Collection L

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https://scholar.sun.ac.za/handle/10019.1/95602

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    Decolonization in South African universities: storytelling as subversion and reclamation
    (Oxford University Press, 2024-06) Davids, Nuraan
    Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through Western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived, and learning realities. The argument advanced in this article is that until the epistemic harm of colonialism and apartheid are afforded careful recognition and attention—as in focusing on the lived experiences, realities, and stories of individuals—the hard work of delegitimizing coloniality, and its implicit structures of hegemonies and binaries cannot unfold. In addressing these harms, I commence by describing some of the contexts of epistemic harm, promulgated through colonialism and apartheid. This is followed by a consideration of decolonization, both as theory and practice-within-context. Here, I also foreground the #Rhodesmustfall campaign, as a particular moment of painful clarity about why decolonization, as well as transformation, has faltered in higher education in South Africa. In the second half, I focus on the necessity of prioritizing storytelling as a deep manifestation of decolonization. Stories, I maintain, provide access into unknown lives, and can subvert the invisible, normative framings, which dictate how we live in this world. As a manifestation of decolonization, students’ stories hold profound implications for the recognition and affirmation of pluralist identities, histories, knowledge, values, and world-views.
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    Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa
    (University of the Free State, 2024-11-03) Nel, B. P.; Julie, C.; Gierdien, F.; Simons, M.; May, B.
    Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to address this issue. This study uses a specific CPD project to explore the question, “Are three decades-long enough to enhance achievement outcomes in high-stakes mathematics examinations for learners from low socio-economic status environments?” Bricolage is employed as the underlying research framework due to the multifaceted nature of CPD. In one of the residential institutes in 2018, a 7-item questionnaire, based on features of effective CPD and containing four ordinal response categories, was administered to 55 participating teachers (30 females and 25 males). To acknowledge the complex nature of CPD, themes were developed and primarily analysed using descriptive statistics. The analysis revealed that, although mathematics teachers respond favourably to practising previously taught material, there are factors that hinder the sustainability of such an approach. It is concluded that 30 years is not a sufficient timespan to expect significant change. It is recommended that drastic measures be taken regarding the continuing professional development of mathematics teachers to address disparities along class and racial lines.
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    Optimal interpolation method to predict the bathymetry of Saldanha Bay
    (Wiley, 2021) Henrico, Ivan
    Accurate interpolation when compiling bathymetric maps is essential in any water depth study. In the case of Saldanha Bay, continuous dredging operations are constantly altering the ocean floor, which has a detrimental effect on sedimentation and coastal hydrodynamics. If the integrity of the coastline is to be secured, accurate bathymetry predictions would be invaluable in determining the effect of dredging operations on coastal erosion. Inverse distance weighting (IDW) and ordinary kriging (OK) are two well-known and commonly used interpolation methods to produce surfaces through spatial autocorrelation for numerous applications, inter alia, to estimate bathymetry. This study aims to analyse and compare the efficiency of the IDW and OK interpolation methods to predict the bathymetry of Saldanha Bay. Three comparative interpolation tests, which vary according to the decrease in the quantity of sounding points, are conducted. SPSS statistical software was used to assess the performance of the interpolation methods. Firstly, 2D scatterplots were used to show the correlation between predicted and measured sounding values for each interpolation method. Secondly, analysis of variance was employed to investigate whether the difference between the IDW and OK interpolation methods was statistically significant, and to determine which method was best suited for determining the bathymetry of Saldanha Bay. Findings revealed a strong linear relationship between predicted and measured sounding values for both IDW and OK when 100% of the sounding points are used. Conversely, for medium and small quantities of sounding points, a weak correlation exists. Clear similarities exist in the way that IDW and OK estimate and generate the continuous surface of bathymetry. However, IDW consistently performed better than OK across all interpolation tests. The findings of this study will assist in selecting the most suitable interpolation method for future bathymetry surveys of Saldanha Bay.
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