Search

Now showing items 71-74 of 74

Culturally sensetive transformational learning: incorporating the Afrocentric paradigm and African feminism

Ntseane, P.G. (AEQ, http://aeq.sagepub.com, 2011-11)

Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using ...

Sociocultural differences in self-construal and subjective wellbeing: a test of four cultural modelsl

Cheng, C.; Jose, P.E.; Sheldon, K.M.; Singelis, T.M.; Cheung, M.W.L.; Tiliouine, H.; Alao, A.A.; Chio, J.H.M.; Lui, J.Y.M.; Chun, W.Y.; De Zavala, A.G.; Hukuzimana, A.; Hertel, J.; Liu, J.T.; Onyewadume, M.; Sims, C. (JCCP, http://jcc.sagepub.com, 2011-07)

In this study, the authors tested four cultural models—independence, interdependence, conflict, and integration—that describe the hypothesized relationships between dimensions of self-construal and components of subjective ...

Adult Education and social transformation in the South: the Botswana experience

Maruatona, T.L. (JCHE, http://www.tandfonline.com/loi/ujch20, 2010-11-23)

The article argues that, historically, universities have served a select few individuals as part of modernist not transformative agenda. This highly selective process guarantees students good life. The article argues that ...

Influence of Information and Communication Technology policy on the integration of computer awareness in Botswana junior secondary school curriculum

Kgwefane, Tshepo Andrew (University of Botswana, www.ub.bw, 2018-06)

The socio-economic transformation prompted by globalization and associated Information and Communication Technologies are cross-cutting and have inevitably found their way into the provision and delivery of educational ...

«
1
. . .
5
6
7
8