Hacking through academentia : autoethnography, data and social change
- Authors: Tomaselli, Keyan G.
- Date: 2015
- Subjects: Knowledge, Theory of - Social aspects , Social sciences - Authorship , Ethnology - Research , Ethnoscience
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/56160 , uj:16337 , ISSN:2221-4070 , Tomaselli, K.G. 2015. Hacking through academentia : autoethnography, data and social change. Educational Research for Social Change (ERSC), 4(2):61-74.
- Description: Abstract: The question of who may produce and own knowledge, under what conditions, is critically discussed in relation to research regulatory regimes and academic managerialism. The nature of researcher position and nature of researcher-researched encounters is discussed. Autoethnography is offered as one way of examining Self-Other relationships in doing field work. How to negotiate the relationship is examined in the context of indigenous knowledge systems (IKS) and the questions of essentialism and paradigm clash. The dominant ideology of data is questioned. Case studies of how (over-)regulation excludes unconventional science from its system of rewards illustrates the contradictions imposed by residues of positivism.
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- Authors: Tomaselli, Keyan G.
- Date: 2015
- Subjects: Knowledge, Theory of - Social aspects , Social sciences - Authorship , Ethnology - Research , Ethnoscience
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/56160 , uj:16337 , ISSN:2221-4070 , Tomaselli, K.G. 2015. Hacking through academentia : autoethnography, data and social change. Educational Research for Social Change (ERSC), 4(2):61-74.
- Description: Abstract: The question of who may produce and own knowledge, under what conditions, is critically discussed in relation to research regulatory regimes and academic managerialism. The nature of researcher position and nature of researcher-researched encounters is discussed. Autoethnography is offered as one way of examining Self-Other relationships in doing field work. How to negotiate the relationship is examined in the context of indigenous knowledge systems (IKS) and the questions of essentialism and paradigm clash. The dominant ideology of data is questioned. Case studies of how (over-)regulation excludes unconventional science from its system of rewards illustrates the contradictions imposed by residues of positivism.
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Conservation of indigenous knowledge
- Authors: Mearns, Martie Alet
- Date: 2008-07-07T09:40:17Z
- Subjects: Ethnoscience , Cultural villages
- Type: Thesis
- Identifier: uj:10384 , http://hdl.handle.net/10210/778
- Description: In this thesis the extent of indigenous knowledge (IK) conservation at cultural villages in South Africa was investigated. A literature review was conducted to define IK clearly, also in terms of indigenous peoples, and to determine which cultural villages representing the South African population groups are eligible to be included in this research. A classification of IK was done and this classification was integrated with the activities that were identified at cultural villages. The debate on cultural villages was discussed, including their advantages, disadvantages, environmental and socio-economic impact, and threats were pointed out. All the cultural villages that were operational at the time of the research were identified and spatially presented. A census of all the cultural villages in South Africa was conducted by using the telephonic interview surveying technique. Aspects such as the cultural grouping representation of cultural villages in South Africa, years of operation, busiest times and target markets, activities offered and participated in, employment statistics and ownership were pointed out. From the results of this survey some significant trends could be identified, especially relating to the type of ownership of the cultural villages and the target market that they serve. The results from the telephonic survey were used to aid in the selection of six case studies, which were visited. Some principles of a knowledge audit were used to determine the extent of indigenous knowledge conservation at cultural villages. Questionnaires were developed that were used during interviews with a sample group of the employees as well as the visitors at the cultural villages. The results of these questionnaires were analysed and reported on. The extent of knowledge transfer from employees to visitors was tested from both the visitors’ side and the employees’ side. A comparative study between the six cultural villages followed, in which the extent of IK conservation at cultural villages could be determined. A number of statistical tests were conducted to determine whether there were significant trends in opinions expressed by both employees and visitors and various criteria that were selected. Best practices of the six case studies were also pointed out, along with recommendations that could improve the conservation of IK at cultural villages. , Prof. A.S.A. du Toit
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- Authors: Mearns, Martie Alet
- Date: 2008-07-07T09:40:17Z
- Subjects: Ethnoscience , Cultural villages
- Type: Thesis
- Identifier: uj:10384 , http://hdl.handle.net/10210/778
- Description: In this thesis the extent of indigenous knowledge (IK) conservation at cultural villages in South Africa was investigated. A literature review was conducted to define IK clearly, also in terms of indigenous peoples, and to determine which cultural villages representing the South African population groups are eligible to be included in this research. A classification of IK was done and this classification was integrated with the activities that were identified at cultural villages. The debate on cultural villages was discussed, including their advantages, disadvantages, environmental and socio-economic impact, and threats were pointed out. All the cultural villages that were operational at the time of the research were identified and spatially presented. A census of all the cultural villages in South Africa was conducted by using the telephonic interview surveying technique. Aspects such as the cultural grouping representation of cultural villages in South Africa, years of operation, busiest times and target markets, activities offered and participated in, employment statistics and ownership were pointed out. From the results of this survey some significant trends could be identified, especially relating to the type of ownership of the cultural villages and the target market that they serve. The results from the telephonic survey were used to aid in the selection of six case studies, which were visited. Some principles of a knowledge audit were used to determine the extent of indigenous knowledge conservation at cultural villages. Questionnaires were developed that were used during interviews with a sample group of the employees as well as the visitors at the cultural villages. The results of these questionnaires were analysed and reported on. The extent of knowledge transfer from employees to visitors was tested from both the visitors’ side and the employees’ side. A comparative study between the six cultural villages followed, in which the extent of IK conservation at cultural villages could be determined. A number of statistical tests were conducted to determine whether there were significant trends in opinions expressed by both employees and visitors and various criteria that were selected. Best practices of the six case studies were also pointed out, along with recommendations that could improve the conservation of IK at cultural villages. , Prof. A.S.A. du Toit
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The reflection of indigenous knowledge in Northern Sotho poetry
- Authors: Mokopela, Rachel Mmele
- Date: 2008-06-19T10:02:02Z
- Subjects: Ethnoscience , Northern Sotho language , Northern Sotho poetry
- Type: Thesis
- Identifier: uj:2996 , http://hdl.handle.net/10210/641
- Description: “Rutang bana ditaola le se ye natšo badimong.” This is a Northern Sotho proverb, meaning: teach young generation the true African culture before death comes. This study looks at how elements of indigenous knowledge are being embedded or reflected in Northern Sotho poetry. Different types of poems and their different themes are being analyzed to reveal the indigenous knowledge in them. The contents of the poems reveal how our forbearers’ knowledge is being embedded in them. The way our African culture and the manner of doing things are reflected in the Northern Sotho selected poems. In conclusion, more research should be done in connection with the following issues:- • Initiation schools (for both males and females) • The lobola (magadi) issue • The Taboo (meila). , Dr. J. Manyaka
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- Authors: Mokopela, Rachel Mmele
- Date: 2008-06-19T10:02:02Z
- Subjects: Ethnoscience , Northern Sotho language , Northern Sotho poetry
- Type: Thesis
- Identifier: uj:2996 , http://hdl.handle.net/10210/641
- Description: “Rutang bana ditaola le se ye natšo badimong.” This is a Northern Sotho proverb, meaning: teach young generation the true African culture before death comes. This study looks at how elements of indigenous knowledge are being embedded or reflected in Northern Sotho poetry. Different types of poems and their different themes are being analyzed to reveal the indigenous knowledge in them. The contents of the poems reveal how our forbearers’ knowledge is being embedded in them. The way our African culture and the manner of doing things are reflected in the Northern Sotho selected poems. In conclusion, more research should be done in connection with the following issues:- • Initiation schools (for both males and females) • The lobola (magadi) issue • The Taboo (meila). , Dr. J. Manyaka
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Talking Ubuntu : toward a relational talk show model
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2016
- Subjects: Ubuntu (Philosophy) , Humanism , Ethnoscience
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/241092 , uj:24813
- Description: Abstract: The following research teases out a talk show concept that is based on ‘harmonious and cohesive’ understandings of power and stands in contrast to many mainstream popular talk show formats. The model facilitates participatory discourse and exhibits what I call ‘deliberation culture’ rather than ‘argument culture’. It is based on an analysis of talk shows sampled from South Africa and the United States and builds on the existing literature of ubuntu-based ethics. As such, ‘deliberation culture’ challenges the prevailing approach of current democratic discourses, which pan out as contests of power between inherently conflicting interests and which are riddled with challenges, costs and consequences. In light of these, other non-adversarial approaches to public discourse are worth considering. This requires adopting an alternative realism, which opens a space for discursive inquiry that is participatory, exploratory and effective and the question becomes: how can we reframe public discourses to promote this end? The African philosophy of ubuntu offers valuable insights into this endeavor as it espouses relational notions of power that contrast and complement individualist facets. It provides the space to develop the language and concepts to think and speak in ways that support cooperative societal structures and practices such as ‘deliberation culture’. Deliberation culture rests on the premise that humanity is essentially one and that the various interests of individuals and groups, while diverse and textured, can be conceived of as... , D.Litt. et Phil.
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- Authors: Tavernaro-Haidarian, Leyla
- Date: 2016
- Subjects: Ubuntu (Philosophy) , Humanism , Ethnoscience
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/241092 , uj:24813
- Description: Abstract: The following research teases out a talk show concept that is based on ‘harmonious and cohesive’ understandings of power and stands in contrast to many mainstream popular talk show formats. The model facilitates participatory discourse and exhibits what I call ‘deliberation culture’ rather than ‘argument culture’. It is based on an analysis of talk shows sampled from South Africa and the United States and builds on the existing literature of ubuntu-based ethics. As such, ‘deliberation culture’ challenges the prevailing approach of current democratic discourses, which pan out as contests of power between inherently conflicting interests and which are riddled with challenges, costs and consequences. In light of these, other non-adversarial approaches to public discourse are worth considering. This requires adopting an alternative realism, which opens a space for discursive inquiry that is participatory, exploratory and effective and the question becomes: how can we reframe public discourses to promote this end? The African philosophy of ubuntu offers valuable insights into this endeavor as it espouses relational notions of power that contrast and complement individualist facets. It provides the space to develop the language and concepts to think and speak in ways that support cooperative societal structures and practices such as ‘deliberation culture’. Deliberation culture rests on the premise that humanity is essentially one and that the various interests of individuals and groups, while diverse and textured, can be conceived of as... , D.Litt. et Phil.
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South African township teachers' views on the integration of indigenous knowledge in natural sciences teaching
- Ngcobo, Lindiwe Patience Ngcobo
- Authors: Ngcobo, Lindiwe Patience Ngcobo
- Date: 2019
- Subjects: Science - Study and teaching , Ethnoscience
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411973 , uj:34644
- Description: Abstract: The purpose of this study was to explore the views of natural sciences (NS) senior-phase teachers on the nature of indigenous knowledge and their practices when integrating it into their teaching. An attempt to identify a relationship between NS teachers’ views and their teaching practices is a long-standing focus and point of interest for science education research because it is believed that what the teachers know influences their teaching practices. The study assumed that teachers’ views about the nature of indigenous knowledge (NOIK) determine how they integrate indigenous knowledge (IK) in their NS classrooms. The overarching research question was: how do natural sciences senior-phase teachers’ views about the nature of indigenous knowledge influence their teaching practices? The study employed social constructivism as a theoretical framework. Using an explanatory sequential mixed method research design, a sample of 80 teachers was randomly selected from 78 township primary schools. From the 80 teachers, six were selected for interviews using a purposive sampling method. Data collection included administration of the Views of the Nature of Indigenous Knowledge (VNOIK) questionnaire to 80 NS teachers and interviewing six selected teachers using a semi-structured interview schedule... , M.A. (Science and Technology Education)
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- Authors: Ngcobo, Lindiwe Patience Ngcobo
- Date: 2019
- Subjects: Science - Study and teaching , Ethnoscience
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411973 , uj:34644
- Description: Abstract: The purpose of this study was to explore the views of natural sciences (NS) senior-phase teachers on the nature of indigenous knowledge and their practices when integrating it into their teaching. An attempt to identify a relationship between NS teachers’ views and their teaching practices is a long-standing focus and point of interest for science education research because it is believed that what the teachers know influences their teaching practices. The study assumed that teachers’ views about the nature of indigenous knowledge (NOIK) determine how they integrate indigenous knowledge (IK) in their NS classrooms. The overarching research question was: how do natural sciences senior-phase teachers’ views about the nature of indigenous knowledge influence their teaching practices? The study employed social constructivism as a theoretical framework. Using an explanatory sequential mixed method research design, a sample of 80 teachers was randomly selected from 78 township primary schools. From the 80 teachers, six were selected for interviews using a purposive sampling method. Data collection included administration of the Views of the Nature of Indigenous Knowledge (VNOIK) questionnaire to 80 NS teachers and interviewing six selected teachers using a semi-structured interview schedule... , M.A. (Science and Technology Education)
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