Faculty of Educationhttp://hdl.handle.net/10566/232024-03-28T10:53:37Z2024-03-28T10:53:37ZMoral dogma and ethical relativity in joseph conrad’s almayer’s follyKarmakar, GoutamRay, Subhadeephttp://hdl.handle.net/10566/93172024-02-16T00:00:43Z2022-01-01T00:00:00ZMoral dogma and ethical relativity in joseph conrad’s almayer’s folly
Karmakar, Goutam; Ray, Subhadeep
This paper studies the intricate treatment of the abstract and dogmatic order of imperial, racial, and religious morality, and the issue of ethical commitment in the concrete and fleeting relationships between individual subjects in Joseph Conrad’s debut novel, Almayer’s Folly (1895). The novel is set in the Malay Archipelago, where the fading years of the imperial absolutism of Europe give way to conflicting trade and political interests. A pessimistic philosophical outlook in Conrad’s text shows how all the overindulgent narcissistic moral orders accommodate hate and self-interest motivated conspiracy, and simultaneously violate ethical demands of the Other in human contact.
2022-01-01T00:00:00ZImplementation of an intervention program to enhance student teachers’ active learning in transformation geometryMbusi, NokwandaLuneta, Kakomahttp://hdl.handle.net/10566/92722024-01-27T00:00:38Z2023-01-01T00:00:00ZImplementation of an intervention program to enhance student teachers’ active learning in transformation geometry
Mbusi, Nokwanda; Luneta, Kakoma
Active learning strategies are purported to be effective in enhancing students’ understanding of concepts that would otherwise be difficult to master through other strategies of mediating learning. This study forms part of a bigger study where pre-service teachers’ errors and misconceptions in transformation geometry were identified, analyzed and then addressed. The focus of this current study is on exploring the implementation of a van Hiele phase-based instruction to address the students’ misconceptions through the facilitation of active learning. The instructional program was implemented with 82 pre-service teachers (student teachers) and field notes, observations and informal conversations with students were used to collect data during the implementation. A test was then given at the end of the intervention to determine the effect of the intervention on student performance. Findings suggest active learning can be promoted, through the use of van Hiele phase-based intervention program, to address effectively students’ misconceptions.
2023-01-01T00:00:00ZMapping higher education policymaking in Ghana with aquadruple helix frameworkAnsah, FrancisSwanzy, PatrickLanga, Patríciohttp://hdl.handle.net/10566/92202023-07-20T00:00:49Z2023-01-01T00:00:00ZMapping higher education policymaking in Ghana with aquadruple helix framework
Ansah, Francis; Swanzy, Patrick; Langa, Patrício
Whilst research works have identified many actors involved inhigher education public policymaking in the Ghanaian context,there is a paucity of empirical studies on how the application of aquadruple helix network of policy actors considered essentialconstituents of higher education provision could create addedvalue to strengthen the policymaking ecosystem in Ghana. Usingmultiple data collection techniques including, document analysis,in-depth interviews and analytic memoing, this paper examinesdeeper insights into higher education public policymaking inGhana from the perspective of a quadruple helix framework ofpolicymaking and argues for an added value in the use ofquadruple helix framework in higher education policymaking.
2023-01-01T00:00:00ZThe affective effect: exploring undergraduate students’ emotions in giving and receiving peer feedbackBharuthram, Svan Heerden, Mhttp://hdl.handle.net/10566/92102023-07-19T00:00:46Z2023-01-01T00:00:00ZThe affective effect: exploring undergraduate students’ emotions in giving and receiving peer feedback
Bharuthram, S; van Heerden, M
While the peer feedback process has an important role to play in student learning and has many benefits, it is not without its challenges. One of these is the effect that emotions may have on the way that students engage with the feedback. Yet, the specific emotions experienced during peer feedback is relatively under-explored. Therefore, this exploratory qualitative study unpacks the range of emotions experienced by students during peer feedback. Using Plutchnik’s Wheel of Emotions to analyze students’ questionnaire responses, the study found that students largely exhibited positive emotions, which may be due to their perceptions of themselves in relation to the process, as well as the various scaffolds put in place. Knowing which emotions students experienced during peer feedback may enable a greater understanding of the role of emotions in peer feedback, as well as enabling student feedback literacy development.
2023-01-01T00:00:00Z