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Investigating the role of translators in cross-language qualitative research in psychologyde Vos, Jacqueline January 2018 (has links)
Text in English with abstracts in English, Afrikaans and Tswana. / Academics in social sciences are increasingly conducting research in multilingual contexts.
Researchers in the field of cross-language research agree that issues on the role of
translators and translation are often neglected and even omitted in research reports, which
may affect the trustworthiness of such a study. The aim of this study was to investigate the
role of translators in cross-language qualitative research from the views of master’s and
doctoral students who conducted cross-language qualitative research in psychology at a
selected South African university.
Exploratory qualitative research and methodology were deemed suitable for this study. Key
participants were sampled through snowball sampling. Five postgraduates availed
themselves to participate. Data were collected by semi-structured e-mail, telephone and/or
face-to-face interviews. Semi-structured interviews were audio recorded and transcribed by
the researcher after the interviews. As the number of available participants was limited, the
researcher also sampled unpublished dissertations (5) and doctoral theses (2) to conduct
document analysis.
Transcripts were imported into ATLAS.ti™, whereafter the qualitative data were analysed
by means of thematic data analysis. Five main themes emerged from the data. Themes from
the transcripts as well as notes in the researcher’s reflective journal and relevant literature
findings were collated. Finally, a critical discussion was provided.
Key participants believed that translators may play a significant role in several stages of a
cross-language qualitative study. Participants reported experiencing several translation
challenges, namely: language barriers between them and their research participants;
difficulty translating subject terminology from English into Afrikaans; and outdated bilingual
scientific dictionaries. Findings also revealed that the credentials of the translator hired may
have an impact, whether positive or negative, on the translation product.
Reasons why translators may be excluded from a cross-language qualitative study were
also highlighted. Firstly, although some of the participants reported that translators may be
valuable in a cross-language study, all of them strongly asserted that they possessed high
language competency, and therefore they deemed the inclusion of translators unnecessary.
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It also emerged that qualitative researchers may need to be cognisant of ethical issues that
may arise in a cross-language study. Translators may further be excluded as translation
may not be suitable for the specific research design (for example, phenomenology). Finally,
researchers may not have the financial means to hire translators.
None of the key participants reported the language/translation challenges they experienced
during their studies and the possible impact it may have had on the methodology or quality
of data. They did not deem it an important aspect of their studies. In some of the dissertations
and theses sampled, only the mother tongue of participants was often indicated but, in most
cases, was discussed very superficially. These researchers mostly mentioned (as part of
the biographic information) the language profile of their participants; that the data for that
study were collected in either Afrikaans or English; and that the data were translated and
analysed. Finally, although some of the sampled research reports were edited by
professional language practitioners, translation and grammatical errors were clear
throughout in the manuscripts. From this research it was clear that including translators in
cross-language qualitative research in psychology is not a common practice in the South
African context, and matters relating to translation and how challenges in this regard were
dealt with are grossly neglected and mostly omitted in postgraduate research reports. To
conclude, limitations of this study were highlighted, and recommendations for future
translation research and practice were made.
Keywords:; / Navorsing in sosiale wetenskappe word toenemend in veeltalige kontekste uitgevoer.
Kruistaal kwalitatiewe navorsers is dit eens dat vraagstukke rondom die rol van vertalers en
vertaling gereeld oor die hoof gesien word en selfs in navorsingsverslae uitgelaat word, wat
uiteindelik die vetrouenswaardigheid van so ʼn studie mag affekteer. Hierdie studie het ten
doel gehad om ondersoek in te stel na die rol van vertalers in kruistaal kwalitatiewe
navorsing vanuit die oogpunt van meestersgraad- en doktorale studente wat kruistaal
kwalitatiewe navorsing in sielkunde aan ʼn gekose Suid-Afrikaanse universiteit uitgevoer het.
Eksploratiewe kwalitatiewe navorsing en metodologie is as geskik geag vir hierdie studie.
Sleuteldeelnemers is deur middel van sneeubalsteekproefneming gekies. Vyf nagraadse
studente het hulleself beskikbaar gestel om aan die navorsing deel te neem. Data is deur
middel van semi-gestruktureerde e-pos-, telefoon- en aangesig-tot-aangesig-onderhoude
ingesamel. Die aantal deelnemers wat aan die studie kon deelneem was beperk en daarom
het die navorser ook ongepubliseerde verhandelings (5) en proefskrifte (2) ingesamel ten
einde dokumentanalise uit te voer.
Transkripsies is in ATLAS.ti™ ingevoer, waarna die kwalitatiewe data deur middel van
tematiese data-analise ontleed is. Vyf hooftemas het uit die data gespruit. Temas uit die
transkripsies sowel as die navorser se notas uit haar reflektiewe joernaal en relevante
literatuurbevindinge is saamgevat, waarna ʼn bespreking gevolg het.
Sleuteldeelnemers was van mening dat vertalers ʼn belangrike rol kan speel in verskeie fases van ʼn kruistaal kwalitatiewe studie. Volgens deelnemers het hulle verskeie vertaaluitdagings
ervaar, naamlik: taalhindernisse tussen hulle (die navorser) en hul navorsingsdeelnemers;
uitdagings om vakterminologie van Engels in Afrikaans te vertaal; en verouderde tweetalige
vakwoordeboeke. Bevindinge het ook getoon dat die aangestelde vertaler se kwalifikasies
ʼn impak mag hê, hetsy positief óf negatief, op die vertaalproduk.
Redes waarom vertalers van ʼn kruistaal kwalitatiewe studie uitgesluit kan wees, is ook
uitgelig. Ten eerste, hoewel enkele deelnemers meegedeel het dat vertalers in ʼn kruistaal
kwalitatiewe studie waardevol kan wees, het alle deelnemers sterk benadruk dat hulle oor
hoë taalvaardigheid beskik, en daarom het hulle die insluiting van vertalers in hul studies
vii
onnodig geag. Dit blyk ook dat kwalitatiewe navorsers bewus moet wees van etiese
vraagstukke wat in ʼn kruistaal studie mag onstaan. Vertalers kan voorts uitgesluit word
indien vertaling nie geskik is vir die spesifieke navorsingsontwerp nie (byvoorbeeld,
fenomenologie). Laastens, navorsers beskik moontlik nie oor die finansiële middele om
vertalers aan te stel nie.
Geeneen van die sleuteldeelnemers het die taal- of vertaaluitdagings wat hulle in hul studies
ervaar het, genoem nie en het ook nie gemeld wat die moontlike impak op die metodologie
of kwaliteit van die data mag wees nie. Hulle het dit nie in hulle studies belangrik geag nie.
In enkele gekose verhandelings en proefskrifte is die moedertaal van navorsingsdeelnemers
in daardie studies aangedui, maar is meestal baie simplisties bespreek. Hierdie navorsers
het grotendeels slegs die taalprofiel van hulle deelnemers genoem (as deel van die
biografiese inligting); dat data in hulle studies in óf Engels óf Afrikaans ingesamel is; en dat
die data vertaal en ontleed is. Laastens, hoewel sommige van die navorsingsverslae deur
professionele taalpraktisyns geredigeer is, is vertaal- en grammatiese foute steeds
deurgaans in die manuskripte opgemerk. Dit blyk duidelik uit dié navorsing dat die insluiting
van vertalers in kruistaal kwalitatiewe navorsing in sielkunde nie algemene praktyk in die
Suid-Afrikaanse konteks is nie, en sake wat verband hou met vertaling en hoe uitdagings in
dié verband hanteer is, word grootliks nagelaat en meestal in nagraadse navorsingsverslae
uitgelaat. Ten laaste is beperkings van die studie uitgelig, en aanbevelings is gemaak vir
toekomstige vertaalnavorsing en -praktyk. / Batlhatlheledi mo dithutong tsa maaranyana a dikgolagano gareng ga batho ba ba dirang
patlisiso ka ga bopuontsi, ba ntse ba oketsega go feta. Babatlisisi mo tikologong ya dipuo
tse di fapaaneng ba dumela gore mabaka a a ka ga karolo e e tsewang ke baranodi le
diphetolelo, mo nakong e ntsi e tlogelwa kwa morago mme le gone ga e akaretswe gotlhelele
mo dipegong tsa patlisiso. Seno, se ka ama boikanyego jwa serutwa. Maikaelelo a serutwa
seno e ne e le go batlisisa karolo e e tsewang ke baranodi mo patlisisong ya dipuo tse
fapaaneng e e itsegeng ka la ‘qualitative’, go tswa mo dikakanyong tsa baithuti ba dithuto
tsa Masetase le tsa Bongaka, ba ba dirileng patlisiso tsa dipuo tse di fapaaneng mo
patlisisong e e itsegeng ka la ‘qualitative’, mo go saekholoji mo yunibesiting e e kgethilweng
mo Aforikaborwa.
Patlisiso e e ka ga ditlhaloso tsa mabaka a a batlisisiwang, ya go utulola mmogo le mokgwa
wa go batla tshedimosetso, di fitlhetswe e le tse di siametseng serutwa seno. Batsayakarolobagolo
ba patlisiso ba ne ba kgethiwa mme ba ne ba tshwanetse go batla batsayakarolo
bangwe ba go tla dirwang diteko ka bone. Batsholadidikerii tsa dithuto tse dikgolwane ba le
batlhano ba ne ba ithaopa go tsaya karolo. Tshedimosetso e kgobokantswe ka imeile ya
seka-thulaganyo, mogala le/kgotsa dipuisano tsa go lebelana ka matlho. Ditherisano tsa
seka-thulaganyo di ne tsa gatisiwa mme tsa kwalololwa ke mmatlisisi morago ga dipuisano.
Ka ntlha ya fa palo ya batsayakarolo e ne e le e nnye, mmatlisisi o ne a kgobokanya dikao
di le 5 go tswa mo dithutong tsa Masetase, le tse 2 go tswa mo go tsa Bongaka, tse di sa
phasaladiwang di kanoka.
Dikgatiso di ile tsa tsengwa mo teng ga ATLAS.ti™, mme morago tshedimosetso e e ka ga
ditlhaloso e ne ya kanokwa ka mokgwa wa kanoko ya dithitokgang. Go tswa mo
tshedimosetsong, go ne tlhagelela dithitokgang di le tlhano. Dithitokgang go tswa mo
dikgatisong mmogo le dikwalwa go tswa mo jenaleng ya dikakanyo tsa mmatlisisi le
diphitlhelelo go tswa mo dipuisong tsa patlisiso, di ne tsa kgobokanngwa. Mo bokhutlong,
go ne ga nna le puisano e e nang le dikakanyo tse di farologaneng.
Batsayakarolo-bagolo ba na ba dumela gore baranodi ba ka tsaya karolo e e botlhokwa
thata mo thutong ya ditlhaloso e e ka ga dipuo tse di fapaaneng. Batsayakarolo ba begile fa
ba nnile dikgwetlho tsa diphetolelo, e leng: dikganedi tsa puo magareng a bone le batsayakarolo ba bone mo patlisisong; bothata jwa go fetolela mareo a serutwa go tswa mo
Seesimaneng go ya kwa Seaforikanseng; le dibukantswe tse dipuopedi tsa bonetetshi tsa
bogologolo. Diphitlhelelo di supile gape gore bokgoni jwa moranodi yo o hirilweng bo nnile
le tshusumetso, E ka ne e le e e siameng kgotsa e e sa siamang, mo go lereng phetolelo.
Mabaka a goreng baranodi ba ka tlogelwa kwa morago mo serutweng se se ka ga dipuo tse
di fapaaneng, le one a ne a tlhagisiwa. Sa ntlha, le fa ba bangwe ba batsayakarolo ba begile
gore baranodi ba ka nna botlhokwa thata mo serutweng se se ka ga dipuo tse di fapaaneng,
botlhe ba ne ba dumela gore ba na le bokgoni jwa maemo a a kwa godimo jwa puo, mme
ka lebaka leo, ba bone gore go akaretsa baranodi ga go tlhokege. Go ne ga tlhagelela gape
gore babatlisisi ba dipatlisiso tse di ka ga ditlhaloso, ba ka tshwanela go ela tlhoko mabaka
a a amogelegang ka sengwe se tsewang se siame kgotsa se se siama, a a ka tlhagelelang
mo serutweng se se ka ga dipuo tse di fapaaneng. E bile baranodi ba ka nna ba se
akarediwe ka gonne diphetolelo di ka fitlhelwa se nne matshwanedi mo mekgweng le mefuta
e e dirisiwang go kgobokanya le go kanoka tshedimosetso ka ga dipatlisiso (sekao, serutwa
se se ka ga kakanyo kgotsa maitemogelo). Mo bokhutlong, gongwe babatlisisi ba ka se nne
le madi a go thapa baranodi.
Ga go ope wa batsayakarolo bagolo yo o begileng dikgwetlho tsa puo/phetolelo tse ba
kgatlhaneng le tsona mo dithutong tsa bone le le seabe se di nnileng le sona mo mokgweng
wa go batla tshedimosetso kgotsa boleng jwa tshedimosetso. Ga ba a bona seno e le ntlha
e e botlhokwa mo dithutong tsa bone. Mo dithutong tsa masetase le tsa bongaka tse di
kgobokantsweng, go ne ga tlhagisiwa fela puogae ya batsayakarolo, mme mo mabakeng a
le mantsi, puisano ka ga yona e ne e se boteng. Babatlisisi bano ba kaile go le gantsi (jaaka
karolo ya tshedimosetso ka ga motho) ka ga puo e e buiwang ke batsayakarolo; gore
tshedimosetso ka ga serutwa seo e kgobokantswe ka puo ya Seaforikanse kgotsa Seesimane; le gore tshedimosetso e ne ya fetolelwa mme ya kanokwa. Mo bokhutlong, le
fa diphoso tse di ka puo mo go tse dingwe tsa dipegelo tsa dipatlisiso di ne tsa baakanngwa
ke baitseanape ba ba dirang ka puo, diphoso tsa phetolelo le thutapuo di nnile teng mo
dikwalweng. Go tswa mo patlisisong eno, go ne ga itshupa gore go akaretsa baranodi mo
patlisisong ya dithuto tse di ka tlhaloganyo, e e ka ga ditlhaloso mo dipuong tse di
fapaaneng, ga se se se diriwang ka tlwaelo go ya ka Seaforikaborwa. Le gona, mabaka a a
amanang le phetolelo le mokgwa o dikgwetlho di neng tsa rarabololwa ka teng, di kgatolositswe e bile ga di akarediwe mo dipegelong tsa dipatlisiso tsa dithuto tse di
kgolwane.
Go konosetsa, dikganedi tsa serutwa seno di ne tsa supiwa mme ga newa dikgakololo ka
ga dipatlisiso le tiriso ya phetolelo mo isagong. / Linguistics and Modern Languages / M.A.(Linguistics)
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Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer StudiesDu Toit, Adri 06 1900 (has links)
Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the
intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on,
investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently,
unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and
implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners. / Summary in English, Xhosa and Zulu / Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo,
tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le
tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng. / Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari)
zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele
ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso
yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi
ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile,
kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni
Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza
inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto
ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist
entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi. / Curriculum and Instructional Studies / D. Phil. (Curriculum Development)
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The role of philosophy and the philosophical in information scienceMcGuirk, Karin 11 1900 (has links)
The importance of philosophy and the philosophical is not on the lips of many library and information science practitioners and scholars, even though pervasive in information science theory and practice.
This investigation focusses on the relationship between information science, philosophy and the philosophical thinking attitude revealed through theoretical and practical concerns. This includes theory generation arising from the philosophical in exploring the role of philosophy and the philosophical.
It takes into account perceived problems in recognising, accepting and rejecting the role of philosophical approaches and the impact in determining the nature and the theoretical and practical aspects of information science.
The problem posed by not recognising philosophical approaches, is that the benefits of philosophical thought cannot be drawn on to understand how knowledge, information and its communication manifest through language and language expression.
Three pathways are used in order to reveal philosophy and the philosophical in information science, the connection between information retrieval and language, and philosophical thinking attitudes at theoretical and practical levels.
The value of the study lies in contributing towards knowledge and awareness of the effect of philosophical theories on problems seen as central research areas in information science and its domains.
The methodological approach gives preference to the comparative and pluralistic epistemology of a journey.
The study examines Peter Ingwersen’s cognitive perspective and information retrieval interaction, David Blair’s treatment of information retrieval with natural language as primary concern, and Fanie de Beer’s contribution on the inventive act of reading and knowledge organisation, as representative figures.
It is argued that information science cannot avoid philosophy in its different manifestations.
By understanding how philosophy manifests in information science, such as the role of philosophy revealed through language and information retrieval, an opportunity is offered to reconsider the discipline’s interdisciplinary nature in the existing scholarly and societal environment, and the contribution of its historical development to the assumptions and philosophies underlying the discipline.
A further empirical study on how philosophy and the philosophical are embedded in information science research is recommended. It could investigate the influence of philosophy on decisions made by South African universities to redesign information science research and study programmes. / Biblioteek- en inligtingkundige praktisyns praat nie dikwels oor die belangrikheid van filosofie en die filosofiese nie, hoewel dit algemeen in die teorie en praktyk van inligtingkunde voorkom.
Hierdie ondersoek fokus op die verband tussen inligtingkunde, filosofie en die filosofiese denkhouding wat deur teoretiese en praktiese aspekte blootgelê word. Dit sluit die skepping in van teorieë wat uit die filosofiese voortspruit met die ondersoek na die rol van filosofie en die filosofiese.
Dit neem kennis van vermeende probleme met herkenning, aanvaarding en verwerping van die rol van filosofiese benaderings en die impak op bepaling van die aard en die teoretiese en praktiese aspekte van inligtingkunde.
Die probleem wat veroorsaak word deur nie die filosofiese benaderings te erken nie, is dat die voordele van filosofiese denke nie gebruik kan word om te verstaan hoe kennis, inligting en die kommunikasie daarvan in taal- en taaluitdrukking manifesteer nie.
Drie weë word gevolg om die filosofie en die filosofiese in inligtingkunde, die verband tussen inligtingontsluiting en taal, en filosofiese denkhouding op teoretiese en praktiese vlak aan te toon.
Die waarde van die studie lê daarin dat dit bydra tot kennis en bewustheid van die uitwerking van filosofiese teorieë op probleme wat as sentrale navorsingsgebiede in inligtingkunde en sy domeine beskou word.
Die metodologiese benadering gee voorkeur aan die vergelykende en pluralistiese epistemologie van 'n reis.
Die studie ondersoek Peter Ingwersen se kognitiewe perspektief en interaksie met inligtingontsluiting, David Blair se hantering van inligtingontsluiting met natuurlike taal as primêre belang, en Fanie de Beer se bydrae oor die vindingryke handeling van lees- en kennisorganisasie, as verteenwoordigende figure.
Daar word aangevoer dat inligtingkunde nie filosofie in sy verskillende manifestasies kan vermy nie.
Deur te verstaan hoe filosofie in inligtingkunde manifesteer, soos die rol van filosofie wat deur taal- en inligtingontsluiting openbaar word, word die geleentheid gebied om die dissipline se interdissiplinêre aard in die bestaande wetenskaplike en samelewingsomgewing en die bydrae van die historiese ontwikkeling daarvan tot die aannames en filosofieë onderliggend aan die dissipline te heroorweeg.
'n Verdere empiriese studie oor hoe filosofie en die filosofiese in inligtingkundige navorsing vervat is, word aanbeveel. Dit kan die invloed van filosofie op besluite wat Suid-Afrikaanse universiteite neem om navorsings- en studieprogramme vir inligtingkunde te herontwerp, ondersoek. / Bohlokwa bja filosofi le bja tiriso ya filosofi bo bolelwa kudu ke basomi ba bantsi ba dithutamahlale tsa bokgobapuku le tshedimoso le dirutegi, le ge e le gore di tletse kudu ka go teori le tiriso ya dithutamahlale tsa tshedimoso.
Dinyakisiso tse di nepisitse go kamano magareng ga dithutamahlale tsa tshedimoso, filosofi le maikutlo a go nagana ka filosofi ao a utollotswego ka dipelaelo mabapi le teori le tiriso. Se se akaretsa moloko wo o dirisago teori e lego seo se bakilwego ke tiriso ya filosofi go utolla mosomo wa filosofi le wa tiriso ya filosofi.
Di hlokometse kudu mathata ao a bonwago ka go lekodisisa, go amogela le go gana mosomo wa mekgwa ya filosofi le seabe sa go tseba mokgwa le dilo tsa teori le tsa tiriso ya dithutamahlale tsa tshedimoso.
Bothata bjo bo laeditswego bja go se lemoge mekgwa ya filosofi, ke gore mehola ya kgopolo ya filosofi e ka se diriswe gore re kwesise ka fao tsebo, tshedimoso le poledisano ka ga yona di ka phethagatswago ka polelo le tlhagiso ya polelo.
Ditsela tse tharo di a diriswa ka nepo ya go utolla filosofi le tiriso ya filosofi ka go dithutamahlale tsa tshedimoso, kamano magareng ga go hwetsa tshedimoso le polelo, le mekgwa ya go nagana ka filosofi maemong a teori le a tiriso.
Boleng bja dinyakisiso tse ke go ba le seabe go tsebo le go temoso ka ga seabe sa diteori tsa filosofi go mathata ao a bonwego bjalo ka dinyakisiso tse bohlokwa ka go dithutamahlale tsa tshedimoso le go makala a tsona.
Tsela ye ya go dirisa mekgwa e rata kudu mokgwa wa papetso le wa go tseba dilo ka tsela ye e fapafapanego mo leetong.
Dinyakisiso tse di lekodisisa mokgwa wa kwesiso le kamano ya go hwetsa tshedimoso tsa Peter Ingwersen, kwesiso ya David Blair ya go hwetsa tshedimoso le polelo ya tlhago bjalo ka selo seo se tlisago tlhobaelo ya mathomo, le seabe sa Fanie de Beer ka ga tiro ya boitlhamelo ya go bala le go beakanya tsebo, bjalo ka dilo tseo di tlisago kemelo.
Go bolelwa gore dithutamahlale tsa tshedimoso di ka se kgone go efoga filosofi ka tirisong ya tsona ye e fapafapanego.
Ka go kwesisa ka fao filosofi e diriswago ka gona ka go dithutamahlale tsa tshedimoso, go swana le ge mosomo wa filosofi o utollotswe ka polelo le ka go utolla tshedimoso, sebaka se a fiwa go lebeledisisa leswa seemo sa thuto ye sa kamano le dithuto tse dingwe ka seemong sa bjale sa dirutegi le ka setshabeng, le seabe sa tlhabollo ya yona mo nakong ye e fetilego go ditshisinyo le go difilosofi tseo di thekgago thuto ye.
Dinyakisiso tse dingwe tseo di theilwego go boitemogelo ka ga ka fao filosofi le tiriso ya filosofi di tsentswego ka go dithutamahlale tsa tshedimoso di a sisinywa. Di ka nyakisisa khuetso ya filosofi go diphetho tseo di dirilwego ke diyunibesithi tsa Afrika Borwa go hlama leswa dinyakisiso tsa dithutamahlale tsa tshedimoso le go mananeo a dithuto. / Information Science / Ph. D. (Information Science)
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The effect of national education policies on learner discipline and academic performance of schools in the Tshwane South district : a focus on school discipline policyMatsebele, Selina Patricia 02 1900 (has links)
The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The
problem was the learner moral decay, which was conspicuous to the public who saw
learners all over the school grounds during contact time, along streets strolling to
their schools without showing any remorse long after schools had started at 8h00.
Poor academic performance in public secondary schools in the Tshwane South
District is a cause for concern, whereby one of the schools in Tshwane South had
only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were
progressed. Qualitative methodology was used, and one-on-one interviews were
conducted to collect data from the SGBs, SMTs and teachers of five poorly
performing schools in the district. The study revealed that the incorrect development
and implementation of the new national education policies had a negative impact on
learner discipline and academic performance. The classrooms were overcrowded
which meant the teacher-learner ratio and teacher workload were high. The learners
and the parents were not provided with the Code of Conduct, and some teachers
never read the education policies and did not know that the Code of Conduct is an
alternative policy to the corporal punishment policy.
Consequently, learners who misbehave and are under the leadership of COSAS
defy it because they are aware that teachers are ignorant of the correct procedure to
enhance the Code of Conduct implementation. This implies that any case against the
learners was considered unprocedural and nullified. It became evident that the
Department of Basic Education needed to invest even more in education to deal with
the issue of overcrowding by deploying more teachers and teacher assistants. The
intervention was also necessary to equip stakeholders with skills in the adoption and
implementation of national education policies. The intervention should empower the
SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain
discipline with confidence and effectively to improve academic performance. As well
as the powerful tools for planning correctly by the SMT to involve policy authorities
for stakeholders’ development. The implementation of the teacher-learner ratio
policy, teacher workload policy and learner discipline policies required monitoring,
and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la
ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la
maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go
phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya
thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola
dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja
Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke
diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a
mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba
bangwe ba fitišitšwe.
Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di
kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane
ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo
(SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng
seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya
melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le
mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o
boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro,
gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya
thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go
fapana le kotlo ya go betha.
Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS
ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile
mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se
se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga
se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le
hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši
bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se
ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya
maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse
le go kaonafatša dipoelo tša thuto ya barutwana.
Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la
mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go
lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng
ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die
onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid
op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die
morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die
klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan
is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8
leerders in 2018 geslaag, terwyl die res oorgeplaas is.
Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel
in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e),
skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die
distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van
nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en
akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol
klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers
word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit
die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die
lyfstrafbeleid is nie.
Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die
Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste
prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels
as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die
Departement van Basiese Onderwys aandag moet bestee aan die kwessie van
oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel.
Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die
ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep
sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem,
waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die
verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die
onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline
monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en
die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)
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A grounded theory of hazing in Gauteng secondary schools / Umqondo wenzululwazi ozinzile wokufikiswa ezikoleni zamabanga aphezulu eGauteng / Teori ya kgoboketso le tshekatsheko ya thupiso dikolong tse di phagamego tsa GautengHuysamer, Carolyn Ann 12 1900 (has links)
Hazing is an ancient, universal practice. In past and modern societies, the need to join a group
is an aspect of our humanity. The process of joining a group frequently includes the need to be
hazed in order to legitimate full membership. This study uses the theoretical frameworks of
Michel Foucault, Pierre Bourdieu’s perspectives of social order, Henri Tajfel and John Turner’s
theory of social identity, and Albert Bandura’s theory of moral disengagement to look at
individuals joining groups. In particular, the study has sought to ascertain why those who haze
are motivated to act. A grounded theory has been developed through interviewing young adults,
who while in positions of leadership as Grade 12 learners in Gauteng schools, planned hazing
activities. The grounded theory shows that hazing while enacted by an individual is not solely
driven by that person, but rather hazing is a means of cultural reproduction. The mechanism
through which hazing occurs focuses on achieving a sense of belonging, conforming to a given
culture and consenting to hazing. The hazer is motivated to pass on aspects of the school’s
culture, namely school traditions, hierarchical structures, means and standards of discipline,
and showing appropriate respect to others. The hazer believes that this can be achieved as those
being hazed will comply if they can avoid being humiliated. The developed theory is grounded
and was verified through interviewing stakeholders in the school community who had
extensive knowledge of the school culture and of Grade 12 learners. / Ukufikisa kungumkhuba wasemandulo, owenziwa emhlabeni wonke. Emiphakathini
yasendulo neyenamuhla, isidingo sokuhlanganyela neqembu elithile yinto eyingxenye yobuntu
bethu. Inqubo yokuhlanganyela neqembu elithile kuvame ukufaka kukona isidingo
sokufikiswa ukuze umuntu abe yilungu ngokuphelele. Lolu cwaningo lusebenzisa izinhlaka
zemiqondo yezinzululwazi ezingoMichel Foucault noPeter Bourdieu wokuhleleka
kwezenhlalakahle, umbono kaHenri Tajfel noJohn Turner wokuzibandakanya kwabantu
kwezenhlalo kanye nombono ka-Albert Bandura wokuziphatha ngendlela engahambisani
nemigomo yokulunga ukuze kubukwe abantu abajoyina amaqembu. Ngokusempeleni,
ucwaningo lufuna ukubheka ukuthi labo abafikisayo bakhuthazwa yini. Umqondo
wenzululwazi wakhiwa ngokuba kubuzwe intsha esencane imibuzo, intsha eyayihlela izinhlelo
zokufikisa eyayisezikhundleni zokuhola abafundi ngenkathi yenza iBanga 12 ezikoleni
zaseGauteng. Umbono wenzululwazi ozinzile uveza ukuthi ukufikiswa, yize kwenziwa
umuntu oyedwa kusuke kungaholwa yilowo muntu kuphela, kodwa ukufikiswa kuyindlela
yokukhiqiza kabusha ngokwesiko. Indlela okwenziwa ngayo lokhu kufikisa igxile ekufezeni
umuzwa wokuba yingxenye yabathize, ukuguqukela osikweni nasekuvumeleni ukufikiswa.
Lowo okunguye ofikisayo usuke efuna ukudlulisela phambili izingxenye zamasiko esikole,
njengemikhuba, ukwakheka ngokushiyana kwamazinga, izindlela nemigomo yokuziphatha
kahle, kanye nokubonisa inhlonipho kwabanye. Lowo okunguye ofikisayo ukholelwa ekutheni
lokhu kungafezwa njengoba labo abafikiswayo bezokwenza lokho okuthiwa abakwenze
inqobo nje uma bezogwema ukuhlukunyezwa. Umqondo wenzululwazi osunguliwe uzinzile
futhi waqinisekiswa ngokufaka ababambiqhaza imibuzo emiphakathini yezikole eyayinolwazi
olunzulu maqondana nesiko lesikole kanye nabafundi beBanga 12. / Thupiso ke mokgwa wa kgale, wa lefase ka bophara. Ditshabeng tsa kgale le tsa mehleng ye,
tlhoko ya go tsenela sehlopha ke karolo ya botho bja rena. Tshepetso ya go tsenela sehlopha
gantsi e akaretsa tlhoko ya thupiso go kgonthisisa boleloko bjo bo feletsego. Nyakisiso ye e
somisa mahlamo a teori a Foucault, dipono tsa Pierre Bourdieu tsa thulaganyo ya setshaba,
teori ya Henri Tajfel le John Turner ya boitshupo bja setshaba, le teori ya Albert Bandura ya
tlogelo ya melawana ya boitshwaro go lekola batho ba ba tsenelago dihlopha. Ka kakaretso,
nyakisiso ye e lekile go kgonthisisa gore gobaneng bao ba rupiswago ba hlohleletswa go tsea
magato. Teori ya kgoboketso le tshekatsheko e tsweleditswe ka go botsisa baswa dipotsiso bao,
ge ba sa le maemong a boetapele bjalo ka barutwana ba Mphato wa 12 dikolong tsa Gauteng,
ba rulagantsego ditiro tsa go sira. Teori ya kgoboketso le tshekatsheko e laetsa gore thupiso
bjale ka ge e diragatswa ke motho ga e susumetswe ke motho yoo a le nosi, eupsa thupiso ke
mokgwa wa pusoloso ya setso. Mokgwa wo thupiso e diregago ka wona o tsepeletse go
fihlelela boikwelo bja go amogelega, go latela setso se se filwego le go dumelelana le thupiso.
Morupisi o hlohleletswa go fetisetsa dikarolo tsa setso tsa sekolo, e lego ditso tsa sekolo,
dibopego tsa haerakhi, mekgwa le maemo a tayo, le go laetsa tlhompho ya maleba go ba
bangwe. Morupisi o dumela gore se se ka fihlelelwa bjalo ka ge bao ba rupiswago ba obamela
ge ba ka thibela go goboswa. Teori ye e hlabolotswego e kgobokeditswe le go sekasekwa
gomme e ile ya tiiswa ka go ka botsisa bakgathatema dipotsiso sekolong sa setshaba bao ba
nago le tsebo ye e tseneletsego ya setso sa sekolo le ya barutwana ba Mphato wa 12. / Educational Studies / D. Ed. (Comparative Education)
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