The Role of Black Fathers in the Lives of Children in South Africa: Child protection for Black South Africans is often a collective responsibility     

Tawanda Makusha  Linda Richter 《Child abuse & neglect》2014

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Building cultural empathy and deconstructing Whiteness in counselor education     

Hannah B. Bayne  Robert Ocampo  Tawanda Wilson 《Counselor Education & Supervision》2023,62(2):118-131

Counselor training that does not attend to dynamics of cultural differences and oppression can run the risk of promoting false empathy that serves the voyeuristic purpose of the counselor rather than achieving accurate empathy for the client. In this article, we discuss the differences between true and false empathy and how Whiteness, racial identity and culture, and classroom dynamics can impact the ability to engage in cultural empathy development. We present a model for cultural empathy training that attends to each of these dynamics.  相似文献   

Inclusion in Early Childhood Education: a Zimbabwean perspective     

Tawanda Majoko 《International Journal of Inclusive Education》2017,21(12):1210-1227

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Using Social Networking Technologies for Postgraduate Research Supervision at a South African Rural-Based Historically Disadvantaged Institution     

Willard Munyoka  Tawanda Runhare  Patrick Dzimiri 《Africa Education Review》2019,16(6):128-150

Abstract

The use of social networking technologies (SNTs) for academic purposes has created new pedagogy opportunities, especially for well-resourced teaching and learning institutions. This article reports on a study that analysed the use of SNTs for postgraduate research supervision at a South African university classified as previously disadvantaged during the apartheid era. The current democratic government is trying to ameliorate the consequences of the Bantu Education Act by paying greater attention to historically disadvantaged institutions (HDIs). Although the study generated quantifiable data from a questionnaire, it largely employed the qualitative research approach and was underpinned by the connectivism theory of learning. A structured questionnaire and an interview schedule were used to collect quantifiable and qualitative data, respectively, from 32 postgraduate students who were enrolled for research by distance learning and eight lecturers who supervised postgraduate research. Quantifiable data from the structured questionnaire was analysed and plotted on graphs while qualitative data from the interviews was thematically analysed. The study findings revealed that the use of SNTs had positively impacted on postgraduate supervision and improved the success rate in students’ problem-solving skills and critical thinking at one rural-based HDI. From the study findings, it is recommended that more resources be channelled to the South African HDIs, to equip both their students and lecturers with the requisite knowledge and skills to effectively harness SNTs into research supervision, as well as teaching and learning, through deliberately designed online learning platforms, so that they can catch up with all-white historically advantaged institutions (HAIs) on research output.  相似文献