The Historical Burden of Rural Education: Reflections of Colonial Legacy on Current Rural Education in South Africa

Masinire, Alfred

doi:10.1007/978-3-030-57277-8_2

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Knowledge production and dissemination in research have long treated local communities as informers rather than knowers and knowledge producers themselves (Lund et al 2015;Lepore et al, 2020;MacLean et al, 2022). A fundamental problem is that South African educational structures inherited from colonialism are based on cultural values different from those existing in most African Indigenous societies, where education is still conceived through marginalising Indigenous cultural values and ways of teaching and learning into the education system at all levels (Masinire, 2020). Using 'call-and-response' singing in Africa as a metaphor, this research develops co-creating praxis in active pedagogy innovation by combining arts-based pedagogies and action research.…”

Section: Indigenous Pedagogiesmentioning

confidence: 99%

Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge

Porri

McConnachie

Walt

et al. 2022

Camb. prisms Coast. futures

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This transdisciplinary review has the potential to shift the classic paradigms of perceiving and applying ecological engineering in coastal ecosystems. This impact is primarily driven by the centrality of Indigenous knowledge, people and local communities in the co-creation of nature-based solutions. Through an equitable and fair process, the active engagement by local communities in eco-creative innovations and transformative pedagogies will lead to meaningful benefits for people and the biological coastal communities.

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Section: Indigenous Pedagogiesmentioning

confidence: 99%

Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge

Porri

McConnachie

Walt

et al. 2022

Camb. prisms Coast. futures

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“…Rural occupation in South Africa directly links to the past history of apartheid and the colonial policies of dispossession, and to the systematic exclusion from opportunities that dominated the economic landscape during such times [15,29,30]. is study has adopted the definition of rurality, drawing from the Traditional Leadership and Governance Framework Act, No.…”

Section: Ruralitymentioning

confidence: 99%

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

Mkhize

Hungwe

2022

Education Research International

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Despite the fact that South Africa attained freedom nearly three decades ago, rural schools still struggle to acquire resources that will deliver quality education. International and local research confirms the critical role of school-community partnerships in advancing quality education and maximising learning outcomes. However, a paucity of research explores school-community partnerships as a nexus for resource mobilisation in South African rural schools. This qualitative study sought to explore and identify school-community partnerships through which schools within rural contexts can mobilise resources, as supported by boundary-spanning leadership and resource mobilisation theories. Data were collected, using free-attitude interviews and transect walk with photo voice, from 15 participants in three schools in a KwaZulu-Natal rural municipality. The school stakeholders included three school principals, three teachers’ school governing bodies (SGBs), three parents’ SGBs, one trade union, two nonprofit organisations, two corporate social responsibility managers, and one local municipality manager. Thematic data analysis was used to analyse the data. Seven main school-community partnerships findings emerged from the data, which were used to make recommendations to address and improve the quality of education in the rural schools. We argue that all hands are required on deck from all school stakeholders, so as to enable the school-community partnerships aimed at resource mobilisation to work.

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“…This tends to reinforce their dislike for rurality and contribute to the perpetuation and entrenchment of rural school poverty in comparison to the flourishing wealth of urban schools. At one university, efforts have been made to encourage students to go and practice in rural schools and this has resulted in a growing but still insignificant interest in working in rural schools after graduation (Masinire 2020). The urban-centric nature of teacher education has the potential to create a suitable environment for the growth and integration of 4IR in teacher preparation.…”

Section: Teacher Preparation In South Africamentioning

confidence: 99%

Transforming teacher education in the context of the 4IR through the Internet of Things and social presence

Tsakeni¹,

Babane²

2022

Disruptions in Higher Education: Impact and Implication

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s), and author(s).The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.v Research justificationThe research presented in this scholarly book is all original, whether it is theoretical or empirical as it deals with a new phenomenon in the South African context and as it seeks answers to questions that have hitherto not been asked before. The 4IR has become an overarching framework within which education systems including teacher education are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways that respond to the relentless developments in technology, the Internet and digital capacities, which, by design and intent, are purposed at increasing both the productivity and the associated quality, while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, and the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, small-scale case studies amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. Prior to publication, each chapter was subjected to a similarity analysis t...

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The Historical Burden of Rural Education: Reflections of Colonial Legacy on Current Rural Education in South Africa

Cited by 6 publications

References 7 publications

Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge

Eco-creative nature-based solutions to transform urban coastlines, local coastal communities and enhance biodiversity through the lens of scientific and Indigenous knowledge

All Hands on Deck! School-Community Partnerships as a Nexus for Resource Mobilisation in South African Rural Schools

Transforming teacher education in the context of the 4IR through the Internet of Things and social presence

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