Browsing by Author "Hendricks, Mohammed Natheem"

Now showing 1 - 6 of 6
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    A case study of two administrators from an NGO who developed from novices to experts
    (2010) Soci, Theresa Querida; Hendricks, Mohammed Natheem
    This research explores the learning journey that was traveled by the two administrators who joined a non-governmental organisation as novices over ten years ago almost fresh from school and are now regarded as experts in their respective positions. The research attempts to describe the nature of their learning and analyse how they became the knowledgeable in their respective posts.The research is a qualitative study that analyses data obtained through interviewing the key subjects (the administrators) and the chief executive officer (CEO) of the organisation as well as the self narrative as compiled by the administrators.This research questions formalised learning as the only form of acquiring knowledge and accordingly adopted workplace learning as a theoretical framework for the study. Workplace learning stresses that knowledge is not limited to formalised settings such as schools, colleges and universities. Rather, knowledge is also constructed in informal and non-formal settings such as work-places and in families.The study found that the administrators drew on many learning strategies to acquire their knowledge and skills related to administration which includes learning through:·The teachings and support of their supervisors and peers;·Collaboration with peers and working as a team;·Seeking advice from their mentors, coaches and peers; ·Modeling ·Workplace affordances.The study concluded that indeed formalised learning has not been the only form of acquiring knowledge for the subjects but workplace learning has played a vital role in their career development.
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    Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme
    (2011) Mati, Shepherd Ayanda; Groener, Zelda; Hendricks, Mohammed Natheem
    The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology. This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.
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    Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme
    (2011) Hendricks, Mohammed Natheem; Groener, Zelda
    The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology.This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.
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    Recognition of prior learning practices within the public further education and training college sector
    (University of the Western Cape, 2009) Prinsloo, Nigel; Groener, Zelda; Hendricks, Mohammed Natheem; Faculty of Education
    Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.
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    Social movement learning: Collective,participatory learning within the jyoti jivanam movement of south Africa
    (University of the Western Cape, 2014) Rhamachan, Molly; Hendricks, Mohammed Natheem
    The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for. Collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).
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    Social movement learning: collective, participatory learning within the jyoti jivanam movement of South Africa
    (University of the Western Cape, 2014) Ramlachan, Molly; Hendricks, Mohammed Natheem
    The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).