Learners’ perspectives on Life Orientation sexuality education in South Africa     

Emmanuel Mayeza  Louise Vincent 《Sex education》2019,19(4):472-485

ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.  相似文献   

International students’ perspectives of a diverse class on multiculturalism     

Emmanuel O. Acquah  Nancy L. Commins 《Journal of Further & Higher Education》2018,42(2):193-204

Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice.  相似文献   

Methods that matter in addressing cultural diversity with teacher candidates     

Emmanuel O. Acquah  Nancy L. Commins 《Teaching in Higher Education》2017,22(5):501-518

Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed.  相似文献   

Using Plant Clinic Registers to Assess the Quality of Diagnoses and Advice Given to Farmers: A Case Study from Uganda     

Solveig Danielsen  Eric Boa  Moses Mafabi  Emmanuel Mutebi  Robert Reeder  Flavia Kabeere 《The Journal of Agricultural Education and Extension》2013,19(2):183-201

Abstract

Purpose: This study developed a framework for quality assessment of diagnoses and advice given at plant clinics.

Design/methodology/approach: Clinic registers from five plant clinics in Uganda (2006–2010) were used to develop quality assessment protocols for diagnoses and advice given by plant doctors. Assessment of quality of diagnoses was based on five validation criteria applied on the ten most common crops. Quality of advice was assessed for the four major problems considering efficacy and feasibility.

Findings: The quality of diagnoses varied between crops, from 68% completely validated in maize to 1% in tomato. Complete and partially validated diagnoses were 44% of all queries. The remaining 56% were rejected. Several basic weaknesses were found in data recording and symptom recognition. A greater consistency and precision in naming diseases would increase the number of completely validated diagnoses. The majority of recommendations (82%) were assessed ‘partially effective’. ‘Best practice’ was recommended for 10% and ineffective advice was given in 8% of the cases with considerable variation between diseases.

Practical implications: Plant doctors need more training in symptom recognition, pest management and record keeping as well as better technical backstopping to solve unknown problems. Common standards and procedures for clinic data collection and analysis should be established, and roles and responsibilities clearly defined.

Originality/value: This is the first time plant clinic registers have been used to systematically assess quality of plant clinic services. Apart from being a valuable tool for quality assessment of extension, the plant clinic registers constitute a novel source of regular information about pests, diseases and farmer demand that can help improve decision-making of extension service providers, researchers, plant health authorities as well as information and technology providers.  相似文献   

Electronic Theses and Dissertations Initiatives: A Survey of University Libraries in Nigeria     

Emmanuel E. Baro  Vera Z. Godfrey  Monica E. Eze 《International Information and Library Review》2013,45(1-2):41-50

The study investigated the extent of adoption of electronic theses and dissertations in university libraries in Nigeria. Data collection for the study was via online questionnaire. The study revealed that digitization of theses and dissertations started between 1980 and 1995. It was found that only a few university libraries have embraced digitization of theses and dissertations in Nigeria. Benefits of electronic theses and dissertations were identified as improving university ranking and visibility, increasing access to the theses and dissertations, saving space in the library, enabling others link to the work with persistent URLs, preserving the work for future generations, and saving costs for students. Challenges such as unstable internet connectivity, lack of funding, irregular power supply, lack of information technology personnel, absence of electronic theses and dissertations submission policy, and copyright issues were identified. It is hoped that the study might provide insights useful for librarians planning to embark on the digitization of theses and dissertations project.  相似文献   

Investigating the use and effectiveness of diverse types of materials in the delivery and support of lab sessions for multimedia subjects and students     

Emmanuel Tsekleves  Amar Aggoun  John Cosmas 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):857-868

This research study explores the use of different lab material, investigating which types of materials contribute the most to the delivery and support of laboratory (lab) sessions to design, skill‐based and technical courses in higher education in the UK. A qualitative research methodology was employed for this investigation and included both key stakeholders in academia, including 75 students and 12 tutors. An investigation was also conducted tracking student activity on the university's e‐learning facility (U‐link). Our key findings indicate that overall electronic material is considered the most effective type of material for the delivery of a lab session. This is followed by print, video and lastly audio material according to student responses and video, print and audio material according to tutor responses. Student and tutor responses varied per individual module/subject area. Video material was regarded by students and tutors as the most effective type for the delivery of skill‐based lab sessions and generally for independent learning, and electronic material was regarded as the most effective type for the delivery of technical and design lab sessions. Lastly, student tracking revealed that the introduction of video lab material in two modules increased the average time spent by students on U‐link by 58% for the technical module and 97% for the skill‐based module respectively.  相似文献   

Sociology of a scandal: the emergence of ‘FIFAgate’     

Emmanuel Bayle  Hervé Rayner 《Soccer & Society》2018,19(4):593-611

This article examines the social forces underlying FIFAgate. Why do corrupt practices, which are often highly consolidated or even institutionalized, suddenly become scandalous? What is a scandal? Why did FIFA fall into crisis in 2015 and not before? To answer these questions, it is necessary to look at the sequence of thrusts and parries between all the parties involved. Our analysis embraces the notion that social processes are based on relationships in order to provide insights into why and how denunciations can lead to long-tolerated corrupt practices suddenly becoming compromising enough to force an organization’s leaders to implement measures that would have previously been unimaginable. We use multiple sources to examine the emergence of FIFAgate and the way FIFA overcame previous critical situations, describing how FIFA neutralized earlier allegations and developed a remarkable ‘resilience’ to scandal. Finally, we analyse the successive mobilizations whose domino effect led to the emergence of FIFAgate and the measures FIFA took to contain the scandal. Our research enabled us to draw up a new theoretical model for analysing corruption scandals.  相似文献   

Alternative Ways of Financing Tertiary Education in Botswana     

Emmanuel Botlhale 《Africa Education Review》2018,15(4):84-98

In developing countries, education is regarded as a public good that must be publicly provided. Due to the perceived positive correlation between education and development in development-hungry Africa, the education sector has, over the years, been receiving very generous budgetary allocations. Today, however, particularly post-2008, there are moves to re-define education as a private good, consequently, not deserving of public provision. As a result, there are persistent calls for alternative ways of providing education, particularly at tertiary levels. Similarly, in Botswana, there are developments that unmistakably suggest that the time is ripe for alternative ways of providing tertiary education, mainly, cost-sharing. To be sure, the Ministry of Education and Skills Development drastically cut sponsorships during the 2016/17 academic year. The general lesson from the Botswana case is that there is a need to continually interrogate the architecture of public expenditure. If problems are discovered, the architecture must be promptly reconfigured.  相似文献   

‘It’s not right for boys to play with dolls’: young children constructing and policing gender during ‘free play’ in a South African classroom     

Emmanuel Mayeza 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):590-602

This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sense teacher perceptions and constructions of children’s play that suggest children have ‘free choice’. The paper reveals that play is far from a ‘free’ activity as it is heavily constrained by specific contextual gender norms and expectations which limit possibilities by reproducing polarised versions of gender and perpetuate gender inequalities. Implications focus on the ways in which teachers can work with children to challenge the boundaries of gender during ‘free play’.  相似文献   

The Novels of James Baldwin: Struggles of Self-Acceptance     

Emmanuel S. Nelson 《Journal of American culture (Malden, Mass. : 2003)》1985,8(4):11-16

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