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Government Gazette of the RSA 1980
(Republic of S.A, 1980-07-25) Republic of South Africa
The collection contains digitized microfiche copies of Government Gazette publications issued during 1980. The record provides official government notices, regulations, and public announcements of historical and administrative significance.
Government Gazette of the RSA 1980
(Republic of S.A, 1980-01-25) Republic of South Africa
The collection contains digitized microfiche copies of Government Gazette publications issued during 1980. The record provides official government notices, regulations, and public announcements of historical and administrative significance.
Government Gazette of the RSA 1980
(Republic of S.A, 1980-10-24) Republic of South Africa
The collection contains digitized microfiche copies of Government Gazette publications issued during 1980. The record provides official government notices, regulations, and public announcements of historical and administrative significance.
Government Gazette of the RSA 1980
(Republic of S.A, 1980-05-23) Republic of South Africa
The collection contains digitized microfiche copies of Government Gazette publications issued during 1980. The record provides official government notices, regulations, and public announcements of historical and administrative significance.
Indigenous African Music Curriculum in Universities: Exploring Possible Approaches of Learning and Teaching at Walter Sisulu University, South Africa.
(University of Fort Hare, 2023-06) Ngoma, Kutala; Fikelepi-Twani, Z.
Post-1994 curriculum changes in South Africa are prescriptive of consciously raising the status
of indigenous African music, both at universities and in the schooling system (DBE, 2011b).
Regardless of the attempts at the transformation of the South African education system and
the subsequent inclusion of African music, in practice, transplanting Indigenous African Music
(IAM) content that is learnt within the community by informal means into the formal structures
of music education has been problematic (Carver, 2014).
An ethnographic study was conducted as an attempt to determine the appropriate and
effective models, approaches, strategies, methods and techniques for the transmission of IAM
that is mostly practiced in the community to the institutions of higher learning. The focus was
on discovering epistemologies to develop scholarship in the learning and teaching of IAM in
higher education.
The collaborative and ethnographic methodological approach to research resulted in different
kinds of interactive and inclusive participation by Walter Sisulu University (WSU) students,
myself and community experts and that seemed to respond well to the call to recontextualise
indigenous music for classroom use, in such a way that a bridge is built between the cultural
practice and institutional approach (Omolo-Ongati, 2010). The research yielded additional
knowledge that was not expected, regarding the decolonisation of teaching methods,
approaches and strategies at universities and respect of indigenous cultures. Findings from
this investigation revealed the usefulness of methods and approaches of learning and
teaching Indigenous African music (IAM), which were applied during the engagement of WSU
lecturers and students with community music experts and relevance of praxis (Freire,1973),
praxial (Elliott,1995), and the Ubuntu (Letseka, 2013) theories. My research suggests the
possibility of breaking down the barriers of marginalization and discrimination, as well as
celebration of human capabilities through the use of local resources and engagement of the
community, thus, striking a meaningful and appropriate balance between the two approaches:
traditional (community) and institutional.