The study examined the social effects of graffiti as pieces of writing or drawings scribbled, scratched or sprayed on surfaces of public toilets or bus termini. The study followed a qualitative exploratory design in which the researchers observed the messages expressed in the graffiti and conducted a discourse analysis on their effects on the moral fabric of society. Themes and perceptions towards some societal ills emerged from the analysis. The main aim of the study was thus to unravel the possible social issues expressed through this art of graffiti and sgraffitti. A purposive total sample size of 10 public toilets and bus termini was used for the study. Among the major findings of this study was the view that the messages conveyed through the graffiti and sgraffitti expressed a disapproval and distaste of such anti-social acts as promiscuity, prostitution and crime that are prevalent in the city of Johannesburg and its environs. In addition, gender based violence, stereotypes prejudices and stigmas against women, homosexuality and HIV/AIDS were among the dominant graffiti and sgrafitto messages. The study concluded that although graffiti and sgraffitti artists tend to deform and deface some public utilities, their call for normative social behaviour in society shows that there is a need to deconstruct a number of societal biases such as gender biases, sex, sexual orientation, stigmas, stereotypes and other prejudices associated with the diverse nature of the human species. The recommendation made by this study is that there is a dire need for advocacy by social workers, the city fathers, the metro police division and other human rights organisations to deconstruct and demystify certain human practices, acts and mind sets.
Mathematics is fundamental to national prosperity in providing tools for understanding science, technology, engineering and economics. It is essential in public decision-making and for participation in the knowledge economy. Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. This study investigated a societal problemthe ongoing poor performance in mathematics. The study described what is going on by means of statistical methods and reported in statistical language and hence, descriptive quantitative research paradigm infused with content analysis (cartoons) was adopted. The sample for the study comprised of a total of ten underperforming (failing) secondary schools obtained by simple random sampling; 50 Grade 12 mathematics educators and 200 Grade 12 mathematics learners were derived through stratified sampling technique.
This article was motivated by observations made by the researchers that most mathematics educators were shying away from using technology to teach mathematics even in well-resourced schools while learners were embracing technology and using it as a source of inquiry in their everyday lives. The paper further explores how various strategies can be put in place to motivate educators to use technology in teaching and learning of mathematics. The researchers feel that very little is being done to bolster educators' confidence in grabbing this opportunity and help learners to benefit from availability of technology. The study adopted a mixed method research design and was informed by the social constructivist and critical theories. Data was elicited through ten focus group discussions held in a district in the Free State province where the researchers worked as mathematics facilitators. Data from educators were analyzed thematically The study established that educators were reluctant to embrace technology to teach mathematics; while in the contrary learners were fast catching up with changes in technology in such a way that lessons were boring to most learners. Technology (internet and digital media) was supposed to inform instruction to make lessons learner-centered, more interesting and relevant to the current needs of learners. It was observed that most male mathematics educators were more interested in attempting to use
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