Browsing by Author "Daniels, Doria"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Decolonising the researcher’s mind about southern research: reflections from the field
    (Stellenbosch : Stellenbosch University, 2011-11) Daniels, Doria; Stellenbosch University Language Centre; Heloise Davis
    Doria Daniels was born and grew up in the Strand, in the Boland. She attended Strand Moslem Primary School and matriculated from Gordon High School in Somerset West. From 1977 to 1980 she studied full time at the University of the Western Cape, where she obtained her BA degree and HDE. Whilst being a high school teacher she studied part time towards her B Ed degree, which she was awarded in 1984. In 1988 she decided to pursue an MA degree in Instructional Design and Technology at the University of Iowa in the USA. In 1996 she completed a PhD in International and Intercultural Education at the University of Southern California in Los Angeles, USA. From 1997 to 2000 she was a member of the Department of Curriculum Studies in the Faculty of Education at Rand Afrikaans University, now the University of Johannesburg. In 2001 she accepted an appointment at Stellenbosch University as Director of Community Services, a position that she held for two years. She returned to academia in 2003 when she joined the Department of Educational Psychology at Stellenbosch University as an associate professor. In 2011 she was promoted to a full professor. She has a C-3 rating as researcher from the National Research Foundation. Her research and scholarship are in the areas of visual-based inquiry, women’s access to education, non-formal education, gender, and community education. Her scholarly accomplishments include a scholarship from the University of Iowa for her MA degree, a scholarship for PhD studies from the Institute of International Education, and a Cyril O Houle Fellowship in Adult and Continued Education from the Kellogg Foundation. She is currently the regional editor for Africa for QSE, The International Journal of Qualitative Studies in Education.
  • Thumbnail Image
    Item
    Dis ’n tydbom ... die skip gaan sink : emosionele welsyn van hoerskool-opvoeders in die Helderbergarea van die Wes-Kaap
    (Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2013-09) Strauss, Elmien; Daniels, Doria
    AFRIKAANSE OPSOMMING: Navorsing oor die onderwys toon wêreldwyd dat opvoeders se werksomgewing sowel as eksterne eise, byvoorbeeld ouers se verwagtinge en sosio-ekonomiese uitdagings, opvoeders voortdurend onder druk plaas. Ekstensiewe blootstelling aan hierdie eise kan lei tot ’n negatiewe effek op hul eie persoonlike welstand sowel as die welstand van die skool as organisasie. Herhaalde blootstelling aan stres kan uiteindelik tot emosionele siektes soos uitbranding en depressie onder opvoeders lei. Alhoewel heelwat studies reeds onderneem is om meer lig te werp op wat aanleiding gee tot die belewing van stres en emosionele siektes in die onderwysomgewing, poog min van hulle om die opvoeders se begrip en belewing van stressors in hulle werkskonteks na te vors. Hierdie artikel doen verslag oor ses opvoeders se persoonlike konstruksies van hul emosionele welsyn. Die konteks was die Helderberg-area in die Wes-Kaap wat deur agt hoërskole bedien word. Die opvoeders was werksaam in twee voormalige model-C-hoërskole, en twee voormalige model-Dhoërskole (histories bruin skole). Die bevindinge toon dat die opvoeders emosioneel broos is en spesifieke gedragspatrone toon. Hulle rapporteer ’n afname in produktiwiteit en werksetiek, reaksionêre of gewelddadige gedrag, die blamering van ander en paranoïede-tipe gedrag wat met hul oorwegend negatiewe emosies geassosieer word.
  • Thumbnail Image
    Item
    Exploring the educational engagement practices of disadvantaged students at a South African university
    (CSSALL, 2016) Norodien-Fataar, Najwa; Daniels, Doria
    This article discusses the educational engagement practices of disadvantaged first-generation students at a South African university. Based on qualitative research conducted in the interpretive tradition and using interviews and focus groups with selected students, this article explores how disadvantaged students engage with the education and support structures at the university. Drawing on Bourdieu’s (1990; 2000) analytical tools of field, capital and habitus, it explores how students are able to produce practices and dispositions to develop their educational engagement within the university. The article highlights the varied and uneven field conditions of the university in terms of which the students had to navigate their university studies. Their responses to these conditions were strategically directed towards narrowly focusing on, and maximizing, their academic commitments to their studies. This resulted in minimal and halting engagement with the university’s social support services. The article demonstrates the significance of the students’ complex engagements with their lecturers, active and productive interaction with their student peers and the academic support offered by the university’s Teaching and Learning unit. These were central to their engagement practices at the university. The article illustrates the students’ acquisition of strategic emergent academic dispositions in an uneven university field. These dispositions, we argue, are crucial to them establishing productive educational paths at the university.
  • Thumbnail Image
    Item
    Initiating a different story about immigrant Somali parents’ support of their primary school children’s education
    (AOSIS Publishing, 2017-08-10) Daniels, Doria
    ENGLISH ABSTRACT: The ability of parents to nurture and support their children during their primary school years is considered to be fundamental for the child’s development and learning. Teachers and educational psychologists assign great prominence to parental involvement as a tool to advance educational success for children, especially for those who are faced with disadvantages. In the past two decades, we have seen South African schools radically shifting from being racially and ethnically homogenous to becoming culturally, ethnically and linguistically heterogeneous. It is especially the schools in the lower socioeconomic areas that find themselves under tremendous pressure to serve their growing immigrant school population. Not enough is known about the cultural capital that lies embedded in these learners’ home contexts and the roles that their parents play in their education. In this manuscript, I investigate the potential intersectionality of school and home and critique the affiliation between teachers and immigrant parents as an important dimension of learning success in the primary school. I situate the discussion in a community school with a strong Somali immigrant population.
  • Thumbnail Image
    Item
    Verkenning van WhatsApp as ondersteuningsplatform om ouerbetrokkenheid by Xhosasprekende leerders se opvoeding te bevorder
    (LitNet, 2019) Slinger-Steenberg, Leah; Daniels, Doria
    In Suid-Afrika is ’n huidige neiging dat Xhosasprekende ouers hul kinders toenemend in Afrikaanse skole inskryf. Kognitiewe resepsie, ontwikkeling en uitdrukking word deur die moedertaal van ’n kind geoptimaliseer; wanneer onderrig dus in ’n tweede of soms ’n derde voertaal geskied, kan dit tot negatiewe opvoedkundige uitkomste lei vir sulke leerders (Hooijer en Fourie 2009). Die probleem word vererger wanneer hulle ouers weens hulle beperkte Afrikaanse taalvaardighede nie die nodige opvoedkundige ondersteuning kan bied nie. Dit gee aanleiding tot opvoedkundige uitdagings wat met addisionele verantwoordelikhede vir onderwysers gepaardgaan. Ons doen in hierdie artikel verslag oor ’n studie wat onderneem is om ondersoek in te stel na hoe ouers deur deelname aan ’n huiswerkprogram hulle eie kennis en taalvaardighede kan verbeter sodat hulle hul kinders beter kan ondersteun met huiswerk. Die oorkoepelende doel van die studie was om deur middel van WhatsApp ouerbetrokkenheid by die leerder se leerproses te bevorder. Dit was ook om nuwe insigte te bekom omtrent die opvoedkundige gebruik van WhatsApp. Ons besluit op ’n deelnemende-aksienavorsingsontwerp was gemotiveer deur die geleentheid wat dit skep om ouers aktief te betrek by hulle kinders se opvoeding. Die navorsingspopulasie was Xhosasprekende ouers wie se graad 1-kinders by ’n Afrikaanse skool ingeskryf is. Die data is bekom deur (i) semigestruktureerde onderhoude met die deelnemende ouers en die onderwyser; (ii) deelname aan ’n huiswerkprogram met interaksies op ’n WhatsApp-groep; en (iii) die versameling van artefakte. Met die drie vorme van dataversameling kon daar binne die persoonlike spasie van die deelnemers beweeg word om sodoende die konteks van hul leefwêrelde te ondersoek. Die bevindinge toon dat die ouers betrokke wou wees by hulle kinders se skoolwerk, maar dat die gebrek aan ’n gemeenskaplike taal as struikelblok beleef is. Die huiswerkprogram se metodologie het taal sentraal gestel in sy uitreik na ouers. Alhoewel die WhatsApp-groep gestig was om met ouers oor die huiswerk te kommunikeer, het dit verder gelei tot die versterking van die ouer se kommunikasie met die onderwyser en die skool. WhatsApp het ouers se toegang tot die skool fasiliteer aangesien hulle enige tyd, sonder fisiese teenwoordigheid by die skool, met die opvoeder kon kommunikeer. Daar was ’n beduidende verbetering in hulle graad 1-kinders se prestasies, ’n uitkoms wat toegeskryf word aan die ouers se betrokkenheid by die leerproses.