E-Journal of Humanities, Art and Social Sciences最新文献_第2页

The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa 学校升学政策对12年级升学学生幸福感的影响——以南非Motheo教育区为例

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-20 DOI: 10.38159/ehass.20234107

Mamello Admirrow Khobe, Kananga Robert Mukuna

{"title":"The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa","authors":"Mamello Admirrow Khobe, Kananga Robert Mukuna","doi":"10.38159/ehass.20234107","DOIUrl":"https://doi.org/10.38159/ehass.20234107","url":null,"abstract":"The School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However, due to this intervention, some learners have experienced social and emotional problems at school, which may affect their well-being. This study explored the effects of the School Progression Policy on the progressed Grade 12 learners’ well-being in schools. It adopted a qualitative research methodology within a constructivist paradigm and used a case study research design. Thirty-seven learners (23 females and 14 males) and fifteen teachers and SMTs were purposively selected from four schools in the Motheo Education District. Semi-structured interviews were employed for data collection. Thematic results revealed that this policy implementation positively and negatively affected progressed Grade 12 learners’ well-being. This study recommended constant empowerment and motivation for the progressed learners and comprehensive orientation at the beginning of the year to prepare and capacitate them to handle the expectations and challenges of Grade 12. Keywords: School Progression Policy, Progressed Grade 12 learners, Retention, Learners’ well-being","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Feminisation of Migration and the Practice of Religion 移民女性化与宗教实践

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-20 DOI: 10.38159/ehass.20234106

Abdussalam Alhaji Adam

{"title":"The Feminisation of Migration and the Practice of Religion","authors":"Abdussalam Alhaji Adam","doi":"10.38159/ehass.20234106","DOIUrl":"https://doi.org/10.38159/ehass.20234106","url":null,"abstract":"The phenomenon of feminisation of migration, characterized by the increasing participation of women in international migration flows, has gained attention recently. This paper explored the interplay between feminisation of migration and religion, shedding light on the experiences of migrant women. It investigated how religion serves as a cultural anchor, resilience-building mechanism, and identity negotiator for female migrants. The paper thus outlined the global trend of rising female migration, discusses gender dynamics in migration, and highlights the challenges faced by migrant women in balancing faith practices and integration. It further examined the intersectionality of gender and religious identity, emphasizing the need for a nuanced analysis. The article explored how religious beliefs and practices contribute to the resilience and adaptation of migrant women, and how religion shapes their sense of self. It also explored the role of religious communities in providing support and facilitating community building among migrant women. The study showed that female migration empowers women, increases their control over mobility and rights, and their remittances can contribute significantly to economies. It revealed the multidimensional nature of feminisation of migration and the need for policy recommendations to improve the living and working conditions of migrant women. The paper increases understanding of the challenges faced by women during migration and highlights the importance of protecting and promoting women’s rights. It also notes the impact of women’s absence from home on gender roles and social dynamics. Keywords: Feminisation, Migration, Practice of Religion, Religious Identities, Gendered Migration Pattern.","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135570201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Public Theology, the Church and Youth Development in Ghana 加纳的公共神学、教会和青年发展

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-17 DOI: 10.38159/ehass.20234104

Kwabena Opuni-Frimpong

{"title":"Public Theology, the Church and Youth Development in Ghana","authors":"Kwabena Opuni-Frimpong","doi":"10.38159/ehass.20234104","DOIUrl":"https://doi.org/10.38159/ehass.20234104","url":null,"abstract":"The article is an examination of theological insights that Public Theology provides for the development of young people in Ghana. The article argued that the church is strategically positioned to make significant responses to contemporary challenges confronting youth development through its Public Theology. The study affirmed that the churches provide spiritual guidance, Christian education, entrepreneurship programmes, support systems and youth-focused ministries which help the youth to develop a sense of purpose and a strong moral compass such as integrity, compassion and social responsibility. The young people however face the challenge of unemployment, moral decadence, social neglect, relationships and the effects of corruption. The study recommends that through its theological resources, the church must play a vital role in youth development by paying attention to the socialization processes of the youth at home, church and school. Moreover, attention must be paid to mentoring which facilitates the process of discovering the right persons for leadership, entrepreneurship, social transformation and advocacy for young people to be empowered to make significant contributions to church growth and nation building. Keywords: African Christianity, Public Theology, Youth Development","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Variables Impacting Academic Writing: An Investigation of First-year TVET Students’ Writing Performance 影响学术写作的变量:对技职一年级学生写作表现的调查

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-13 DOI: 10.38159/ehass.20234102

Angelo Meyers, Cornelia Smith, Madoda Cekiso

{"title":"Variables Impacting Academic Writing: An Investigation of First-year TVET Students’ Writing Performance","authors":"Angelo Meyers, Cornelia Smith, Madoda Cekiso","doi":"10.38159/ehass.20234102","DOIUrl":"https://doi.org/10.38159/ehass.20234102","url":null,"abstract":"This study aimed to investigate the variables affecting first-year TVET students’ academic writing performance in South African Higher Education. The study was quantitative in nature and a purposive sampling technique was used to select participants. The study was targeted at first-year students in Technical and Vocational Education and Technology (TVET) College in the Western Cape. The sample size of the study was 185 students. The results clearly indicated that students’ motivation for academic writing was the most important, with the highest mean. In addition, learning styles and strategies, study behaviour or study habits, difficulty managing time, and inadequate and poor-quality learning materials exert an influence on academic writing performance. It emerged from the study’s findings that motivation is an essential attribute first-year students must possess to enhance their academic writing at the tertiary level. Lack of motivation to develop academic writing skills can hinder them from acquiring the necessary skills. Most of the students asserted that academic writing posed challenges. The study concluded that there is a need for first-year students in colleges to devote time and be committed to academic writing to develop and improve student writing skills. It was revealed that attention paid to academic writing can facilitate overcoming many barriers apparent to students’ writing performance. Keywords: First-Year Students, Academic Writing, English Second Language, Student Engagement, Apprehension.","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"287 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transformed Individuals, Transforming the World: A Challenge to the Christian Church in Ghana 改变个人，改变世界:对加纳基督教会的挑战

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-13 DOI: 10.38159/ehass.20234103

Joseph Kofi Antwi

{"title":"Transformed Individuals, Transforming the World: A Challenge to the Christian Church in Ghana","authors":"Joseph Kofi Antwi","doi":"10.38159/ehass.20234103","DOIUrl":"https://doi.org/10.38159/ehass.20234103","url":null,"abstract":"It has been argued that due to the fallen moral standards even in the Church, moral decadence and its associated ills have risen to alarming heights in Ghana. The 2021 Population and Housing Census shows that over 71% are Christians, yet corruption, greed, arrogance, pride, and extravagant lifestyles, for example, have become a challenge to the moral fibre of the country. The question is “Why is Christianity growing in Ghana, yet clouded with an increase in moral decadence? Opinion leaders, including some church leaders, do not only agree that corruption should be nipped in the bud, but they encourage that a conscious effort is made to change attitudes. Through a literary review of relevant scholarly materials, this paper argued that individual transformation is a prerequisite to transforming the world. With an ethical theory of deontology providing the theoretical lens, this paper posited that the Church is responsible for intensifying her Christian education, nurturing, or character formation activities to enable members to become faithful disciples and active responsible citizens who would transform their world. This article contributes to the exploration of Christian education and Moral or Character Formation in Ghana. Keywords: Christian Education, Theory of Deontology, Character Formation, Kakistocracy.","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices 为有效的教学实践培养PGCE英语职前教师的思考

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-10-09 DOI: 10.38159/ehass.20234101

Peter Oluwaseun Merisi, Sindisiwe Msani, Favour Mba

{"title":"A Reflection on Preparing PGCE English Pre-Service Teachers for Effective Teaching Practices","authors":"Peter Oluwaseun Merisi, Sindisiwe Msani, Favour Mba","doi":"10.38159/ehass.20234101","DOIUrl":"https://doi.org/10.38159/ehass.20234101","url":null,"abstract":"This paper argued that Postgraduate Certificate in Education (PGCE) students in South Africa, as well as other nations of the globe, deserve more attention than their undergraduate counterparts in terms of the training and support they receive at the teacher education programmes. The paper is a reflection journal of a PGCE English grammar lesson, and the observation revealed that the PGCE students had certain knowledge expectations before they enrolled in the teaching profession. It further indicated that such expectation was a function of their prior learning experiences and current experiences of learning in the teacher education programme. The findings from the observation revealed the knowledge gap in their training which the students themselves deem a powerful force in the formation of their professional identity as teachers in training. It is therefore argued in this paper that such a gap, if not well addressed, may leave educationists in a situation where they continue to produce graduate teachers who are not just ill-prepared but who also lack confidence in themselves as well as the institutions that trained them. The paper thus has two implications for practice: implications for PGCE curriculum development and implications for a reflexive pedagogy in PGCE classes in the teacher education programmes in South Africa and globally. Keywords: PGCE Pre-service Teachers, Teacher Education, Curriculation, Pedagogic Practices, Reflexive Pedagogy","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Professional Excellence Programme: Inducting University Teachers into the Higher Education System in South Africa 检视专业卓越计划:引导大学教师进入南非高等教育系统

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-09-28 DOI: 10.38159/ehass.20234911

Samson Matope, Zwelijongile Baleni

{"title":"Examining the Professional Excellence Programme: Inducting University Teachers into the Higher Education System in South Africa","authors":"Samson Matope, Zwelijongile Baleni","doi":"10.38159/ehass.20234911","DOIUrl":"https://doi.org/10.38159/ehass.20234911","url":null,"abstract":"The obligation to increase the standard of instruction and learning falls on academic developers. A crucial part of academic staff development at institutions of higher learning is the induction of academics who are primarily subject matter specialists without the pedagogical abilities to teach effectively in the higher education environment. This qualitative essay investigated how the Professional Excellence Programme (PEP) might be utilised as an induction Short Learning Programme (SLP) for new academics. After finishing the brief SLP, the inductees were given a questionnaire to evaluate the modules (Teaching and Learning, Curriculum Development, and Assessment in Higher Education) and qualitative data was gathered. The study was framed by Wegner’s social learning theory. The research showed that the PEP programme can be an efficient programme to develop academics into university teachers. Since the SLP was accepted by all participants in the study, the study recommended that the Directorate of Teaching and Learning should develop the PEP programme into a credit-bearing postgraduate diploma in higher education at NQF Level 8, which is equivalent to an honours degree. Keywords: Professional excellence, Induction, University teacher, Transformative pedagogy, Academic developer","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Nature and Culture Binary in Zakes Mda’s The Heart of Redness 扎克姆达《红色的心》中的自然与文化二元论

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-09-28 DOI: 10.38159/ehass.20234910

Jonathan Essuman, Confidence Gbolo Sanka, Philomena Ama Okyeso Yeboah, Moussa Traore

{"title":"The Nature and Culture Binary in Zakes Mda’s The Heart of Redness","authors":"Jonathan Essuman, Confidence Gbolo Sanka, Philomena Ama Okyeso Yeboah, Moussa Traore","doi":"10.38159/ehass.20234910","DOIUrl":"https://doi.org/10.38159/ehass.20234910","url":null,"abstract":"The coexistence of nature and culture becomes an essential subject of study in the quest for ecological sustainability. Positive cultural traditions must be perpetuated to preserve the environment, as man’s attitude has amply demonstrated. The complex relationships between nature and culture make it even more important to take into account a comprehensive approach that acknowledges the interconnectedness of humans and the ecosystem. The goal of this study was to explore Zakes Mda’s The Heart of Redness with a particular emphasis on how nature and culture can coexist to promote a sustainable ecosystem. It adopted postcolonial ecocriticism as its conceptual framework. The question that guided this study was: “How have nature and culture been presented in the novel to create eco-consciousness?” This study encourages readers to reflect critically, through a textual analysis of the unique characters that the novel presents, on how their choices affect the natural world and how culture and the natural world coexist. It serves as a gentle reminder to readers that keeping a harmonious balance between tradition and modernity is essential for both the survival of the ecosystem and the maintenance of a common human identity. This study ultimately contributes to the growing body of literature on postcolonial ecocriticism. Keywords: Culture, Ecological, Nature, Postcolonial-Ecocriticism, Sustainability","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Principals’ Leadership and Management Perspective on High School Violence: The South African Case Study 校长对高中暴力的领导与管理视角:南非个案研究

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-09-28 DOI: 10.38159/ehass.20234912

Bulelwa Elphrida Bolitina, Thanduxolo Albert Nomtshongwana, Andrea Mqondiso Buka

{"title":"Principals’ Leadership and Management Perspective on High School Violence: The South African Case Study","authors":"Bulelwa Elphrida Bolitina, Thanduxolo Albert Nomtshongwana, Andrea Mqondiso Buka","doi":"10.38159/ehass.20234912","DOIUrl":"https://doi.org/10.38159/ehass.20234912","url":null,"abstract":"The paper sought to explore solutions to revolutionary principal leadership practices for the next generation in contemporary African society. Despite the efforts done by the government, schools continue to be confronted with problems of disruptive behaviour by students and some disrespectful people from the society. The study targeted principals of the Libode Sub-district of OR Tambo District using the purposeful sampling technique. Data was qualitatively collected and the analysis was done thematically. The findings of the study revealed that regulations, acts, and rules set by the DoE are outdated and made it difficult for principals to maintain school discipline. The study further revealed that lack of resources, safety and security contribute to poor leadership practices, drug abuse, and safety leading to disruptive behavior (cases). Also, alternatives measure to corporal punishment in managing school discipline could not solve ill-discipline problems. This paper recommends that policy on drug abuse, safety and security should be revised. There should be also rethinking around the issue of better security and a need for a consolidated and coordinated system in schools. Keywords: Disruptive Behaviour, School Violence and Sexual Harassment","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the Practices of Inclusive Education in the Secondary Schools: A Social Realist Perspective 评价中学全纳教育的实践:社会现实主义视角

E-Journal of Humanities, Art and Social Sciences Pub Date : 2023-09-28 DOI: 10.38159/ehass.2023499

Inneth Baby Makofane, Khashane Stephen Malatji, Lydia Kgomotso Mphahlele

{"title":"Evaluating the Practices of Inclusive Education in the Secondary Schools: A Social Realist Perspective","authors":"Inneth Baby Makofane, Khashane Stephen Malatji, Lydia Kgomotso Mphahlele","doi":"10.38159/ehass.2023499","DOIUrl":"https://doi.org/10.38159/ehass.2023499","url":null,"abstract":"The purpose of the study was to evaluate inclusive education practices at secondary schools in rural settings in the Lebopo Circuit of South Africa. The qualitative research approach was used to evaluate inclusive education practices using the social realist perspective. The study used the case study research design together with an interpretive paradigm to evaluate the daily practices of inclusive education. The study consists of a population of 10 teachers, 5 School-Based Support Team (SBST) members and 5 principals from the selected schools. The participants were selected following purposive sampling and some participants have experience in implementing inclusive education. Data was collected through individual semi-structured interviews, observation and document review. The data was analysed thematically. Archer’s social realist perspective and Bernstein’s pedagogic discourse were used as theoretical lenses to evaluate the practices of inclusive education in the circuit under study. The study results revealed that teachers misinterpret the policy of inclusive education because they view it as a policy supporting only learners with disabilities. The study further showed that the majority of schools do not have functional school-based support teams, and they are not aware of and do not perform their duties as expected. The study concluded that there is a knowledge gap in School-Based Support Teams in fulfilling their roles in inclusive education practices, no sufficient support from the parents and monitoring by the Department of Basic Education in the implementation of inclusive education practices. The study recommended that the School-Based Support Teams be provided with continuous sufficient training with the engagement of the district-based support teams and that a parent-teacher collaborative approach be used to accomplish positive outcomes. Keywords: Inclusive education practices, School-Based Support Teams, Screening, Identification, Assessment and Support.","PeriodicalId":496689,"journal":{"name":"E-Journal of Humanities, Art and Social Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0