Metaphors from Alice in Wonderland illustrate firstly the ridiculous ...

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Traditionally, rural and urban have been seen as opposites. Both terms are also used with multiple meanings. However, we question whether this conceptual approach that positions urban and rural at opposite ends of a spectrum actually hides more than it reveals about the nature and relationship between rural and urban areas (Gelan, Scott, & Gilbert, 2007). In addition to the collective perceptions of the community, individual perceptions contribute to the complexity of rural identity. Awareness of the existence of the diversity of challenges and the important role of rural HEIs led to the establishment of UNESCO‟s International Research and Training Centre for Rural Education with the goal of researching and addressing these challenges strategically (www.UNESCO.com/INRULED). The national and international concern for rural educational challenges is reflected in research documents. During a UNESCO Ministerial Seminar (2005), rural education challenges were divided between demand and supply factors. On the demand side, research found that rural learners are more difficult to educate because of the limited encouragement from parents, irrelevant curriculum content (often developed in a different context), lack of support from their home environment (e.g. electricity, electronic resources, and personal space), and alternative demands on their time (e.g. agricultural duties). On the supply side, the deployment of teachers and inspectors, the equipping of teachers with in-service courses, and the supporting of staff with applicable resources are typical challenges in rural areas (Mulkeen, 2005). Another research project in rural Africa found that learner participation increases learning (Phaswana, 2010). However, rural teachers do not have the confidence to invite and encourage meaningful participation, preferring traditional teacher-centred methods (Taylor & Mulkeen, 2001). In addition, parents‟ and educators‟ low expectations of the potential of rural children contribute to poorer quality of teaching and learning in rural Africa (Nleya & Thompson, 1999). Directive documents and developmental programmes urge governments, urban HEIs, HE practitioners, and the global community to change their perceptions of the rural campus (Donnelly, 2005; UNESCO, 2002). These external processes support the perception that the urban campuses are in a stronger position and, therefore, more equipped to support and encourage the vulnerable, meaningless and incomprehensive rural campuses. The unintentional outcome of these policies, marketing/branding strategies and well-intended interventions support the view of inferior rural campuses. 45
Changing the insider-outsider perspective Applying an appreciative dimension as catalyst Using Erik Erikson‟s stages of psychosocial development, I positioned the average rural HEI at the adolescent stage: HEIs are concerned about their public image, and are aware that they have a role, position and responsibility in the community. The rural HEI is asking: Where am I going in life? Authorities should allow the child to explore in order to conclude its own identity. The appreciative philosophy, as constructed by David Cooperrider (2003), argues for a positive, strength- or value-based approach to change. After identifying the strength or value in an individual or institution, an inspiring future is co-created by the individual or the institution, strategically designed and aligned. The final phase is reaching the envisioned destiny of what we want more of. Applying the principles of AI (Cooperrider, 2003) as guidelines to explore its identity, the rural HEI should have the capacity to develop to the “young adult stage” and beyond. Cooperrider‟s original AI principles include the constructionist and the poetic principles in the discovery phase; the simultaneity and the anticipatory principles in the anticipatory phase, and the positive principle in the design phase. The eminent AI principles (Whitney & Trosten-Bloom, 2003) are: the wholeness principle,,an extension of the constructionist principle; the enactment principle, an extension of the poetic principle; the free choice principle, an extension of the simultaneity principle; the awareness principle, an extension of the anticipatory principle, and the narrative principle, an extension of the positive principle. In applying AI, the value-adding approach and problem-solving are opposites, as indicated in Table 2.1. The constructionist principle incorporates that reality and identity are co-created because of unique individual experiences and interconnectedness. Therefore, each rural HEI will be able to construct a unique identity based on its multispherular experiences and positioning. The wholeness principle incorporates lateral thinking, allowing the HEI to free itself from borders and perceived limitations. The “what if?” question becomes “what if I become entirely me?”. Rural HEIs will then continuously become dynamic forces within the community. The poetic principle incorporates that by appreciating the experiences of which the HEI wants more, its identity will become rich in the areas that matter to it. 46
Page 1 and 2: Metaphors from Alice in Wonderland
Page 3 and 4: Acknowledgements This thesis would
Page 5 and 6: Conclusion ARTICLE 3 Appreciating v
Page 7 and 8: Three. Who, what and how we are Fou
Page 9 and 10: Appreciating the University of the
Page 11 and 12: The purpose of this study is, first
Page 13 and 14: Article 3 Appreciating visionary le
Page 15 and 16: juxtaposing, I became conscious of
Page 17 and 18: Who am I and what was my concern? M
Page 19 and 20: 90% of information coming to the br
Page 21 and 22: clues in the text. I took pictures
Page 23 and 24: lack of understanding of direction,
Page 25 and 26: transformational success, to reflec
Page 27 and 28: transformation, maintaining conscio
Page 29 and 30: TweedleDee and TweedleDum, as my me
Page 31 and 32: My findings I kindled consciousness
Page 33 and 34: The value of institutional identity
Page 35 and 36: undertaken this identity-seeking jo
Page 37 and 38: that the individual or institution
Page 39 and 40: AUTHENTIC IDENTITY FORMATION Figure
Page 41 and 42: The ideals of human perfectibility
Page 43 and 44: Table 2.1: The Erik Erikson’s and
Page 45 and 46: COMPETENCE, the fourth status, was
Page 47: People inhabit different parts of t
Page 51 and 52: Towards an authentic identity As so
Page 53 and 54: I can apply the metaphor of wearing
Page 55 and 56: ARTICLE 3 Appreciating visionary le
Page 57 and 58: Figure 3.1: Vision dictated by comp
Page 59 and 60: the brain that are responsible for
Page 61 and 62: Hence, I reveal the dreams of Charl
Page 63 and 64: Charles, a romantic painter of drea
Page 65 and 66: FREDERICK FOURIE: The fact that it
Page 67 and 68: Figure 3.4: First-year Kovsies at t
Page 69 and 70: Figure 3.5: Vision guided by free-r
Page 71 and 72: ARTICLE 4 A look at the University
Page 73 and 74: The catalyst: World one One sunny m
Page 75 and 76: attention that five of the eleven V
Page 77 and 78: esearcher, in turn, may be seen as
Page 79 and 80: constructed to describe a sequence
Page 81 and 82: In addition to the above psychologi
Page 83 and 84: Table 4.2: Leadership styles: Appro
Page 85 and 86: Sampling Purposive, systematic and
Page 87 and 88: Reactive ethical policies and pract
Page 89 and 90: I used the above discourse to apply
Page 91 and 92: The Reitz crisis created a climate
Page 93 and 94: The quest to discover and live our
Page 95 and 96: Indeed, these metaphors transported
Page 97 and 98: Alice and I are co-travellers throu
Page 99 and 100:
Heewon Chang‟s work-in-progress c
Page 101 and 102:
1973). James Burns first introduced
Page 103 and 104:
professional life. Herminia Ibarra
Page 105 and 106:
created for her the challenge of pu
Page 107 and 108:
was to continue doing non-creative
Page 109 and 110:
journey. Personal values, principle
Page 111 and 112:
The Caucus-race By Lewis Carroll (1
Page 113 and 114:
Phase Eight: Be grateful Gratitude
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Wonderland did not exist and I need
Page 117 and 118:
We sensed thousands of experiences
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often experienced visitations of wh
Page 121 and 122:
Tarrant Hightop, the Mad Hatter (to
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(Figure 5.3) is directive towards b
Page 125 and 126:
the only modes of travel mentioned
Page 127 and 128:
the same day that I made an entranc
Page 129 and 130:
POSTSCRIPT The author developed an
Page 131 and 132:
Busche, G. (1998). Appreciative Inq
Page 133 and 134:
Frank, C. (1999). Ethnographic eyes
Page 135 and 136:
Livingstone, D. & Harrison, R. (198
Page 137 and 138:
for community colleges. Retrieved 1
Page 139 and 140:
Whitney, D. & Ludema, J. (2006). Ap
Page 142 and 143:
ADENDUM: PLACE During this study I
Page 144 and 145:
POINT OF DELIVERY I wrote the final
Page 146 and 147:
ADENDUM: MODES OF TRAVEL (continued
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