Issue 1 (JSHSS Vol. 5)

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http://hdl.handle.net/11070/1825

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The Namibian portfolio for languages: a tool for formative assessment in Namibian secondary schools
(University of Namibia, 2016) Zannier, Aurelie; Lumbu, Simon D.
The notion of learner-centred education has received praise since its inception in the Namibian education system in the early 1990s. This development provided a need for restructuring the process of teaching-learning, the nature of the curriculum, materials and assessment. The Education for All document similarly advocates for the regulation of formative assessment since the early years of the new Namibia. Little evidence suggests that the practical integration of formative assessment has not been concretely defined. In a learner-centred approach, formative assessment is crucial. Whereas it can be generally accepted that formative assessment is at the core of assessment in most language classrooms, it remains unclear whether assessment is more summative than formative. While learners’ marks are indicative of summative assessment, there is no tool to form the basis for the implementation of formative assessment and teacher feedback on their learners’ formative assessment. A team of teachers of French as a foreign language in Namibia viewed the introduction of a portfolio for languages as a practical tool for teachers and learners in order to implement formative assessment. This paper presents the use of the Namibian Portfolio for Languages as a pedagogical tool for self-assessment.
An exploration of the portrayal of the girl-child in Erna Muller’s novels It all goes wrong and when you dance with the crocodile
(University of Namibia, 2016) Chunga, Timothy M.; Kangira, Jairos
This paper provides a critical analysis of the portrayal of the girl-child by Erna Muller in It all goes wrong (2014) and When you dance with the crocodile (2014). The two novels were selected using purposive sampling as they primarily characterise girl-children as protagonists. The researchers employed the African feminist literary theory as argued by Chukwuma (2006) in this study. The African feminist literary theory was used to study how the girl-child is portrayed in a patriarchal world. Content analysis was used to examine the depiction of the girl-child in the two novels. The study revealed that in both novels the girl-characters make independent decisions and act on them, while other characters such as adults and boys play secondary roles. The study found that Erna Muller portrays the girl-child as innocent, open minded, caring, adventurous, assertive, compasssionate and brave. All in all, it can be concluded that Muller uses the two novels to empower the girl-child.
Visual literature: An essential part of academic learning
(University of Namibia, 2016) Beuke-Muir, Chrisna
Because the world is becoming a planet where speed plays a much bigger role than only one generation ago, information is gained at almost the speed of light. Although is not seen as strange phenomenon anymore, the fact remains that technology has developed so drastically that it is almost unthinkable that a person of sixty years old today started her live without television, computer, internet, and perhaps, also without a telephone. In the process literature and language are disciplines that are drastically influenced, apart from the fact that 93% of all language is non-verbal. Images are becoming a most important part of communication and influence us cognitively and emotionally. Images also accelerate and increase our level of comprehension. Therefore visual literature is becoming an integral part of learning. In this article, the Afrikaans comic Asterix die Galliër is investigated, and it is argued that a comic can serve as a subgenre in the main stream of literature. Visual and verbal language are compared and common entities in the syntax, morphology and lexicon are identifi ed. It is concluded that the combined process of reading text and seeing images is essential for learning and rational thinking. Visual literature should therefore not be neglected as a source of academic training.
Personal judgments and psychologically abusive behaviour: An analysis of ethnic differences in Namibia
(University of Namibia, 2016) Mberira, Mara
Using a self-report measure that was adapted by the author, this study asked Namibian men and women from 5 ethnic groups (Afrikaners, Damaras, Coloureds, Hereros, and Ovambos) about their perceptions of psychologically abusive behaviour on a global measure and four subscales: Restrictive/Denigration, Equity/Mind Game, Denigration, and Passive Aggression. These individuals were recruited from various organisations in Windhoek the capital of Namibia. Due to violations of the normality assumption and the failure of transformations, standard ANOVA and T tests were not performed. Instead, results from the appropriate non-parametric analyses (Kruskal Wallis and Mann-Whitney U tests) showed that significant gender and ethnic differences exist in the way psychologically abusive behaviour is perceived.Women, in particular, rated individual behaviour on a global measure of psychological abuse, and on the restrictive denigration abuse subscale, more psychologically abusive than men. Significant differences also existed in the way psychologically abusive behaviour is perceived between the Afrikaner and the Ovambo groups and between the Afrikaner and Damara groups. The largest effect size was noted between the Afrikaner and Damara groups. These findings ran contrary to study hypotheses; instead of the mean ranks for the Afrikaner group being higher than the other ethnic groups, the Afrikaner mean ranks were the lowest on all dependent variables. Implications for further research, policy, and practice are discussed.
"One that has given you little has your soul consoled” – unemployed youth on surviving without unemployment benefi ts in Namibia
(University of Namibia, 2016) Namupala, Ndeshi
Alarmingly, youth unemployment rates in Namibia are among the highest in Southern Africa. This fact haunts Namibia terribly. The unemployment of those that should be the main bread winners does not only affect them as individuals, but also bears a negative impact on their families and friends. With poor access to productive assets such as capital, land and skills, the majority of the unemployed youth face a daily struggle to meet their basic needs and are often the ones on the periphery of the Namibian society. The difficulties in finding employment also mean difficulties in securing an income and a decent livelihood for these young people. In absence of a social protection system for unemployed people in Namibia, the situation of the youth is exacerbated. This study seeks to understand the social support system and survival strategies of the unemployed youth in Namibia. It draws data from the author’s on-going PhD research for which she conducted interviews with unemployed youth from Ohangwena and Khomas regions, with the aim to capture the lived experiences as well as the views of young people on the problem of youth unemployment in Namibia. The results point to the practical difficulties of unemployment the youth experience in their everyday lives. Findings indicate that the majority of youth are the most likely to fill low-quality jobs in the menial and informal economy rather than jobs with decent wages and benefits. In as much as the youth are engaging in the informal employment and economy, they do not regard it as employment. Consequently, many rely on family and friends for support in order to survive unemployment. As an onset to assist the unemployed, the author therefore propose the Basic Income Grand (BIG) as one way of socio-economic safety of the poor and unemployed as they persevere with their unemployment. Such an initiative can ameliorate the negative effects of unemployment specifically among the youth. This however, should not be regarded as a replacement for the possibility of unemployment benefit.
Aspects of negation in Otjiherero
(University of Namibia, 2016) Kavari, Jekura U.
The purpose of this article is to provide a detailed description of Otjiherero negative grammatical features; to show how negation behaves in Otjiherero expressions; the effect of negation on meanin; the concomitant phonological processes involved; and to determine whether negation reveals Otjiherero sentence structures in general. As Möhlig and Kavari (2008, p.166) put it; “…in independent tenses, negation is expressed by the prefi x hi- for 1st person singular and by ka- for all other persons and classes”, while ha negates all subordinate clauses. Double negation in Otjiherero is a matter of emphasis, although in the Kaoko dialect it is used in a normal way in certain contexts, and though it is not used at all in the central dialect of Otjiherero. As Dembetembe (1986, p. 1) states: “…linguistically affi rmation or negation is a feature of the predicate, the nucleus of which is the verb, whether this is expressed overtly or latently in surface structure”, investigating how negation of predicates works seems to be an appropriate descriptive approach.
Confronting the global: The ‘mediatization’ of local culture and Namibian youth receptions of media power
(University of Namibia, 2016) Fox, Tom
This paper investigates the idea of the ‘mediatization’ of Namibian cultures, media power, and degrees of reflexive actor ‘negotiations’ of media institutionalism. It seeks to understand awareness of and reaction to local and global power narratives in relation to actors’ symbolic relationships with media. Research reveals that Namibian youth are often positive regarding the novelty and opportunities that global media off er for identity and lifestyle negotiations. However, it also revealed ontological anxieties about erosion of ‘traditional’ culture on the one hand, and concerns on the other about the absence of representation or recognition of the ‘local’ in global media productions. The Windhoek research on which this paper is based conceptually establishes three reflexive youth orientations and identities toward local/global media power: cultural appropriationist, cultural traditionalist and cultural representationalist. Theories of power and media are contrasted and analysed in relation to these reflexive categories, giving special reference to Lukes (2005). The paper concludes that while media culture today appears to be instrumental in Namibian identity formation and cultural change, social tensions and conflict over matters of culture and power are evident.
Setswana mother tongue: Opportunities and challenges in Namibian schools
(University of Namibia, 2016) Mogotsi, Immaculate; Mufune, Pempelani
The official language policy in Namibia states that schools should teach grade 1 to 3 pupils in their mother tongue, but it is seldom taught as a medium of instruction in those grades. Where it is taught, there are seldom qualified teachers to teach it. This research investigates the teaching of Setswana language in schools in order to assess the factors contributing to the gap between policy and reality. Setswana speakers in Namibia constitute 0.3% of households (NSA, 2012) (unlike in Botswana where they are the majority and in South Africa, they constitute a substantial group). The rationale is that knowing the challenges and opportunities to providing mother tongue education to Batswana people may contribute to policy formulation that allows achievement of Namibia’s goal of Education for All (EFA). Focus group discussions and key informant interviews were the main qualitative data collection methods utilised for this study. Findings indicate that among the challenges of teaching in the mother tongue to Setswana children include; lack of qualified teachers, lack of teaching material, and conflict between curriculum panelists and Setswana subject advisor at NIED. Among the opportunities are collaboration with Botswana and South Africa governments on Setswana curriculum development in schools, Namibian schools, sourcing Setswana school materials and a pool of potential Setswana language teachers from Botswana and South Africa. It can be concluded that concerted efforts should be made by authorities to promote the use of local languages (such as Setswana) as a medium of instruction.
A review on urban soil water erosion
(University of Namibia, 2016) Shikangalah, Rosemary N.; Jeltsch, Florian; Blaum, Niels; Mueller, Eve N.
Accelerated soil water erosion is one of the major global environmental problems that adversely affect both rural and urban areas. While many investigations have been initiated to efficiently understand and effectively manage water erosion problems in agricultural areas, specific knowledge on urban water erosion is less pronounced. This paper aims at providing an overview of the extent at which erosion dynamics processes have been explored in urban areas. Based on the last decade’s publications, the majority (64%) of studies were conducted in the developed world, mostly in humid subtropical and humid continental climate regions. Furthermore, researchers largely concentrated on off site erosion, focusing on contaminated sediments and on stream erosion. The employed methods were mostly traditional approaches (81% of all articles) compared to modern methods of remote sensing and modelling. This review identifies limitations in methods employed, and gaps in focal research topics and urban-specific management strategies. In particular, the paper argues that approaches oriented towards minimising the risks from water erosion in urban areas are urgently needed. The review findings are expected to be of interest to researchers, urban planners and environmental related managers.
Gender-based violence and masculinity in Namibia: A structuralist framing of the debate
(University of Namibia, 2016) Edwards-Jauch, Lucy
Gender-based violence in Namibia is pervasive and solutions to it remain elusive. How we address the problem depends on how we frame it. Gender-based is directly linked to unequal relationships of power and do not stand in isolation of structural and cultural violence in our society. There is a long history of gender inequality and gender-based violence that is deeply imbedded in Namibia’s history. Colonialism was violent and its effects still structures representations of masculinity. It has shaped violent hegemonic and subaltern masculinities. There is also a history of gender-based violence embedded in traditional African patriarchy that is often denied. Gender-based violence should not be sought in the biological or psychological essences of individual perpetrators but, instead, in the nature of our society, our histories and ethnographies of violence. This article locates gender-based violence in a social-historical context and seeks to illuminate some of the intersections between violent masculinities, gender, race and class.
The teacher who goes the extra (s)mile: A study among primary school teachers in Namibia
(University of Namibia, 2016) Marques, Lilita A.; Janik, Manfred
This study focused on job factors (work engagement, organisational commitment) and psychological states (psychological availability, meaningfulness, autonomy, psychological safety) that teachers (N = 628) in Namibian primary schools need for increased organisational citizenship behaviour (OCB). OCB indicates a teacher’s spontaneous willingness to perform work that is over and above the work description. A quantitative research design with a field survey has been used with a non-random convenience sample of teachers in all regions of Namibia. Measuring instruments used, were: Work Engagement Scale, Organisational Commitment Scale, Psychological Conditions Scale, Organisational Citizenship Behaviour Scale and a biographical questionnaire. Initial statistical analysis included exploratory factor analysis and confirming the reliability of the scales. In addition, descriptive statistics, Pearson correlations and multiple hierarchical regression analyses were conducted. Mean scores indicated lower levels of cognitive engagement, autonomy, psychological safety and OCB. Medium correlations were found between job factors and OCB as well as between organisational commitment and OCB and psychological conditions and OCB. Other main fi ndings indicated that work engagement (especially physical engagement), organisational commitment as well as the psychological states autonomy and psychological availability were the more significant predictors of OCB. Contrary to expectations, the psychological states of meaningfulness and safety did not significantly predict OCB. Relevant recommendations were formulated based on the results of this study.
A comprehensive alcohol and drug testing policy in the workplace as an intervention in the mining sector
(University of Namibia, 2016) Maree, Maretha; Lightfoot, Elizabeth; Ananias, Janetta A.
The abuse of alcohol and drugs can negatively affect the workplace. The testing of workers for substances is a sensitive, yet effective intervention to minimise the percentage of workers who test positively for substance abuse. Little research has been conducted to assess the impact of alcohol and drug testing on the workplace. Thus, this qualitative study, carried out in the mining industry in Namibia, investigates how a comprehensive workplace policy on alcohol and drug abuse can reduce substance abuse among workers during working hours. Data was gathered by means of six focus group discussions and 16 in-depth interviews, incorporating workers from all job grades, as well as community members in a closed mining town. The findings show that the comprehensive alcohol and drug testing policy had a positive impact on reducing the occurrence of substance abuse in the workplace. Since the introduction of both random drug and alcohol tests and fit-for-work testing, fewer workers were testing positively for the presence of substances, and participants noted how workers restricted their substance use specifically because of the testing. A central feature of this particular alcohol and drug testing policy is its provision of substance abuse treatment to workers who tested positively for the presence of substances and the involvement of a social worker hired by the mine, rather than simply a punitive approach. However, findings also show that treatment programs need to be followed up with standard aftercare procedures, such as support groups and training on policies and procedures around alcohol and drug testing, in order to improve worker perceptions and acceptance of policies. Furthermore, prevention efforts were regarded as more cost-effective and proactive than the treatment of substance abuse, and holistic substance abuse training was seen as improving awareness among workers.
Perspectives on adult literacy and livelihood: a review with reference to the National Literacy Programme in Namibia (NLPN)
(University of Namibia, 2016) Likando, Gilbert N.; Matengu, Keneth K.; Shihako, Mechilde
Literacy, when defined as learning to read and write, has always been considered as an avenue of expressing learners’ realities and values, hence individual learning is shaped by social contexts (Thompson, 2002). In other words, a literate person should be able to apply what has been learned to his or her own context. Namibia has taken the view that literacy is not an end to itself. Instead, it is a tool for empowerment, and a catalyst for economic development. However, the transferability of learned skills to address daily challenges concomitant to improving adult learners’ livelihoods, has recently dominated the debate on the value of adult literacy learning (Likando, 2011). Borrowing from the critical literacy theory, this review article aims to generate debate on the link between literacy and livelihood in an attempt to address the question: Can adult literacy enhance livelihood activities? Using secondary data, we examined the National Literacy Programme of Namibia (NLPN) as a case study.

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