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51.
As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities. 相似文献
52.
Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health—and to lay the groundwork for satisfying sexual lives—is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15–19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human‐rights emphasis that may prove politically less controversial than technical sexuality topics, and may ultimately prove vital to achieving better sexual health outcomes. The experience of community‐based programmes provides lessons for designing and evaluating such approaches in schools. 相似文献
53.
B. Junge O. Deji R. Abaidoo D. Chikoye K. Stahr 《The Journal of Agricultural Education and Extension》2013,19(3):257-274
Abstract The main objective of this study was to determine the attitude of farmers towards erosion and the adoption of appropriate soil conservation technologies (SCTs). For the survey, farmers were selected from the communities Esa Oke, Elwure and Owode-Ede and Akoda in Osun State in Nigeria. In the first three communities farmers did receive training on soil conservation, in the fourth not. About 60 farmers were interviewed to obtain information on personal and socio-economic characteristics, awareness of environmental problems, attitude towards erosion control and experiences with SCTs. Statistical data analyses (analyses of frequencies, correlation, t-test, χ2-test) were made to examine possible relationships among parameters and the influence of factors on adoption. Most respondents were advanced in years, responsible for large households and characterized by low levels of income and literacy. Soil erosion was seen as a problem confronting agricultural production only to a small extent. The adoption rate of SCTs was low, as only mulching, cover cropping, contour tillage and cut-off drainage were practised and often rejected. Low labour-demand, the availability of common equipment, low costs of application, ease of practice and compatibility with the existing farming system influenced adoption. The observed positive correlation between level of education, knowledge of appropriate technologies, farming experience and the number of SCTs adopted emphasizes the importance for farmers of education and training. Strengthening agricultural extension agencies for capacity building is an important tool for improving soil conservation in Nigeria. The paper clarifies with specific examples the causes of the low rates of adoption of available technologies, with a reduced impact of research and of efforts to achieve food security and sustainable production at village level. 相似文献
54.
Heidi Østbø Haugen 《Globalisation, Societies & Education》2013,11(3):315-334
This article explores how Sino-African relations are affected by the growing number of Africans who pursue higher education in China. China actively recruits African university students in order to increase soft power and generate income from the export of education services. Semi-structured interviews with African university students suggest that China fails to reach these policy objectives because the students are disappointed with the quality of the education they receive. However, the students engage in trade and contribute to the fast-growing export of Chinese products to African markets, thereby reinforcing the ties between China and Africa in unintended ways. 相似文献
55.
王志章 《上海师范大学学报(哲学社会科学版)》2013,(2):110-120
中国是世界上最大的发展中国家;而非洲是世界上发展中国家最集中的大陆,也是贫穷国家最集中的地区,贫困人口约3.8亿。因此,做好非洲的反贫困工作既是非洲各国的责任,也是先发国家应尽的义务。改革开放以来,中国已经取得了扶贫的伟大成就,为世界反贫困积累了宝贵经验,探索出许多新模式、新经验,赢得了包括联合国开发署在内的一些国际组织和国家的高度评价。文章从人类文明成果分享的视角,通过对非洲反贫穷的困境解析、中国扶贫成就的世界意义梳理,构建起中国扶贫经验植入非洲的路径。这不仅有助于拓展中国履行国际主义义务的新思维,提升国家形象,形成中国扶贫理论的国际话语体系,而且也可以为实际工作部门提供理论支撑和实践参考。 相似文献
56.
《Journal of International and Intercultural Communication》2013,6(4):286-303
Abstract Few African scholars publish articles in top journals, present papers at prestigious conferences, or produce monographs that influence the direction of the field of communication as a whole. We explored hindrances to scholarly productivity in East Africa by administering questionnaires to faculty members at five leading communication departments and conducting in-depth interviews with department heads, librarians, and other senior faculty members. Results indicated that an increase in institutional priority on research and publication makes this an opportune juncture for collaboration with the international scholarly community to facilitate research and publication activity by African academics. 相似文献
57.
《Journal of International and Intercultural Communication》2013,6(4):317-333
Research about African communication and studies by African-affiliated authors remain scarce in the field of communication. To establish a comprehensive picture of the state of scholarship, 5,228 articles published in 18 top communication journals between 2004 and 2010 were reviewed. Articles were coded for topic nation, author affiliation, article type, category of communication studied, and research method. Thirty-nine Africa-focused articles including 25 authored by researchers from African institutions were found. Over half addressed health communication; most focused on Kenya and South Africa. Means are suggested by which the international scholarly community can partner to encourage African scholarship. 相似文献
58.
Lauren Kogen 《Journalism Practice》2019,13(1):1-15
This study investigates how journalists covering international humanitarian crises make decisions regarding what types of information to include in stories. Specifically, the inclusion/exclusion of solutions-oriented information is addressed, since crises represent a key time during which the potential for international engagement is discussed in the mainstream media. Interviews with journalists covering hunger crises in Africa reveal an internal tension between maintaining a neutral, unbiased position and writing in a way that supports engagement and action. Ironically, perhaps, journalists find that including solutions-oriented information amounts to unethical and biased coverage, despite the fact that inclusion of solutions to social problems is an accepted and institutionalized aspect of the US news media’s mandate to the public. Reasons for this seeming contradiction are discussed, and I argue that solutions-oriented information not only can be included without demonstrating bias, but that it ought to be included to support ethical coverage that properly informs citizens about potential paths for political engagement. 相似文献
59.
This paper argues that teacher training programs, with the objective of transforming gender norms in schools, should employ a critical pedagogy framework in order to achieve the transformational learning goals necessary to change the deep-seated beliefs and patterns of behavior that characterize these gender norms. Using document analysis, this study evaluates the teacher in-service training component of two school-based intervention programs, aimed at promoting gender equality in school communities. This paper finds that the trainings miss opportunities to employ elements of critical pedagogy and therefore, are not likely to create a transformative change around gender norms in schooling. 相似文献
60.
In contemporary African societies where multiple systems of knowledge coexist, and the use of informatics is becoming increasingly widespread, conventional perspectives drawn from cultural anthropology, environmentalism, development studies and intellectual property rights are insufficient guides to thinking about the digitization of indigenous knowledge. Taking an interdisciplinary approach, three moments in South African knowledge dynamics are used to probe some of the ontological, epistemological, and performative implications of science/IKS interaction in the design and construction of archives and databases of local plants. Twenty-first century databases of indigenous African medico-botanical knowledge need to assure that it is recontextualized historically and socially; that its multiplicity, visuality, and orality are retained; and that “articulation work” is done to make sure that design choices and use are cognitively just. 相似文献