scholarly journals Does ‘African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context

Pythagoras ◽  
2007 ◽  
Vol 0 (65) ◽  
Author(s):  
Kai Horsthemke ◽  
Marc Schäfer
Keyword(s):  
South African ◽  
Sense Of Belonging ◽  
Political Correctness ◽  
Critical Discourse ◽  
Critical Position ◽  
Cultural Specificity ◽  
African Context ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Mosibudi Mangena, the Minister of Science and Technology, said in an address to the Annual Congress of the South African Mathematical Society at the University of the Potchefstroom, November 2, 2004: “There is one thing we need to address before anything else. We need to increase the number of young people, particularly blacks and women, who are able to successfully complete the first course in Mathematics at our universities.” How is this to  be achieved? A popular trend involves a call for the introduction and incorporation of so-called ethnomathematics, and more particularly ‘African mathematics’, into secondary and tertiary curricula. Although acknowledging the obvious benefits of so-called ethnomathematics, this paper critically analyses three aspects of ethnomathematics that have been neglected in past critiques. Our focus is not on the relationship as such between ethnomathematics and mathematics education. Our critique involves (1) epistemological and logical misgivings, (2) a new look at practices and skills, (3) concerns about embracing ‘African mathematics’ as valid and valuable – just because it is African. The first concern is about problems relating to the relativism and appeals to cultural specificity that characterise ethnomathematics, regarding mathematical knowledge and truth. The second set of considerations concern the idea  that not all mathematical practices and skills are necessarily culturally or socially embedded. With regard to the validity and viability of ‘African mathematics’, our misgivings not only concern the superficial sense of ‘belonging’ embodied in the idea of a uniquely and distinctly African mathematics, and the threat of further or continuing marginalisation and derogation, but the implicitly (self-)demeaning nature of this approach. This paper serves as a reminder that a critical position in the deliberations of ethnomathematics needs to be sustained. It warns against the bandwagon syndrome in a society where political correctness has become a prominent imperative. This paper is framed by many unanswered questions in an attempt to inspire and sustain a critical discourse in the ethnomathematics movement.

scholarly journals Renewal, Renaissance, Reformation, or Revolution? Guiding concepts for social transformation in South Africa in the light of 16th century ecclesial reform and deform movements in Europe

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ernst M Conradie ◽  
Teddy C Sakupapa
Keyword(s):  
South African ◽  
Social Transformation ◽  
16Th Century ◽  
Western Cape ◽  
First Semester ◽  
The Reformation ◽  
African Context ◽  
The University ◽  
The Relationship ◽  
Point Of Departure

This contribution is based on what may be called a pedagogical experiment in a postgraduate course on the 16th century European Reformations that was offered at the University of the Western Cape in the first semester of 2017. On the basis of a close reading of selected literature on the reformation, this contribution highlights the legacy of 16th century ecclesial movements for Southern Africa. The point of departure is located in the context of a discussion on a range of guiding concepts for social transformation in the contemporary (South) African context. It is argued that the deepest diagnosis of current (South) African discourse may well point to a view that none of the options for a category that may be regarded as more ultimate than justice (as a ‘remedy’) is attractive enough to muster sufficient moral energy without endless further contestations. Without necessarily suggesting what that ultimate maybe, it is suggested that a lack of an appealing notion of what is truly ultimate can undermine any attempts to address inequality (as our diagnosis) in current discourse. This necessarily calls attention to the relationship between the penultimate and the ultimate, and indeed between justification and justice.

Everyday discourses of belonging of first-generation Eritrean refugees in South Africa: lived experience and attachment*

2019 ◽  
Vol 16 (2) ◽  
pp. 175-182
Author(s):  
Amanuel Isak Tewolde
Keyword(s):  
South Africa ◽  
Lived Experience ◽  
South African ◽  
Sense Of Belonging ◽  
First Generation ◽  
Sampling Technique ◽  
Group Discussions ◽  
The Everyday ◽  
African Context ◽  
The University

Research is scant on the everyday sense of belonging of refugees in South Africa. This paper addresses this gap by exploring the everyday discourses of belonging of Eritrean refugees in South Africa. Purposive sampling technique was used to recruit participants, and qualitative data was gathered from 11 participants in the City of Tshwane, South Africa, through open-ended interviews and focus group discussions. Analysis of data resulted in three dominant discourses: 1) ‘we feel like outsiders’; 2) ‘we are neither here nor there’; and 3) ‘South Africa is home’. Drawing on the participants’ discourses, I argue that in the South African context, refugees’ sense of belonging tends to be varied mirroring multifaceted lived experiences. Participants’ construction of South Africa as their home also counters previous research that portrayed foreign nationals in South Africa as ‘excluded’.* This article is based on research conducted at the University of Pretoria, South Africa.

scholarly journals International Students' Cocurricular Involvement at a University in South Africa

2017 ◽  
Vol 7 (4) ◽  
pp. 990-1009
Author(s):  
Sapna Naik ◽  
Matthew R. Wawrzynski ◽  
Joelle Brown
Keyword(s):  
International Students ◽  
Student Affairs ◽  
South African ◽  
Sense Of Belonging ◽  
International Student ◽  
Student Experiences ◽  
Learning And Development ◽  
Student Affairs Practitioners ◽  
African Context ◽  
The University

Despite a growing body of literature on international student involvement, international students in the South African context have remained understudied. In this quantitative study, we examined international students’ cocurricular involvement and associated learning and development in a South African university. Participants included 198 international students who completed the Student Experiences Survey (SES). We found international students were generally highly involved and reported benefits and barriers to their involvement as well as a strong sense of belonging. Recommendations to better integrate international students into the university by minimizing barriers and increasing opportunities and learning in involvement are included for student affairs practitioners.

The Relationship Between Parenting and Identity Styles Among Adolescents in South Africa

2021 ◽  
pp. 213-235
Author(s):  
Nicolette Vanessa Roman ◽  
Marsha van Heerden ◽  
Eugene Lee Davids ◽  
Kerstin Adonis
Keyword(s):  
South Africa ◽  
Identity Development ◽  
South African ◽  
Positive Development ◽  
Identity Styles ◽  
Identity Style ◽  
African Context ◽  
Development Of Identity ◽  
Adolescent Relationship ◽  
The Relationship

This chapter provides insight into the mother–adolescent relationship in a South African context, focusing on the relationship between identity styles and the mother’s parenting. The findings revealed that maternal involvement predicted adolescent identity style in a sample of non-White South African adolescents. Identity development is an important process in the lives of adolescents, and many changes and much decision-making occur during this phase. Maternal influence, it would seem, is vital in identity development of adolescents. As an understudied area of research in South Africa, this study offers tentative insights into the potential of harnessing the mother–adolescent relationship to enhance positive development of identity style and commitment.

Social Justice and Inclusion of Children With Diverse Needs in Mainstream Schools

2018 ◽  
pp. 171-185
Author(s):  
Velisiwe Gasa
Keyword(s):  
Social Justice ◽  
South African ◽  
South African Context ◽  
The Social ◽  
African Context ◽  
The Relationship

This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.

Perspectives on Blended Open Distance Education Learning and Teaching in a South African Context

2010 ◽  
pp. 20-49
Author(s):  
Shawren Singh ◽  
Hsuan Lorraine Liang
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Blended Learning ◽  
South African ◽  
Tertiary Education ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
African Context ◽  
The University

In this chapter, we will discuss the blended learning approach that has been adopted by the University of South Africa (an open and distance learning tertiary education institute). We will discuss our perspectives on using these blended learning approaches and tools in order to facilitate our teaching. We will then provide a comparison on the advantages and disadvantages of some of the blended approaches we have used. We will also discuss the future trends of the use of blended approaches in the context of open distance education and learning. Lastly, we will conclude this chapter by providing our perspectives on the blended learning and teaching approaches adopted by the University of South Africa.

scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

scholarly journals Organisational training perspectives in a changing South Africa

2003 ◽  
Vol 6 (3) ◽  
pp. 591-611
Author(s):  
F. W. Struwig ◽  
E. E. Smith ◽  
D. J.L. Venter
Keyword(s):  
South African ◽  
Empirical Research ◽  
Organisational Change ◽  
Literature Study ◽  
Traditional Role ◽  
Strategic Plans ◽  
African Context ◽  
Training Programmes ◽  
The Relationship

This article focuses on organisational training perspectives within a changing South African context. To achieve the aim of this research project, a literature study, including an Internet-based search, and empirical research were undertaken. During the empirical research, a self-administered questionnaire was sent to 365 training practitioners in order to investigate various training perspectives and its relationship with organisational change. Five null hypotheses are tested to investigate the relationship between training and change variables. The traditional role of training has become obsolete, because of organisational change. Training should be placed at the centre of human resources planning programmes and the strategic plans of the organisation. It is emphasised that actions should be taken to ensure that training programmes affect change and that trainees involved in the change process are effectively managed.

scholarly journals The doctrine on God, as demonstrated and confessed in the Heidelberg Catechism

2013 ◽  
Vol 47 (2) ◽  
Author(s):  
Carel F.C. Coetzee
Keyword(s):  
South African ◽  
Holy Spirit ◽  
Concept Of God ◽  
Bodily Resurrection ◽  
Triune God ◽  
The Holy Spirit ◽  
African Context ◽  
Many Sources ◽  
The Relationship ◽  
Heaven And Earth

Although the Heidelberg Catechism (HC) does not deal with a systematic doctrine on God and although there are not many sources available on the specific subject, it is a most important subject when dealing with the theology of the HC (W. van ’t Spijker). Due to the prescribed length of the article, it only focuses on two aspects of the doctrine on God, namely the Trinity and the relationship between God and the cosmos (reality). Futhermore, today there is an emphasis on a new concept of God, known as Panentheism. In this concept, God and his creation are identified with each other. In the South African context, the article deals very shortly with the viewpoints of Spangenberg, Van Aarde and Müller in this regard. The God confessed in the HC is the triune God: Father, Son and Holy Spirit. In the closest and most logical coherence with this, the HC confesses the deity of Christ and of the Holy Spirit. The HC also proceeds from the premise of the historical, bodily resurrection of Christ from the dead. As far as the relationship between God and creation is concerned, the HC, in agreement with the church of the first centuries, confesses and teaches a personal God, the Father of Jesus Christ, who for the sake of Christ is the Father of the elect. This God is the almighty creator of heaven and earth. He lives in a covenant relationship with his creation, which he sustains and governs at every moment. He is both transcendent and immanent.Alhoewel die Heidelbergse Kategismus (HK) nie ’n sistematiese Godsleer bevat soos sommige van die ander belydenisskrifte nie en bronne oor die spesifieke onderwerp betreklik skaars is, is dit tog een van die belangrikste onderwerpe wanneer daar oor die teologie van die HK gehandel word (W. van ’t Spijker). Vanweë die voorgeskrewe lengte, word daar in hierdie artikel slegs op twee aspekte van die Godsleer gefokus, naamlik die Drie-eenheid en die verhouding van God tot die kosmos (werklikheid). Hierdie twee aspekte is juis besonder relevant in die lig van standpunte wat die leer van die Drie-eenheid in gedrang bring deur onder andere die Godheid van Christus en sy liggaamlike opstanding te bevraagteken. Verder word daar vandag gepleit vir ’n nuwe Godsbegrip, bekend as Panenteïsme, waardeur die grens tussen God en sy skepping vervaag. In die Suid-Afrikaanse konteks word hier kortliks aandag aan die standpunte van van Spangenberg, Van Aarde en Müller gegee. Die God wat in die HK bely word, is die drie-enige God: Vader, Seun en Heilige Gees. In die nouste en logiese samehang hiermee bely die HK die Godheid van Christus en van die Heilige Gees. Wat die verhouding tussen God en die skepping betref, bely en leer die HK, in ooreenstemming met die kerk van die eerste eeue, ’n persoonlike God − die Vader van Jesus Christus wat ter wille van Christus die Vader is van die uitverkorenes. Hierdie God is die almagtige Skepper van hemel en aarde. Hy leef in ’n verbondsverhouding met sy skepping wat Hy elke oomblik onderhou en regeer. Hy is tegelyk transendent en immanent.

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