Rock Art Regions in Theory and in Practice: A Comparative Case Study from Mpumalanga Province, South Africa

2016 ◽  
pp. 84-113
Keyword(s):  
South Africa ◽  
Rock Art ◽  
Comparative Case Study ◽  
Mpumalanga Province

The Materiality of Rock Art and Quartz: a Case Study from Mpumalanga Province, South Africa

2013 ◽  
Vol 23 (3) ◽  
pp. 363-372 ◽  
Author(s):  
Jamie Hampson
Keyword(s):  
South Africa ◽  
Quartz Vein ◽  
Rock Art ◽  
Mpumalanga Province ◽  
Rock Paintings ◽  
Red Line

A San rock-art site in northeastern South Africa includes several intriguing features, including rubbed patches of pigment and a red line painted on top of a quartz vein. This article interrogates the relationships between hunter-gatherer beliefs, materiality and rock paintings, and suggests that San painters and viewers engaged with the unique Mpumalangan site for specific ritualistic purposes.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2015 ◽  
pp. 120-139 ◽  
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2016 ◽  
pp. 1380-1400
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Exploration role of volunteerism on the digitisation project: case of the office of the premier in Mpumalanga province, South Africa

2020 ◽  
Vol 40 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
South Africa ◽  
Best Practice ◽  
Qualitative Interviews ◽  
Successful Implementation ◽  
Youth Empowerment ◽  
Content Type ◽  
Mpumalanga Province ◽  
Volunteer Labor

Purpose The purpose of this paper is to assess the role of volunteerism during the digitisation project by the Office of the Premier in Mpumalanga with a view recommending the best practice. Design/methodology/approach The empirical data was collected through the semi-structured qualitative interviews with the records manager and ten volunteer archivists employed by the Office of the Premier. Findings Local pupils within the Mpumalanga province were recruited to participate in the digitisation project as a form of youth empowerment. The Mpumalanga Provincial Archives was not involved in the digitisation project to ensure that all digitisation specification was in line with the requirement of the provincial archives. Furthermore, a lack of resources to implement the digitisation project was cited as the main stamping block for the successful implementation of the project. Research limitations/implications This paper is limited to the Office of the premier, in the Mpumalanga province. Practical implications Archivists interested in recruiting volunteers on a digitisation project can use this paper to understand the benefits and cost of volunteer labor before putting volunteer projects into practice. Social implications The success of a digitisation project depends on the involvement of the Mpumalanga Provincial archives. Originality/value This paper presents a unique case study in South Africa of a digitisation project staffed with volunteers in the office of the Premier.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2017 ◽  
pp. 1086-1106
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

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