The swift transition from face-to-face contact to online learning due to coronavirus (COVID-19) in teaching and learning is unprecedented on the globe, fraught with a myriad of challenges, and many developing economies being hardest hit. However, several efforts have been made, albeit at different levels in the various parts of the world to adjust and to continue with tuition under the difficult circumstances. The study intends to determine the potential of online teaching and learning in a developing country to propose a more applicable and sustainable integration of information and communication technologies (ICT) in teaching and learning in crises and unforeseen circumstances. The study was conducted as a survey based on a case study of a tertiary institution. The objective was to find out lecturers’ and students’ experiences of online instruction since the beginning of lockdown periods due to COVID-19 in early 2020 so as to map future trajectories. The major findings include a lack of digital literacy among both lecturers and students; inadequate data and properly functioning gadgets; resistance to change revealed in limited adoption on the part of both lecturers and students despite efforts to provide training being made; a lack of systematisation of integration of ITCs in teaching and learning making commitment to transition to online modes difficult; a lack of commitment to attending online sessions and plagiarism in assignments by students. However, adequate commitment to online instruction is crucial to embrace the fourth industrial revolution.
Language barriers to teaching and learning in South Africa persist. The current study analyses the extent to which stakeholders have been involved in policy planning of language in South African Education system to develop a conceptual model of stakeholder mobilisation for language policy planning in education. This is in the light of literature, indicating inadequate stakeholder consultation in the planning of language policy for teaching and learning in both the basic and higher education sectors. Sources consulted in this problematic subject include language policy documents, databases, newspapers and journals to find the latest developments for the past 10 years, cognisance of transformations and policy changes. One significant finding is inadequate stakeholder consultation. One notable argument in literature is that students are neither proficient in the second language nor in their mother languages. However, major barriers to proficiency include negative attitude towards indigenous languages, a lack of equivalence of lexicon between English and indigenous languages, inadequate expertise in languages, as well as systematisation and implementation of policy. A conceptual model of stakeholder mobilisation for language policy planning that seeks to influence positive attitudes towards languages of teaching and learning is thus developed.
Global cultures and imperialist Western ways of being and doing pervasively penetrate and influence societies and individuals, overarching the nations at the bottom of development. This globality operates unidirectionally, biased toward the Western gravity of power, excluding, disenfranchising, erasing, and debasing the values of the global South’s peripheries. Consequently, the theory of globalization has focused on how localized groups in subaltern developing countries respond to the weighty forces of globalism. This paper presents a critical analysis that explores the omnipotent ideologicalhegemonic power of the media to cultivate, enculturate, and superimpose values normative to the ethos of global culture. We employ critical discourse analysis to analyze seven selected newspapers that reported on a draft proposal by the Department of Basic Education that envisions the eradication of gender labels through the imposition of genderless toilets in South African schools. Critical reading of the newspaper articles demonstrated clear Afrocentric pushbacks; other counternarratives displayed the societal incongruity of such a vision. The media frames corresponded to audience frames that vehemently rejected the unisex toilet proposition. The frames continue to invite readers to question the redefinition of gender identities and performances that promote global cultural values that supposedly disrupt nature.
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