scholarly journals "Our roots began in (South) Africa": Modelling law clinics to maximise social justice ends

2016 ◽  
Vol 23 (3) ◽  
pp. 88
Author(s):  
Donald Nicolson
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Two Dimensions ◽  
Legal Rights ◽  
Access To Justice ◽  
Legal Service ◽  
Legal Professionals ◽  
Existing Problems ◽  
University Of Cape Town ◽  
The University

<p align="JUSTIFY">This article explores the ways in which law clinics can be organised to maximise their impact on social justice in South Africa. Such impact can be both direct in the form of the actual legal services offered to those in need or indirect in the form of encouraging law clinic students to commit to assisting those most in need of legal service after they graduate either through career choice or other forms of assistance. The article develops a decision-making matrix for clinic design around two dimensions, each with a number of variables. The first, "organizational" dimension relates to the way clinics are organised and run, and involves choices about whether: (1) clinics emphasise social justice or student learning; (2) student participation attracts academic credit or is extra-curricular; (3) participation is compulsory or optional; (4) clinics are managed and run by staff or students; and (5) there is one "omnibus" clinic structure covering all clinic activities or a "cluster" of discrete clinics conducting different activities. The second, "activities" dimensions involves choices about whether services are: (1) specialist or generalist; (2) exclusively legal or "<span lang="IT">holistic</span><span lang="EN">"; (3) provided only by students or qualified legal professionals; (4) located in community neighbourhoods or on campus; (5) provided by students working "in-house" in a university clinic or in external placements; (6) designed to benefit the wider community rather than just the individuals directly served; and (7) designed to remedy existing problems or educate the public on their legal rights and duties. </span></p><p align="JUSTIFY">While not intending to set out a blueprint for existing law clinics, the article argues that, if South African are motivated to enhance their impact on social justice and level of community engagement, they can learn much from the first law clinic to be established in South Africa, at the University of Cape Town, which was entirely student-run, optional and solely focused on ensuring access to justice rather than educating students. Drawing on his experience in adapting this model for use in Scotland, the author looks at the advantages of combining the volunteerist and student owned nature of this clinic with some formal teaching and staff involvement to maximize both the direct and indirect impact of clinics on social justice.</p>

Isaac Schapera 1905–2003

2005 ◽  
Author(s):  
Adam Kuper
Keyword(s):  
South Africa ◽  
South African ◽  
Turn Of The Century ◽  
London School ◽  
Founding Fathers ◽  
Graduate Seminar ◽  
Northern Cape ◽  
London School Of Economics ◽  
University Of Cape Town ◽  
The University

Isaac Schapera (1905–2003), a Fellow of the British Academy, spent the second half of his long life in London but remained very much a South African. His parents immigrated to South Africa at the turn of the century from what is now Belarus, and settled in Garies, a small town in the semi-desert district of Little Namaqualand, in the Northern Cape. As an undergraduate at the University of Cape Town, Schapera was introduced to ‘British social anthropology’ by A. R. Radcliffe-Brown, one of the founding fathers of the discipline, the other being Bronislaw Malinowski. He then became one of the first members of Malinowski’s post-graduate seminar at the London School of Economics. Towards the end of his career, Schapera preferred to describe himself as an ethnographer rather than as an anthropologist. His research in the 1930s and 1940s was distinguished by a concern with ‘social change’, a focus endorsed in South Africa by Malinowski in London.

van Wyk Louw, Nicolaas Petrus (1906–1970)

2018 ◽  
Author(s):  
Heilna du Plooy
Keyword(s):  
South Africa ◽  
South African ◽  
Cape Town ◽  
Western Cape ◽  
The Family ◽  
South African Literature ◽  
Literature History ◽  
Faculty Of Education ◽  
University Of Cape Town ◽  
The University

N. P. Van Wyk Louw is regarded as the most prominent poet of the group known as the Dertigers, a group of writers who began publishing mainly in the 1930s. These writers had a vision of Afrikaans literature which included an awareness of the need of thematic inclusiveness, a more critical view of history and a greater sense of professionality and technical complexity in their work. Van Wyk Louw is even today considered one of the greatest poets, essayists and thinkers in the Afrikaans language. Nicolaas Petrus van Wyk Louw was born in 1906 in the small town of Sutherland in the Western Cape Province of South Africa. He grew up in an Afrikaans-speaking community but attended an English-medium school in Sutherland as well as in Cape Town, where the family lived later on. He studied at the University of Cape Town (UCT), majoring in German and Philosophy. He became a lecturer at UCT, teaching in the Faculty of Education until 1948. In 1949 he became Professor of South African Literature, History and Culture at the Gemeentelijke Universiteit van Amsterdam. In 1960 he returned to South Africa to become head of the Department of Afrikaans and Dutch at the University of the Witwatersrand in Johanneshurg. He filled this post until his death in 1970.

scholarly journals Supernumerary registrar experience at the University of Cape Town, South Africa

2016 ◽  
Vol 107 (1) ◽  
pp. 76 ◽  
Author(s):  
S Peer ◽  
S A Burrows ◽  
N Mankahla ◽  
J J Fagan
Keyword(s):  
South Africa ◽  
Cape Town ◽  
University Of Cape Town ◽  
The University

scholarly journals Web-based Teaching Radio Interferometer for Africa

2015 ◽  
Vol 11 (A29A) ◽  
pp. 397-397
Author(s):  
Claude Carignan ◽  
Yannick Libert
Keyword(s):  
South Africa ◽  
Very Long Baseline Interferometry ◽  
Cape Town ◽  
Radio Interferometer ◽  
Web Based ◽  
Long Baseline ◽  
The Future ◽  
University Of Cape Town ◽  
The University ◽  
The Web

AbstractThis presentation describes the web-based Teaching Radio Interferometer being built on the campus of the University of Cape Town, in South Africa, to train the future users of the African VLBI (Very Long Baseline Interferometry) Network (AVN).

The racialization of animal advocacy in South Africa

Ethnicities ◽  
2020 ◽  
pp. 146879682094676
Author(s):  
Luis Cordeiro-Rodrigues
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Faculty Members ◽  
Black Faculty ◽  
Racial Justice ◽  
Animal Product ◽  
Animal Advocacy ◽  
History Of ◽  
University Of Cape Town ◽  
The University

In 2015, some faculty at the University of Cape Town made a proposal to the Faculty of Humanities that no animal product be served at faculty events. Many black faculty members contested the proposal on the grounds that it was racist and disavowed the importance of the proposal. In this article, I wish to argue that the proposal’s approach neglects the racialized history of animal advocacy in South Africa, while also being carried out at an inopportune time and context. Consequently, it racializes the debate on animal advocacy in South Africa to the extent that it contributes to the African faculty’s disavowal of the proposal and of animal injustice in general. Nevertheless, I also argue that the proposal could have been more successful if it had integrated racial justice concerns and African elements. This is the case because there are good reasons for Africans to support animal justice. Particularly, in the case of South Africa, it can be argued that addressing animal justice is beneficial for improving Africans’ health, a contribution to the elimination of environmental injustice and helpful for Africanizing institutions.

scholarly journals TWINNING between Institutions in developed and less developed countries: an ideal way to set-up an astrophysics program

2012 ◽  
Vol 10 (H16) ◽  
pp. 542-542
Author(s):  
Claude Carignan
Keyword(s):  
South Africa ◽  
Developed Countries ◽  
Astronomical Instrumentation ◽  
The North ◽  
North Eastern ◽  
Set Up ◽  
The Moment ◽  
University Of Cape Town ◽  
The University ◽  
North Eastern Part

AbstractIt is very difficult to start from scratch a new Astrophysics program in a country with very little or no researchers in the field. In 2007, we began to set-up an Astrophysics program by TWINNING the Université de Ouagadougou with the Université de Montréal in Canada, the Université de Provence in France and the University of Cape Town in South Africa. Already, courses are given at the undergraduate and Master levels and a teaching Observatory has been built. A 1m research telescope was also moved from the La Silla Observatory in Chile to Burkina Faso and the infrastructure is being built at the moment on mount Djaogari in the north-eastern part of the country. In the meantime, 6 students are doing their PhD in Astrophysics overseas (Canada, France and South Africa) and will become the core of the research group at the Université de Ouagadougou. An engineer is also doing his PhD in Astronomical Instrumentation to help with the maintenance of the equipment on the Research Telescope.

scholarly journals Media and Information Literacy in South Africa: Goals and Tools

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 35-44
Author(s):  
Ibrahim Saleh
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Social Inclusion ◽  
Cape Town ◽  
Essential Elements ◽  
The Media ◽  
Donor Agencies ◽  
University Of Cape Town ◽  
The University ◽  
Teachers Training

The South African government has emphasized the need to expand the role of media education to promote equal access, with a level of quality and relevance that will empower disadvantaged groups. However, it is a challenging, time-consuming process, as well as requiring considerable and consistent expenditure and partnerships between many donor agencies. There is little research on the causes behind unequal access to technology, or comparative studies of the barriers that impede the diffusion and adoption of media and information literacy in South Africa. It is thus not surprising that the media and information literacy component is still missing from the agenda that lists Africa’s myriad problems, as well as the absence of qualified teachers, training for the trainers and the presence of IT literacy in the curricula, all of which are essential elements for any future development. The UNESCO model of curricula could help close the digital divide and promote social inclusion. As a contribution to that goal, this study investigates some of the pertinent issues related to media and information literacy via a sample of students at the University of Cape Town. This research offers some practical solutions on how to help raise the levels of media and information literacy among the disadvantaged, in the case in South Africa. El gobierno de Sudáfrica ha realizado recientemente un enorme esfuerzo en la expansión del papel de la educación en medios, con el objeto de ofrecer un acceso equitativo y de calidad a toda la población, especialmente hacia los grupos desfavorecidos. Sin embargo, este proceso requiere tiempo y recursos ingentes y constantes, además de la necesaria colaboración de otras instituciones. Actualmente, existe en Sudáfrica escasa investigación sobre las causas de las desigualdades de acceso a la tecnología o los obstáculos que existen para la difusión y puesta en marcha de la alfabetización mediática en Sudáfrica. No es sorprendente, por ello, que entre los múltiples problemas que existen hoy en África todavía la alfabetización mediática e informacional no sea una prioridad. Siguen existiendo muchos maestros con escasos conocimientos en esta materia, la capacitación de formadores es muy pobre y su incorporación en programas de alfabetización muy anecdótica. El Currículum UNESCO MIL de Alfabetización Mediática es un reto para ayudar a superar esta brecha digital y promover la inclusión social. Con este objetivo, este estudio analiza algunas cuestiones relacionadas con la alfabetización mediática a partir de una muestra de estudiantes de la Universidad de Cape Town, proponiendo algunas soluciones prácticas sobre cómo ayudar a mejorar los niveles de alfabetización mediática e informacional en las sociedades menos favorecidas, como es el caso de Sudáfrica.

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