Language and Social sciences Education

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Browsing Language and Social sciences Education by Author "Banda, Dennis"

Now showing 1 - 4 of 4
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    Cross-cultural social research with indigenous knowledge (IK): some dilemmas and lessons.
    (Journal of Social Research & Policy, 2011) Islam, M. Rezaul; Banda, Dennis
    This paper looks at many contemporary issues in cross-cultural social research with indigenous knowledge (IK). The paper draws some practical examples and experiences based on two PhD research works done in two countries in the South – Zambia (Banda, 2008) and Bangladesh (Islam, 2009). The paper argues that this is the Eurocentric assumption which holds that no body of knowledge can be owned by a tribe or group of people and that alternative knowledge to universal knowledge is ignorance. Finally, this paper highlights the need for more research in IK by researcher from both the North and the South, but taking into account the peculiarities and complexities conducting research in IK
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    Education for all (EFA) and 'african indigenous knowledge systems (AIKS)': the case of the Chewa people of Zambia.
    (University of Nottingham, 2006) Banda, Dennis
    This research is an investigation of whether “African Indigenous Knowledge Systems (AIKS)” can enhance the achievement of Education for All (EFA) with particular reference to the Chewa people of Zambia. The study raises challenges that many countries have experienced in their effort to achieve EFA. Among the Chewa people of Zambia, quality, relevance and credibility of the education are some of the reasons affecting the provision of education to all. This research has argued that formal schooling education, in its current form may not be the right vehicle to deliver EFA goals. The research has proposed alternative forms of knowledge that could be hybridized with the formal schooling education to address some of the challenges identified. The research has tried to re-appropriate some Chewa AIKS to theorize curriculum and pedagogy reforms that could enhance the achievement of the EFA goals. I have used qualitative research methodology in the study. The respondents in this study were drawn from two areas of community of practice i.e. the Chewa traditional chiefs and elders as perceived custodians of the Chewa AIKS and the educationists, as implementers of education programs and policy and curriculum designers. Key issues identified by this research include the following: that a replacement of the formal schooling education by the AIKS is not an answer to the current challenges facing the provision of meaningful education to all; that through consultations, and co-ordination by all stakeholders and research in AIKS and formal schooling education, either system would shed off elements perceived as barriers to EFA; and be hybridized to complement each other to enhance the achievement of EFA goals; that the formal schooling education should not be considered to be superior to informal and nonformal education systems, but that all are critical components in this quest. Theories and frameworks of hybridization of forms of knowledge/education have been considered in this research. I have argued that hybridizing AIKS with the formal schooling system will only become significant if an economic value is added to the AIKS through some mechanisms put in place. The practical skills embedded in AIKS could foster career building, entrepreneurship and apprenticeship if linked to the money economy of employment and wealth creation. I have argued that there may be need to establish opportunities for AIKS holders to be accredited within the National Qualification Framework and policy framework on AIKS be enacted to regulate and protect IK, and guide the hybridization process. The study highlights three main frameworks on the hybridization of the AIKS and the formal schooling curriculum: (1) Mainstreaming/ Incorporation/ Integration/ infusion of the AIKS into the formal school curriculum. (2) Establishing IK as a core subject with a structure similar to those of other core subjects in the curriculum. (3) Teaching AIKS as a component of the seven official Zambian languages that are taught in schools.
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    An evaluation of the challenges in the management of electoral conflicts in Zambia: a case study of Lusaka conflict management committees.
    (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL) Vol. 1, No. 1, 2020) Muleya, Gistered; Magasu, Oliver; Banda, Dennis
    Current studies on elections show that electoral conflicts are a common global phenomenon. Violence is one form of electoral conflict. Zambia has seen a rise and intense electoral violence in the recent past. This is despite the formation of Conflict Management Committees (CMCs) to deal with electoral violence. This article is an evaluation of the management of electoral conflicts in Zambia by the CMCs. The objectives of this study were to determine how the Lusaka CMCs manage electoral conflicts; to assess the capacity of the Lusaka CMCs in the management of electoral conflicts; to establish strategies of improving the performance of the CMCs in the management of electoral conflicts. This study employed a qualitative descriptive research design. A purposive sampling technique was used which targeted twelve key electoral stakeholders. Data was collected using semi-structured interviews and observations. Data was analysed using thematic analysis. The strategy used by CMCs in Zambia to resolve electoral conflicts was mediation. There was a Lack of a legal framework in the management of conflict and in the enforcement of the Electoral Act. To this effect, the study established strategies of improving the performance of CMCs which are: introducing electoral fast track courts, increasing educational awareness activities on electoral conflict, increasing access to CMCs and importantly, strengthen the legal mandate. Based on the findings, the study recommends to ECZ to attach a legal framework to the mandate of the CMCs and to make wider consultations on the best way to resolve electoral conflicts. There is need in future to assess the measures individual political parties have put in place to address electoral violence.
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    Exploring selected theories applicable to educational disciplines and social sciences research.
    (International Journal of Humanities Social Sciences and Education (IJHSSE), 2019) Nkata, Bentry; Mkandawire, Benson Sitwe; Nachiyunde, Kabunga; Nalube, Patricia Phiri; Kaani, Bestern; Mulenga, Innocent Mutale; Phiri, Chidongo; Chileshe, Bernard; Sichula, Noah Kenny; Sikayomya, Patrick; Munachaka, Jonathan C.; Banda, Dennis; Mulauzi, Felesia; Chipindi, Janet Serenje; Chipindi, Ferdinard Mwaka
    This paper sought to advance an understanding of selected theories applicable to educational disciplines and social sciences. The authors conducted a search on academic institutional repositories for dissertations, theses and research papers across the globe. International databases such as JSTOR, Intellect Journals Collection, and Science Direct were also searched by means of such terms and parameters as theory, educational theories, social science theories and research theories. Google Scholar, Research Gate, Academia, and Scopus were included in the search. The theories were then analyzed through cross-reference with other existing literature for validation. Notes were simultaneously taken and bookended by critical review of emerging trends. The study identified several theories which were grouped in themes based on relatedness and applicability. The theories included intersectionality, Simple View of Reading, Transformational Learning, and commognition. The article concludes that there is a lot of room for theoretical mapping of educational research efforts. Specific recommendations are proposed to help enhance the potency of education-related research.