Curbing coercive identities

human development, culture

Using Fractionalization Indexes: deriving methodological principles for growth studies from time series evidence

Recent cross country growth studies have found that ethnolinguistic fractionalization is an important explanatory variable of long-run growth performance. This paper highlights some limitations of cross country studies by focusing on the time series evidence for South Africa. In presenting variation over time in a number of social, political and economic dimensions, this paper adds longitudinal evidence on a range of dimensions that have been linked to long run economic development. Given South Africa’s history of ethnic and racial politics, it constitutes a useful case study to explore the dynamics of the possible effects of ethnolinguistic fractionalization on growth. We introduce three new sets of fractionalization indicators for South Africa and one set of political indicators. The results of this study provide important nuance to the existing body of evidence, for the use of fractionalization indices in growth studies.

Measuring Institutions: The Zimbabwe Case

The current, persistent growth problem in Zimbabwe is often attributed to poor economic and political institutional frameworks characterised by insecure property rights and an unreliable rule of law. An empirical test of this hypothesis presents some methodological difficulties. Although political scientists have been constructing measures of social and political dimensions of societies for some time, such measures are not available over sufficiently long time runs to inspire confidence in their usefulness in being able to address the long-run and dynamic questions that arise when linking economic performance and institutions. The aim of the paper is to assemble a new set of political and economic institutional indicators for Zimbabwe covering the period 1946 to 2005. While the new indices span for a significantly long time period, they are highly correlated with existing, widely used institutional indices produced by the Freedom House, the Heritage Foundation and the Fraiser Institute. The new data set will contribute towards understanding the institutional dimension of Zimbabwe’s persistent economic decline.

Children's daily travel to school in Johannesburg-Soweto, South Africa: geography and school choice in the Birth to Twenty cohort study

This paper has two aims: to explore approaches to the measurement of children’s daily travel to school in a context of limited geospatial data availability, and to provide data regarding school choice and distance travelled to school in Soweto-Johannesburg, South Africa. The paper makes use of data from the Birth to Twenty cohort study (n=1428) to explore three different approaches to estimating school choice and travel to school. Firstly, straight-line distance between home and school is calculated. Secondly, census geography is used to determine whether a child's home and school fall in the same area. Thirdly, distance data are used to determine whether a child attends the nearest school. Each of these approaches highlights a different aspect of mobility, and all provide valuable data. Overall, primary school aged children in Soweto-Johannesburg are shown to be travelling substantial distances to school on a daily basis. Over a third travel more than 3km, one-way, to school, 60% attend schools outside of the suburb in which they live, and only 18% attend their nearest school. These data provide evidence for high levels of school choice in Johannesburg-Soweto, and that families and children are making substantial investments in pursuit of high quality educational opportunities. Additionally, these data suggest that two patterns of school choice are evident: one pattern involving travel of substantial distances and requiring a higher level of financial investment, and a second pattern, involving choice between more local schools, requiring less travel and a more limited financial investment

Scottish theme towns: have new identities enhanced development?

Three small towns in southwest Scotland have recently been branded as distinct theme towns, based on books, artists and food. This is an attempt to make them more attractive to visitors and thereby improve their economy. The objective of this research is to establish whether the new identities possessed by the towns have enhanced their development. It is argued, using data reviewing the past decade, that they have all developed, albeit at different rates, in terms of the economy and culture. Moreover, it is maintained that social capital has been enhanced and is a factor whose importance has been under-appreciated by planners and observers of this type of process. The relevance of the new identity to the pre-branding identity is also seen as a factor in successful development and ideas of authenticity and heritage are brought to bear on the relationship

Integrating community health workers into the formal health system to improve performance : a qualitative study on the role of on-site supervision in the South African programme

To explore the role of on-site supervision in community health worker (CHW) programmes and CHW integration into the health system. We compared the functioning of CHW teams reporting to a clinic-based nurse with teams supervised by a community-based nurse. We also consider whether a junior nurse can provide adequate supervision, given the shortage of senior nurses. A case study approach to study six CHW teams with different configurations of supervision and location. We used a range of qualitative methods: observation of CHW and their supervisors (126 days), focus group discussions (12) and interviews (117). South Africa where a national CHW programme is being implemented with on-site supervision. CHWs, their supervisors, clinic managers and staff, district managers, key informants from the community and CHW clients. Effective supervisors supported CHWs through household visits, on-the-job training, debriefing, reviewing CHWs' daily logs and assistance with compiling reports. CHWs led by senior nurses were motivated and performed a greater range of tasks; junior nurses in these teams could better fulfil their role. Clinic-based teams with senior supervisors were better integrated and more able to ensure continuity of care. In contrast, teams with only junior supervisors, or based in the community, had less engagement with clinic staff, and were less able to ensure necessary care for patients, resulting in lower levels of trust from clients. Senior supervisors raised CHW skills, and successfully negotiated a place for CHWs in the health system. Collaboration with clinic staff reduced CHWs' marginalisation and increased motivation. Despite being clinic-based, teams without senior supervisors had lower skill levels and were less integrated into the health system

Students’ navigation of the uncharted territories of academic writing

Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme’s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.Department of HE and Training approved lis

Cecil Rhodes distorted politics in South Africa long before apartheid

Cecil Rhodes’ policy reforms disenfranchised up to 15,000 mostly black and mixed-race voters in South Africa. This voter suppression created an unequal political environment that favoured white men 50 years before apartheid, write Daniel de Kadt and Joachim Wehner

Exploring Discomfort and Care in the Experience of a National Academic Staff Development Programme

This paper explores the use of the pedagogy of discomfort and care in the Teaching Advancement at University (TAU) Fellowships programme, an innovative staff development programme in South African higher education. Our analysis of participant experience of the programme through the lenses of the pedagogy of discomfort and care draws on reflective commentaries submitted by the participants. We found that the initial experience of discomfort was widespread despite the relative seniority of participants. Elements of care built into the programme provided important support, activated agency, and formed the basis for a network of caring relationships among participants. Participants acknowledged these relations as key to their personal and academic growth during the programme and were seeking to extend these beyond the end of the programme. &nbsp