Suchergebnisse

Tutors in the higher education environment play an important role in facilitating student learning. However, they are often inadequately supported in the contexts in which they work. Tutors often require support through structured training and development programmes that embeds theory and practice to equip them with the powerful knowledge needed in their work with students. A re-examination of the support, training and development of tutors is therefore needed. This paper explored a Writing Centre tutor training progamme within a University of Technology (UoT) context. An academics literacies approach to tutor training has been implemented as it enables the creation of opportunities for students and tutors to question the ways in which they are working with knowledge and demonstrating that knowledge through their writing. Through tutors' narrative, written reflections and within a qualitative inquiry, this paper explored theory based tutor training and how it contributes to a more responsive Writing Centre practice by developing tutors' undertsanding of their role in transforming thinking, teaching and learning. It argues for the implementation of on-going, structured and theoretically embedded training that foregrounds Writing Centre pedagogy and creates a foundation for tutors' cognitive development in their work with students.

There is a gross underrepresentation of women in teaching, research, and leadership in higher education institutions (HEIs) globally. Despite the fact that a few studies have reported some gains in gender balance in HEIs, there are still glaring inequities of women in higher education, particularly in Africa. These challenges include but are not limited to, barriers to academic progression and career development, intersections of race, gender and motherhood, and identity and belonging. While several authors have revealed these gender gaps, it is valuable to understand the lived experiences of woman in academia on the African continent. African women encounter multifaceted challenges in academia. Structural barriers such as limited access to education, gender bias, and cultural norms that prioritise domestic responsibilities over career pursuits hinder their advancement (Founou et al., 2023). Additionally, the scarcity of female role models and mentors exacerbates feelings of isolation and imposter syndrome, further deterring women from pursuing academic careers. These challenges contribute to the underrepresentation of African women in leadership positions and fields traditionally dominated by men.

South Africa is now in its third decade of democracy and is characterised by a social and political dispensation based on the principles of freedom of expression, non-racialism and non-sexism. These values ought to be entrenched in all aspects of our society and likewise, in the media we consume. Media is a powerful tool and through its representation contributes significantly to the definition of the world around us, and thereby also to the definition of ourselves. One such area that the media influence is the way women are represented. The media takes on an interpretative role and teaches us how to 'make sense' of the world and therefore consistently privilege some issues and identities while devaluing others. The media landscape in South Africa is large, complex, robust and mature and arguably, ranks among the largest in Africa. Magazines in particular, are modern and are popular cultural forms of representation. They are one of the most influential forces in South African culture today. The aim of this paper is to explore the representation of women in magazines and the extent of how this representation influences gender identity in either empowering or limiting the development of women in society. It employs a qualitative research methodology to examine content of selected articles in South Africa's two leading weekly magazines namely DRUM and YOU. Content analysis was used to analyse specific categories of text collected from these magazines. Overall findings reveal that stereotypical, dismissive and confining representations of women prevail in magazine media content. Creating and sustaining change must involve challenging this media content to not only increase the type of coverage of women but to extend the range of diversity to include coverage a range of stories about women including achievements and success stories of women. DOI:10.5901/mjss.2014.v5n20p2278

With the growing popularity of social media as a news source, there is a need to explore the audience-inclusion function of these social media platforms for news reporting. It is imperative to explore how the audience uses these platforms in the production of news to define the transformative nature of the media and its role in empowering society (the audience) to 'break' and tell their own story. Furthermore, it is necessary to understand how these social media platforms encourage audience inclusion and provide opportunities for the audience to participate in the production and dissemination of news items. In understanding this, society will be able to situate the role of emerging social media platforms in news dissemination, especially in the 21st century. The study conceptualised the audience inclusion theory to explore and examine the role of Facebook and Twitter in producing and disseminating news, particularly in reporting the #FeesMustFall campaign. It explored how social media allows participation in news production and dissemination and how #FeesMustFall participants used Facebook and Twitter to produce and disseminate news about the protest. The study used a qualitative exploratory approach within the interpretive paradigm to understand the audience inclusion role in news dissemination. Findings indicate that students find recourse in social media as an avenue for news during the peak of #FeesMustFall. There is also a change in news reporting due to audience inclusion provided by social networks. Also, citizens in the form of university students have become more engaged with social media because of its ease of access and sense of connectedness.