinuities in the publication of African academic literature over the span of six decades (1950-2012). The research further examines and elaborates upon geographical, thematic, and temporal profiles of the publishing houses as well as their personal, editorial, and linguistic preferences. By means of collecting, filtering, processing, and visualizing the data, it is possible to find out what kind of “academic Africa” has finally reached the two national book markets. This approach helps to identify new hypotheses and interpretations concerning the circulation of African knowledge in general through the specific example of academic literature from the social sciences and the humanities. Providing important theoretical and practical approaches for this project, the concept of cultural transfers is an established approach for analysing cultural border crossings between countries and regions. The methodological approach combines different methods and, for the data processing, includes examples from the digital humanities to realize an all-embracing reconstruction of the entire transfer process in both a quantitative and qualitative sense.

The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of knowledge by African institutions, including the peace and security architecture of Africa, to reveal a coherent conceptual framework and themes to guide the field research. During the field studies of specific cases in the Great Lakes region of Africa, principles and practices emerged that formed a framework for a constructed Trans-dimensional Knowledge Management Model (TDKM-M) to develop a theoretical model for the management of knowledge for conflict resolution as the first step towards the revival of Africa. The study proposes practical solutions for the management of knowledge that would empower decisionmakers to intervene successfully in conflict situations. Furthermore, the study serves to expand the knowledge base in the field of trans-disciplinary African studies, transcending the boundary between political science and epistemology to navigate the middle ground between disciplines and the space that lies beyond all disciplines and dichotomised thinking towards a new holistic understanding. A systems approach using MIT (multi-disciplinarity, interdisciplinarity and trans-disciplinarity) and qualitative research methodology on a transnational level was followed. The study consists of a literature study and a field study consisting of a pilot study, semi-structured interviews and participation in communities of practice to access the worldviews of diverse cultures. An observable knowledge dimension, consisting of a normative foundation, empirical knowledge domain and analytical knowledge domain, is identified. Furthermore, a tacit metaphysical knowledge dimension is identified that is informed by the observable dimension. The two dimensions transacts with each other to attain a higher level of trans-dimensional knowledge. The TDKM-M proposes principles and practices of how trans-dimensional knowledge, including indigenous African knowledge and external knowledge, can be managed in a collective middle ground to produce holistic understanding. This higher level of understanding can activate intervention into the causes and consequences of conflict. Innovation of African society could follow, achieving desired outcomes such as peace, justice, human rights, self-empowerment and innovation towards transformative growth, competitiveness and negotiate equilibrium with the global community, and ultimately the revival of Africa. / Political Sciences / D. Litt. et Phil. (Politics)

The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of knowledge by African institutions, including the peace and security architecture of Africa, to reveal a coherent conceptual framework and themes to guide the field research. During the field studies of specific cases in the Great Lakes region of Africa, principles and practices emerged that formed a framework for a constructed Trans-dimensional Knowledge Management Model (TDKM-M) to develop a theoretical model for the management of knowledge for conflict resolution as the first step towards the revival of Africa. The study proposes practical solutions for the management of knowledge that would empower decisionmakers to intervene successfully in conflict situations. Furthermore, the study serves to expand the knowledge base in the field of trans-disciplinary African studies, transcending the boundary between political science and epistemology to navigate the middle ground between disciplines and the space that lies beyond all disciplines and dichotomised thinking towards a new holistic understanding. A systems approach using MIT (multi-disciplinarity, interdisciplinarity and trans-disciplinarity) and qualitative research methodology on a transnational level was followed. The study consists of a literature study and a field study consisting of a pilot study, semi-structured interviews and participation in communities of practice to access the worldviews of diverse cultures. An observable knowledge dimension, consisting of a normative foundation, empirical knowledge domain and analytical knowledge domain, is identified. Furthermore, a tacit metaphysical knowledge dimension is identified that is informed by the observable dimension. The two dimensions transacts with each other to attain a higher level of trans-dimensional knowledge. The TDKM-M proposes principles and practices of how trans-dimensional knowledge, including indigenous African knowledge and external knowledge, can be managed in a collective middle ground to produce holistic understanding. This higher level of understanding can activate intervention into the causes and consequences of conflict. Innovation of African society could follow, achieving desired outcomes such as peace, justice, human rights, self-empowerment and innovation towards transformative growth, competitiveness and negotiate equilibrium with the global community, and ultimately the revival of Africa. / Political Sciences / D. Litt. et Phil. (Politics)