scholarly journals Gang culture, Identity and Kaaps: Using Adam Small’s Krismis van Map Jacobs in Cape Flats schools

2018 ◽  
Vol 3 (2) ◽  
pp. 104-116
Author(s):  
Michael Le Cordeur
Keyword(s):  
Social Interaction ◽  
Social Constructivism ◽  
Policy Statement ◽  
Kind Permission ◽  
Good Education ◽  
Curriculum Assessment ◽  
Assessment Policy ◽  
The Arts ◽  
The Impact

In this paper the focus is on the impact of gang culture on schoolchildren. Theresearch question investigated here is whether teaching the drama Krismis van MapJacobs offers any solutions to learners in gang-infested areas, given the framework ofthe Curriculum Assessment Policy Statement (CAPS). Two sub-questions consideredwhether the teaching of the drama should take place in Kaaps and whether the themeof Map Jacobs is still relevant within the CAPS curriculum 30 years after it was writtenby Adam Small. Theoretically, the paper is based on Pierre Boudieu’s (1991) view thata speaker’s ‘position’ in society determines whether he is heard, Bernstein’s (1990) ideathat social interaction influences your relationship with language and Vygotsky’s (1978)theory of social constructivism. The study concludes that a life with gangs provides nosolution for issues like poverty and unemployment, and that the youth should escapefrom a featureless existence through striving for good education and engaging withliterature. The paper is published with the kind permission of the SA Academy forScience and the Arts, as it originally appeared in the book Adam Small: Denker, Digter,Dramaturg; ‘n Huldingingsbundel (2017, SAWK).

scholarly journals An Investigation into the Effectiveness of the Curriculum and Assessment Policy Statement (CAPS) in South African Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 23-38
Author(s):  
Tinuade Adekunbi Ojo ◽  
Refentse Mathabathe
Keyword(s):  
South African ◽  
Private Schools ◽  
Research Method ◽  
Critical Evaluation ◽  
Policy Statement ◽  
Gauteng Province ◽  
Public And Private ◽  
Assessment Policy ◽  
Teachers And Students ◽  
The Impact

The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.

Exile, Diaspora, and Return

2017 ◽  
Author(s):  
Luis Roniger ◽  
Leonardo Senkman ◽  
Saúl Sosnowski ◽  
Mario Sznajder
Keyword(s):  
Systematic Analysis ◽  
The Arts ◽  
Scientific Disciplines ◽  
Early Twenty ◽  
Transnational Connections ◽  
Late Twentieth ◽  
Institutional Impact ◽  
Global Arena ◽  
Education Science ◽  
The Impact

This book explores how Argentina, Chile, Paraguay, and Uruguay have been affected by postexilic relocations, transnational migrant displacements, and diasporas. It provides a systematic analysis of the formation of exile communities and diaspora politics, the politics of return, and the agenda of democratization in the late twentieth and early twenty-first centuries, focusing on the impact of intellectuals, academics, activists, and public figures who had experienced exile on the reconstitution and transformation of their societies following democratization. Readers are offered a kaleidoscope of intellectual itineraries, debates, and contributions held in the public domain by individuals who confronted and fought authoritarian rule. The book covers their contributions to the restructuring and transformation of scientific disciplines and of the humanities and the arts, as well as their collective institutional impact on higher education, science and technology, and public institutions. Bringing together sociopolitical, cultural, and policy analysis with the testimonies of dozens of intellectuals, academics, political activists, and policymakers, the book addresses the impact of exile on people’s lives and on their fractured experiences, the debates and prospects of return, the challenges of dis-exile and postexilic trends, and, finally, the ways in which those who experienced exile impacted democratized institutions, public culture, and discourse. It also follows some crucial shifts in the frontiers of citizenship, moving analysis to transnational connections and permanent diasporas, including the diasporas of knowledge that increasingly changed the very meaning of being national and transnational, while connecting those countries to the global arena.

Conceptualizing and planning interventions

2017 ◽  
Author(s):  
Daisy Fancourt
Keyword(s):  
Health Care ◽  
Business Models ◽  
Health Interventions ◽  
Relevant Research ◽  
Target Groups ◽  
The Arts ◽  
The Impact ◽  
Arts In Health

This chapter outlines the first four stages in the process of designing and delivering arts in health interventions. Using business models from industry, management, and health care, it provides a step-by-step guide to conceptualizing and planning effective arts in health interventions that meet a real need within health care. It shows how to scope national and local opportunities, identify specific challenges that the arts could address, select appropriate target groups, understand the needs of patients, public, and staff, undertake consultations, identify relevant research, develop initial ideas, plan for a pilot, and model the impact that the intervention could have. These steps will provide the foundation for a creative and novel intervention with the potential to have real impact and sustainability.

Supporting Youth With Autism Learning Social Competence: A Comparison of Game- and Nongame-Based Activities in 3D Virtual World

2021 ◽  
pp. 073563312110220
Author(s):  
Xianhui Wang ◽  
Wanli Xing
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Central Element ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Behavior Patterns ◽  
Interaction Behavior ◽  
Significant Difference ◽  
The Impact

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD’s social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students’ social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

Impact of the 2020 crises on the arts and culture in the United States: The effect of COVID-19 and the Black Lives Matter movement in historical context

2020 ◽  
Vol 27 (4) ◽  
pp. 449-465
Author(s):  
Stanley N. Katz ◽  
Leah Reisman
Keyword(s):  
United States ◽  
Historical Context ◽  
The United States ◽  
Cultural Organizations ◽  
Black Lives Matter ◽  
The Arts ◽  
Arts And Culture ◽  
History Of ◽  
Cultural Sector ◽  
The Impact

AbstractThis article discusses the impact of the COVID-19 pandemic and the Black Lives Matter movement on the arts and cultural sector in the United States, placing the 2020 crises in the context of the United States’s historically decentralized approach to supporting the arts and culture. After providing an overview of the United States’s private, locally focused history of arts funding, we use this historical lens to analyze the combined effects of the pandemic and Black Lives Matter movement on a single metropolitan area – Philadelphia, Pennsylvania. We trace a timeline of key events in the national and local pandemic response and the reaction of the arts community to the Black Lives Matter movement, arguing that the nature of these intersecting responses, and their fallout for the arts and cultural sector, stem directly from weaknesses in the United States’s historical approach to administering the arts. We suggest that, in the context of widespread organizational vulnerability caused by the pandemic, the United States’s decentralized approach to funding culture also undermines cultural organizations’ abilities to respond to issues of public relevance and demonstrate their civic value, threatening these organizations’ legitimacy.

The impact of the COVID-19 pandemic on the arts, culture, and heritage sectors in the African Union member states

2020 ◽  
Vol 27 (4) ◽  
pp. 477-480
Author(s):  
Angela Martins ◽  
Vicensia Shule
Keyword(s):  
Union Member ◽  
African Union ◽  
Member States ◽  
The Arts ◽  
The World ◽  
The Impact

Africa as a continent has been hit by the coronavirus – the COVID-19 pandemic – as have many parts of the world. Many African Union (AU) member states were badly hit by the virus, while others were only mildly impacted. The arts, culture, and heritage sectors have been severely hit by the pandemic. Fortunately, in many countries in Africa, arts, culture, and heritage were placed at the heart of strategic priorities at the national, regional, and continental levels of combating COVID-19.

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