Reconstructing masculinity and power in Africa through open distance learning for sustainable development： A critical analysis of Wole Soyinka＇s Climate of Fear

The strabismus conception of masculinity and power with its manipulation as reflected in the consequences of actions endorsed and demonstrated by leaders, followers, citizens as individuals and groups at different times in the past, and present has been a major source of the seemingly quiescence and underdevelopment in Africa. Masculinity has often been associated with being athletic, breadwinner, objective, sexually aggressive, unemotional, dominating, etc.; while power is frequently construed as a tool of dominance, authority, superiority, influence, and governance. This inapt perception was borne out of Africa＇s nictitating and ignorance. The consequences of the misconception include abuse of power, intolerance, intimidation, militancy, humiliation, insecurity, inadequate dialogic tools and opportunities, etc. These result in the Climate of Fear as being experienced in the Niger-Delta of Nigeria, Kenya, and other parts of Africa. Thus, this paper examines the concepts of masculinity and power with exemplification from Africa with Wole Soyinka＇s Climate of Fear. The research methodology employs a combination of critical discourse analysis and Halliday＇s systemic functional theory of grammar with sociolinguistics approaches for the analysis. The study posits that the root of the problems that abound in Africa is traceable to the lack of precise socio-cultural, political and philosophical ideologies by Africans. The research opines that these fundamental problems of Africa can be resolved through orientation with education for all, which is one of the challenges of the millennium development goals. Thus, the paper examines the contrivance of open distance learning and its role in the education of African citizenry. It concludes on the ground that open distance learning as a recent and welcomed information technological development in Africa, if properly channeled and adequately funded would enhance sustainable development in Africa by its elimination of some of the aforementioned obstacles.     

Oxford House: deaf-affirmative support for substance abuse recovery

Deaf individuals seeking substance abuse recovery are less likely to have access to treatment and aftercare services because of a lack of culturally and linguistically specific programs and insufficient information about existing services. Previous research indicates that Oxford House, a network of resident-run recovery homes, serves a diverse group of individuals in recovery. However, research has not addressed the experiences of Deaf Oxford House residents. The present study found no significant differences between Deaf and hearing men living in Oxford House in terms of sense of community and abstinence self-efficacy. However, while most of the hearing participants were employed, none of the Deaf Oxford House members were. The study's findings indicate that Oxford House may be a promising Deaf-affirmative alternative for individuals seeking recovery from substance abuse. However, since Oxford Houses are self-supporting, Oxford Houses designed for the Deaf community may face unique economic challenges.     

Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views,attitudes and aptitudes

Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers’ views, aptitudes and attitudes towards digital technologies in their personal lives and in the classroom practices in Kuwait. This is a quantitative study in which 195 teachers completed a questionnaire designed around the key themes of the investigation in an attempt to understand how teachers are positioning themselves in terms of a play-based pedagogy and digital technologies. The key findings demonstrated that although the Kuwaiti teachers are competent users of digital technologies in their personal lives and the Kuwaiti classrooms have been digitalised to a large extent, the teachers are still hesitant in embedding these in their curriculum practices.