Bøger udgivet af AFRICAN SUN MeDIA

This book was written by lecturers in Computers Science Education from three different universities in South Africa. It is a methodological guide to effective teaching of the school subjects IT and CAT. It is an easily understandable, practical guide aimed at student teachers in IT and CAT, but will also assist IT and CAT teachers in their strive to improve their teaching. Activities and assignments are included to assist students in the acquisition of skills and to guide facilitators in the assessment of the outcomes.

The book takes us to women-centred events in Gaborone, the capital city of Botswana. Data was collected from the conversations and events women hold with and for one another on the occasions of bridal, Naomi/Laban, and baby showers. Defining Ubuntu/Botho as the belief that our humanity is only measured by our capacity to welcome, respect and empower the other, this research-based book analyses how women practise Ubuntu/Botho in the urban spaces where the community easily disintegrates to individualism, isolation and poverty. It seeks to explore how Ubuntu/Botho intersects with gender and navigates its space around patriarchy, marriage, motherhood, family and community. It explores rituals and connections between women of different generations such as mothers and daughters, daughters-in-law and mothers-in-law, children and mothers, and their struggles to uphold Ubuntu/Botho in their families, communities and workspaces in the face of patriarchy, urbanisation, capitalism and neo-liberalism. The book employs and generates a multitude of methods and theories to highlight women mothering and delivering Ubuntu/Botho in the urban space communities.

In hierdie bundel gee vriende, kollegas en studente erkenning aan prof. Dolf Britz - by die geleentheid van sy 70ste verjaardag - vir sy jare lange arbeid op die terrein van kerkgeskiedenis en kerkreg. Prof. Britz se arbeid is nie slegs akademies van aard nie, maar kan beskryf word as vriendediens - aan die terrein van hoër onderwys en aan die Kerk in Afrika. Die bundel weerspieël iets van die breë belangstelling wat prof. Britz se arbeid kenmerk - van die geskiedenis van die Reformasie tot die geskiedenis van die VOC, van die kerkreg tot die kerkgeskiedskrywing, van die Nadere Reformasie tot die rassevraagstuk in Suid-Afrika. Die outeurs reis daarin saam met prof. Britz op die grondpaaie van die geskiedenis - onontdekte paaie, met soveel beloning. In this volume friends, colleagues and students give acknowledgement to Prof. Dolf Britz - on the occasion of his 70th birthday - for his many years of labour in the fi eld of church history and church polity. Prof. Britz's labour is not just academic in nature, but can best be described as the service of a friend - service to the fi eld of higher education and to the Church in Africa. The volume refl ects something of the broad interest that characterises Prof. Britz's labour - from the history of the Reformation to the history of the VOC, from church polity to church historiography, from the Dutch Further Reformation to the question of race in South Africa. Therein the authors travel with Prof. Britz on the gravel roads of history - undiscovered roads - which yield so much reward.

The Attempted Erasure of the Khoekhoe and San delves into the complex issue of problematic coloured identity and the ongoing erasure of the Khoekhoe and San people in South Africa. Despite the end of apartheid, this erasure continues to persist today, starting as far back as 1652. There were two types of erasure that took place - genocide and bureaucratic. While the former is acknowledged by President Thabo Mbeki in his "I Am an African" speech, the latter began in 1828 with Ordinance 50 in the Cape Colony. From this point, the Khoekhoe and San were bureaucratically erased, culminating in the 1950 Population Registration Act. Despite these attempts, the Khoekhoe and San people resisted and fought for their identity, resulting in their continued existence in the present day. This book documents their painful journey, highlighting their struggles against subjugation and erasure since 1652.

The research represented in this volume, and in the series as a whole, is intended to provide critical analyses and findings that can underpin the development of language policies, practice guides and other resources that support a fair and accessible legal system. However, this will also require well-developed teaching and research programmes, so it is our intention that this volume will continue to support the growth of forensic linguistics in Southern African universities and nurture the next generation of scholars dedicated to forensic and legal linguistics. This aim will be supported by the newly formed African Association of Forensic and Legal Linguists (AAFLL), which will help to coordinate the study of forensic linguistics in Africa. This book series, Studies in Forensic and Legal Linguistics in Africa and Beyond, Volumes I, II, III and IV, continues to play an important role in bringing African forensic linguistic scholarship to a wider audience, while simultaneously promoting the field amongst academic and legal institutions in Africa.

Although there have been significant strides to transform the demographics of archive and museum personnel, develop new museums and heritage institutions and heritage training initiatives in post-apartheid South Africa, the Eurocentric model of the archive, museum and heritage sector has largely remained intact. Despite the euphoria around the transformation of heritage in the beginnings of post-apartheid South Africa, it can be argued that the transformation of heritage institutions has been superficial and cosmetic with the ideological foundation of the colonial archive and museum, as well as Eurocentric modalities of heritage education remaining solid, largely unmoved, and under continuing challenge. This is the thrust of this book which reflects on the transformation of archives, and museum and heritage education in South Africa and argues for meaningful transformation of the sector through a decolonisation from its Eurocentric mooring.

This book about revitalizing family and social relationships in an increasingly diverse and polarized world should become a resource for a vast array of professionals in the fields of mental heath, social and community services. It will also serve as a textbook on contextual therapy and its applications that fills a gap in the literature on this approach. It will present it in a highly understandable language, using a new terminology. Hence this book will meet the needs of many contextual therapists and contextually inspired pastoral counselors at any level of expertise. For other professionals, this book can open new ways of thinking and new strategies to address many of the situations they are likely to encounter. In addition, in a format never tried before, this book includes a section dedicated to contributions of contextual therapy to practical theology, the pastoral process, and interfaith studies. It will also present the contributions of these studies to the facilitation of interfaith encounters that can serve as a model for any professional working in a multicultural environment.

This work on the pioneering history of the Boers in the Cape Colony (South Africa) before the Great Trek (1835-1846) is primarily based on research in various archives and libraries. However, the author PJ van der Merwe (1912-1979) found it desirable to personally visit different areas mentioned in the book to get to know the country and the people better and to gather oral tradition and personal information. In carrying out this fieldwork during 1938 and 1939, the author covered 15,000 miles by car and questioned hundreds of people (old pioneers, farmers, teachers, magistrates, school inspectors, livestock inspectors, surveyors and police agents). This investigation not only enabled him to better interpret the sometimes fragmentary data found in the archives and old travel descriptions, but also served to supplement it.

Here for the first time is an account of the inner lives of teachers during and immediately after the pandemic lockdown. What is teaching like during a pandemic? How did teachers manage their emotional lives as colleagues became infected, hospitalised, and died? What did teachers actually do to bridge the gap in teaching and learning where schools and homes lacked electronic resources? These are amongst the many questions on which this collection of teacher stories sheds light. Most of these are stories of hope, resilience, and enormous courage in the face of a deadly virus. Your faith in teachers and teaching will be restored after reading this book.

This book is written by Southern African social welfare, social work, social development, social security and social policy academics, practitioners and advocates who have varying degrees of experience. The authors who contributed chapters to this book added their perspectives to ongoing debates about academic areas in the region. Thus, the book's primary objective is to discuss the development of social welfare and social work in Southern Africa. In doing so, it endeavours to contribute to the existing body of knowledge on social welfare and social work in the region. The chapters are examined through different theoretical lenses and historical perspectives. In this book, African scholars, academics, and practitioners provide a deep and critical reflection of social welfare, social work, and related disciplines during the colonial and post-colonial era, a period characterised by a deliberate move by Africa's political administrations to focus on nation-building and to attempt to make Africa a global player. Despite being endowed with rich natural resources like minerals; agriculture; and solid family and extended family life, the continent is weak globally. Furthermore, the book focuses on the pre-colonial period - a golden thread running through the chapters. The book discusses the colonial era when Western countries' capture and oppression of Africa characterised the continent's history. This book is an appropriate publication at this point in our history; a resource that can be used to generate appropriate narratives and questions within the social welfare and social development sector, particularly on delivery, education and training.

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education - especially in South Africa - this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

To understand the relationship between social innovation and the reimagining of the knowledge economy necessary to reorient higher education, we must draw from the experiences of those working on the front lines of change.

The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re'imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.

This publication is an important contribution to the documentation of medicinal plant use by the Basotho. It contains a comprehensive list of known medicinal plants, their up-to-date scientific names, their vernacular names, as well as their uses. This book will appeal to experts, as well as to readers who are unfamiliar with traditional medicinal plant uses. Buka ena e fana ka tlatsetso ya bohlokwa ho dingolwa tsa tshebediso ya dimela tsa meriana ke Basotho. Hape, e fana ka lenane le phethahetseng la dimela tsohle tsa meriana tse tsejwang, mabitso a tsona a mahlale, mabitso a tsona a setso, hammoho le batho ba e sebedisang. Ka hoo le dibadi tse sa tsebeng haholo ka tshebediso ya setso ya dimela tsa meriana di tla fumana lesedi le lengata bukeng ena. Professor Ntsamaeeng Moteetee Department of Botany and Plant Technology, University of Johannesburg

The lived experiences of students' educational practices are analysed and explained in terms of the book's plea for the recognition of the 'multi-dimentionality' of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.

Die kuns van die lewe is nie so ingewikkeld nie. Die lewe moet net sinvol geleef word. Maar hoe? Met hierdie vraag word daar geworstel. Het ek 'n siel? Wat "e;besiel"e; my? Leef ek besield en sit daar "e;siel"e; in dit wat ek vandag doen?Die boek wil mense se oe oopmaak vir dit wat elke dag binne verhoudinge in elk geval "e;gebeur"e;, en jou help om die netwerk van liefdesintimiteit en 'n besielde lewe te ontdek.

The essays in this book, authored by academics from the Faculties of Law at the University of Johannesburg and Nelson Mandela University respectively, emanate from a joint research project and conference arranged by the Faculties in 2018. The essays focus on public law issues impacting on governance and accountability in South African law and in international and regional law, but with a specific focus on problems afflicting the African continent.

Written by a life-long language practioner who has spoken isiXhosa since childhood, this grammar represents a significant advance in understanding the structure of isiXhosa, the language of more than 8 million South Africans. In this ground-breaking book isiXhosa is described in its own right, freeing it from preconceived grammatical ideas derived from European languages. All the features of the language are portrayed in this revisionist grammar that reinvents isiXhosa as a language with its own genius. All students of isiXhosa urgently need this book. Both mother-tongue speakers and those studying isiXhosa as a second or third language have to take cognisance of this new approach to escape the restrictions imposed by a Eurocentric bias. It is essential to authors of textbooks and those who prescribe syllabi. It is also of significance for those attempting to gain insight in the structure of related African languages.