<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did. / South Africa

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South Africanschools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.

M. Tech. (Department of Visual Arts and Design, Faculty of Human Sciences),Vaal University of Technology. / The sangoma cloth is one of the objects which the Zulu people use to utilised in terms of culture and tradition and still is significant amongst African diviners. Initially, sangomas (traditional healers/diviners) dressed in animal skin, but because of the lack or deficiency of the animal skin, the cloth substituted the skin. The cloth carries a wealth of sacred symbolism and meanings which have been constructed by the sangoma community to best fit or describe the symbolic meanings and the potencies embedded in them. However, such cultural artefacts and symbols change over time, and new ones emerge through cultural practice. Therefore, the tension between conserving the religious and sacred, on the one hand, and the emerging, context and contingency based development on the other leads to problems of acceptability, authorized use and sanctified adaptation. This project explores the symbolism in the meaning and function of the sangoma sacred cloth which forms part of the sangoma dress code. It sets out three sets of interwoven binaries or tensions. Firstly, it explores the tensions between the liminal of ritual practices, and the liminoid (following Turner 1969), so that the second set of tensions, namely between the sacred and the profane (or secular or the commodified) can be explored. This leads to the third set of tensions, namely between Indigenous Knowledge Systems on the one hand and a potential Global Knowledge System on the other. In this way the tensions in the use of the sangoma cloth was explored, to attempt to determine a system that would assist in defining at what moment and following what dynamics the symbology would move from one side of the set of tensions to the other. The artist/researcher worked together with a focus group of sangomas who are part of a nongovernmental organization are based in Sedibeng region. This study’s research methodology is a Practice-led research approach within the framework of qualitative research methodology in the Fine Arts. The first method of data collection included one-on-one interviews from which the data was analysed and from which the existing designs could be reworked into new ones. Following this, a series of design and artmaking processes were followed, where five original cloth designs were taken through six different redesign iterations. The third method was a focus group method where the focus group participants (consisting of the original sangoma community, but with a ritual to request insight from the ancestors/amadlozi and therefore their contributions) was employed to view the five sets of redesigned cloths, to attempt to establish the moment when the Indigenous Knowledge System and the sacred of the sangoma cloth enters the secular domain which forms part of Global Knowledge Systems. The research project offers one system or methodology which is based on comparison as presented by the community who claim originality, in that the community itself decide when something needs to be protected by IKS and when it may be allowed to move into a public, shared, domain. The findings of this project were done by the owners of the cloth which resulted in them stating that: to claim IKS, one has to make an inquiry with the community who owns it; one cannot claim an entire design as IKS due to the composition or design having individual elements which have distinct meanings; The element of colour plays a dominant role within the sangoma community; and finally, for this project a clear and powerful system of humanity was set out by the sangomas/amadlozi that the sacredness of the cloth lies with the human who wears or uses it, and not with the cloth itself.

Thesis (M.Sc. (Geography and Environmental Studies)) -- University of Limpopo, 2022 / The purpose of this study was to assess and document the use of the Indigenous Knowledge System (IKS) in weather and seasonal climate forecasting in Moletjie, Limpopo Province. The objectives of this study were to document the biological, meteorological, and astrological indicators used to forecast local weather and climate conditions. In addition, the study sought to determine the effectiveness of indicators used in forecasting local weather and climate conditions and to represent the spatial distribution of indigenous weather knowledge using a Participatory Geographic Information System (P-GIS). Both qualitative and quantitative research approaches were used. Surveys and in-depth interviews were used to obtain primary data. The secondary data collected from formally published material (books and journals), served to compliment the primary data. Purposive sampling was used to obtain data from participants with knowledge about Indigenous Knowledge (IK) in seasonal and weather forecasting. From the study, the distribution of indigenous indicators used by Moletjie smallholder farmers was mapped using ArcGIS 10.6. Results show different types of human, biological, meteorological, and astronomical indicators utilized by communities to forecast weather and climate as such they were captured, characterized, and documented. Smallholder farmers considered indigenous knowledge indicators to be more accurate and reliable in their forecasting than scientific projections, which were described as inaccurate and received late. The research found that plants and birds used in this case are in danger of extinction at an alarming rate because of climate change and anthropogenic activities. The study derives key insights from how smallholder farmers in Moletjie village use the IK weather forecast to make farming decisions to ensure farm productivity. It also demonstrates that the smallholder farmers share their trust in modern technology and have confidence and the readiness for the use of scientific forecasting and climate projections which are expected to add value when integrated with IK / National Research Foundation (NRF)

PhD (Geography) / Department of Geography and Geo- Information Sciences / One of the major challenges facing all categories of farmers globally is climate change. African smallholder farmers are the most vulnerable to changes in climate. In most parts of South Africa, empirical evidence indicates the level to which climate change has impacted negatively on agricultural production. Rising temperatures, prolonged drought and decreasing rainfall have affected local farmers’ livelihood and crop production. In the Vhembe District of South Africa’s Limpopo Province, smallholder farming predominates and its vulnerability to climate change has increased for the past decades. This study, therefore, assesses the impact of climate change and adaptation strategies on smallholder farming systems in the Vhembe District To achieve this aim, qualitative and quantitative research methodologies were employed. A questionnaire was administered to a sample of 224 smallholder farmers to elicit data on perceptions; climate change impacts, adaptation and IKS based strategies to deal with climatic shocks. Focus group discussions (FGDs), semi-structured interviews with the extension officers elicited thematic data that complemented the interview survey. Climate data were obtained from the South Africa Weather Service (SAWS) for the period 1980 to 2015. Smallholder farmers’ perceptions about climate change were validated by an analysis of climatic trends from 1980-2015. A thematic analysis of qualitative data and the Multi Nominal Logit (MNL) regression model was used based on socio-economic and biophysical attributes such as access to climate knowledge, gender, farm size, education level, and farmers’ experience, decreasing rainfall and increasing temperature as farmers’ determinants of their adaptation options to climate change. Furthermore, farmers’ perceptions tallied well with climatic trends that showed flood and drought cycles. Most of the smallholder farmers were aware of climate change and its impacts over the past decades. The study further indicated that, due to the marked climate change over this period, farmers have adopted different coping strategies at on-farm and off-farm levels. In terms of adaptation, the major adaptive strategies used by smallholder farmers included the use of drought-tolerant seeds; planting of short-seasoned crops; crop diversification; changing planting dates; irrigation and migrating to urban areas. The study recommends a framework that would include water conservation (rainfall harvesting); investment in irrigation schemes and other smart technologies that integrate indigenous knowledge systems and modern scientific knowledge to enhance crop production. / NRF

PhD (Geography) / Department of Geography and Geo-Information Sciences / Malaria is a climate-change concatenated biological hazard that may, like any other natural hazard, can lead to a disaster if there is a failure in handling emergencies or risks. A holistic solution for malaria mitigation can be provided when indigenous knowledge is complemented with scientific knowledge. Malaria remains a challenge in South Africa and Limpopo province is the highest burdened malaria-endemic region. Specifically, Vhembe District is the highest burdened followed by Mopani District (Raman et al., 2016). This research sought to mitigate malaria transmissions in Mopani District through the integration of indigenous and scientific knowledge. The study was carried out in Mopani District of South Africa and 4 municipalities were involved. These are Ba-Phalaborwa, Greater Tzaneen, Greater Letaba, and Maruleng. A pragmatism philosophy was adopted hence the study took a mixed approach (sequential multiphase design). Data was collected from 381 selected participants through in-depth interviews, a survey and a focus group discussion. Participants for the in-depth interviews were obtained through snowballing and selected randomly for the survey, while for the focus group discussion purposive sampling was used. The study applied constructivist grounded theory to analyze qualitative data and to generate theory. Statistical Package for Social Sciences version 23.0 was used for quantitative data. Based on empirical findings, it was concluded that temperature and rainfall among other various factors exacerbate malaria transmission in the study area. Results of the study also show that people in Mopani District predict the malaria season onset by forecasting rainfall using various indigenous knowledge based indicators. The rainfall indicators mentioned by participants in the study were used in the developed early warning system. An Early warning system is an essential tool that builds the capacities of communities so that they can reduce their vulnerability to hazards or disasters. In the design of the system, Apache Cordova, JDK 1.8, Node JS, and XAMPP software were used. The study recommends malaria management and control key stakeholders to adopt the developed early warning system as a further mitigation strategy to the problem of malaria transmission in Mopani District. / NRF

Text in English, Appendice 9 (pages 253-264) the isiZulu version of the corresponding English version. / The discourse on youth in South Africa’s post-apartheid era attempts to explore black African youth as agents for social change in their locale. Various perspectives define methods that are utilised by the youth to overcome the social challenges in this era. A case study approach was adopted in conducting this research. The role(s) played by the youth to influence social change were also investigated. The term youth in this research, refers to black African youth between 18 and 29 years of age, living in the township of KwaMashu in the KwaZulu-Natal Province. This investigation attempted to unravel the contributions made by youth towards community development, as well as the strategies that they adopted to secure their day-to-day livelihoods. In addition, various stereotypes and attitudes connected to youth were examined and were also documented. This study also investigated the role played by social agencies such as government institutions, education sector and also non-governmental and faith-based organisations in relation to the empowerment of young people in defining their futures. This investigation enabled the exploration of the impact of contemporary cultural value system(s) in shaping youth’s identities and their perceptions. The findings revealed that there is a need for relevant stakeholders and policy makers to consider interventions that will ensure support of youth initiatives, to curb the scourge of unemployment and poverty. It also recommends that the academic sphere needs to consider the decolonisation of the curriculum towards an Afrocentric Indigenous Knowledge orientation to enhance the aspirations of the Constitution of South Africa. The study also discovered evidence that suggests that the youth have a critical role to play in the development of their locales. Finally, the findings of this research acts as the baseline that could assist future studies in identifying possible themes that can provide [a fuller] understanding of the role played by black African youth in different social settings, i.e. township life, academic and political spheres in the post-apartheid era. / Sociology / D.Litt.et Phil. (Sociology)