Browsing by Author "Badenhorst, Elmi"

Now showing 1 - 5 of 5
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    An exploration of mediation in an intervention programme for educationally disadvantaged medical students
    (2008) Badenhorst, Elmi; Hardman, Joanne
    This thesis explores the academic and cognitive difficulties that educationally disadvantaged first year medical students experienced prior to the Intervention Programme and the role of mediation in the programme to address underachievement by providing the necessary academic building blocks for students to return to mainstream. This study draws on the theories of Vygotsky and Feuerstein to investigate how mediation can be studied in an academic development programme, using a collective case study with qualitative and quantitative research methods.
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    Health sciences undergraduate education at University of Cape Town: a story of transformation
    (Health & Medical Publishing Group, 2012) Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney D; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia N; Badenhorst, Elmi; Ige, B
    Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.
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    Negotiation of learning and identity among first-year medical students
    (Taylor & Francis, 2013) Badenhorst, Elmi; Kapp, Rochelle
    The demand for medical schools to produce competent doctors to meet health needs in South Africa has increased. In response to this challenge, the Faculty of Health Sciences at a relatively elite university introduced a problem-based, socially relevant curriculum in 2002. The classroom environment is designed to facilitate a learning context where students from diverse backgrounds engage critically and learn from each other. This study draws on data from a larger qualitative case study to describe how a group of 'black' students who failed their first semester experienced the school–university transition. Drawing on post-structuralist theory, this article analyses how the students negotiated learning and identity. The argument is made that the students re-positioned themselves in deficit, outsider subject positions in order to survive their first year. This article ends with a consideration of the implications for developing a learning environment which recognises difference and fosters diversity.
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    Processes in widening access to undergraduate allied health sciences education in South Africa
    (Health & Medical Publishing Group, 2012) Amosun, Seyi L; Hartman, Nadia; Janse van Rensburg, Vicki; Duncan, Eve M; Badenhorst, Elmi
    The purpose of this manuscript is to describe the processes followed in initiating and managing widening access to allied health sciences education at the University of Cape Town, South Africa. In response to national higher education policy imperatives in South Africa and in anticipation of the first cohort of Outcome Based Education (OBE) school leavers entering tertiary education, the School of Health and Rehabilitation Sciences at the university launched an extensive intra- and cross-programme transformation project in 2004. The project afforded four undergraduate professional programmes, namely audiology, occupational therapy, physiotherapy and speech therapy, an opportunity to address common educational and contextual drivers. These included, among others, the need for increased access and throughput of historically under-represented students in higher education. An advisory task team, named the curriculum review management team (CRMT), was engaged in envisaging, navigating and containing a complex socio-political process involving many stakeholders with disparate ideas, practice approaches, and focal concerns. The use of the Gale and Grant model of change management, augmented by the Community of Practice conceptual framework, to assist with these processes is described.
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    Successful students’ negotiation of township schooling in contemporary South Africa
    (University of the Free State, 2014-09) Kapp, Rochelle; Badenhorst, Elmi; Bangeni, Bongi; Craig, Tracy S; Janse van Rensburg, Vicki; le Roux, Kate; Prince, Robert; Pym, June; van Pletzen, Ermien
    This article draws on data from a larger longitudinal qualitative case study which is tracking the progress of students over the course of their undergraduate degrees at a South African university. For this paper, we used background questionnaires and semi-structured interviews with 62 first-year students from working-class, township schools who were first registered for Extended Degree Programmes in 2009. The article draws on post-structuralist theory on learning and identity to describe and analyse the participants’ perspectives on how they negotiated their high school contexts. We analyse the subject positions in which participants invested, as well as how they negotiated their way through social networks and used resources. Our data illustrate the ways in which students had to carry the burden of negotiating their way through home, school and neighbourhood spaces that were generally not conducive to learning. Nevertheless, participants consciously positioned themselves as agents. They were resilient, motivated and took highly strategic adult decisions about their learning. We argue that a focus on how successful students negotiate their environments challenges the pathologising paradigm of “disadvantage” that characterises research and debates in higher education. It also offers an additional lens for admissions processes and for providing appropriate intervention strategies in the tertiary setting.