Decolonization and development : reimagining key concepts in education
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2019
- Subjects: Curriculum , Decolonization , Development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/395587 , uj:32808 , Citation: Tavernaro-Haidarian, L. 2019. Decolonization and development : reimagining key concepts in education.
- Description: Abstract: In view of the urgency of transformation within post-colonial educational settings, my article clarifies key ideas associated with decolonization and development. It focuses not so much on the processes associated with these two concepts but on the frames and discourses that define and drive them. In other words on ‘how we think and talk about’ decolonization and development. Based on discourse theory, which posits that reality is (largely) fashioned according to the way we think and speak of it, I contend that reimagining our discourses on decolonization and development can open up a wider range of possibilities for the aims and outcomes associated with both. I discuss prevalent framings of decolonization and development and contrast these with alternatives provided by the African moral philosophy of ubuntu, which foregrounds deeply relational and immaterial notions of power...
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- Authors: Tavernaro-Haidarian, Leyla
- Date: 2019
- Subjects: Curriculum , Decolonization , Development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/395587 , uj:32808 , Citation: Tavernaro-Haidarian, L. 2019. Decolonization and development : reimagining key concepts in education.
- Description: Abstract: In view of the urgency of transformation within post-colonial educational settings, my article clarifies key ideas associated with decolonization and development. It focuses not so much on the processes associated with these two concepts but on the frames and discourses that define and drive them. In other words on ‘how we think and talk about’ decolonization and development. Based on discourse theory, which posits that reality is (largely) fashioned according to the way we think and speak of it, I contend that reimagining our discourses on decolonization and development can open up a wider range of possibilities for the aims and outcomes associated with both. I discuss prevalent framings of decolonization and development and contrast these with alternatives provided by the African moral philosophy of ubuntu, which foregrounds deeply relational and immaterial notions of power...
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Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa
- Simpson, Zach, Janse van Rensburg, Nickey, Benecke, Dalien René
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
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- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
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Industrial design education in Nigeria today : challenges for the 21st Century learners
- Adelabu, Oluwafemi S., Fatuyi, Olusegun A.
- Authors: Adelabu, Oluwafemi S. , Fatuyi, Olusegun A.
- Date: 2020
- Subjects: Industrial design education , Curriculum , Graduates’ self-assessment
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/453461 , uj:40034 , Citation: Adelabu, O.S. & Fatuyi, O.A. 2020. Industrial design education in Nigeria today : challenges for the 21st Century learners.
- Description: Abstract: Please refer to full text to view abstract.
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- Authors: Adelabu, Oluwafemi S. , Fatuyi, Olusegun A.
- Date: 2020
- Subjects: Industrial design education , Curriculum , Graduates’ self-assessment
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/453461 , uj:40034 , Citation: Adelabu, O.S. & Fatuyi, O.A. 2020. Industrial design education in Nigeria today : challenges for the 21st Century learners.
- Description: Abstract: Please refer to full text to view abstract.
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The value of a spiritual leadership elective in an MBA programme
- Authors: Katz, Robert Francis
- Date: 2012-06-06
- Subjects: MBA degree , Master of business administration degree , Curriculum , Elective courses , Spiritual leadership , Spirituality and business
- Type: Thesis
- Identifier: uj:2536 , http://hdl.handle.net/10210/4990
- Description: D.Phil. , The aim of this research is the development of a spiritual leadership framework or paradigm for MBA programmes. The following research questions support the central research problem: Research Question One: What is meant by the concept of Spirituality (including its link to spiritual intelligence, spiritual leadership and its challenge to the traditional leadership view)? (Chapter Two) Research Question Two: What are the relevant criteria for the evaluation of a spiritual leadership development programme? (Chapter Three) Research Question Three: What should be the framework of such a spiritual leadership programme (elective)? (Chapter Four) Research Question Four: What is the potential value of a spiritual leadership elective to the MBA programme, the MBA students and how does it change their perspective regarding leadership? (Chapter Six) Research Question Five: Can spiritual leadership make a significant contribution to organisations? (Chapters Two and Six) Research Question Six: To what extent can the results of this research be generalised to all business schools in South Africa? (Chapter Seven)
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- Authors: Katz, Robert Francis
- Date: 2012-06-06
- Subjects: MBA degree , Master of business administration degree , Curriculum , Elective courses , Spiritual leadership , Spirituality and business
- Type: Thesis
- Identifier: uj:2536 , http://hdl.handle.net/10210/4990
- Description: D.Phil. , The aim of this research is the development of a spiritual leadership framework or paradigm for MBA programmes. The following research questions support the central research problem: Research Question One: What is meant by the concept of Spirituality (including its link to spiritual intelligence, spiritual leadership and its challenge to the traditional leadership view)? (Chapter Two) Research Question Two: What are the relevant criteria for the evaluation of a spiritual leadership development programme? (Chapter Three) Research Question Three: What should be the framework of such a spiritual leadership programme (elective)? (Chapter Four) Research Question Four: What is the potential value of a spiritual leadership elective to the MBA programme, the MBA students and how does it change their perspective regarding leadership? (Chapter Six) Research Question Five: Can spiritual leadership make a significant contribution to organisations? (Chapters Two and Six) Research Question Six: To what extent can the results of this research be generalised to all business schools in South Africa? (Chapter Seven)
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