"Totally unacceptable" : representations of homosexuality in South African public discourse
- Mutambanengwe, Simbarashe Abel
- Authors: Mutambanengwe, Simbarashe Abel
- Date: 2014
- Subjects: Independent Online , Homosexuality -- South Africa , Sexual minorities in mass media -- South Africa , Mass media and gays -- South Africa , Homophobia -- Press coverage -- South Africa , Electronic newspapers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2882 , http://hdl.handle.net/10962/d1013259
- Description: The 1996 Constitution of South Africa is ranked as one of the most liberal and democratic constitutions in the world. The right to freedom of sexual orientation, equality and the freedom of association amongst other rights is in its Bill of Rights and are thus inherently assured and protected in post- apartheid, democratic South Africa. However, the Lesbian Gay Bisexual and Transgender (LGBT) community continue to face discrimination and prejudice despite this newly established constitutional order. The present study is interested in how, in the light of the equality clause in the South African constitution, homosexuality is represented and constructed in the South African media. The thesis examines representations of homosexuality between the years 1999-2013 in articles collected from the Independent Online media site which incorporates 30 newspapers. The approach focuses on the topics, overall news report schemata, local meanings, style and rhetoric of the news reports. The results of the study show that negative attitudes towards homosexuality are framed in three main ways: homosexuality is represented as "unAfrican"; "ungodly" and "unnatural". I argue that rather than extreme forms of violence (such as "corrective rape" and murder) directed against LGBT citizens being interpreted as the aberrant behaviour of a few, these need to be understood in the context of the circulation of the above justificatory narratives.
- Full Text:
- Authors: Mutambanengwe, Simbarashe Abel
- Date: 2014
- Subjects: Independent Online , Homosexuality -- South Africa , Sexual minorities in mass media -- South Africa , Mass media and gays -- South Africa , Homophobia -- Press coverage -- South Africa , Electronic newspapers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2882 , http://hdl.handle.net/10962/d1013259
- Description: The 1996 Constitution of South Africa is ranked as one of the most liberal and democratic constitutions in the world. The right to freedom of sexual orientation, equality and the freedom of association amongst other rights is in its Bill of Rights and are thus inherently assured and protected in post- apartheid, democratic South Africa. However, the Lesbian Gay Bisexual and Transgender (LGBT) community continue to face discrimination and prejudice despite this newly established constitutional order. The present study is interested in how, in the light of the equality clause in the South African constitution, homosexuality is represented and constructed in the South African media. The thesis examines representations of homosexuality between the years 1999-2013 in articles collected from the Independent Online media site which incorporates 30 newspapers. The approach focuses on the topics, overall news report schemata, local meanings, style and rhetoric of the news reports. The results of the study show that negative attitudes towards homosexuality are framed in three main ways: homosexuality is represented as "unAfrican"; "ungodly" and "unnatural". I argue that rather than extreme forms of violence (such as "corrective rape" and murder) directed against LGBT citizens being interpreted as the aberrant behaviour of a few, these need to be understood in the context of the circulation of the above justificatory narratives.
- Full Text:
How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?
- Mthatyana, Andisiwe Tutula Zinzi
- Authors: Mthatyana, Andisiwe Tutula Zinzi
- Date: 2014
- Subjects: Sex instruction -- South Africa , Sex instruction -- Cross-cultural studies , Teenage pregnancy -- South Africa , High school girls -- Sexual behavior -- South Africa , Multicultural education -- South Africa , Model C schools (South Africa) , Girls' schools -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2883 , http://hdl.handle.net/10962/d1013262
- Description: The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
- Full Text:
- Authors: Mthatyana, Andisiwe Tutula Zinzi
- Date: 2014
- Subjects: Sex instruction -- South Africa , Sex instruction -- Cross-cultural studies , Teenage pregnancy -- South Africa , High school girls -- Sexual behavior -- South Africa , Multicultural education -- South Africa , Model C schools (South Africa) , Girls' schools -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2883 , http://hdl.handle.net/10962/d1013262
- Description: The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
- Full Text:
Losing, using, refusing, cruising : first-generation South African women academics narrate the complexity of marginality
- Authors: Idahosa, Grace Ese-Osa
- Date: 2014
- Subjects: Women in higher education -- Research -- South Africa , Women college teachers -- Research -- South Africa , Sex discrimination in higher education -- Research -- South Africa , Feminism and higher education -- South Africa , Marginality, Social -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2880 , http://hdl.handle.net/10962/d1013148
- Description: While existing literature shows a considerable increase in the numbers of women in academia research on the experiences of women in universities has noted their continued occupation of lower status academic positions in relation to their male counterparts. As the ladder gets higher, the number of women seems to drop. These studies indicate the marginalization of women in academic settings, highlighting the various forms of subtle and overt discrimination and exclusion women face in academic work environments. In this study I ask how academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalization. Academic women report feeling invisible and retreating to the margins so as to avoid victimization and discrimination. Others have pointed to the tension between the ‘tenure clock’ and the ‘biological clock’ as a source of anxiety among academic women. Where a masculinised presentation of the self is adopted as a solution to this dilemma, the devaluation of the feminine in the academic space is confirmed. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, I document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak’s deconstruction of the concept of marginalisation as my primary interpretive lens, I explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.
- Full Text:
- Authors: Idahosa, Grace Ese-Osa
- Date: 2014
- Subjects: Women in higher education -- Research -- South Africa , Women college teachers -- Research -- South Africa , Sex discrimination in higher education -- Research -- South Africa , Feminism and higher education -- South Africa , Marginality, Social -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2880 , http://hdl.handle.net/10962/d1013148
- Description: While existing literature shows a considerable increase in the numbers of women in academia research on the experiences of women in universities has noted their continued occupation of lower status academic positions in relation to their male counterparts. As the ladder gets higher, the number of women seems to drop. These studies indicate the marginalization of women in academic settings, highlighting the various forms of subtle and overt discrimination and exclusion women face in academic work environments. In this study I ask how academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalization. Academic women report feeling invisible and retreating to the margins so as to avoid victimization and discrimination. Others have pointed to the tension between the ‘tenure clock’ and the ‘biological clock’ as a source of anxiety among academic women. Where a masculinised presentation of the self is adopted as a solution to this dilemma, the devaluation of the feminine in the academic space is confirmed. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, I document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak’s deconstruction of the concept of marginalisation as my primary interpretive lens, I explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.
- Full Text:
Political party institutionalization : a case study of Kenya
- Mutizwa-Mangiza, Shingai Price
- Authors: Mutizwa-Mangiza, Shingai Price
- Date: 2014
- Subjects: Kenya -- Politics and government , Political parties -- Kenya , Kenya -- History , Kenya -- Colonial influence
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2881 , http://hdl.handle.net/10962/d1013258
- Description: This thesis explores the nature and extent of political party institutionalization in Kenya. More specifically, it focuses on the four dimensions of party institutionalization, namely organizational systemness, value-infusion, decisional autonomy and reification. The study itself is largely located within the historical-institutionalist school of thought, with particular emphasis on the path dependency strand of this theoretical framework. However, the study also employs a political economy approach. It recognizes that the development trajectory of party politics in Kenya did not evolve in a vacuum but within a particular historical-institutional and political-economic context. The thesis advances the notion that those current low levels of party institutionalization that are evident in almost all parties, and the relatively peripheral role that they have in Kenya's governance can be traced to Kenya's colonial and post-colonial political history, the resource poor environment and the onset of globalization.
- Full Text:
- Authors: Mutizwa-Mangiza, Shingai Price
- Date: 2014
- Subjects: Kenya -- Politics and government , Political parties -- Kenya , Kenya -- History , Kenya -- Colonial influence
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2881 , http://hdl.handle.net/10962/d1013258
- Description: This thesis explores the nature and extent of political party institutionalization in Kenya. More specifically, it focuses on the four dimensions of party institutionalization, namely organizational systemness, value-infusion, decisional autonomy and reification. The study itself is largely located within the historical-institutionalist school of thought, with particular emphasis on the path dependency strand of this theoretical framework. However, the study also employs a political economy approach. It recognizes that the development trajectory of party politics in Kenya did not evolve in a vacuum but within a particular historical-institutional and political-economic context. The thesis advances the notion that those current low levels of party institutionalization that are evident in almost all parties, and the relatively peripheral role that they have in Kenya's governance can be traced to Kenya's colonial and post-colonial political history, the resource poor environment and the onset of globalization.
- Full Text:
- «
- ‹
- 1
- ›
- »