Racial Identity, the Apartheid State, and the Limits of Political Mobilization and Democratic Reform in South Africa: The Case of the University of the Western

Identity ◽  
2003 ◽  
Vol 3 (1) ◽  
pp. 29-52 ◽  
Author(s):  
Gregory M. Anderson
Keyword(s):  
South Africa ◽  
Racial Identity ◽  
Political Mobilization ◽  
Democratic Reform ◽  
The University

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Extrapunitive, Intropunitive and Impunitive Responses of Indian Students to Different Racial Groups in South Africa

1980 ◽  
Vol 10 (3-4) ◽  
pp. 77-80 ◽  
Author(s):  
D. Rajab ◽  
E.A. Chohan
Keyword(s):  
South Africa ◽  
South African ◽  
Racial Groups ◽  
Group A ◽  
Group B ◽  
The University ◽  
Indian Students

The Rosenzweig P — F Study was administered to a group of South African Indian students (N = 403) from the University of Durban-Westville with slight modifications in administration. The subjects were divided into three groups and were instructed to react to Blacks in Group A, to Whites in Group B, and to Indians in Group C. The results indicated that the subjects differed in their responses to the three racial groups revealing predominantly intropunitive and impunitive responses to Blacks, and extrapunitive responses to Indians.

Panel on Literature and Commitment in South Africa

1976 ◽  
Vol 6 (1) ◽  
pp. 34-46
Author(s):  
Keorapetse Kgositsile ◽  
Dennis Brutus ◽  
Chinua Achebe ◽  
Ali A. Mazrui
Keyword(s):  
South Africa ◽  
University Of Texas ◽  
The University

I would like to start talking by reading. Yesterday on this campus, the campus of the University of Texas, as incongruous as that might seem, we had a Sharpeville rally. Some people that spoke made a lot of sense; I suppose some people that came also, perhaps, needed to hear what some of those people said. Among those who spoke was a brother I respect highly—or I should say, comrade, because brother contains no commitment—Cecil Abrahams. And this poem is called “For Cecil Abrahams.” It starts out with an epigram from David Diop: “With you I have refound the memory of my blood/ and necklaces of laughter around my days.”

Religion & Theology with Gerhard van den Heever

2021 ◽  
Vol 49 (3-4) ◽  
pp. 25-26
Author(s):  
Gerhard Van den Heever
Keyword(s):  
South Africa ◽  
Current Frame ◽  
Religion And Theology ◽  
History Of ◽  
Discourse Formation ◽  
The University

Gerhard van den Heever presents the history of the journal Religion & Theology, from its start as an in-house theological journal for the University of South Africa to its current frame as an international publication for the transdisciplinary study of religion and theology as discourse formation. Van den Heever presents insights into the journal’s management and shares insights for those interested in submitting their research.

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