Volume 36, Issue 3, 2004
Acta Academica - Volume 36, Issue 3, December 2004
Volume 36, Issue 3, December 2004
Gilligan and complexity : reinterpreting the "ethic of care"
Authors: Yvonne Malan and Paul Cilliers
Source: Acta Academica 36, pp 1 –20 (2004)
<b>Gilligan en kompleksiteit : 'n herinterpretasie van die "etiek van sorg"</b> <br>Carol Gilligan (1982) argumenteer in <I>In a different voice&lt;/I&gt; ten gunste van 'n "etiek van sorg" wat, volgens haar, 'n skakel is met die morele stem van vroue. Hierdie standpunt is gekritiseer deur aan te voer dat dit essensialisties is en gender stereotipes versterk. In hierdie artikel word daarteenoor geargumenteer dat die "etiek van sorg" 'n kreatiewe benadering tot etiek in 'n komplekse sosiale stelsel kan wees. Hierdie posisie word ondersteun met argumente vanuit dekonstruksie diskoerse.
In <I>In a different voice&lt;/I&gt; (1982) Carol Gilligan argues for an "ethic of care", which she links to a "moral voice" of women. This stance has been criticised as being essentialist and reinforcing gender stereotypes. This article, however, argues that the concept of an ethic of care could be a creative way of approaching ethics in a complex social system. Its position is supported by arguments from deconstruction discourses.
An anthropological perspective on popular culture
Author Petro Esterhuyse
Source: Acta Academica 36, pp 21 –46 (2004)
<b>'n Antropologiese perspektief op populêre kultuur</b> <br>In teenstelling met die siening van kultuur as 'n outonome, geïntegreerde geheel, word kultuur in hierdie bydrae voorgehou as 'n vloeibare, komplekse en dikwels gefragmenteerde proses wat gesetel is in betekenisdraende handelinge, denke, objekte en sosiale interaksies tussen individue. Hierdie begrip van kultuur akkommodeer die beskrywing van populêre kultuur as daardie kulturele praktyke waarbinne sosiale akteurs betekenis interpreteer, onderhandel, artikuleer en transformeer. Populêre kultuur is egter ook, benewens 'n stel onderwerpe behorende tot 'n bepaalde spesialisasieveld, 'n arena wat deur praktiseerders van die interdissiplinêre kultuurstudiebeweging beskou word as besonder geskik vir die hegemoniese stryd om betekenis tussen sosiale akteurs. Antropoloë het gemaklik en met vrug hierdie relatief onverkende terrein betree, en spesifiek met betrekking tot mediastudies, 'n bydrae gelewer met fyn genuanseerde etnografieë waarin ook die groter historiese en kulturele geheel verreken word.
In contrast with the view of culture as an autonomous, integrated unit, culture is presented in this paper as a fluid, complex and frequently fragmented process located in social interaction between individuals, acts, thoughts and objects which convey meaning. This concept of culture accommodates a description of popular culture as those cultural practices in which social actors interpret, negotiate, articulate and transform meaning. However, in addition to being a set of subjects belonging to a certain field of study, popular culture is also an arena which practitioners of the interdisciplinary movement of cultural studies view as extremely suitable for the hegemonic struggle between social actors over meaning. The viewpoint is taken that anthropologists have naturally and successfully entered this relatively unexplored field and, specifically with regard to media studies, contributed fine-grained ethnographies which have also taken cognisance of the broader historical and cultural universe.
Source: Acta Academica 36, pp 47 –72 (2004)
<b>Etniese humor, identiteit en die verlies van Afrikanerhegemonie</b> <br>Humor is veelfasettig en in hierdie artikel word 'n verband met identiteit uitgelig. Die Afrikaner se etniese humor word ontleed en daar word tot die gevolgtrekking gekom dat die Afrikaner etniese humor as 'n hegemoniese instrument aangewend het om "andere" oorwegend negatief te kategoriseer. Afrikaners is tans 'n minderheidsgroep in die land; hul beskik nie meer alleen oor die konstitusionele mag nie en hul kulturele waardes en beskouings is nie meer dominant nie. Aansluitend hierby, word betoog dat indien Afrikaners kan wegdoen met die idee van "identiteit-asnegatiewe- andersheid" hul humor, enersyds, aangewend kan word om 'n positiewe en bemagtigende identiteit in die Suid-Afrikaanse diskoers te onderhandel. Andersyds, kan dit as verset- of minderheidsliteratuur aangewend word om simbolies protes aan te teken en weerstand uit te druk teen 'n "nuwe" hegemoniese orde in die land.
Humour is multi-faceted, and this article demonstrates that one of these facets relates to the notion of ethnic identity. The ethnic humour of the Afrikaner is analysed and the conclusion is drawn that the Afrikaner has used ethnic humour as a hegemonic instrument for categorising "others" in predominantly negative ways. At present Afrikaners constitute a minority group in the country, no longer possessing constitutional power, and their cultural values and opinions are no longer dominant. The article maintains that, if Afrikaners find it possible to discard the idea of "identity-as-negative-otherness", they should be able to carve out a positive and empowering identity within the South African discourse by using humour. Furthermore, this same sense of humour may be employed as a literature of protest or as a "minority literature" to oppose the "new" hegemonic order in the country.
A critique of monuments
Author Estelle Mare
Source: Acta Academica 36, pp 73 –97 (2004)
<b>'n Kritiek van monumente</b> <br>Hierdie artikel handel oor die doel van monumente, sowel beeldhoukunstig as argitektonies. Die bepaling van die kongruensie tussen die estetiese ontwerp of materiële uitdrukking en die etiese of ideologiese betekenis van monumente is hier ter sprake. Historiese voorbeelde is geselekteer uit die kategorie van argitektoniese strukture en standbeelde wat uitgediende ideologieë verteenwoordig. Sodanige strukture word dikwels verwaarloos en deur oproergroepe gevandaleer, vernietig, omgegooi, toegeëien of hergebruik. Vervolgens word gefokus op twee voorgestelde monumente waarmee in beide gevalle beoog word om die slagoffers van gebeure uit die verlede wat deur 'n ideologiese vooroordeel geïnspireer is, te huldig. Ten slotte word gepoog om die probleem op te los om die verlede op die wyse te gedenk. Alternatiewe word voorgestel vir die oprigting van monumentale strukture wat bedoel is om vorige of huidige politieke ideologieë of helde te vereer.
This article deals with the purpose of monuments, both sculptural and architectural. At issue is the assessment of the congruence between the aesthetic design and material expression, and the ethical or ideological meaning of monuments. Historical examples have been selected from the category of architectural structures and statues representing defunct ideologies. Such structures are often neglected, vandalised, destroyed, toppled, appropriated or recycled by rival groups. The discussion also focuses on two proposed monuments, both of which are intended to honour the victims of past events inspired by ideological bias. An attempt is made to solve the problem of remembering the past in ways other than the erection of monumental constructions intended to celebrate past or present political ideologies or heroes.
The management of urban rivers
Author Gawie Du T. De Villiers
Source: Acta Academica 36, pp 98 –110 (2004)
<b>Die bestuur van stedelike riviere</b> <br>Die artikel fokus op die probleme verbonde aan die bestuur van stedelike riviere. Die probleme word geïdentifiseer as kanaalsverandering as gevolg van verstedeliking, waterkwaliteitveranderings, storting van vaste afval en vloede. Voorstelle word gemaak om die probleme te oorkom en om riviere te vestig wat 'n bate vir die stedelike omgewing is.
This article addresses the problems involved in the management of urban rivers. These problems are identified as channel adjustments resulting from urbanisation, changes in water quality, solid waste disposal, and floods. Suggestions are made for alleviating these problems and establishing rivers which are assets to their urban environments.
Implementing outward-bound academic entrepreneurship in the human sciences
Author Peter Rosseel
Source: Acta Academica 36, pp 111 –139 (2004)
<b>Academisch ondernemerschap in de humane wetenschappen</b> <br>In de opdrachtverklaring van de meeste universiteiten wordt niet langer alleen maar verwezen naar hun traditionele taken (onderzoek en onderwijs), maar eveneens naar de rol die de universiteit in de maatschappij kan en moet spelen. Bij deze derde opdracht - ook wel academisch ondernemerschap, wetenschappelijke of maatschappelijke dienstverlening genoemd - kunnen de volgende vragen gesteld worden: Wat houdt dit ondernemerschap of die dienstverlening juist in? Binnen welk kader, onder welke voorwaarden en op welke manier wordt dit best geïmplementeerd? Welke zijn de criteria om te bepalen of iets als academisch ondernemerschap of wetenschappelijke dienstverlening beschouwd kan worden? En tenslotte, wat is de beste structuur om deze activiteiten in onder te brengen? Onderstaand artikel probeert deze vragen te beantwoorden voor de humane wetenschappen.
Many universities today acknowledge that besides focusing on teaching, learning and research, they should also be involved in "service to the community". Four questions arise in this regard: What exactly does this service to the community entail? How, within what framework, and under what conditions should this service be rendered? What criteria determine whether an activity qualifies as service to the community? In what type of structure should such outward-bound activities be embedded? Different universities - even different faculties within the same university - have answered these questions in different ways. The human sciences in particular struggle to see how they can use their research to contribute actively to a better world outside the university as well as how they can be rewarded for this both by their university and by the organisations they assist. Focusing on outward-bound academic entrepreneurship, this paper will attempt to answer the first three questions raised above and to show that there are in fact many opportunities for the humanities to be involved in academic entrepreneurship are plentifold.
Authors: Zacheus Matebesi and Frikkie Booysen
Source: Acta Academica 36, pp 140 –171 (2004)
The main aim of this article is to provide insight into the determinants of treatment adherence among pulmonary tuberculosis patients. The study was conducted at nine clinics in the Free State province of South Africa. The quantitative evidence shows that stigmatisation, the socio-economic circumstances of patients, and migrancy all play important roles in explaining non-adherence. The qualitative evidence identified some of the factors affecting adherence as lack of knowledge about TB, the nonsustainability of educational campaigns, the side-effects of drugs, hunger, lack of family support, the stigma attached to TB, the attitude of health care workers and the long delay before diagnosis. Based on this evidence, recommendations are made for a number of provider-, patient- and community-centred interventions to improve adherence.
<b>Behandelingsnakoming van tuberkulose-pasiënte in die Vrystaat, Suid-Afrika</b> <br>Die hoofdoel van hierdie artikel is om insig te verskaf in die determinante wat 'n rol speel in die nakoming van behandelingsinstruksies by pulmonêre tuberkulose pasiënte. Die studie is onderneem by nege klinieke in die Vrystaat provinsie, Suid-Afrika. Die kwantitatiewe bevindinge dui daarop dat stigma, die sosio-ekonomiese omstandighede van die pasiënt en migrasie 'n belangrike rol speel by die verklaring van die nienakoming van behandelingsinstruksies. Sommige van die waargenome faktore wat die nakoming van behandelingsinstruksies beïnvloed, soos gebaseer op die kwalitatiewe bevindinge, sluit in gebrekkige kennis omtrent TB, die nievolhoubaarheid van opvoedkundige programme, newe-effekte van medikasie, honger, gebrekkige gesinsondersteuning, die stigma gekoppel aan TB, die houding van gesondheidsorgwerkers en die lang vertraging alvorens 'n diagnose gemaak word. Voortspruitend uit hierdie bevindinge word aanbevelings gemaak rakende 'n aantal verskaffer-, pasiënt- en gemeenskapsgesentreerde intervensies wat die nakoming van behandelingsinstruksies kan verbeter.
Authors: Hannemarie Bezuidenhout, Kerneels Nel and Marietjie Nel
Source: Acta Academica 36, pp 172 –181 (2004)
<b>Die ontwikkeling van nasionale standaarde vir die akkreditering van voorgraadse mediese onderwys in Suid-Afrika</b> <br>Gehalteversekering en akkreditering in hoëronderwys is ondersoek en standaarde vir selfevaluering in mediese skole en vir die akkreditering van mediese onderwys in Suid-Afrika is daargestel. 'n Literatuurstudie het die grondslag van die studie gevorm en die Delphi-tegniek is vir die empiriese ondersoek gebruik. 'n Stel van 110 standaarde, bestaande uit absolute standaarde en standaarde wat ontwikkeling ten doel het, is saamgestel. Die standaarde is geskik vir die verifiëring van die gehalte van onderwys, kan gebruik word as 'n instrument om verandering teweeg te bring en kan geld as beginsels wat gehalteversekering rig. Hierdie studie sal die bereiking van die tweeledige doel van akkreditering, naamlik om die gehalte van onderwys te waarborg en om akademiese standaarde uit te bou, fasiliteer.
In this study, quality assurance and accreditation in higher education were investigated, and standards for the self-evaluation of medical schools and the accreditation of medical education in South Africa were identified. A literature study formed the basis for the investigation, while the Delphi technique was used for the empirical study. A set of 110 standards was compiled, comprising both absolute standards and standards aimed at encouraging development. The standards are suitable for verifying the quality of education, for use as a lever for change and reform and for reference as principles guiding quality assurance. This study will facilitate the attainment of the dual goal of the accreditation process, namely to guarantee the quality of educational offerings to all users and concerned bodies, and to promote the enhancement of academic standards.
Onderrigkommunikasie in die klaskamer : 'n uitnodigende onderwysperspektief
Author Martyn Van der Merwe
Source: Acta Academica 36, pp 182 –202 (2004)
<b>Instructional communication in the classroom : a perspective from invitational education</b> <br>Classroom communication is essential in developing good perceptions of the self, others and the school. It is also linked to school achievement. This paper explores instructional communication from the perspective of invitational education. Ten secondary schools were selected and 50 lessons were videotaped. Episodes containing inviting and disinviting examples of communication were identified. The most important finding is that teachers tended to be more disinviting than inviting in their communication and to impart these messages more explicitly than implicitly. The study also noted a complete lack of certain verbal and non-verbal skills, for example the active listening that is conducive to inviting interpersonal relationships and developing unrealised potential. It recommends that more training in invitational communication and action research be included in basic teacher training.
Onderrigkommunikasie is noodsaaklik vir die ontwikkeling van goeie perspesies van die self, van andere en van die skool, en hou verband met skoolprestasie. Kommunikasie in die klaskamer is ondersoek vanuit 'n uitnodigende onderwysperspektief. Tien sekondêre skole is geselekteer en 50 lesse is op videoband geneem. Episodes van uitnodigende en nie-uitnodigende kommunikasie is geïdentifiseer. Die belangrikste bevinding is dat onderwysers meer nie-uitnodigend as uitnodigend kommunikeer en hul boodskappe ook meer eksplisiet as implisiet oordra. 'n Totale afwesigheid van sekere verbale en nieverbale vaardighede is opgemerk, waaronder aktiewe luister wat bevorderlik is vir uitnodigende interpersoonlike verhoudings en die ontwikkeling van onontginde potensiaal. Aanbevelings hou verband met die insluit van meer inhoud met betrekking tot uitnodigende onderwys en aksienavorsing in basiese onderwyseropleiding.
Author Andries Snyman
Source: Acta Academica 36, pp 203 –222 (2004)
<b>Strategieë vir die implementering van uitkomsgebaseerde onderwys by die Technikon Vrystaat</b> <br>Die besluit van die SA Kwalifikasie-owerheid dat alle kwalifikasies op 'n interim basis - in uitkomsgebaseerde formaat - op die Nasionale Kwalifikasie Raamwerk geregistreer moet wees teen 2000 het alle hoëronderwysinstellings gedwing om erns te maak met dié benadering tot onderrig en leer. 'n Navorsingsprojek oor die implementering van uitkomsgebaseerde onderwys (UGO) gedurende 1999-2001 aan die technikon het verdere steun aan die benadering verleen (CTM 2001). In die artikel word die belangrikste strategieë wat die Technikon Vrystaat (TVS) gevolg het om die teoretiese raamwerk van UGO binne die nasionale hoëronderwyskonteks te implementeer, bespreek. Die implikasies van die implementering word ook uitgespel. Technikons is goed geposisioneer om UGO te implementeer, omdat die teoretiese vertrekpunte van die benadering en die grondslae van UGO nie vreemd is aan die tradisionele onderwysfilosofie van die instellings nie.
The decision of the South African Qualifications Authority (SAQA) that all qualifications should be registered in outcomes-based education (OBE) format on the National Qualifications Framework (NQF) by 2000 forced all higher education institutions to take this approach to teaching and learning seriously. A research project on the implementation of OBE at technikons in 1999-2001 provided further reinforcement (CTM 2001). In this article the most important strategies used by the Technikon Free State (TFS) to implement the theoretical framework of OBE within the national higher education context are discussed. The implications of implementing OBE are also highlighted. Technikons are well-positioned to implement OBE, since the basic tenets of its theory and practice are similar to their traditional teaching philosophy.
Sexual harassment : perceptions and coping strategies among undergraduate students in Nigeria
Authors: Olugbenga Ladebo and James Shopeju
Source: Acta Academica 36, pp 223 –238 (2004)
<b>Seksuele teistering : persepsies en hanteringstrategieë onder voorgraadse studente in Nigerië</b> <br>Hierdie artikel doen verslag oor 'n ondersoek na ondervindings van seksuele teistering (ST), hanteringstrategieë en opvoedkundige uitkomste van voorgraadse studente van die Suid-Wes Nigeriese Landbou Universiteit. Vraelyste is aan 290 voorgraadse studente uitgedeel. Daar is bevind dat die hoofteikens van teistering vroulike studente is, en die tipiese skuldiges manlike studente is. Studente het seksuele voorstelle en afsprake waar dreigemente 'n rol speel as uiterste vorme van ST beskou. Daar was geen verband tussen seksuele teistering en studente se tevredenheid met die instansie nie, maar die akademiese prestasies van teikens van seksuele teistering was laer as dié van nie-geteisterde studente.
This article reports on an investigation into the sexual harassment (SH) experiences, coping strategies and educational outcomes of undergraduate students from the University of Agriculture in south-western Nigeria. Questionnaires were administered to 290 undergraduate students. Female students were found to be the main targets of harassment and male students the typical perpetrators. Students perceived sexual propositions and dating propositions accompanied by threats as constituting severe forms of SH. There was no association between sexual harassment and students' satisfaction with the institution but the targets of harassment had a lower academic performance than non-harassed students.