Interdisciplinary Journal of Rural and Community Studies: Announcements

Call for Special Issue-Rural Communities Struggles

2024-02-04T18:07:33+02:00

Theme: Rural communities struggles and transitional justice: A 30-year appraisal of democracy in South Africa

Guest Editors: Prof. Chitja Twala
Chitja.twala@ul.ac.za
Department of Cultural and Political Studies
University of Limpopo
Republic of South Africa

Dr. Lucky Vuma
Lucky.vuma@ul.ac.za
Department of Cultural and Political Studies
University of Limpopo
Republic of South Africa

Background

With the ushering of democratic rule in 1994, many South Africans, including those in the rural areas, welcomed the democratic era with great anticipation for a ‘better life for all’ espoused by the African National Congress (ANC) in its election manifesto. Despite this pronouncement by the ANC, in the 30 years of democratic rule in South Africa (SA), rural communities continue to experience challenges regarding the provision of basic services. As emphasized by Shongwe and Meyer (2023), service delivery inequalities between urban and rural communities have reached unprecedented proportions. A review of local government performance reveals that service delivery improved in urban areas while backlogs in rural areas are addressed at a very slow pace or, in some cases, ignored (National Treasury, 2011), explaining recent protests in rural areas. Many rural areas are behind in terms of health care, education, agriculture, and telecommunication infrastructure (Mkhomazi, 2013).

Without doubt, attempts to address these challenges have proved to be a mammoth task for the ruling party. This led to rural communities, policymakers, and analysts questioning not only the government’s slow progress but also its outcomes of service delivery. The extent and manner of providing services vary significantly between the urban and rural communities, raising questions about the government’s commitment in this regard. Shongwe and Meyer (2023) suggest that there should be a link between service delivery and the policies and legislations of the country, thereby enhancing the sense of responsibility and ownership of the mandate to both the government and recipients of basic services. Some scholars argue that delivery of services can be effectively addressed if accountability and ethical leadership are the driving forces for public officials (Mbandlwa 2018:21). Beyers (2016) asserts that most South Africans have lost confidence in the government’s ability to govern efficiently, particularly in local government. The needs of citizens living in rural areas are not met because of unethical behaviour, which often starts at the top of public service leadership, where public service values are not personified and promoted (Mafunisa, 2008).

In SA, the slow pace of providing services to rural communities has manifested as a socio-political problem. This resulted in maladministration; lack of poor financial management practices and record keeping has made corruption possible. These, with many other malpractices, have left the poor rural communities stranded and vulnerable with little intervention from government officials.

Addressing the above-mentioned challenges and many more, this special issue aims to academically historicize and discuss the ethical implications of non or rather lack of provision of basic services to rural communities; how to address both material and symbolic dimensions of these struggle in political and historical contexts; and how to explore the complex intersection of issues confronting the promotion of livelihoods to questions of rights, identity, and transitional justice. This call for a special issue is to bring together a wealth of topical articles by leading experts/scholars in the field of rural studies who represent a rich mix of perspectives from history, politics, education, development studies and sociology. Experts/scholars can engage with one of, but not limited to, the following themes:

Land, Rural Poverty and Transitional Justice.
Politicization of Rural Development Programmes.
Traditional leaders’ struggles for local/rural control.
Reconciling Chieftaincy, Democracy and Conservatism.
The growth of a progressive rural elite.
Internal rural migration due to lack of services.
Resources, maladministration, and corruption.
Legislation versus Rural Politics, Identity, and Development.

CONTRIBUTION PROCESS

Prospective contributors are invited to submit abstracts to the guest editors at Chitja.twala@ul.ac.za and copy Lucky.vuma@ul.ac.za using the subject line “Rural Communities Struggles”. A prompt response will be provided within three to five days, and if accepted, author(s) will be requested to prepare and submit their full manuscripts, and if otherwise, the authors will be notified accordingly. For submission guidelines and Article Processing Charges, including formatting and referencing style, please refer to the author guidelines provided at this link [https://pubs.ufs.ac.za/index.php/ijrcs/guidelines].

ABSTRACTS FOR PAPERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Five keywords

TIMEFRAME (February 5^th – October 30^th, 2024)

Abstract submission begins on the 5^th of February and ends on the 15^th of March, 2024.
Abstracts are accepted or rejected within three days of submission, and if accepted, you will be required to submit your full article.
Submission of full articles starts immediately and ends on the 30^th of July, 2024.
The Journal operates on a continuous publishing model. This means that articles are considered individually, sent for peer review, and, if accepted at any time of the year, are immediately made available online on an article-by-article basis.

AUTHOR'S RESPONSIBILITIES

A similarity index of 10% or less is required for an article to be considered for review. Upon submission, all articles will undergo screening using Turnitin software.
The Article Processing Charge is payable by the corresponding author or affiliation(s), as applicable, upon acceptance. Authors eligible for a waiver or discount may approach the Journal before submission. For more information, see the APC waiver and discount policy at [https://pubs.ufs.ac.za/index.php/ijrcs/waiverpolicy].
Please visit the author guidelines, download, and use the submission template for your full article.

GUEST EDITORS’ PROFILE

Chitja Twala is a professor of history at the University of Limpopo (UL). Before joining the UL, he was an associate professor (Department of History) and vice-dean (Faculty of the Humanities) at the University of the Free State (UFS). He is the author of nine chapters (co-authored two) in a book series entitled The Road to Democracy in South Africa (1970–1990). In 2023, a chapter co-authored with Peter Limb was recently published, entitled: “The ICU in Free State Dorps and Dorpies” in the book Labour Struggles in Southern Africa, 1919–1949. In 2024, he co-edited and published a book titled Migration, Borders: Making National Identity in Southern African Communities. It is in the same book where his co-authored chapter (with Greg Magaiza) entitled: “Of Paqama Gates and Paqama Schouts: The Innerworkings of regulated illegal and irregular crossing between Lesotho and South Africa” appears. Another book chapter (2023) co-authored (with Mohau Soldaat) entitled “Lesotho migrant workers in the Orange Free State farms, from the late 19^th century to the 1940s” in the book, The Road to Democracy in South Africa: African migrant labourers in South Africa from the late nineteenth to the twentieth century. He is the recipient of Andrew Mellon Foundation and the NIHSS grants. He has been awarded several visiting/research fellowships: Harvard University Graduate School of Arts and Sciences (USA), University of Ghana, and the University of California, Los Angeles (UCLA) African American Studies Centre (USA).
Lucky Vuma is a holder of a Doctor of Philosophy in History from the University of Limpopo. He is currently working at University of Limpopo (UL) as a senior lecturer in the Faculty of Humanities, Department of Cultural and Political Studies. His research interests are Liberation History, Student Activism, Indigenous Knowledge System (IKS), and South African Historiography. He has published several accredited journal articles in accredited journals and academic conferences. Since his appointment at UL, Vuma has engaged in post-graduate supervision. He is an external examiner for the University of Venda, the University of Zululand, and Walter Sisulu University. Currently, he serves as the Limpopo Province’s Chairperson of Oral History Association of South Africa (OHASA), Limpopo Chapter and Deputy Chairperson for Limpopo Archives Council (LAC).

References

Mafunisa, M. J. (2008). The role of codes of conduct in promoting ethical conduct in the South African public service. South African Journal of Labour Relations, 32(1), 81-92.

Mbandlwa, Z. (2018). Assessing the ward councillors' leadership characteristics and their impact on service delivery in eThekwini Metropolitan Municipality [Doctoral dissertation, Durban University of Technology]. DUT Open Scholars. https://doi.org/https://doi.org/10.51415/10321/3126

Mkhomazi, S. S. (2013). A framework for sharing broadband infrastructure in South Africa: A case of rural community. Pretoria: Tshwane University of Technology.

Shongwe, B. R., & Meyer, D. F. (2023). Service Delivery Challenges within Rural Communities: The Case of the Nkomazi Local Municipal Area. Administratio Publica, 31(2), 136-159.

Call for Special Issue-Teacher Wellbeing in Rural Landscapes

2024-02-02T16:26:29+02:00

THEME: Nurturing the Roots of Sustainability: Teachers' Wellbeing and Education in Rural Landscapes.

Guest Editors: Kananga Robert Mukuna (PhD)
mukunakr@ufs.ac.za
Department of Educational Foundations
Faculty of Education
University of the Free State
South Africa

Damilola R. Seyi-Oderinde (PhD)
dseyiode@purdue.edu
Evaluation and Learning Research Center
College of Education
Purdue University
United States of America

BACKGROUND

In the context of the United Nations Sustainable Development Goals (SDGs), particularly Goal 4, which emphasizes quality education, the role of teachers becomes increasingly vital. This is especially true in rural schools where the challenge of integrating sustainable development into educational practices is compounded by unique socio-economic and geographical constraints (Dube, 2017; Du Plessis & Mestry, 2019; Marouli, 2021). The wellbeing of teachers in these environments is crucial, as it directly impacts their ability to deliver quality education that aligns with sustainable development principles. However, the specific needs and challenges faced by teachers in rural settings often remain underrepresented in sustainability education discourse. Challenges such as isolation, limited access to resources, and reduced opportunities for professional growth not only hinder their personal wellbeing but also their capacity to impart knowledge (Wang & Chen, 2022; Meyer et al., 2023) effectively.

The disparity in resources and support between urban and rural educational settings leads to a heightened risk of stress and burnout among rural teachers (Garwood et al., 2018), affecting the overall education quality. This issue is of particular concern given the critical role that education plays in achieving SDG Goal 4. Despite the significance of this issue, there is a notable lack of comprehensive research focusing on the wellbeing of teachers in rural schools within the context of sustainable development education. This gap in the literature highlights the need for a dedicated examination of how the wellbeing of these educators can be supported and enhanced, considering the unique challenges they face in rural environments.

To address this need, this special issue seeks to explore the intersection between teacher wellbeing and sustainable development education in rural schools, aligning with the broader objectives of SDG Goal 4. We invite submissions that delve into this area, particularly interested in empirical studies that offer new insights and practical solutions. However, original, systematic reviews, in-depth theoretical articles, conceptual opinions and case studies will also be considered. We welcome a variety of research methodologies, encouraging contributions that enrich academic understanding and provide actionable recommendations for policymakers, educational leaders, and practitioners working towards achieving quality education for sustainable development in rural contexts. Preference will be given to empirical studies, but all submissions that meet the criteria of originality will be considered.

CONTRIBUTION PROCESS

Prospective contributors are invited to submit their abstracts to the guest editors at mukunakr@ufs.ac.za and copy dseyiode@purdue.edu using the subject line “Teacher Wellbeing in Rural Landscapes”. A prompt response will be provided within three to five days, and if accepted, the author(s) will be requested to prepare and submit their full manuscripts; if not, the authors will be notified accordingly. For submission guidelines and Article Processing Charges, including formatting and referencing style, please refer to the author guidelines provided at this link [https://pubs.ufs.ac.za/index.php/ijrcs/guidelines].

ABSTRACTS FOR PAPERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Five keywords

TIMEFRAME (February 1^st – August 30^th 2024)

Abstract submission begins on the 1^st of February and ends on the 30^th of March 2024. Abstracts are accepted or rejected within three days of submission, and if accepted, you will be required to submit your full article.
Submission of full articles starts immediately and ends on the 30^th of August, 2024.
The Journal operates on a continuous publishing model. This means that articles are considered individually, sent for peer review, and, if accepted at any time of the year, are immediately made available online on an article-by-article basis.

AUTHOR'S RESPONSIBILITIES

A similarity index of 10% or less is required for an article to be considered for review. Upon submission, all articles will undergo screening using Turnitin software.
The Article Processing Charge is payable by the corresponding author or affiliation(s), as applicable, upon acceptance. Authors eligible for a waiver or discount may approach the Journal before submission. For more information, see the APC waiver and discount policy at [https://pubs.ufs.ac.za/index.php/ijrcs/waiverpolicy].
Please visit the author guidelines, download, and use the submission template for your full article.

GUEST EDITORS’ PROFILE

Dr Kananga Robert Mukuna is a Senior Lecturer and Subject Head for the Senior Phase, FET, and Postgraduate Certificate in Education programs within the Department of Education Foundations at the Faculty of Education, University of the Free State, South Africa. He earned his PhD and MEd in Educational Psychology from the University of Western Cape. Dr. Mukuna specializes in Educational Psychology, Inclusive Education, and Community Psychology, focusing on interdisciplinary and integrated approaches. His research interests encompass psychological assessment, psychosocial factors, rural education, and multiculturalism. He has contributed several scientific research papers to peer-reviewed, accredited international journals. He has actively presented his research at numerous national and international conferences. As an advocate for international academic collaboration, he spearheads the engagement between the University of the Free State and Ludwigsburg University of Education in Germany. He has supervised multiple master's and doctoral candidates and is a recipient of NRF Funding. Currently, he is the editor-in-chief of the International Journal of Studies in Psychology (IJSPSY) and leads a Special Interest Group on the Psychosocialities of Teaching and Learning at the Faculty of Education, UFS.

Dr Damilola Ruth Seyi-Oderinde is a distinguished professional in Higher Education with over a decade of lecturing experience. With academic credentials that include a Bachelor of Education (B.Ed.), a Master of Education (M.Ed.) in Guidance and Counselling, and a Ph.D. in Psychology of Education from the University of the Free State, South Africa, she has advanced from a Graduate Assistant to a faculty position through her exceptional performance. Dr Seyi-Oderinde spent eight years at Ekiti State University as a lecturer, engaging in teaching, student supervision, and extensive administrative and community engagement duties, and published research in renowned journals. Currently, she is a Researcher with Purdue University's Evaluation Learning and Research Centre (ELRC) in the USA, where she focuses on the psychosocial dynamics of teaching and learning, employing participatory research methods, and promoting diversity, equity, and inclusion. Her role as an Evaluation and Research Associate involves collaborative efforts in education research and evaluation projects, securing funding from notable entities like HRSA, USAID, and the Department of Education. Dr. Seyi-Oderinde's scholarly contributions include publications in accredited journals and presentations at leading Educational Psychology, Evaluation, and Rural Education conferences, highlighting her commitment to advancing educational practices and policies.

REFERENCES

Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39, 1-9. https://doi.org/10.15700/saje.v39ns1a1774

Dube, C. (2017). The uptake of education for sustainable development in geography curricula in South African secondary schools. Schooling for Sustainable Development in Africa, 93-105. https://doi.org/10.1007/978-3-319-45989-9_7

Garwood, J. D., Werts, M. G., Varghese, C., & Gosey, L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behaviour management, and burnout. Rural Special Education Quarterly, 37(1), 30-43. https://doi.org/10.1177/8756870517745270

Marouli, C. (2021). Sustainability education for the future: Challenges and implications for education and pedagogy in the 21st century. Sustainability, 13(5), 1-15. https://doi.org/10.3390/su13052901

Meyer, S. R., Seff, I., Gillespie, A., Brumbaum, H., Qushua, N., & Stark, L. (2023). We will need to build up the atmosphere of trust again: Service providers’ perceptions of experiences of COVID-19 amongst resettled refugee adolescents. Plos one, 18(3), e0283599. https://doi.org/10.1371/journal.pone.0283599

Wang, X., & Chen, Z. (2022). “It Hits the Spot”: The Impact of a Professional Development Program on English Teacher Wellbeing in Underdeveloped Regions. Frontiers in Psychology, 13, 848322. https://doi.org/10.3389/fpsyg.2022.848322

IJRCS Indexed in DOAJ

2023-08-02T05:55:29+02:00

Call for Papers [at no cost]

2023-05-11T21:31:07+02:00

Call for Papers [at no cost]

2023-01-13T09:21:08+02:00