Browsing by Author "Hunma, Aditi"

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    2017 Humanities Reference Guide for first year students
    (2017-02-02) Hunma, Aditi
    The Humanities Reference Guide shares the principles of referencing, and provides an overview of four different styles used across the eighteen Humanities departments, with practical examples. The styles are Harvard, Chicago, APA and MLA. The guide also shares tips on how to manage sources and voices in one's writing, and contains a FAQ section addressing possible queries students may have. This is an old version of the guide, the new up-to-date version is available at: https://open.uct.ac.za/handle/11427/26909.
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    2018 Humanities Reference Guide
    (Humanities Faculty, University of Cape Town, 2018-01-23) Hunma, Aditi
    The Humanities Reference Guide shares the principles of referencing, and provides an overview of four different styles used across the eighteen Humanities departments, with practical examples. The styles are Harvard, Chicago, APA and MLA. The guide also shares tips on how to manage sources and voices in one's writing, and contains a FAQ section addressing possible queries students may have. The 2018 version has updated the Chicago Reference Style guidelines as per the 17 edition of the Chicago manual. It also contains guidelines on how to reference MOOCs under the FAQ section. Older version is available at: http://open.uct.ac.za/handle/11427/24031.
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    The exploration of a performative space to nurture EAL international students' writer identities at a South African university
    (2012) Hunma, Aditi; Thesen, Lucia
    This study is located within the internalisation context at the University of Cape Town (UCT). As an internationalising university, UCT aims among other things to promote the ideals of 'Equity and Institutional culture' for all its students (UCT policy on internationalisation, 2009). The reality on the ground suggests that this may unwittingly reproduce the centre-periphery divide which characterises global knowledge transactions, within UCT's own institutional structures especially for students from developing African nations, the focus here being on Southern African Development Community (SADC) nations. The tension brought about at the institutional level may be partly due to the lack of specific support structures for international students, and partly due to the latter's misguided perceptions of the faculties' expectations. I argue that gradually, this tension begins to permeate students' texts, their production strategies and motivations.
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    Identity and coping strategies in academic writing : a study of first year Mauritian students at a South African university
    (2009) Hunma, Aditi; Thesen, Lucia
    This study situates itself at the intersection between internationalization issues and students' experiences in academic writing at the University of Cape Town. What the study attempts to do is to place the two issues in a constructive dialogue and tease out how the one informs the other. Throughout, the student is viewed as the focal point of research and the study assesses how the student responds to this dialogue. His/her writing becomes an index of an internalized dialogue between institution, writing, self and community. It informs the researcher of the implications of the internationalization policy and developments in the pedagogy of academic writing on the ground.
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    Making gazes explicit: facilitating epistemic access in the humanities
    (Springer, 2014) Luckett, Kathy; Hunma, Aditi
    This paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or 'disadvantaged' learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate 'what counts' in particular courses and disciplines. In order to operationalise this, we used Maton's Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the 'codes', 'gazes, and 'lenses' for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences.
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    Promoting Inclusive Higher Education in the digital age: Wrapping massive open online courses (MOOCs) for youth from marginalised communities in South Africa
    (2021) Deane, Nawaal; Hunma, Aditi; Zolfaghari, Badri
    In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some cases, a blended learning approach has been adopted by universities to provide more flexible pathways to HE. The wrapping of MOOCs follows a similar process but can be specifically used to be inclusive of students traditionally excluded from HE. The aim of the research explores the extent to which wrapped MOOCs made in South Africa could serve as effective ‘boundary objects' for students to experience HE. This research aligns with the United Nations Sustainable Development Goal (SDG) specifically in relation to the fourth goal that targets inclusive and quality education and promotes lifelong learning for all. It explores how MOOCs, if wrapped or blended in a face-to-face programmes could prepare young people from marginalised communities for the workplace in the Fourth Industrial Revolution (4IR). The research aims to explore the characteristics of two wrapped MOOCs made in South Africa to make them more accessible to youth from marginalised communities. The researcher utilised a case study methodology and employed ethnographic methods to explore how MOOCs were wrapped to make them more accessible to youth in marginalised communities in South Africa. The cases were two learning contexts where MOOCs were wrapped for the youth from those communities. The data was analysed using concepts from Wenger-Trayner et al.'s (2015) Landscapes of Practice. One of the key concepts is the boundary object, which can ideally play a mediating role between knowledge practices across contexts. It can thus grant different forms of access to those who would otherwise have been excluded from specific ways of knowing, identity work and experience of digital technologies. The data found that some students were unaware that MOOCs existed. Students desired and accepted that MOOCs could be part of an offering of HE programmes or courses but mostly agreed that they would not take it on their own as they required the digital literacy, computer facilities and Internet to complete it. They preferred that it was wrapped within a face-to-face programme. Still, once they experienced taking it, they saw themselves as knowledgeable in taking MOOCs and the confidence to take online courses in the future. They attributed the social and epistemological access they received more to the programme than to the MOOCs. Most participants did not want MOOCs to replace HE institutions as they valued face-to-face engagement, that the wrapped MOOC format made possible. But the opportunity to learn on a digital platform and work online made them feel more equipped to choose their own pathways in the HE landscape. The study culminated in a set of characteristics that could make wrapped MOOCs effective ‘boundary objects'. The research recommends that future MOOCs be wrapped to be inclusive of these characteristics to enhance social and epistemological access to HE for students from marginalised areas. The contribution of this research would be to create a list of principles that allows for relevant MOOCs out of approximately 13500 MOOCs, that currently exist, to be used, adapted and wrapped by the HE sector or various stakeholders that provide training, education and skills to youth in marginalised or refugee communities. The Covid-19 pandemic shutdown impacted on the popularity of MOOCs where platforms like Coursera, edX, and FutureLearn attracted as many users in one month as they did in an entire year of 2019. The significance of the study was evident during the HE shutdown when access to educational resources became crucial in the remote and online teaching format. The research contributed theoretically in terms of applying a landscapes of practice framework to understand and extend online and blended learning provision to marginalised communities. Future studies can take the recommendations of this research and apply the list of principles to wrap MOOCs and other online courses within particular landscapes of practice to explore their effectiveness in promoting access to HE.
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    Writing your World Week 1 - Drafting your definition
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on writing your own definition. It looks at how the three students individually defined identity based on the prior videos. This is video 8/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Finding yourself in the academic space
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the overview of the essay writing in the academic space. This video explains the challenges students face when asked to write an academic essay. The video discusses the requirements, norms and practises surrounding writing in the academic space. It also lists the two main themes that will be covered in the course. This is video 1/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Giving feedback on definitions
    (2019-06-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on providing feedback on the student writers' definitions of identity. The video discusses how Ada's definition showed an understanding of Woodward's argument. It then focuses on how Ziggy's definition presents the stock definition that is commonly held about identity. Lastly, Joe's definition is also analysed. The analysis of the students' definitions are also followed by suggestions on how to improve their writing. This is video 9/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - How do definitions work?
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the role of definitions when it comes to identity. It goes on to consider and discuss what a definition is. It also touches on the importance and role of definitions. The video then discusses the importance of context when it comes to definitions. This is video 7/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Meet our student writers
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video introduces the student writers that will be participating throughout the course. The first student to be introduced is Ada a Kenyan-German former graphic design artist. Ada is interested in getting a basic introduction to university-level writing and opportunities to practice.The second student is Ziggy. Ziggy is from Johannesburg and is a law student. Ziggy is interested in learning how to express his ideas in an academic format. The third student is Joey. Joey is a creative who is interested in theater. Joey is looking forward to gaining some insights into the tone and structure used in academic texts. This is video 3/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Through the looking glass: Who am I?
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the construction of identities. It asks questions relating to how one can define and discover their identity. The video also provides an example of the complexity of identity using the narrator's life experiences. It also covers the roles of systems in forging identities and providing them with varying levels of power. The ideas of Kathy Woodward regarding identity and self-visualisation are also discussed. This is video 4/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Woodward on identity: I, me and the world
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on routes and roots of a person's identity. It discusses how there are changes in personalities as people progress in life. It discusses how identity changes in different environments. The video also touches on the fluidity of identity with regards to official identity documents and mobility. It then discusses coping mechanisms that may be needed when identity is under threat. This is video 6/9 in week 1 of the Writing your World course.
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    Writing Your World Week 2 Video 1 - Recap on Identity
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on recapping the issues surrounding identity. The video touches on how the Soweto youth engages in a ritual as a way of asserting their identity. The video then moves onto the themes of mobility. It explores how identity changes when people move between contexts. The video also touches on how new insights from DNA results affect their identity and mobility. This is video 1/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 10 - Relationship Between Introduction and conclusion
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on the relationship between the introduction and conclusion. It defines the purposes of the different sections of the essay. The video also outlines possible reasons there might be start differences between the introduction and conclusion. The video then outlines what a conclusion is expected to achieve and the problems that may arise from not achieving these. This is video 10/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 2 - Identity and mobility through the ages
    (2019-06-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the ideas of identity and mobility through history. The video looks at how the world has changed throughout history. It then touches on how modern mobility helps constructs the "other." It also touches on the labels that are used to identify the outsiders. The video then discusses xenophobic attacks and the holocaust. The video also looks at the migration that took place after South Africa's independence. This is video 1/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 3 - Nelson Mandela: Terrorist or Freedom Fighter
    (2019-06-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on Nelson Mandela. The video touches on the apartheid policy that led to the creation of the homelands (TBVC states). It then touches on how Mandela originated from one of the TBVC states and then how his actions and identity had him labelled as a terrorist. The video then discusses Mandela's experience and image during apartheid. The video also contrasts Mandela's identity in history and currently. The video then highlights the importance of context when it comes to one's identity and the sense of individuality. This is video 3/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 4 - Reading Strategies
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on reading strategies. It discusses how prior experiences and knowledge affects how you engage with the academic text. The video then discusses the 3 important reading strategies (preview, overview & inview). The video touches on the questions covered for each strategy. It describes the preview strategy and overview strategy that takes place before reading the text. The parts of the text that are focused on for each reading strategy are laid out. The video then discusses the inview strategy. The focus points and actions required for the inview strategy are discussed. This is video 4/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 5 - Applying Reading Strategies: Sichone's Chapter
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on how reading strategies can be applied to Sichone's chapter. The video explains the purpose of the chapter with regards to the essay writing process. The video lists the areas of the book to analyse when using the preview reading strategy. The video also discusses how the preview might not be enough to decide whether to discard or read the text. It then focuses on the overview reading strategy. The video then discusses the sections of the essay to analyse during the overview. It also touches on the analysis questions to ask during the preview and overview. It then gives examples of the analysis from the academic text. This is video 5/10 in week 2 of the Writing your World course.
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    Writing Your World Week 2 Video 6 - Applying Reading Strategies: Blommaert's Chapter
    (2019-06-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the application of the reading strategies on Blommaert's chapter. The video provides the source of the reading and a summary on the book that the academic text comes from. The word 'discourse' is then defined and discussed with a focus on how words change over time and context. The video goes through a preview of the academic text. it then analyses the heading. During the overview sections, the video analyses the highlighted quotes from the reading. The inview of the article provides an in depth analysis of the words written within the academic text. The video provides questions to ask whilst reading through the text. It then touches on the relevance of the article based on the question asked during the initial phase of analysing the academic text. This is video 6/10 in week 2 of the Writing your World course.