Interim : Interdisciplinary Journal - Volume 12, Issue 4, 2013
Volume 12, Issue 4, 2013
Design aspects of a hospital playroom to aid the well-being of hospitalised oncology children - a case studySource: Interim : Interdisciplinary Journal 12, pp 1 –18 (2013)More Less
The aim of this research was to identify the design aspects necessary to create an aesthetically appealing playroom environment to aid the well-being of hospitalised oncology children at a public hospital in Bloemfontein, South Africa. The methodology design is overall qualitative within the interpretivist paradigm with a triangulation methodology design with explanatory components. These components consisted of a literature review which was further explored by means of a qualitative questionnaire. The playroom was created as part of a community project according to the literature review and questionnaire after which semi-structured individual interviews were conducted with the children themselves.
Teachers' right to strike vis-a-vis learners' right to education - justice for one is an injustice for the otherAuthor M.G. MasitsaSource: Interim : Interdisciplinary Journal 12, pp 19 –31 (2013)More Less
The teachers' salary strike, which occurs almost annually in South Africa, is so widespread that it seems to have gained public toleration if not complete acceptance. However, the strike may have a lasting and devastating impact on the teachers' as well as the learners' discipline, motivation and morale, with the learners being the hardest hit. The strike has a negative impact on the learning and teaching culture and on the learners' academic performance. Although the teachers' strike is about salaries and salary-related matters, all too often, debates about it shift from the strike to the tension between the teachers' right to strike and the learners' right to receive education. This study endeavours to fathom the truth about the two rights, to establish whether they can stand side by side without contradicting each other, and to study their implications.
Author V.M. MoeketsiSource: Interim : Interdisciplinary Journal 12, pp 32 –39 (2013)More Less
The paper seeks to demonstrate that Mofolo borrowed from previous texts written before Moeti wa Botjhabela so as to provide layers of meaning in his novel. Mofolo was a reader of different texts before he became the creator of Moeti wa Botjhabela, and therefore, his work of art is unavoidably shot through with references, quotations, and influences of every kind of text he read, and this finds expression in the manner in which history, folktales and Bible have been distributed consistently in his work of art.
Through the eye of a student : customer care in academic libraries, a case at the Central University of Technology, Free StateAuthor J. MolopyaneSource: Interim : Interdisciplinary Journal 12, pp 40 –54 (2013)More Less
The purpose of this research was to investigate the perceptions of clients namely, students, about the quality of library services and also the quality of staff client relationship. It was envisaged that through this study the perceptions, feelings and views of students in as far as their needs satisfaction could be illuminated. The study addressed the following concerns: Apart from the physical and other library resources, are there other mechanisms of evaluating the quality of services an academic library has to offer? In order for an academic library to improve service quality, what role should clients play? What are their concerns about their information needs consideration and what other possible means can be done to satisfy those needs?
Source: Interim : Interdisciplinary Journal 12, pp 55 –66 (2013)More Less
The dawn of a democratic South Africa in 1994 established a society entrenched in Human Rights milieu. As such, public schools are meant to align their policies with the rule of the law. Particularly, section 10 (1) of South African Schools Act, 84 1996 (hereafter SASA) respectfully prohibits the administration of corporal punishment directed at a learner in public schools. The subsequent section 10 (2) of SASA admonishes that any person contravening section 10 (1) of SASA is liable on conviction to a sentence which could be imposed for assault. These mentioned provisions of the school legislation are consistent with section 10 of the Constitution of the Republic of South Africa (RSA) which affords every person the inherent right to dignity of the person. Against the afore-mentioned legislative provisions, teachers have resorted to the use of sarcasm as a tool to inflict punishment in the manner that it could be equated with corporal punishment. Sarcasm is a form of language that is used to cause emotional and psychological harm, belittle, ridicule and humiliate the person it directed at. Judged against the provisions of the legislation governing schools in South African public schools, sarcasm could be said to be a direct violation of fundamental rights of learners to dignity of the person. In order to explore the intonation of sarcasm as supplement for corporal punishment the research paper employed a qualitative critical emancipatory research (CER) approach. Data gathered through a purposive sample of ten secondary teachers was analysed by the use of textual oriented discourse analyses.
Fourth year black male student teachers' conceptualisation of the in loco parentis prinicple at the University of TechnologySource: Interim : Interdisciplinary Journal 12, pp 67 –78 (2013)More Less
This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.
Author W.N. SetlalentoaSource: Interim : Interdisciplinary Journal 12, pp 79 –93 (2013)More Less
Studies show that although evaluation policies regarding educator development and whole-school improvement have been put in place and even though schools express willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert the original goals of these policies. This study explores the involvement of educators in School Self Evaluation, an internal evaluation which is a pre-requisite in the process of Whole School Evaluation (WSE) and their views on School Self-Evaluation (SSE) in relation to their professional development. WSE is the official evaluation system in South Africa. Schools undergo both external and internal evaluation. Results thereof are used by schools together with the District Support System to draw up School Improvement Plans (SIP's). In this study, a mixed mode approach was used. Both quantitative and qualitative approaches were used. Data were gathered from 125 educators in sixteen randomly sampled evaluated schools. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process, as well as the impact of school self-evaluation on their professional learning. Educator's learning appears to be influenced by the learning environment nurtured by the school and the way the school implements SSE. The study also provides an insight to how stakeholders involved in the implementation of School Self-evaluation would foster the educator's professional development as well. Supportive school administration, adequate school leadership and collaborative educator culture would contribute a lot to constructive learning environment.