scholarly journals Challenges South African youth face in education and their quest to eradicate issues of the past

2021 ◽  
Author(s):  
Lauren Kim Barnes
Keyword(s):  
South Africa ◽  
South African ◽  
Education System ◽  
Daily Lives ◽  
The Past ◽  
African Youth ◽  
Democratic Elections ◽  
Unequal Opportunities

The youth of South Africa today face many challenges in their daily lives. The majority of South Africa's population is made up of youth- people aged between 15 and 35 years old. The youth in South Africa face challenges such as crime, unemployment, poverty, and most importantly unequal opportunities in education. These challenges should not be present in the daily lives of South African youth, especially since it has been over two decades since South Africa’s first democratic elections. The challenges that are faced in the education system is explored and solutions are suggested to help end the chain of poverty.

scholarly journals Interreligious Orientations Among South African Youth

1999 ◽  
Vol 6 (2) ◽  
pp. 194-220 ◽  
Author(s):  
Johannes A. Van Der Ven ◽  
Hendrik J.C. Pieterse ◽  
Jaco S. Dreyer
Keyword(s):  
South Africa ◽  
South African ◽  
Catholic Schools ◽  
Religious Diversity ◽  
Empirical Support ◽  
Unexpected Finding ◽  
The South ◽  
The Past ◽  
African Youth ◽  
New Situation

AbstractIn this article we investigate the interreligious orientations of a sample of 538 students from Standard 9 (Grade 11) who attended Anglican and Catholic schools in the Johannesburg/Pretoria region during 1995. In the first part of the article we describe the religious diversity of South Africa. This religious diversity was neglected in the past, but due to the establishment of the first democratically elected parliament and the adoption of a new constitution, we have entered a new situation in South Africa. Despite these changes, we still face the challenge to realise the democratic vision. Against this background, we direct our attention to two questions: What are the interreligious orientations of the South African youth, and how do they evaluate these interreligious orientations? Based on theological models of the meeting between religions we conceptualised four interreligious orientations: exclusivistic, inclusivistic, relativistic and dialogic. The relativistic orientation receives empirical support, but these students do not distinguish between exclusivistic and inclusivistic interreligious orientations. An unexpected finding is the distinction between subjective and objective dialogic orientations. These students are negative towards an absolutistic (exclusivistic and inclusivistic) orientation, and favour a relativistic interreligious orientation.

The Southern Gateway to Africa

2000 ◽  
Vol 28 (1-2) ◽  
pp. 108-111
Author(s):  
Quinton P. Redcliffe ◽  
Lesley Y. Shackleton
Keyword(s):  
United States ◽  
South Africa ◽  
South African ◽  
Tertiary Education ◽  
The United States ◽  
Global Flow ◽  
The Past ◽  
Democratic Elections ◽  
University Of Cape Town ◽  
The University

Prior to South Africa’s first democratic elections in 1994, South African tertiary education institutions were relatively isolated from the growing global flow of students around the world. Over the past five years this has changed significantly. For example, between 1996 and 1997 the number of students from the United States spending a semester abroad in South Africa increased by 49 percent to a total of 617 students, making South Africa the most popular destination in Africa. By 1999, the University of Cape Town (UCT) alone, one of 21 universities in South Africa, welcomed 205 semester-study-abroad students, 145 of them from the United States.

A Review of Medical Waste Management in South Africa

2018 ◽  
Vol 10 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Olaniyi FC ◽  
Ogola JS ◽  
Tshitangano TG
Keyword(s):  
South Africa ◽  
Waste Management ◽  
South African ◽  
Management Practice ◽  
National Policy ◽  
Medical Waste ◽  
African Government ◽  
The Past ◽  
Government Documents ◽  
Medical Waste Management

Background:Poor medical waste management has been implicated in an increase in the number of epidemics and waste-related diseases in the past years. South Africa is resource-constrained in the management of medical waste.Objectives:A review of studies regarding medical waste management in South Africa in the past decade was undertaken to explore the practices of medical waste management and the challenges being faced by stakeholders.Method:Published articles, South African government documents, reports of hospital surveys, unpublished theses and dissertations were consulted, analysed and synthesised. The studies employed quantitative, qualitative and mixed research methods and documented comparable results from all provinces.Results:The absence of a national policy to guide the medical waste management practice in the provinces was identified as the principal problem. Poor practices were reported across the country from the point of medical waste generation to disposal, as well as non-enforcement of guidelines in the provinces where they exit. The authorized disposal sites nationally are currently unable to cope with the enormous amount of the medical waste being generated and illegal dumping of the waste in unapproved sites have been reported. The challenges range from lack of adequate facilities for temporary storage of waste to final disposal.Conclusion:These challenges must be addressed and the practices corrected to forestall the adverse effects of poorly managed medical waste on the country. There is a need to develop a medical waste policy to assist in the management of such waste.

Disappointed Remains: Trauma, Testimony, and Reconciliation in Post-apartheid South Africa

2012 ◽  
Author(s):  
Sean Field
Keyword(s):  
South Africa ◽  
South African ◽  
Real Life ◽  
Truth And Reconciliation Commission ◽  
Trauma Survivors ◽  
National Unity ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Apartheid Regime ◽  
Democratic Elections

The apartheid regime in South Africa and the fight against the same, followed by the reconciliation is the crux of this article. The first democratic elections held on April 27, 1994, were surprisingly free of violence. Then, in one of its first pieces of legislation, the new democratic parliament passed the Promotion of National Unity and Reconciliation Act of 1995, which created the Truth and Reconciliation Commission. At the outset, the South African TRC promised to “uncover the truth” about past atrocities, and forge reconciliation across a divided country. As oral historians, we should consider the oral testimonies that were given at the Human Rights Victim hearings and reflect on the reconciliation process and what it means to ask trauma survivors to forgive and reconcile with perpetrators. This article cites several real life examples to explain the trauma and testimony of apartheid and post-apartheid Africa with a hint on the still prevailing disappointments and blurred memories.

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

Philological Reversion in Post-Apartheid South Africa: The Sand Writing and Alternate Alphabets of Willem Boshoff

2018 ◽  
Vol 3 (4) ◽  
pp. 524-549
Author(s):  
Kurt Campbell
Keyword(s):  
South Africa ◽  
South African ◽  
Central Place ◽  
Indigenous Languages ◽  
Educational Policies ◽  
Current Debate ◽  
Critical Thought ◽  
Education Act ◽  
Contemporary Artist ◽  
Democratic Elections

Abstract This article focuses on the conceptual implications of specific works of contemporary artist and wordsmith Adriaan Willem Boshoff. Boshoff uses his creations to challenge the terms of the current debate around indigenous languages in southern Africa through artworks such as Blind Alphabet and his Sand Writing Series. These works call viewers to an emphatic return to an understanding of scripts (and the worlds they produce) as embodied systems of tradition that occupy the central place not only in the groups they serve, but indeed in a larger vision of a culturally tolerant and affirmative nation. The article tracks key South African educational policies such as the Apartheid era Bantu Education Act of 1953, and the Corrective Language Act of 1998 after the first democratic elections to contextualize the politics of legislative development in South Africa as related to indigenous scripts and languages. Beyond this bureaucratic history, the article foregrounds partisan agency that individuals such as Wilhelm Bleek, Lucy Lloyd and Magrieta Jantjies displayed as custodians of endangered scripts and languages, culminating in a discussion of the provocative works Boshoff created to stimulate critical thought on contemporaneous philological concerns in South Africa.

“Traditional” Venḓa Women’s Beadwork Accessing the Contemporary Tourist Market in South Africa

2021 ◽  
Vol 10 (3) ◽  
pp. 199-224
Author(s):  
Mathodi F. Motsamayi ◽  
Keyword(s):  
South Africa ◽  
South African ◽  
Limpopo Province ◽  
The Past ◽  
African Heritage ◽  
Trading Networks

Beads and beadwork have played a role in South Africa’s Limpopo Province dating back to the pre-colonial times. Whether the beads were produced locally or imported via trading networks, the region already had a rich tradition of constructing beadwork before the arrival of Europeans. Today, this tradition is continued by new generations of women beaders. It has been found that literature on contemporary Limpopo beadwork produced by Vhavenḓa women is scarce. This article addressed this imbalance. It is vital to state that, during the last decade and in the context of South African heritage and tourism, there has been a steadily increasing number of scholarly studies on Nguni beadwork. This study offered new insights into contemporary beadwork traditions. It also contributed to an understanding of Vhavenḓa beading by drawing on the knowledge and experience of beadworkers, identifying influences from the past, and countering some stereotypical perceptions of beadwork production.

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

The birth of educational archaeology in South Africa

Antiquity ◽  
2000 ◽  
Vol 74 (283) ◽  
pp. 159-165 ◽  
Author(s):  
Amanda B. Esterhuysen
Keyword(s):  
South Africa ◽  
South African ◽  
African Education ◽  
The Past ◽  
The Future ◽  
South African Education

Archaeology in education has been introduced in South Africa only recently as the politics of the past precluded the application of archaeology in the classroom. This paper presents the background to South African education and educational archaeology and discusses some of the issues and studies undertaken in South Africa. It also offers comment on the factors which determine and shape educational archaeology of the present and those that may affect the discipline of archaeology in the future.

Symposium Editor's Introduction

1987 ◽  
Vol 5 (2) ◽  
pp. 259-262
Author(s):  
Lawrence G. Albrecht
Keyword(s):  
South Africa ◽  
South African ◽  
Trade Unions ◽  
Political Activity ◽  
Black Workers ◽  
State Of Emergency ◽  
Public Issue ◽  
World Community ◽  
The World ◽  
African Youth

Valparaiso University School of Law and the Christian Legal Society annually present a symposium on a critical public issue which is examined from a variety of perspectives. Between October 28-31, 1987, a major symposium was held entitled: “Perspectives on South African Liberation.” In the light of press and other media restrictions in effect since a state of emergency was declared in South Africa on June 12, 1986, and the banning of all political activity by 17 anti-apartheid organizations on February 24, 1988, it is crucial that the world community have access to current information and analysis concerning developments in that tragic land.The Pretoria regime has renewed the state of emergency for a third year following an unprecedented three-day nationwide protest strike on June 6-8 by more than two million black workers mobilized by the Congress of South African Trade Unions (COSATU) and other anti-apartheid groups to protest the recent bannings, a proposed restrictive labor bill, the continuation of apartheid and the regime's violence. These comments are written on June 16, the 12th anniversary of the Soweto student uprising (now commonly known as South African Youth Day) as several million black workers again defied the regime by staying away from work in honor of the hundred of blacks killed following the 1976 protests against apartheid education.

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