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A hermeneutic inquiry of culture as development at two higher education institutions

dc.contributor.advisorVan Wyk, Berteen_ZA
dc.contributor.authorKabende, Matildah Mwangelwaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2018-11-07T09:15:37Z
dc.date.accessioned2018-12-10T06:35:10Z
dc.date.available2018-11-07T09:15:37Z
dc.date.available2018-12-10T06:35:10Z
dc.date.issued2018-12
dc.identifier.urihttp://hdl.handle.net/10019.1/105160
dc.descriptionThesis (PhD)--Stellenbosch University, 2018.en_ZA
dc.description.abstractENGLISH ABSTRACT : This dissertation is a hermeneutic inquiry of culture as development at two higher education institutions. From an interpretive perspective, I employ Gadamer’s philosophical hermeneutics that relates to historical consciousness, interpretation and understanding. I conduct a conceptual and documentary analysis of relevant institutional policies to understand how the University of Namibia (UNAM) and Stellenbosch University (SU) articulate culture as development in their respective environments. From a thorough literature review, I argue that development is a form of culture, that is, culture as development. There are many meanings of culture as development, and since it is difficult to work with a large set of meanings, I construct four recurring meanings, namely: knowledge, history and tradition, human development, and social and economic transformation. These meanings serve as a theoretical framework to analyse relevant policy documents. Findings suggest that the meanings of my theoretical framework are addressed to some extent in the relevant policies, and that such documents conform to my theoretical framework. Further, the concept of culture is complicated, complex, ambiguous and contested. Although culture is key for development, there is very little clarification in the literature what culture as development means. Similarly, there is no single meaning of development in higher education, which makes the concept also contested. Development in higher education is perceived as relating to human development which is concerned more with non-instrumental facets such as autonomous choices, freedom, opportunities, and standard of living of people. There is very little research conducted on the culture of UNAM, and it is stated it has a developmental culture. In the context of Namibian higher education there is reference to human resource development instead of human development. SU, on the other hand, is silent on its history in its Institutional Intent and Strategy. However, SU acknowledges its historical ties with the people from who and communities from which it arose. Both institutions refer to the concept of hope. UNAM views itself as a beacon of hope while SU adopted a pedagogy of hope which highlights knowledge pioneering scholarship, research and teaching, and generating hope and optimism from and within Africapedagogy of hope which highlights knowledge pioneering scholarship, research and teaching, and generating hope and optimism from and within Africa.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Hierdie verhandeling behels ’n hermeneutiese ondersoek van kultuur as ontwikkeling by twee hoër onderwys inrigtings. Vanuit ’n interpretatiewe perspektief gebruik ek Gadamer se filosofiese hermeneutiek wat verband hou met historiese bewussyn, interpretasie en begrip. Ek doen ’n konseptuele en dokumentêre ontleding van relevante institusionele beleide om te verstaan hoe die Universiteit van Namibië (UNAM) en die Universiteit van Stellenbosch (US) kultuur as ontwikkeling verwoord in hul onderskeie omgewings. Na ’n deeglike literatuuroorsig argumenteer ek dat ontwikkeling ’n vorm van kultuur is, dit wil sê, kultuur as ontwikkeling. Daar is baie betekenisse van kultuur as ontwikkeling, en aangesien dit moeilik is om met ’n groot stel betekenisse te werk, is die lys tot die vier mees herhalende betekenisse beperk, naamlik: kennis, geskiedenis en tradisie, menslike ontwikkeling, en sosiale en ekonomiese transformasie. Hierdie betekenisse het die teoretiese raamwerk gevorm vir die ontleding van relevante nasionale en institusionele dokumente. My bevindinge dui daarop dat die betekenisse van my teoretiese raamwerk tot ’n mate in die betrokke beleide aangespreek word en dat sodanige dokumente aan my teoretiese raamwerk voldoen. Verder is die konsep van kultuur ingewikkeld, kompleks, ambisieus en word betwis. Alhoewel kultuur die sleutel tot ontwikkeling is, is daar baie min verduideliking in die literatuur wat kultuur as ontwikkeling beteken. Net so is daar geen enkele betekenis van ontwikkeling in hoër onderwys nie, wat daarop dui dat die konsep ook betwisbaar is. Ontwikkeling in hoër onderwys word beskou as wat verband hou met menslike ontwikkeling, wat meer verband hou met nie-instrumentele fasette soos outonome keuses, vryheid, geleenthede en lewenstandaard van mense. Daar is baie min navorsing gedoen oor die kultuur van UNAM, en die kultuur van die universiteit word as ontwikkelend beskou. In die konteks van hoër onderwys in Namibië is daar verwysing na menslike hulpbronontwikkeling in plaas van menslike ontwikkeling. Die US, aan die ander kant, is stil oor sy verlede in sy Institusionele Voorneme en Strategie terwyl daar egter erkenning is van sy historiese bande met die mense van wie en gemeenskappe waaruit dit ontstaan het. Beide instellings verwys na die konsep van hoop. UNAM beskou homself as ’n baken van hoop, terwyl die US ’n pedagogie van hoop aangeneem het, wat die kennis van baanbrekende wetenskap, navorsing en onderrig uitlig en hoop en optimisme uit en binne Afrika genereer.af_ZA
dc.format.extentxiv, 261 pages : colour illustrationsen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectEducation, Higher -- Research -- South Africaen_ZA
dc.subjectStellenbosch University -- Institutional cultureen_ZA
dc.subjectUniversity of Namibia --Institutional cultureen_ZA
dc.subjectEducation, Higher -- Research -- Namibiaen_ZA
dc.subjectUniversities and collegesen_ZA
dc.titleA hermeneutic inquiry of culture as development at two higher education institutionsen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.uniUCTDen_ZA


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