Browsing by Author "John, Vaughn Mitchell."

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A river runs through it : landscapes of learning, development and change of nontraditional workers.
(2023) Cox, Amanda Jane.; John, Vaughn Mitchell.
In the 21st century contexts in which we live, precarious work has become more prevalent. This study explored how workplace learning takes place for those of us who do not belong fully to an organisation. The need for lifelong and life-wide learning in formal, non-formal and informal ways becomes critical for non-traditional workers, who are defined as those who are not in traditional full-time employment but work on short-term contracts, often for multiple companies. This study focused on this niche group of professionals who work in alternative ways. I was drawn to conduct this study due to my own expectations and experiences about the world of work. Childhood mindsets about work being in one company and job for life were challenged and changed during my career, in which I found myself working in non-traditional ways, enjoying the flexibility that this way of working afforded me. Transformative learning theory, which is about a revision of frames of reference, was a helpful theoretical lens to explain some aspects of my career story. My unique career journey piqued my curiosity about how other non-traditional workers navigate their way into and through the world of work and how they develop as professionals in contexts of precarity. Communities of practice theory (a social learning theory) surfaced as a helpful theoretical lens to explore the learning journeys of my own and another five non-traditional workers. A narrative autoethnographic research approach and a participatory interview technique called river of life were used as the methodological roadmap to navigate my way through the study. The study explored the development of identities, the processes and sources of learning, and the implications of learning in such contexts. The findings identified the importance of lifelong and life-wide learning for non-traditional workers, culminating in the notion of careers being like living landscapes that are moving and changing as we engage in them. The important role of experience and the development of transferable skills was identified. The participants were also found to be good at managing multiplicity in their careers, working across subject areas, projects and multiple identities. Finally, an emerging culture of this type of worker was explored.
Adult education for community development : the case of Ugandan non-governmental organization.
(2014) Twine, Bananuka Hannington.; John, Vaughn Mitchell.
A number of studies have explored the relationship between adult education and community development. These often do not provide in-depth accounts of how such relationships emerge and develop. The case study of Emesco Development Foundation (EDF) was conducted to specifically interrogate this relationship from the contextual setting of a single NGO in Uganda. The interest was on how adult education emerged, is understood and practiced by novice adult educators in community development work. EDF is a rural-based, indigenous NGO located in Kibaale district, mid-western Uganda. The study, a qualitative investigation, was framed by the educational theories of Nyerere (1973) and Freire (1972) and located within the critical theory paradigm. The two theories, which provide radical perspectives of adult education, resonate well with the participatory approaches to community development that have taken centre stage in the NGO world and are reminiscent of practices in EDF. Youngman’s (2000) framework of political economy of adult education and development was also adopted, later during the study, to explain the understandings and practices of adult education in EDF within the socioeconomic, political and global context. As is the norm with case study design, a range of methods were used to generate data and these included interviews, focus group discussions, document review, observations and photovoice. Findings indicate that EDF’s philosophy, policies and practices on adult education have been characterised by change, power dynamics, ideological contradictions and compromises. EDF’s initial focus of social enterprise as a driver of community development has over time been replaced by a focus on ‘giving knowledge and skills’ or providing adult education. Consequently, most actors have had to re-negotiate identities of adult educator in addition to their professional identities. In a bid to harmonise the multiple forces and interests of various stakeholders, EDF has assumed the position of a ‘power broker’ as a survival strategy. The study noted that adult education as field of practice and discipline is broad, complex and dynamic. It therefore recommended that adult education unlike most professions should promote an inclusive culture in order to accommodate other professions and novice actors. The study further highlights a need for EDF to strengthen its income generation capacity to sustainably finance its projects and thus avoid having to compromise their valued ideology.
Bullying in physical and cyber spaces: experiences of young adult survivors in the digital age=Ukuchokoloza mathupha kanye nokusezinkundleni-kuxhumana: ukadebona wezisulu zabakhulakhulile eminyakeni yezobubuchwepheshe.
(2023) Jacobs, Suhana.; John, Vaughn Mitchell.
Bullying has become a serious problem for young people all over the world. Using action research within the critical paradigm, this qualitative study examines the experiences of young adult survivors of both physical and cyber bullying. Against a backdrop of rapid technological advances in social media communication and the blurring of physical and virtual bullying contexts, survivors provide poignant insights into how they grapple with the psycho-social impacts of their experiences. These impacts include pain, poor self-image, fear, loneliness, and feelings of dehumanisation. The study reveals that filmed incidents of physical bullying posted on social media tethers the physical realm to cyber space creating shifts and extensions along the dimensions of content, space, time, and participants. One of the unique contributions of this study is a discussion on the interlocking nature of the four dimensions of extension which gives rise to the concept of extended bullying. The exploration of these multiple extensions provides insights into a particular and complex form of bullying across physical and cyber spaces and how to develop educational interventions in response. The research design, supported by the theoretical insights of Paulo Freire, Bradley Evans, and Henry Giroux, provides a framework for knowledge production through partnerships that involved reflection, sustained dialogue, and creative action with survivors, youth and teachers. While revealing how pervasive and damaging extended bullying is, the study also exposes how psycho-social impacts are only fully recognised and understood when the phenomenon of bullying is viewed through the prism of multidimensional extensions. The study emphasises the need to balance rigorous scholarship with the promotion of democratic social change. Iqoqa Ukuchokoloza sekuphenduke inkinga yangempela kubantu abasebasha emhlabeni jikelele. Ngokusebenzisa ucwaningo-simo ngaphansi kwe-critical pharadayimu, lolu cwaningo oluyikhwalithethivu luhlola ukadebona wezisulu ezikhulakhulile okwenzeke mathupha nasezinkundleni-kuxhumana. Phezu kokuthuthuka ngesivinini kwezobuchwephesha kwezinkundla-kuxhumana kanye nokungacaci kahle kukanzikandaweni kwalokhu kuchokoloza, izisulu zethula imizwa yazo ngababhekene nakho. Lokhu kumbandakanya ubuhlungu, ukudicileleka kwesithunzi sabo, ukwesaba, umzwangedwa kanye kokuhlambalazeka. Ucwaningo luveza ukuthi izigameko eziqoshiwe zokuchokoloza bukhoma ezifakwa ezinkundleni-kuxhumana zixhumene nochungechunge lwezigameko zokuchokoloza ezinkundleni-kuxhumana okuhlobanisa unzikandaweni, isikhathi kanye nababambiqhaza. Okunye okuwumnikelo walolu cwaningo ukuxoxa ngokuxhumana kwezinto ezine ezakha ikhonsepthi yokuchokoloza okuwuchungechunge. Ukuhlolwa kwalezi zinto kwenza kube nomfanekiso ocacile ngokuchokoloza okubukhoma nokutholakala ezinkundleni-kuxhumana nokubhekana nokuthuthukisa amacebo okubhekana nakho. Izindlela zokucwaninga ezisetshenzisiwe zeyame enjulalwazini ka-Paulo Freire, Bradley Evans, no Henry Giroux, ukwakha uhlaka oluzokhiqiza ulwazi ngokubambisana ekubukeni okuvelayo, ingxoxo eqhubekayo kanye nezixazilulo eziphathekayo kanye nezisulu, abantu abasha kanye nothisha. Kuphinde kuvele ukukhohlakala kanye nokulimaza okwenziwa ukuchokoloza, ucwaningo luphinde luveze umonakalo owenzeka ngokwengqondo uma ukuchokoloza kubukwa ngeso le-prism of multidimensional extensions. Ucwaningo lugcizelela ukubaluleka kokuqoqa ulwazi olunzulu kwezemfundo ngalesi sihlava ngenhloso yokuthuthukisa ukubusa kwentando yeningi kanye nezinguquko emphakathini.
A case study of a training programme for educators and trainers within a non-profit organisation: participant and organisational experiences.
(2019) Van der Westhuizen Louw, Willem.; John, Vaughn Mitchell.
This qualitative single case study explored an international Non-Profit Organisation’s (NPO) planning, design and implementation of a Training Programme for Educators and Trainers (TPET) during the period 2009 – 2011. Across three cohorts of the TPET only nine of the thirty-two instructors completed it successfully which resulted in the programme being discontinued and stimulated the need for this research. The objective of this study was to explore the programme implementation process, review the implemented curriculum and explore the candidates’ experiences of learning and the barriers they faced in the process. A historical case study approach was used with an interpretivist paradigm. The case and the unit of analysis was the TPET and the focus was the participant’s experiences in the programme. It was framed by the theories of adult learning, curriculum design and instruction and barriers to learning. Using purposive sampling four candidates were selected, including two successful and two unsuccessful candidates. Data was also collected through semi-structured interviews and a document analysis. The findings from the semi-structured interviews was presented under the following themes: programme implementation and selection of candidates; participants experiences of the programme content; barriers to learning; implementation of learning in the classroom; changes in how participants feel about themselves. Key findings from the documents reviewed was presented under the headings of the compliance requirements of the Department of Labour, Non-Profit Organisation Instructor Certification Programme, Occupationally Directed Education and Training Development Programme at NQF level 5, The Training programme for Educators and Trainers with a profile of the interviewed participants. The study concluded that the initial plan of the NPO to build compliance capacity utilizing the TPET had merit. There however seemed to be a lack of understanding amongst the staff of the NPO regarding the compliance requirements as an accredited training service provider within the South African National Qualifications Framework. There also seemed to be a lack of organisational support for historical disadvantaged individuals participating in the TPET. The study allowed for several recommendations to be made to enable NPOs to improve such curriculum processes.
Communities of learning and action? : a case study of the human rights, democracy and development project, 1999-2005.
(2009) John, Vaughn Mitchell.; Rule, Peter Neville.
Enduring levels of illiteracy point to a long-term failure to address one of society's more solvable problems. The conditions giving rise to illiteracy are systemic and complex, but also deeply personal. Such conditions are invariably linked to histories of neglect, domination and injustice. Lying in a small, marginal space between limited, ongoing provision of adult basic education and training (ABET) from the South African state and industry, on the one hand, and state-led mass literacy campaigns, on the other, is the ABET work of non-governmental organizations (NGOs). This thesis examines a case of ABET within this alternative NGO sector at a time of heightened attention to the challenges of illiteracy in the global arena and a time of major transition in South Africa. It focuses on the Human Rights, Democracy and Development (HRDD) project in rural KwaZulu-Natal as a case of NGO-Ied ABET provision in community settings. The HRDD project attempted to combine ABET with livelihood and citizenship education. Its vision was to foster communities of learning and action. Using case study methodology within a critical paradigm, this study set out to critically document, narrate, analyse and theorise the practices, learning, and identity development within the HRDD project. The entire HRDD project serves as the unit of analysis for the case study. Data collection included 28 in-depth interviews with learners, educators and project partners and analysis of more than 100 project documents. The HRDD project provides opportunities to study adult learning and to examine a range of different types and purposes for learning. In this regard, the theories of Paulo Freire (1970; 1994), Jack Mezirow (1975; 1991), and Lave and Wenger (1999) are explored in setting up theoretical frames through which to understand and theorise learning in the project. The HRDD project provides an excellent opportunity to examine the processes of educator development within a community-based project and to examine the early stages of a community of practice (Wenger, 1998; Lave & Wenger, 1999; Lave, 1993) in which educators could learn the practice of "adult basic education" and find a network of support. A further theoretical frame which emerged during the process of the study and which showed relevance and promise for theorizing the relational and social network aspects of the study is Social Capital theory (Bourdieu, 1986; Putnam 2000; Coleman, 1990). This frame suggested the notions of depleted social capital and fracture as significant characteristics of the post-conflict status of the HRDD context. This thesis highlights the importance of paying close attention to the lives of learners and educators in educational projects and for viewing the project within the lives of learners and educators rather than viewing learners and educators in the life of the project. The thesis illuminates and contrasts such multiple perspectives and also highlights the importance of context and history as primary shapers of learning and action. This thesis ends with discussion of an emergent conceptual model of the HRDD project. The model contains four project dimensions, namely, learning, identity, personal transformation and social change. In addition, it includes four pedagogical devices, which are, reflection, dialogue, action and relationships. Finally, the model also reflects four major contextual factors, namely, poverty, patriarchy, power struggles and a post-conflict status. The concepts integrated in the model emerge from analyses and discussions throughout the thesis. The model is discussed as a summative device, as a heuristic and as a dialectic to outline several purposes which it serves in this study and could serve in future studies. The levels of struggle and fear which emerge through this case study present a portrait of life circumstances and learning contexts which are distinctly antidialogical and oppressive. The portrait also depicts several tenacious women who continue to struggle and learn in hope!
Experiences of NGO capacity building on microfinance: Zimbabwean life histories.
(2020) Ncube, Fezile.; John, Vaughn Mitchell.
This qualitative study explored poor rural women’s experiences of the Internal Savings and Lending (ISaL) scheme promoted by CARE International in Zimbabwe. Data in this interpretivist, life history study were generated through focus group discussions with twelve former and twelve current members of the Tabudirira ISaL group in Ward 10, Masvingo District, followed by in-depth interviews with six former and six current members. The River of Life method proved particularly powerful in generating rich data. Indepth interviews were conducted with CARE staff . Poverty, patriarchy, death and loss, broken families and disrupted childhoods, and also, resilience and perseverance, emerged inductively as significant themes from the participant’s life stories through thematic content analysis. The sustainable livelihoods framework (SLF) was used to explore how women’s participation in ISaL impacted their livelihoods, whilst communities of practice (CoP) theory helped towards understanding the group’s learning processes. The study revealed that women engaged in a variety of activities and strategies, before and after joining ISaL, to improve their livelihoods and livelihood outcomes, including membership in multiple microfinance groups. Access to different capitals was important for the women to benefit from participating in ISaL; participation enhanced capitals, but did not entirely reduce vulnerability. Social capital proved to be critical to the women, who described the group as family, commenting that “we have our own CARE”. The women found ways to continue practices of saving and the spirit of togetherness even when members dropped out. There was evidence of reasonable peripheral involvement in the induction of new members by the old members. However, only three of the five stages in the development of a CoP could be discerned. Core to the practice of this group was survival in the face of ongoing shocks and stresses; this is significantly different to the typical craft and organisational practices discussed in much CoP literature. Aligned to this, new powerful identities became apparent, such as the entrepreneur, the survivor and the ‘sister-in-struggle’. The study proposes a holistic model, combining insights from SLF and CoP, and Ubuntu, both for developing microfinance programmes and for assessing such groups. This combination allows for a rich holistic account of lives, livelihoods and learning, providing an inclusive and robust lens for adult education and development studies in community-based and African settings.
An exploration of an adult education programme and how it has fostered change in participants.
(2013) Cox, Amanda Jane.; John, Vaughn Mitchell.
Unemployment, especially youth unemployment is one of the social problems South Africa experiences today. Amongst other factors, the legacy left by apartheid continues to impact communities which were marginalised and are still vulnerable to poverty. Increasing the challenges of youth finding employment is that employers seek staff with work experience. There are in-sufficient opportunities for youth to gain such experience. Based in Shongweni, KwaZulu-Natal, a non-profit organisation, World Changers Academy (WCA) aims to empower young adults for work through life skills and leadership training courses. Their courses also help students find ways to gain valuable work experience. WCA focuses on students’ attitudes and mindsets, while also providing knowledge and skills, by focusing on the roots of problems rather than the fruits. This dissertation explores the changes which are reportedly taking place in students of the programme and factors which have influenced change in their lives. Using the framework of Transformative Learning Theory (Mezirow, 1991), the study explores the learning process and nature of change in students most impacted by the programme, to gain a qualitative insight into the change and the process of change. From an interpretive paradigm, the study makes use of case study methodology to investigate in depth, the lives of successful candidates of the programme. Multiple data sources were used to construct the case. Data collection methods used included observation; focus groups; interviews and life histories. The data analysis included using the theoretical framework in both inductive and deductive ways to explore the research questions. The study showed that, facilitated by their involvement on the programme, some students develop a strong sense of purpose and identity for their lives. They are challenged to think critically and experience a growth in self-confidence. Over time, changes in mindset and attitude are seen as changed lifestyles. Some aspects of the programme influencing change were emotional healing, trustful relationships and the authentic actions of role-models. Different ways of reflecting were observed and reflection was seen to be influential in individual change of students. The study concluded by theorizing about the catalyst for change in the South African context.
An exploration of teachers' understandings of sexual violence practices in schools.
(2015) Mabaso, Busisiwe Pretty.; John, Vaughn Mitchell.
Sexual violence in schools is a pervasive problem that is not confined to South Africa. It is a global issue which has been going on for years and is escalating at an alarming rate (Burton & Leoschut, 2012; Human Rights Watch, 2001; Leach & Humphreys, 2007; Leach, 2013,). Previous studies on sexual violence have focused on girls as victims. There is less literature on sexual violence as it affects boys/men or that is perpetrated by girls/women to girls/women. There is also very little information on school-related sexual violence perpetrated by women/girls to boys/men or by boys/men to boys/men. This study approached sexual violence in schools from teachers’ perspectives. The study intended to explore teachers’ understandings of sexual violence practices as perpetrated by/to anyone within the school setting and the forces fuelling and shaping reporting or lack of reporting on the subject. It also explores how sexual violence affects teachers emotionally and professionally. This study was conducted in KwaZulu-Natal, one of the nine provinces in South Africa, using survey and a focus group discussion with teachers. It is a qualitative study, taking an interpretive stance using Freire’s concepts of ‘culture of silence’ and conscientization as its lens. Findings in this study demonstrate that teachers are aware of the high levels of sexual violence practices happening in schools. Sexual violence incidents in schools are not limited to incidents occurring between learners, but at times, educators fall victim to sexual violence or are accused of perpetrating sexual violence. Findings in the study confirmed that more girls/women than boys/men are victims of sexual violence practices in schools and most of the perpetrators are boys or males. A significant number of teacher-perpetrated incidents were reported. Fear and protection were found to be the key factors behind underreporting of incidents. School management teams were regularly blamed for not taking stringent measures and not enforcing policies or taking action against perpetrators to curb the problem.
Exploring a school-based peace club: the experiences of young adults at a high school in Pietermaritzburg, KwaZulu-Natal.
(2016) Jasson, Lee-Ann Theresa.; John, Vaughn Mitchell.
Conflict and violence have become ‘normal’ experiences in many South African homes and schools. Since the home and the school are the two places where children spend most of their time, these are places where they should obtain the most support and care. However, research has shown that violence and victimisation in schools is ongoing and escalating (Burton & Leoschut, 2013). Furthermore, according to Burton and Leoschut (2013) schools have exceeded communities as the breeding ground for social ills such as crime and violence. Peace clubs have been introduced into a few schools as a new concept and have been presented as a possible form of peace intervention. The Mennonite Central Committee of Zambia have presented the concept of the peace club to South Africa as an opportunity for learners to become involved in the peace process. The objective of such an initiative is to impress upon learners that conflict should be dealt with peacefully before it escalates into violence. This study was conducted in a high school in Pietermaritzburg where a peace club had been instituted. Using an interpretive paradigm, the study makes use of case study methodology to explore the learning experiences of a group of young adults in the peace club. Several data collection methods were used including questionnaires, observation, interviews, creating collages, journal writing and document analysis. The case study methodology and the various data collection methods contributed to gaining a qualitative insight into the peace club project. Numerous data sources were used to build the case which is framed by Lave and Wenger’s (1991) theory of Community of Practice. The key concepts of this theoretical framework were used as a lens and included situated learning, legitimate peripheral participation, meaning making, knowledgeability and competence to form identity (Lave and Wenger, 1991; Wenger, 1998; Wenger, 2014; Wenger and Trayner, 2015). Through these key concepts, the researcher was able to obtain a sense of the practice of the peace club, the experiences of the learners, a sense of who the learners are becoming and a sense of their peace community. The findings of the study reveal that the peace club offers young adults a possible means by which to find peaceful solutions to deal with conflict. According to Maharaj, “Learners need to be involved in processes of creating a peaceful learning environment for all” (Maharaj, 2011, p. ii). Over time, members of the peace club developed a renewed sense of trust, improved self-confidence and a changed identity. Through their involvement in the peace club, the value of social learning and spiritual connection was also recognised by many participants. The study does not set out to portray the peace club as an instant solution, panacea or ‘magic wand’ to end violence and victimisation in schools, but rather exposes the urgency for schools to implement a system for young adults to deal with such issues. This study therefore presents the peace club as a possible form of peace intervention for learners.
Exploring adult learning in a bible study home group : a case study.
(2012) Spooner, Vivienne Susan.; John, Vaughn Mitchell.
Home Group Bible Studies, Fellowship Groups, or Home Cells, to name a few, provide an opportunity for worshipping Christians to meet on a frequent basis for varied reasons but most often to study and learn from the Bible. The existing adult education literature on this international and local practice is scant. This dissertation explores a case of nonformal learning by adults in a Johannesburg-based Methodist home group bible study. The theoretical lenses used to explore the learning of six adults are Lave and Wenger’s (Lave & Wenger, 1991; Wenger, 1998) Community of Practice theory, and Dirkx (Dirkx, 2000, 2001; Dirkx, Mezirow, & Cranton, 2006), English (English, 2000; English & Gillen, 2000) and Tisdell’s (Tisdell, 1999, 2008) Holistic Learning theories. Dirkx’s (2001) theory of holistic learning is situated as a critique of Mezirow’s Transformative Learning theory. The research is conducted in the interpretive paradigm. Case study methodology is used to richly describe the learning and change in three couples within a home group bible study in the context of the home church and Methodism more generally. Data collection methods include observations of home group bible study sessions, semi-structured interviews, programme notes from the bible study programme followed, and journals written by five of the six participants. The analysis of the data takes as its point of departure the voices of the participants, and the description and history of the home group. This study provides opportunity to theorise the learning and changes experienced by the members of this nonformal adult education enterprise, and to contribute to existing literature. Whilst the bible study home group as a whole and the case study participants in particular foreground their learning as rational, cognitive and academic, this study reveals the multidimensionality of their learning. The most significant learning in action is situated within the affective learning domain. Extrarational ways of knowing, intuition and feelings exist in their own right and lead to holistic learning.
Exploring benefits of work-integrated learning for the employer and the student: a case study of Bachelor of Commerce student placement at a Municipality.
(2023) Kuzwayo, Busisiwe Theodorah.; John, Vaughn Mitchell.
The study explores the benefits of work-integrated learning (WIL) for the employer and B. Com students placed at a municipality. WIL is intended to provide students with skills that will make them marketable to employers, afford them an opportunity to practise under supervision and gain experience to supplement their qualifications and general work experience. The question is, is the WIL’s intended purpose fulfilled for the benefit of both parties, namely, the employer and interns? The study focuses on exploring the perceptions of students of the WIL experience in the Municipality. It examines if and how the Municipality enables students to acquire qualification-relevant experience and explores the extent to which mentors contribute towards the acquisition of new knowledge and the understanding of WIL. Previous studies failed to adequately address this issue, yet it is important to do such an exploration in order to review current policy for the organisation to conform to best practices. In terms of the qualitative approach used to conduct this case study, an interview schedule was prepared to conduct semi-structured interviews for the interns with the aim of collecting descriptive information. A questionnaire was used within mentors to record their experiences of the WIL programme. The study adopted Kolb’s experiential learning theory to theorise the findings that revealed that; WIL placement involved interns in understanding new tasks in the workplace and interns found it meaningful since it managed to close learning gaps between theory and practice. This was a result of appropriate placement of each intern. Mentors effectively inducted interns as they deemed workplace readiness an important factor and they valued the association between practical work and theory. Students managed to execute relevant tasks in compliance with mandatory legislation even though they were not rotated amongst other Finance sections but work scope and knowledge growth were noted. It also emerged that mentors effectively mentored students regardless of some inconsistency, especially when providing feedback to interns. Based on the findings, it is concluded that interns were relevantly exposed and showed evidence of achieving the four stages of Kolb’s learning cycle. Based on the findings, it was therefore recommended that mentors are trained for the standard implementation of the WIL programme, and they are involved in advisory committees. Lastly, an adequate quality management process must be developed for successful implementation of the WIL programme.
Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.
(2018) Spooner, Vivienne Susan.; John, Vaughn Mitchell.
This study examined how participants in a business school nonformal leadership programme, Nexus, learn. The nature of learning as reported by Nexus participants and programme managers was explored, as well as how participation on Nexus impacted the leadership practices and broader lives of programme participants. Nexus is a programme in which there is no curriculum nor are there marks awarded for assignments. There is no examination or portfolio of evidence as assurance of learning. Participants are awarded a certificate of attendance at the conclusion of the eight month long programme. There is minimal theorising of this particular form of adult learning, especially within a post-apartheid and fractured South African context, and within a business school environment. The impact of this type of learning has also not been theorised. Using transformative learning theory, and drawing on leadership literature, the study links how this transformative learning experience can lead to re-humanising leadership. It also examines the length, breadth and depth of transformative learning outcomes. This case study of the Nexus programme collected data from focus groups and semi-structured interviews with past Nexus participants, semi-structured interviews with the programme managers of Nexus, extensive document analysis and observations of two Nexus events. Using an inductive data analysis approach in this qualitative research, the nature of learning showed that philosophically there is a need to acknowledge such learning takes time and requires multiple viewpoints, but that the structure and processes of learning must create a safe space to explore the contested socio-historical context of post-apartheid South Africa. In contrast with learning in formal settings, participants reported a sense of being ‘forced to’ learn about themselves and others. Data were also deductively coded using transformative learning theory. The impact of learning through participation in Nexus speaks to the many ways in which boundaries are broken down and blockages are removed. A 4 P Model of learning (Prescribed process, Participation, Profound transformative learning, and Praxis) is proposed.
Exploring the experiences and challenges of adult learners employed as Correctional Officials in the context of COVID-19.
(2023) Shezi, Vitalis Kwazikwakhe.; John, Vaughn Mitchell.
According to the International Labour Organisation (ILO), “most governments around the world temporarily closed education and training institutions in an attempt to contain the spread of the COVID-19 pandemic” (ILO, 2020, p. 1). Literature argues that “COVID- 19 has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents” (United Nations, 2020, p. 2). This study explores the experiences and challenges encountered by adult learners who, during the COVID-19 pandemic, were employed as Correctional Officials (COs) in the Department of Correctional Services (DCS) at Durban-Westville Correctional Centre, South Africa. In other words, while continuing to be rehabilitation facilitators and carers within their families they were also enrolled in as part-time students in different institutions of higher learning. The qualitative research tradition was used to explore the COs' interpretation of COVID-19 experiences and challenges in relation to their circumstances. Purposive sampling was employed, and data were generated using an online survey and in-depth interviews with six participants. Demographic and Thematic Analysis were employed respectively in analysing the raw data and generated themes that became key findings of the study Findings revealed that studying COs had challenges that related to internal, external and program-related factors indicating the interrelated nature of these challenges. Findings further indicated that the challenges experienced by the studying COs varied depending on age, gender, skills as well as the context of the study. Findings also revealed that the pandemic has had significant impacts on the COs' personal and professional lives, with challenges such as limited resources and lack of support systems. However, the COs' personal circumstances and resilience have also shaped the pandemic's impact, leading to some positive coping mechanisms. The study recommends support systems for adult learners with multiple responsibilities and highlights the need for further research on the impact of COVID-19 on Correctional Officials. Overall, the study contributes to the understanding of the experiences and challenges encountered by adult learners with multiple roles during the pandemic in a correctional setting.
Exploring transformative learning within the context of healing and reconciliation : an action research project.
(2011) Andersen, Ingrid.; John, Vaughn Mitchell.
Churches have long been important sites of non-formal and informal learning and places of refuge and renewal during times of social upheaval in South Africa. They continue to provide a safe space in which people can be challenged to grow, to change and to heal from past experiences. This qualitative Living Theory action research study sought to examine my own learnings as a Healing of Memories workshop facilitator in a new process, held in a worship community, that foregrounded the spiritual dimensions of participant learnings. Situated within the paradigm of Critical Social Theory, the research draws primarily on Mezirow’s Theory of Transformative Learning in order to examine healing and reconciliation initiatives that enable shifts in thinking and opportunities for action through individual perspective transformation. In order to address critique of Mezirow’s tendency to restrict learning to its cognitive dimension, the study draws on Tisdell and Dirkx for a more holistic conceptualisation of transformative learning that incorporates the affective, somatic, spiritual and cultural aspects of human experience. Learnings were structured in action and reflection phases involving myself initially and then co-facilitators and participants, by means of in-depth individual interviews. The workshops of the Institute for Healing of Memories are an experiential, non-formal adult education initiative that seeks to provide a space in which personal stories can be told and acknowledged. Situating this Healing of Memories workshop within an existing church community from which all participants were drawn and holding it during the spiritually significant Easter season of renewal enabled their deeper learning through its spiritual dimensions. Viewing this Healing of Memories workshop as a transformative learning process deepened my understanding of it as a curriculum structured to enable perspective transformation through the ten steps identified by Mezirow. A respectful and compassionate listening space allowed participants to explore options for new roles, relationships and action. Learning to listen actively and to understand emotion and the choices to be made in response to it provided participants with new knowledge and skills. By participating in this process with a holistic understanding of transformative learning and as a practitioner researching my own practice I have grown as an educator, with greater authenticity and humanity in my practice.
An investigation into the adult educators' knowledge, understanding and application of the principle of learner-centredness in adult basic education and training (ABET) centres in Pietermaritzburg, KwaZulu- Natal.
(2005) Mkhize, Vusi Garnet.; John, Vaughn Mitchell.
This study investigated ABET tutors' knowledge, understanding and application of the principle of learner-centredness. The study was conducted at three adult education centres in Pietermaritzburg, KwaZulu-Natal. Using questionnaires, interviews, classroom observation and analysis of documentary evidence such as learning programmes, tutors workbooks and learners' workbooks, the researcher was able to determine and assess the ability of ABET tutors to interpret and apply the principle of learner-centredness in practical classroom situations. The study showed that not all ABET tutors base their learning programmes on learners' needs, which is a key principle of learner-centredness (Jarvis, 1985). The study showed that some ABET tutors are not conversant with the policy framework of ABET and that this seems to affect classroom practice. The study revealed that Centre managers are not complying with Department policy with regard to monitoring and supporting tutors. Furthermore, the findings from this study expose some of the flaws in the implementation of ABET, like the lack of professional competence on the part of some ABET tutors. This lack of professional competence is cause for concern and requires attention from the ABET Directorate at district level. Key recommendations emerging from the study are that the ABET Directorate should conduct more monitoring of ABET centres and should provide more training for ABET tutors and centre mangers, as proposed in the Multi-Year Implementation Plan of 1997. In particular, tutors could benefit from workshops on needs identification and analysis.
Learning and development via network participation : a case study of a peace educator network.
(2013) Barnabas, Shireen Rowena.; John, Vaughn Mitchell.
The recent increase in the number of reported incidents of political, domestic and criminal violence in the media, attests to the escalating violence in KwaZulu-Natal (KZN), one of the nine provinces in South Africa. This situation highlights the desperate and urgent need for some sort of peace educational intervention which exposes people to alternative ways and methods of dealing with conflict, in socially acceptable, non-violent ways in an attempt to curb this cycle of violence. The training and development of peace educators is now more critical than ever. However, a review of relevant literature reveals that the field of peace education and peace educator development in the KZN and the broader South African context is marginal and seriously under-researched. This study focuses on the learning and development of peace educators, with a specific interest in how their participation in a network contributes to their learning and development as peace educators. This study is framed by Lave and Wenger's theory of Communities of Practice. It involves different data collection methods, namely document analysis, observation of network activities and in-depth interviews with six facilitators from the Alternatives to Violence Project-KwaZulu-Natal (AVP-KZN). The Alternatives to Violence Project (AVP) network, which is the unit of analysis for this study, emerged as a space which facilitated opportunities for collaborative social learning where facilitators were able to share information, best practices, experiences, resources as well as the AVP's "organisational culture‟. This research explores the underlying motivations for participation in the AVP-KZN network, experiences encountered through participation in the network and the role of the network in terms of the learning and development of peace educators. In this study, the AVP-KZN network emerges as a rich site for the learning and development of both novice and experienced facilitators and a major contributor to acquisition of effective facilitation skills and techniques. The informal learning in the network appears to have concentrated on the pedagogy (facilitation styles, planning, flexibility, teamwork), self-development and identity development of the peace educator. The findings reveal the network as being a conducive environment for informal, social, experiential and transformative learning which involves the acquisition of increased knowledge and skills, changed practices, opportunities to observe, to be observed, plan, implement, review and write reports. The extent to which the peace educators were actively involved in their learning through their increased participation in a variety of network activities, was also evident in this study. Six distinct components of learning emerged from the analysis of the data: 1) learning from diversity; 2) learning through changes in community; 3) learning through changes in meaning; 4) learning through practice; 5) developing an identity as a peace educator; and 6) learning through the development of self. It is hoped that this study will contribute to the existing knowledge of peace education with a focus on the learning and development of peace educators in a community of practice.
Learning to care: nurses’ experiences of learning in a quality improvement intervention in uMgungundlovu District, KwaZulu-Natal, South Africa.
(2023) Khumalo, Eugenia Thandeka.; John, Vaughn Mitchell.; Mbatha, Lulama.
This study examined nurses' experiences of a quality improvement (QI) intervention to increase the identification and treatment of children and adolescents with HIV in KwaZulu-Natal, South Africa. Despite the high prevalence of HIV in the country, progress in the paediatric population lags behind that of adults. The study employed a basic qualitative research design within the interpretivist paradigm to understand nurses' perceptions of QI in nursing care. Data were collected through semi-structured interviews, focus group discussions, and the photovoice method and analysed using a data-driven inductive approach and deductive analysis. The study adopted Kolb’s experiential learning theory to theorise the findings that revealed that although the QI training was successful, the layout and mentoring processes did not facilitate the sustainability of the developed skills. Barriers to providing good clinical management of children and adolescents with HIV included a lack of institutionalisation and sustainability of the QI intervention and a non-conducive environment. This study highlights the importance of equipping healthcare workers with QI skills to improve healthcare quality and contribute to good health outcomes in the paediatric population. Based on the findings, the project was recommended to revise the training layout and adopt mentoring processes to develop sustainable interventions.
A representative council of learners's (RCLS) understanding and response to bullying in their school : an action research project.
(2011) Maharaj, Nishana.; John, Vaughn Mitchell.
Bullying at schools is a problem that has recently gained much media exposure highlighting its increasing occurrence and violent nature. It has also gained attention in the educational field with an increasing number of pertinent studies. The link between school bullying and school violence has been drawn by educators and researchers alike. Of great importance is the positioning of school bullying in the sphere of Peace Education in the school. Despite bullying being mentioned in many relevant educational policies and documents pertaining to school governance, incidents are on the increase. The severity of bullying incidents is also worsening. This context led to the interest of addressing bullying amongst the Representative Council of Learners (RCL) at my school. As the Teacher Liaison Officer (TLO) to the RLC, I decided to initiate an Action Research project with the RCL of this school. The study explores and acts on the RLC perspectives on bullying at their school and their perspectives on suitable interventions. The methodology of action research suited an intervention goal. Learners need to be involved in processes of creating a peaceful learning environment for all. As stated by McNiff and Whitehead, “Working out ideas is the learning, working out how to live with one another is the peace process” (McNiff & Whitehead, 2002, p.13). The study is framed by Freire’s theory on pedagogy and Butler’s theory of gender. It involves several data collection methods, including questionnaires, focus group interviews, creative writing responses, posters, workshops and observations. My findings are presented as discussions based on various generative themes which emerged from the data. The findings of the study revealed that learners had difficulty formulating a comprehensive definition of bullying. Many initially felt that few incidents of bullying occurred at their school and were unaware of the full range of incidents of bullying. Boys and girls experienced bullying differently while different age groups had similar experiences of bullying. Features such as power, aggression and abuse were commonly raised in learners understanding of bullying. While a broader knowledge on bullying was generated through the action research process, many silences still emerged. Learners failed to draw the link between bullying and violence. They also did not mention any incident related to new age bullying or incidents involving the educator as a victim or as the bully. The study acknowledges that in order for bullying at this school to be reduced, a second and possibly a third cycle of the action research process is needed. The study indicates that bullying is not a simple problem that can be dealt with in a short period of time. It needs to be incorporated annually in the school programme dealing with pertinent societal dynamics which affect teaching and learning.
"Towards improved praxis" : a case study of the certificate in education (participatory development)
(2006) Hlela, Augustine Zamokwakho Nhlanhla.; John, Vaughn Mitchell.
This study set out to provide an understanding of the Certificate in Education programme, CE (PD), in terms of various stakeholder perspectives and its historical development. Through the use of case study method the study investigates the relationship between the first three semesters of the Certificate in Education (Participatory Development) CE (PD) offered largely on-campus at the University of KwaZulu-Natal with the final semester module of the programme offered as a service-learning off-campus called Development in Practice (DIP). The objective of DIP is to produce reflective learners in an authentic development context. Within the CE (PD) programme this is understood as praxis. The purpose of the study therefore is to investigate processes within the programme that facilitated or hindered the attainment of praxis. The case study method served this research goal well as it allowed for the social, ideological and historical reality of the CE (PD) to be viewed within a context of its development and the broader contexts of the university and South Africa. As such, this study looked at how one could ensure that theory, abstract knowledge and practice are combined for the purpose of improving community development practice. The study focussed on the aspect of praxis within the CE (PD) with the intention of contribution to the improvement of praxis in training for community development practitioners. Based on Freire's understanding of praxis, the situated cognition and transformative learning theories this study found that certain processes impacted positively or negatively to the CE (PD) programme in facilitating praxis. These processes were varied and included amongst others curriculum conceptualisation and planning, and the most important one being ideology and power related issues. The detailed description of the CE (PD) process would be useful to future curriculum development initiatives. This study argued that community development training is a contested area and cannot only focus skills training but must include consciousness raising located within an emancipatory tradition. Based on this argument an interactive programme development model located within praxis is offered as a contribution towards community development practitioner training in the South African context.
Use of the General Health Questionnaire (GHQ) in a Zulu-speaking setting : an assessment of translation, reliability and some validity issues.
(1996) John, Vaughn Mitchell.; Faulds, Bruce.
Psychology in South Africa is facing a dire need for valid and reliable mental health instruments for all its citizenry. There presently exists a reliance on instruments of foreign origin. Very often such instruments are used without their psychometric properties having been tested in the local setting. The present study employed a multi-stage process for translating the General Health Questionnaire (GHQ) into Zulu. A simplified English version of the GHQ and the translated Zulu version were subsequently administered to a sample of two hundred and fifty seven (257) bilingual high school students. The data from this sample was used to assess the equivalency between the Zulu version and the English version. At the scale level, both versions of the GHQ showed adequate internal consistency and reliability. Item analysis revealed certain differences between the two versions. Possible explanations regarding semantic differences are discussed. Substantial overlap between the factor solutions of the two versions was found. These factor solutions were found to correspond well with those recorded in the literature. The present sample scored much higher on the GHQ than foreign samples do. Suggestions for raising the cutting scores for South African samples are made. On the whole, the Zulu version displayed evidence of reasonable equivalence to the English version. A comprehensive research programme for the GHQ in South Africa is presented.