Showing posts from November, 2011

the monster in my head...academic writing

I don’t have an image of monsters except for the ones in cartoons and the story books I’ve read. And in spite of my active imagination, as a child I was never indulged to “believe in” monsters even though I read about them a lot. So the monster I have in mind is a different kind. It’s the intangible mental block that writers don’t talk about. In academic circles, writing is assumed as something students will learn in university and become better with over the years. Almost 6 years later and the monster of academic writing has become strongly established in my mind...a month before I am supposed to hand in the Masters thesis.

I have never been taught how to write academically. I first became aware of academic writing in my second year while doing Philosophy 2 and English 2. Initially I thought I was stupid and would never make it to third year and my whole life would unravel before my eyes. What was worse, I seemed to be the only person carrying this shadow and monster with me into ever…

Ndisihloniphile aha moment with my education!

Ndisihloniphile isikolo...After yet another long meeting with my supervisor, analysing and pouring over the curriculum documents relevant to teaching reading in the Foundation Phase, it finally dawned on me: education reform is a process. I have always taken this for granted...or this has never been important to understand as I have always sailed through school and achieved accordingly with no conception of the hardships that some peers may have had with understanding their learning. I have never had to contemplate what gradual progress and growth really mean in the context of education. It’s only been through the Masters that my personal experience of learning as well as looking at the process of change in the curriculum reform in South Africa that it has begun to sink in: change is a process. And meaningful change is an arduous and even painful process.

On the level of the curriculum analysis: I have analysed the Revised Curriculum Statement from 2002 tracking the level of focus on r…