The present research examined whether teachers in South Africa could use feedback from a learning environment instrument to help them to increase the degree to which they emphasised constructivist-oriented teaching strategies in their classroom. The study also investigated the validity of a widely-applicable classroom environment questionnaire, as well as associations between attitudes and classroom environment. The study involved a combination of quantitative and qualitative research methods and was carried out in two phases. In the first phase of the study, data were collected using the Constructivist Learning Environment Survey (CLES), to assess learners' perceptions of the constructivist learning environment, and an attitude scale to assess learners' attitudes towards their mathematics classroom. The instruments were administered to 1864 learners in 34 intermediate (Grades 4 - 6) phase and senior phase (Grades 7 - 9) classes. Data were analysed to determine whether (a) the CLES is valid and reliable for use in South Africa and (b) relationships exist between learners' perceptions of the learning environment and their attitude toward their mathematics classes. Descriptive analysis was used to generate feedback information for teachers based on graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. Analyses of data collected from 1864 learners in 34 classes supported the factor structure, internal consistency reliability (Cronbach alpha coefficient), and discriminant validity of the CLES, as well as its ability to differentiate between classes. The results suggest that researchers and teachers can be confident about using the modified version of the CLES in mathematics classes in South Africa in the future. / Simple correlation and multiple regression analyses were conducted to examine whether associations exist between learners' attitudes towards their mathematics class and their perceptions of the learning environment. The results indicated that student attitudes were associated with more emphasis on all four CLES scales used. Two scales, Uncertainty and Student Negotiation, were found to contribute most to variance in student attitudes in mathematics classes in South Africa when the other CLES scales were mutually controlled. Descriptive analysis was used to provide information about the constructivist nature of mathematics classes in the Limpopo Province of South Africa. The results indicate that students would prefer a learning environment that is more positive than the one that they perceive as being present in terms of emphasis on all four CLES scales used. The second phase involved a 12-week intervention period during which two teachers used the pretest profiles of actual and preferred classroom environment means to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented the strategies and maintained daily journals as a means of reflecting on their teaching practices. Throughout the 12-week period, the researcher made regular support visits that included classroom observations, reviews of daily journals, discussions with teachers and interviews with learners. / As well, the researcher had the opportunity of giving support to the teachers in the implementation of their strategies. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their perceptions of the constructivist emphasis in their classroom learning environments had changed. The posttest graphical profiles indicated that there was a sizeable improvement in teachers' emphasis on CLES dimensions in their classrooms. Apparently, teachers using action research are able to use learners' responses to the CLES to develop and implement strategies for improving their learning environment. The study suggests that journal writing, as a tool used by teachers on a daily basis, can improve their professional expertise as reflective practitioners.

<p>George Gregory wrote in his book ‘The Colonial Presents’ in defining the Post colonialism; since the last decades of the 20th century, Andreas Huyssen suggested that the ‘present future to present pasts’ became the post-colonialism, which is a whole commitment to a future that is free from colonial power, and the growth in the disposition is part of the criticism of continuity between the colonial past and present colonial rule. But they almost denied the capacities that belong to the colonial past are confirmed and activated again in the colonial present. And this is appearing in many histories of the colonialism, but post-colonialism came to distinguish from these projects or histories by the tight relation between culture and power.</p><p>Building up Apartheid walls is a result to the colonial and Post colonial projects. As wall entered the political concept, we can see many built Apartheid walls through history.</p><p>The Essay’s main aim is to study two selective walls; the Israeli wall in Palestine and Berlin wall, from human rights perspective, which can let readers to have fair information about those two walls, and their effects on people’s lives that live or lived beside those walls.</p><p>A discussion will follow the illustrated information which I took them from many references which include direct information about those two walls.</p><p>My results are that these two Apartheid walls affect and undermine people’s rights who are living beside and around those walls.</p>

<p>This thesis considers different groupings that have come together in their participation in the policy processes relating to tenure reform in post-apartheid South Africa. It is methodologically and theoretically grounded in Bourdieu&rsquo / s notion of cultural &lsquo / fields&rsquo / , spaces of ongoing contestation and struggle, but in which actors develop a shared &lsquo / habitus&rsquo / , an embodied history. In these land reform policies and law-making activities, individuals and groups from different fields &ndash / the bureaucratic, activist and legal &ndash / have interacted in their contestations relating to the legitimation of their forms of knowledge. The resulting compromises are illuminated by a case study of a village in the former Gazankulu &lsquo / homeland&rsquo / &ndash / a fourth &lsquo / cultural field&rsquo / . Rather than seeing these fields as bounded, the thesis recognises the influence of wider political discourses and materialities, or the wider &lsquo / field of power&rsquo / . In each of the four very different fields, as a result of a shared history, actors within them have developed practices based upon particular shared discourses, institutions and values.</p>

<p>Over the past decades, transitions from repressive rule to democracy have increased all over the world, aiming at establishing disclosure and accountability for the crimes perpetrated. One way of assessing the &ldquo / solidity&rdquo / of these new democracies is to look at their provisions on freedom of expression, one of the most precious and fragile rights of man. The right to freedom of expression was recognised by classical traditional liberal theory as from the eighteenth century. It considered it as a useful tool to enhance true statements within the &ldquo / marketplace of ideas&rdquo / . Liberals also believed that such right was a prerequisite for individual autonomy and selffulfillment. They claimed that it strengthened democracy, by allowing individuals to receive all information on issues of public concern which they needed to vote intelligently. Lastly, they argued that it promoted the ideal of tolerance. Since then, the right to freedom of expression has been considered a cornerstone of democracy and protected as such by international instruments among which the International Covenant on Civil and Political Rights of 1966, the African Charter for Human and Peoples&rsquo / Rights of 1981 and the European Convention for the Protection of Human Rights and Fundamental Freedoms of 1950.</p>

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Proefschrift--Kampen--Protestantse theologische Universiteit, 2008. / Bibliogr. p. 485-522. Index. Résumé en anglais.

Thesis (D. Phil.(Psychology))--University of Pretoria, 2003. / Includes bibliographical references (leaves 247-285).

Abstract The thesis explores the formation, implementation and execution of 'Bantu administration' policies in the African 'reserves' of South Africa. The study begins with an examination of the institutions of segregation, the strains during the 1940s, and the responses of the government of JC Smuts and of the Nationalist opposition. The thesis covers the administrations of OF Malan, JG Strijdom and HF Verwoerd, from 1948 until the beginning of the period of 'grand apartheid', c1960. It examines a major dispute within the cabinet over African representation in state legislatures during Malan's administration and explains its ramifications. It explores the development of the policy of political apartheid, under EG Jansen and Verwoerd, both Ministers of Native Affairs, until the passage of the Bantu Authorities Act of 1951. The narrative continues with an inquiry into politics of African representation, the establishment of Bantu Authorities, and the related policies of 'betterment'. The nature of decision-making and centreperiphery interaction between the 'Head Office' of the Department of Native Affairs and its local officers are of particular concern. The administrative assault on Africans in the reserves, the developing policy of 'self-government' withi n the framework of 'separate development' and the final elimination of any African political representation are all critically examined. Three case studies illustrate the effects of these policies on African communities in the Northern Transvaal. These include the imposition of political structures predicated on a priori 'ethnic' divisions, the distortion of rural development programmes, and the early mass removal of the Mamathola people

J.M. Coetzee’s novels are suffused with a pervasive, though often oblique, Holocaust awareness. Direct references to the event and to the historical era to which it belongs, subtle stylistic and thematic echoes of Holocaust writing, and the recurrent mobilization of Holocaust imagery in Coetzee’s novels all contribute to suggest the significance of the event to the author’s work and thought. Providing Coetzee with a lens through which to view the contemporary situation, both local and global, the Holocaust offers Coetzee a means by which difficult and complex questions of ethics and historiographical truth may be approached. Above all, the Holocaust and its representation contribute to Coetzee’s exploration of the dilemmas of translating the traumatic lived experience of atrocity – including, but not limited to, life in apartheid South Africa – into narrative form. Taken as a whole, Coetzee’s oeuvre initially anticipates and later responds to, in characteristically oblique fashion, the narrative project(s) facing post-apartheid South Africa as the newly-democratic nation sought to make sense of its past through a variety of means, the most important of which was the country’s Truth and Reconciliation Commission. Implicitly challenging the TRC’s findings as well as its narrative assumptions, the Coetzean oeuvre accordingly invites being read as offering a continuous and evolving counter-narrative to the TRC and its construction of a narrative of the apartheid past for the post-apartheid nation. In utilizing the Holocaust, its representations, and the reception thereof to frame his response to apartheid, Coetzee implicates both in a critique of the Western model of modernity, suggesting, in the process, the importance of reconfiguring modernity in a more ethical shape. / Thesis (Ph.D, English) -- Queen's University, 2011-09-29 12:15:58.377