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12 February 2018 Photo Supplied
UFS researcher programme aids pupils with ADHD and dyslexia
Dr Carol Goldfus

Many years ago, as a secondary school teacher, Dr Carol Goldfus from the University of the Free State’s Unit for Language Facilitation and Empowerment, realised that reading comprehension ought to be the focal point of teaching. She came to the conclusion that many adolescents were unable to gain fluency in English as a foreign language despite many years of study and that there were those who struggled with the foreign language. With her postgraduate specialisation in neuroscience and the merging of neuroscience and education, she developed a reading comprehension intervention programme.

Reading remains important

Contrary to what we believe, the world is not more visual – but rather more technical, Dr Goldfus explains, and reading with understanding remains of utmost importance in the twenty first century. “Literacy does not only mean reading, but also thinking fast,” she says, “with the ability to sift through the mass of available information. Without reading proficiency, people cannot succeed in a world with so much information. In fact, the ability to identify what is important, and what not, is more crucial than before.”

““It is our duty to give
pupils worldwide the ability
to cope with a sophisticated,
alienated, and technological world.”
—Dr Carol Goldfus
ULFE

One brain, many languages

Reading comprehension is the epicentre of Dr Goldfus’s approach to learning, and her intervention programme may benefit any pupil who is unable to cope with the demands of the academic setting, and can be applied to any language. These pupils include children from seventh to twelth grade (12 to 18 years of age) who read without comprehension, have dyslexia, dyscalculia (problems with maths), and ADHD (Attention Deficit with or without Hyperactivity), or have dropped out of an education setting. “My intervention programme is in English as a Foreign Langue (EFL) but is not static, since it is based on principles from neuroscience and linguistics that are placed in the world of education. Although it is for EFL, it has a backwash effect on mother-tongue reading competence as well. Each programme comprises certain core principles, like developing self-esteem, monitoring comprehension and learning, and developing long-term memory storage. Without remembering, there is no learning.”

No one wants to fail

Dr Goldfus feels that it is our duty to give pupils worldwide the ability to cope with a sophisticated, alienated, and technological world. “My goal is to turn failure into excellence through an understanding of how the brain works. That is what the programme and my research can offer: creating a brain that can support learning where each pupil can fulfil his or her potential.”

Her work is so noteworthy, that Dr Goldfus received a Blue Skies Grand from the National Research Foundation of South Africa for her research: Graphomotor synchronisation to musical stimulation as a diagnostic tool for dyslexia. This proposed interdisciplinary research addresses dyslexia, a language-related disability, through the language of music and encompasses three disciplines: music cognition, physics and education.

News Archive

Historians must place African history on world stage – Dr Zeleza
2017-05-30

 Description: Historians must place African history on world stage Tags: Historians must place African history on world stage

From the left: Panellists Rev Henry Jackson,
Prof Irikidzayi Manase and Arno Van Niekerk at a book
launch and panel discussion on Africa Day hosted by the
UFS Sasol Library.
Photo: Mamosa Makaya

“African historians must take seriously the challenge of placing African history in world history, and in the history of our species, Homo sapiens.”

With these words, Dr Paul Tiyambe Zeleza, Vice Chancellor of the United States International University-Africa in Nairobi, Kenya, stressed the continent’s challenge.

According to him the contest should continue to recover and reconstruct Africa’s long history. Liberating African knowledges can be done by: “Provincialising Europe that has monopolised universality, universalising Africa beyond its Eurocentric provincialisation, and engaging histories of other continents on their own terms.”

University celebrates Africa Month in various ways  
Dr Zeleza delivered the ninth Africa Day Memorial Lecture, titled The Decolonisation of African Knowledges, at the University of the Free State (UFS). The lecture, hosted by the Centre for Africa Studies (CAS), took place on 24 May 2017 in the Equitas Auditorium on the Bloemfontein Campus and was one of the ways in which the UFS celebrated Africa Month.

Scholars should immerse themselves in these thoughts

Dr Zeleza focused on two issues, which he said were interconnected. They were the unfinished project of decolonising African knowledges and the continent's positioning in global knowledge production.

He said Africa’s scholars and students should “immerse themselves in the rich traditions of African social thought going back millennia”. According to him the continent’s research profile still remains weak in global terms.

“It is imperative that the various key stakeholders in African higher education from governments to the general public to parents, and to students, faculty, staff, and administrators in the academic institutions themselves, raise the value proposition of African higher education for 21st century African societies, economies, and polities.”

“Colonialism is associated with injustice
and inequality, but what happens when
our liberators become our oppressors?”

Library celebrates with panel discussion and book launch
The UFS Sasol Library celebrated Africa Day by presenting a book launch and panel discussion on 25 May 2017, on the pertinent and current political theme of land redistribution with a comparative basis of land invasions in Zimbabwe.

Prof Irikidzayi Manase discussed his book White Narratives: The Depiction of Post-2000 Land Invasions in Zimbabwe, accompanied by Rev Henry Jackson who wrote Another Farm in Africa. A perspective of the economic implications of land redistribution in South Africa was discussed by panellist Arno Van Niekerk: Senior Lecturer of Economics at the UFS Faculty of Economic and Management Sciences.

Inequality still an African problem
The content of the books are a stark reminder of the burning issues of inequality and loss of identity of those who lost their farms in Zimbabwe, a collection of memoirs by white farmers and their families. Rev Jackson gave a religious perspective on reconciliation, forgiveness and the question of land ownership, saying that healing of injustice begins with forgiveness of past transgressions.

Van Niekerk highlighted that while land issues were important, “social cohesion is affected by the economic decisions that will be made”. In closing, Prof Manase called for serious consideration of what the future may hold. “Colonialism is associated with injustice and inequality, but what happens when our liberators become our oppressors?” 

The panel discussion was attended by staff and students of the university, and was lit up by robust discussions on possible historical and future solutions to the question of land, decolonisation and political power struggles in Southern Africa and lessons to be learned from Zimbabwe.

UFS celebrates Africa Month (24 May 2017)

 

 

 

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