Victor J. Pitsoe

Bio: Victor J. Pitsoe is an academic researcher from University of South Africa. The author has contributed to research in topics: Distance education & Higher education. The author has an hindex of 9, co-authored 36 publications receiving 272 citations.

Foucault’s Discourse and Power: Implications for Instructionist Classroom Management

Abstract: This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this document reviews:1) explores Foucault’s theory of discourse; 2) argues discourse as an instrument of power; 3) captures the philosophical perspectives on instructionist classroom management; and 4) argues a teacher’s power as a tool for social reproduction and domination in instructionist classroom setting.

The Challenges of E-learning in South Africa

Abstract: The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a meagre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning.

The Challenges and Prospects of Access to Higher Education at UNISA

Abstract: This article debates access and success at the University of South Africa (UNISA). UNISA is an open distance learning (ODL) institution that provides higher education opportunities to working adults who would otherwise not have the opportunity to acquire a higher education qualification at full-time contact institutions. The article sketches the challenges and prospects of ODL. It teases out the challenges of ODL articulation, learner support, recognition of prior learning, and poor throughput rate. Substantively though, the article argues a case for well managed ODL programs to provide access to quality higher education to previously marginalised individuals and to enable developing countries such as South Africa to make a meaningful contribution to the global economy through knowledgeable citizenry and workforce.

Teacher Attrition in South Africa: Trends, Challenges and Prospects

Abstract: Teacher attrition is a universal challenge and has a negative impact on global policies. A growing body of research around the world shows that most countries are experiencing a substantial decline...

Teenage Pregnancy in South African Schools: Challenges, Trends and Policy Issues

Abstract: Teenage pregnancy in South African schools poses a serious management and leadership challenge. It calls for school management teams (SMTs) to acquire critical skills to manage teenage pregnancy within the requirements of the Constitution of the Republic of South Africa, 1996 and the South African Schools Act 84 of 1996. Little, if any, research has been conducted on learner pregnancy as a hurdle toward the achievement of millennium development goals (MDGs) and EFA goals. Drawing on literature, this article will (1) explore policy on teenage pregnancy from a South African perspective; (2) look into the trends and challenges of teenage pregnancy in a schooling context; (3) reflect on policy implications of teenage pregnancy in a schooling context; and (4) capture information on teenage pregnancy in schools as it relates to MDGs and EFA goals. DOI: 10.5901/mjss.2013.v4n13p755

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Gramsci, hegemonía y relaciones internacionales: Un ensayo sobre el método | Gramsci, Hegemony and International Relations: An Essay in Method

Abstract: Este articulo es, a dia de hoy, una de las piezas clasicas y fundamentales para la posibilidad de estudiar las relaciones globales de poder a partir de las herramientas conceptuales desarrolladas por Gramsci a lo largo de su obra. Cox, contribuye de esta forma a las corrientes criticas de las Relaciones Internacionales al discutir varios conceptos gramscianos y cuales serian las implicaciones para estudiar las relaciones internacionales en distintos periodos de hegemonia y contrahegemonia. De igual forma, el autor planteo la cuestion –en su momento novedosa– de la relevancia de tomar en cuenta los procesos internos de construccion de bloques historicos contrahegemonicos como aquellos que podrian tener un efecto revolucionario en las estructuras y organizaciones internacionales, asi como ruptura con la hegemonia plasmada como una clase perteneciente a un orden economico universal transnacional. This article is a classic and fundamental for approaching global power relations with the conceptual tools developed by Gramsci. Cox contributes to critical thought in International Relations by discussing various gramscian concepts and what their implications are for the study of different historical forms of hegemony and counter-hegemony. Also, the author draws our attention –novel at the time of its publicaction– to the relevance of taking into account the construction of domestic counter-hegemonic historic blocs. He suggests that these could have a revolutionary effect on international structures and organizations, as well as rupture with the hegemony performed by the transnational economic order.

Management teams: Why they succeed or fail

Abstract: A Study of Teams: How It All Began The Apollo Syndrome Teams Containing Similar Personalities Identifying further Team Roles Team Leadership The Missing Team Roles Developing an inventory Unsuccessful teams Winning teams Ideal team size Features of good members of a team Teams in Public Affairs How Belbin reports developed Case Studies in Using Belbin