Engineering Education for Sustainable Development

Mathebula, Mikateko

doi:10.4324/9781315177045

Cited by 6 publications

(3 citation statements)

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“…The usefulness of the capability approach in this regard is demonstrated in a number of studies that employ it as a theoretical lens for researching higher education in the South African context. Issues explored in such studies include diversifying university access (see Walker, 2008;Wilson-Strydom, 2015); what universities can do to enhance first generation students' freedom to flourish (see Calitz, 2018a); the higher education aspirations of migrant youth in South Africa (see Mkwananzi, 2019); the higher education experiences of students with disabilities (see Mutanga, 2019); or the education of engineers (Mathebula, 2018). These studies, which examine higher education phenomena through the lens of the capability approach, show its theoretical richness to aid in conceptualizing and articulating normative accounts of the changes that need to take place in universities if they are to contribute to human development and social justice.…”

Section: The Capability Approachmentioning

confidence: 99%

Recognising poor black youth from rural communities in South Africa as epistemic contributors

2019

CriSTaL

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In South Africa, students who are poor, black and come from rural communities with poorly resourced schools are vulnerable to being victims of epistemic injustice. This is because they are usually seen as under-appreciated knowers who have low (English) language proficiency and deficits in academic literacy. In an attempt to provide a nuanced characterisation of youth from rural areas, this paper reflects on one student's life-history interviews and his photo-story that form part of data collected since 2017 for Miratho -a project on achieved higher education learning outcomes for low-income university students. The paper uses a capabilities approach as an interpretive framework for the qualitative data and theorises that students' linguistic capital and narrative capital are epistemic materials that can be mobilised into the 'capability for epistemic contribution' as conceptualised by Miranda Fricker. The paper thus makes a case for higher education researchers and educators to recognise poor black youth from rural communities as both givers and takers of knowledge or 'epistemic contributors'. It argues that doing so constitutes an ethical response to the structural inequalities that limit equitable university access and participation for youth in this demographic.

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Section: The Capability Approachmentioning

confidence: 99%

Recognising poor black youth from rural communities in South Africa as epistemic contributors

2019

CriSTaL

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“…22 The two names are found among the Copi, as the originator of the tribe and his successor, although the successor's name often takes the form of Zavala. 23 Other sources interpret the two names to refer to Gwambe as the originator of the Valoyi 24 and Dzavana as the originator of the N'wanati 25 (both found among the Tsonga), apparently because the name Gwambe appears in both the Valoyi and the Copi; and the N'wanati are part of the Copi. 26 Therefore, from Mapungubwe, the Tembe nucleus would have moved to the direction of Pafuri 27 with Likalahumba, and proceeded to the lower Limpopo valley.…”

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“…Nkupo I's successor was Xiguge (also Xiguge I 45 or Sikuke 46 ). He probably reigned around the end of the 16 th century or beginning of the 17 th century, 41 HA Junod, The life of a South African tribe..., p. 25 contrary to sources that put his reign to the end of the 17 th century (all derived from Bryant's estimation). 47 In the same century (17 th century), two other rulers led the kingdom: Ludahumba 48 or Dhlahumba 49 or Dhlahumbe 50 (probably supposedly Likalahumba II) and Silambowa 51 (probably Nsilambowa II).…”

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Some notes on the early history of the Tembe, 1280 AD-1800 AD

Mathebula

2017

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The Tembe tribe, which resides south of Maputo Bay, originates from the present day Zimbabwe and is also linked through archaeological evidence to the ancient state of Mapungubwe. It migrated to Mozambique and later occupied the land south of Maputo Bay, straddling between Mozambique and South Africa, from Mkhuze and Maputo.The list of its rulers has been confused over the years due to the repetition over various generations of most of the names and distortion of some of the names to suit the Tsonga language (or its Rhonga dialect), which the Tembe adopted in later years. A close look at the names, however, does give a chronology of the history of the tribe from its breakaway from the Mapungubwe.Therefore, the focus of this article is on the time of the breakaway to the end of the 18th century, when it was in its apogee with a recognised kingdom. It looks into the migration route from Mapungubwe and the succession history of the ruling lineage during this period. The article helps to boost the understanding of the Tembe’s Kalanga links and could help assist future research of other Kalanga migrations to the south around the same period.

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Higher Education and Development in Sub-Saharan Africa: A General Overview

Kibona

2023

Human Development and the University in Sub-Saharan Africa

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Engineering Education for Sustainable Development

Cited by 6 publications

References 0 publications

Recognising poor black youth from rural communities in South Africa as epistemic contributors

Recognising poor black youth from rural communities in South Africa as epistemic contributors

Some notes on the early history of the Tembe, 1280 AD-1800 AD

Higher Education and Development in Sub-Saharan Africa: A General Overview

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