What are the pertinent intersections in the lives of black women at Rhodes University?
- Authors: Gushman, Lutho Phinda
- Date: 2021-10-29
- Subjects: Women, Black South Africa Makhanda , Student movements South Africa Makhanda , Intersectionality (Sociology) , Pluralism , Matrix organization South Africa Makhanda , Women, Black Education (Higher) South Africa Makhanda , Social action South Africa Makhanda , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190990 , vital:45047
- Description: After the 2016 #FeesMustFall protest(s), higher education institutions were dramatically altered with respect to their institutional cultures; the narratives of those who were historically side-lined and marginalised took centre stage. At Rhodes University social activism was constitutive of three components; a ‘revolt’ against the fee increment; a contestation of the rape culture; and a rejection of the colonial curriculum. These concerns, in their varied articulations, made up different social and academic realities that define(d) Rhodes University and affected how individuals experienced institutional culture. According to Ndlovu (2017) while these expressed acts (in the form of protests and institutional shutdowns) of resistance against the system of higher education subsided after the fees must fall campaign, these served to centre the narratives of the marginalised. Keeping with this thinking, the argument presented in this thesis explores the experiences of black women in higher education after the call towards coordinated resistance. Using qualitative data in the form of narrative interviews, the thesis documents how the participants continued their academic and social life post-resistance. This rupture of resistance created a complex matrix of individual subjectivity where participants engaged with traditional social academic norms in new spaces of resistance; a phenomenon that enlivened the intersectionality that came to define the higher education landscape of the country. This thesis explores the stories of the participant’s as they engage(d) with what is becoming a new institution—that is the University in South Africa, with a case-in-point being Rhodes University—and to understand the power relations and intersections that define their lived experiences. This study found that the reality of existing within the confines of power—with its fluidity—meant that black women operate both within spaces of privilege and oppression simultaneously. As such, and following Vivian May’s (2015) argument, this study concludes that black women are situated and simultaneously constrained by power. Thus spaces of resistance are constantly in flux and determined by their relations within power. , Thesis (MA) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
- Authors: Gushman, Lutho Phinda
- Date: 2021-10-29
- Subjects: Women, Black South Africa Makhanda , Student movements South Africa Makhanda , Intersectionality (Sociology) , Pluralism , Matrix organization South Africa Makhanda , Women, Black Education (Higher) South Africa Makhanda , Social action South Africa Makhanda , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190990 , vital:45047
- Description: After the 2016 #FeesMustFall protest(s), higher education institutions were dramatically altered with respect to their institutional cultures; the narratives of those who were historically side-lined and marginalised took centre stage. At Rhodes University social activism was constitutive of three components; a ‘revolt’ against the fee increment; a contestation of the rape culture; and a rejection of the colonial curriculum. These concerns, in their varied articulations, made up different social and academic realities that define(d) Rhodes University and affected how individuals experienced institutional culture. According to Ndlovu (2017) while these expressed acts (in the form of protests and institutional shutdowns) of resistance against the system of higher education subsided after the fees must fall campaign, these served to centre the narratives of the marginalised. Keeping with this thinking, the argument presented in this thesis explores the experiences of black women in higher education after the call towards coordinated resistance. Using qualitative data in the form of narrative interviews, the thesis documents how the participants continued their academic and social life post-resistance. This rupture of resistance created a complex matrix of individual subjectivity where participants engaged with traditional social academic norms in new spaces of resistance; a phenomenon that enlivened the intersectionality that came to define the higher education landscape of the country. This thesis explores the stories of the participant’s as they engage(d) with what is becoming a new institution—that is the University in South Africa, with a case-in-point being Rhodes University—and to understand the power relations and intersections that define their lived experiences. This study found that the reality of existing within the confines of power—with its fluidity—meant that black women operate both within spaces of privilege and oppression simultaneously. As such, and following Vivian May’s (2015) argument, this study concludes that black women are situated and simultaneously constrained by power. Thus spaces of resistance are constantly in flux and determined by their relations within power. , Thesis (MA) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
A comparison of representations of the imperative of higher education change as „transformation‟ versus „decolonisation‟ in South African public discourse
- Authors: Makgakge, Rebecca Dineo
- Date: 2020
- Subjects: Education in mass media -- South Africa , Higher education and state -- South Africa , Education, Higher -- Curricula -- South Africa , Discrimination in education -- South Africa , South Africa -- Colonial influence , Educational change -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/142498 , vital:38085
- Description: The context of higher education in South Africa which has been shaped by the legacies of the old apartheid system is faced with a paramount task of the continuous process of restructuring and change. In shaping the restructuring and change of the higher education system the concept of transformation has been a constant theme for the post-apartheid government policies. However more recently we have seen the heightened prominence of the concept of change understood as decolonisation of South African higher education – as opposed to “transformation‘. This thesis was concerned with how these concepts of change, “transformation‘ and “decolonisation‘ have been used in debates surrounding higher education in South Africa. The thesis compares and contrasts the ways and context in which they are used. This study of 177 South African newspaper articles taken form independent media stables from the time 2008 to the present provides an analysis of representations of higher education change as “transformation‘ and as “decolonisation‘ evinced in the corpus. This required using both content and framing analysis as a method to analyse the corpus. Three themes emerged from the analysis that are relevant to the comparison between South African higher education institutional change represented as “transformation‘ and South African higher education institutional change represented at “decolonisation‘: the first theme concerns the differences and similarities in how the two terms are defined; the second theme concerns how the two ideas play themselves out when it comes to curriculum change and the final theme concerns the implications of seeing change as “transformation‘ and seeing change as “decolonisation‘ for changing institutional cultures.
- Full Text:
- Authors: Makgakge, Rebecca Dineo
- Date: 2020
- Subjects: Education in mass media -- South Africa , Higher education and state -- South Africa , Education, Higher -- Curricula -- South Africa , Discrimination in education -- South Africa , South Africa -- Colonial influence , Educational change -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/142498 , vital:38085
- Description: The context of higher education in South Africa which has been shaped by the legacies of the old apartheid system is faced with a paramount task of the continuous process of restructuring and change. In shaping the restructuring and change of the higher education system the concept of transformation has been a constant theme for the post-apartheid government policies. However more recently we have seen the heightened prominence of the concept of change understood as decolonisation of South African higher education – as opposed to “transformation‘. This thesis was concerned with how these concepts of change, “transformation‘ and “decolonisation‘ have been used in debates surrounding higher education in South Africa. The thesis compares and contrasts the ways and context in which they are used. This study of 177 South African newspaper articles taken form independent media stables from the time 2008 to the present provides an analysis of representations of higher education change as “transformation‘ and as “decolonisation‘ evinced in the corpus. This required using both content and framing analysis as a method to analyse the corpus. Three themes emerged from the analysis that are relevant to the comparison between South African higher education institutional change represented as “transformation‘ and South African higher education institutional change represented at “decolonisation‘: the first theme concerns the differences and similarities in how the two terms are defined; the second theme concerns how the two ideas play themselves out when it comes to curriculum change and the final theme concerns the implications of seeing change as “transformation‘ and seeing change as “decolonisation‘ for changing institutional cultures.
- Full Text:
Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University
- Authors: Qoza, Phiwokazi
- Date: 2020
- Subjects: College students -- Political activity -- South Africa , Student protesters -- South Africa , Student movements -- South Africa , Higher education and state -- South Africa , Performance art -- Political aspects -- South Africa , Protest songs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/141692 , vital:37997
- Description: It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or in solidarity with a pre-existing network that has resorted to a number of protest repertoires in order to make claims or demands. Additionally, an emerging instance of protest is often linked to an image of previous protest events through the employment of a combination of master frames which function as discursive articulation of the encounter in familiar terms, creating a frame resonance which recruits adherents and constituents. To understand why some bystanders to protest transcended to actors in protest and the development of frames within a protest cycle, a performance ethnography is employed to observe and analyse choreographies of protest which took place at an institution of higher education in South Africa during the 2015 re-emergence of wide-spread student activism. It is found that in encountering an atmosphere of protest there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. During the encounter between the bystander body and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. This thesis suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organization of preferences and interests as a frame of resonance emerges to signify somatic communication which differentiated bodies in the duration of protest performance. Therefore, this thesis uses the theory of affect to situate student activism in-between the politics of performance and the performance of politics whereupon the rhythm of song creates an opening for the kinaesthetic to create form from spontaneous movement of the body as an event of the movement of perception and the perception of movement.
- Full Text:
- Authors: Qoza, Phiwokazi
- Date: 2020
- Subjects: College students -- Political activity -- South Africa , Student protesters -- South Africa , Student movements -- South Africa , Higher education and state -- South Africa , Performance art -- Political aspects -- South Africa , Protest songs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/141692 , vital:37997
- Description: It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or in solidarity with a pre-existing network that has resorted to a number of protest repertoires in order to make claims or demands. Additionally, an emerging instance of protest is often linked to an image of previous protest events through the employment of a combination of master frames which function as discursive articulation of the encounter in familiar terms, creating a frame resonance which recruits adherents and constituents. To understand why some bystanders to protest transcended to actors in protest and the development of frames within a protest cycle, a performance ethnography is employed to observe and analyse choreographies of protest which took place at an institution of higher education in South Africa during the 2015 re-emergence of wide-spread student activism. It is found that in encountering an atmosphere of protest there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. During the encounter between the bystander body and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. This thesis suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organization of preferences and interests as a frame of resonance emerges to signify somatic communication which differentiated bodies in the duration of protest performance. Therefore, this thesis uses the theory of affect to situate student activism in-between the politics of performance and the performance of politics whereupon the rhythm of song creates an opening for the kinaesthetic to create form from spontaneous movement of the body as an event of the movement of perception and the perception of movement.
- Full Text:
Walking at the intersection of Seamon’s place ballet and Relph’s insideness: understanding how students experience the university as a place through their everyday habitual walking
- Mtolo, Siyathokoza Monwabisi
- Authors: Mtolo, Siyathokoza Monwabisi
- Date: 2020
- Subjects: Seamon, David , Relph, EC , College students -- South Africa -- Makhanda -- Attitudes , Walking -- Sociological aspects , College students -- South Africa -- Makhanda -- Political activity , Rhodes University -- Students -- Attitudes , Student movements -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162901 , vital:40995
- Description: Walking as a way to experience a place is a relatively understudied area of phenomenological study. Furthermore, globally (the world) and locally (South Africa) the study of the experience of tertiary education institutions as walked environments is minimal (see Puig-Ribera et al., 2008; Speck et al., 2010; Mtolo, 2017). However, the events of the South African #MustFall moment – especially the #RhodesMustFall part of the moment and how it began with the desecration of a statue that was walked past and found to be a misplaced artefact in a society that is in postcolonial/post-Apartheid times and space – highlighted the pressing need to study the experience of the university as a place through which habitual walking takes the student through moments of movement, rest, and encounter that are a highly consequential way in which placeness is experienced. This study is a way to document how students at Rhodes University experience the university’s placeness quality, through habitual walking, in an example of the way in which a place is experienced through moments of movement, rest, and encounter. For this study in-depth mobile interviews were conducted with 12 student participants from Rhodes University. The interviews were video-recorded as the participants talked while traversing through habitually walked areas of the campus that are the meaning-infused spaces which make up the Rhodes University that they traverse through on a daily basis. The dissertation found that in the experience of Rhodes University, through habitually walking its placeness, people experience moments of movement, rest, and encounter that are highly targeted and personalised. The experience of the Rhodes University campus is an experience of people and the built-up and decorated environment along similar lines. People bring to the experience of their walked space past experiences which inform consequentially how any space that is walked is experienced. People further employ strategies to ensure that the experience of walking a space is more to their desired quality as an experience, which ends up being meaningful and most likely to affect future instances of walking through meaning-infusing and meaning-infused space. Ultimately, the habitual walking of Rhodes University consequentially informs the relationship between students and Rhodes University’s placeness, as the walking is a way of learning how to be within a placeness that is engaged through alternating moments of movement, rest, and encounter that incrementally ‘open’ for experience Rhodes University in such a targeted manner that every student eventually has their personal and customised Rhodes University by virtue of it being just those sites and situations which have been engaged through habitual walking.
- Full Text:
- Authors: Mtolo, Siyathokoza Monwabisi
- Date: 2020
- Subjects: Seamon, David , Relph, EC , College students -- South Africa -- Makhanda -- Attitudes , Walking -- Sociological aspects , College students -- South Africa -- Makhanda -- Political activity , Rhodes University -- Students -- Attitudes , Student movements -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162901 , vital:40995
- Description: Walking as a way to experience a place is a relatively understudied area of phenomenological study. Furthermore, globally (the world) and locally (South Africa) the study of the experience of tertiary education institutions as walked environments is minimal (see Puig-Ribera et al., 2008; Speck et al., 2010; Mtolo, 2017). However, the events of the South African #MustFall moment – especially the #RhodesMustFall part of the moment and how it began with the desecration of a statue that was walked past and found to be a misplaced artefact in a society that is in postcolonial/post-Apartheid times and space – highlighted the pressing need to study the experience of the university as a place through which habitual walking takes the student through moments of movement, rest, and encounter that are a highly consequential way in which placeness is experienced. This study is a way to document how students at Rhodes University experience the university’s placeness quality, through habitual walking, in an example of the way in which a place is experienced through moments of movement, rest, and encounter. For this study in-depth mobile interviews were conducted with 12 student participants from Rhodes University. The interviews were video-recorded as the participants talked while traversing through habitually walked areas of the campus that are the meaning-infused spaces which make up the Rhodes University that they traverse through on a daily basis. The dissertation found that in the experience of Rhodes University, through habitually walking its placeness, people experience moments of movement, rest, and encounter that are highly targeted and personalised. The experience of the Rhodes University campus is an experience of people and the built-up and decorated environment along similar lines. People bring to the experience of their walked space past experiences which inform consequentially how any space that is walked is experienced. People further employ strategies to ensure that the experience of walking a space is more to their desired quality as an experience, which ends up being meaningful and most likely to affect future instances of walking through meaning-infusing and meaning-infused space. Ultimately, the habitual walking of Rhodes University consequentially informs the relationship between students and Rhodes University’s placeness, as the walking is a way of learning how to be within a placeness that is engaged through alternating moments of movement, rest, and encounter that incrementally ‘open’ for experience Rhodes University in such a targeted manner that every student eventually has their personal and customised Rhodes University by virtue of it being just those sites and situations which have been engaged through habitual walking.
- Full Text:
Perceptions of Ulwaluko in a Liberal Democratic State: is multiculturalism beneficial to AmaXhosa women in the Eastern Cape province of South Africa?
- Authors: Gogela, Kholisa B
- Date: 2018
- Subjects: Initiation rites -- South Africa -- Eastern Cape , Circumcision -- South Africa -- Eastern Cape , Stigma (Social psychology) -- South Africa -- Eastern Cape , Xhosa (African people) -- South Africa -- Eastern Cape , Women -- Attitudes , Multiculturalism -- South Africa -- Eastern Cape , Women's rights -- South Africa -- Eastern Cape , Male domination (Social structure) -- South Africa -- Eastern Cape , Sex discrimination against women -- South Africa -- Eastern Cape , Ulwaluko
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61780 , vital:28059
- Description: This exploratory qualitative study sought to investigate the views and perceptions of women on their experiences of ulwaluko, a traditional rite practised by amaXhosa in the Eastern Cape province of South Africa. Ulwaluko is also known as isiko lokwaluka or ukoluka in isiXhosa. The concept refers not only to the act of circumcision that occurs during the initiation ritual but the entire process a boy goes through in observing this practice. Ulwaluko is performed in the belief that it will transform boys into accountable and responsible citizens of the society who are fully committed and dedicated to the tenets and standards of nation building. All amaXhosa boys are expected to undergo this tradition to be considered men. Failure to go to the initiation school usually results in social stigma and complete banishment by the society. There is an abundance of literature on studies that have been conducted on male circumcision (and not ulwaluko) which is performed for hygiene and religious purposes worldwide. With regards to ulwaluko of amaXhosa, research studies that have been conducted appear to lean mainly towards biomedical and public health aspects of the ritual. There seems to be an even bigger proportion of studies whose objective was to examine the relationship between circumcision and HIV/AIDS. From the literature review, it was not difficult to observe the pervasive paucity of research studies on women in relation to initiation (and that of amaXhosa in particular), with regards to their inclusion or exclusion in the practice, their feelings, perceptions, experiences and attitudes towards the custom. It is for this reason that I found it crucial to conduct this study. The main research question I sought to answer in this investigation was: are the human rights and gender equality rights of women, as entrenched in the multicultural principles that underpin South Africa’s liberal, democratic order, adequately protected? In other words, could the individual rights of women (or gender rights) that are endorsed by liberalism, be deferred in the interest of respecting traditions and cultural values associated with ulwaluko? And if they are, I further ask: could the deferral of such rights be legitimate in the face of South Africa’s legal framework? The nature of this study places it in the qualitative paradigm, and interpretive phenomenology was the most appropriate research design to carry out the investigation. Multiculturalism is a principle at the centre of liberalism, and as a framework for this study, I contrast and reconcile it with feminism. While multiculturalism is concerned with protecting traditions and cultures of minority groups, feminism is concerned about women’s emancipation. I used the non-probability purposive sampling to select participants who were rich in information; and I made use of community structures to gain entry into research sites and to seek permission to carry out the investigation. I conducted the pilot study in Mdantsane, a township in the Buffalo City Municipality; and I gathered data in two research sites, namely: Flagstaff in Mpondondoland and Grahamstown in the Makana Local Municipality. I employed two qualitative methods to collect information, namely: focus group discussions (FGDs) and semi-structured in-depth interviews. A total of 70 participants took part in the study. 60 women participated in 8 focus groups and 10 participated in-depth interviews. Their ages ranged between 31 and 82 years. I recorded all the FGDs and semi-structured in-depth interviews that I conducted, for ease of transcription and translation. To interprete and analyze data, I applied the general inductive approach which I later substantiated with the use of NVivo 8, a computer assisted qualitative data analysis (CAQDAS). This resulted in the identification of four themes and their related sub-themes which I compared and contrasted with literature review and the theoretical framework, so as to make sense of the information I generated from the data collection process. I also discussed the results in line with the four goals of the study. The findings of this inquiry suggest a number of factors about ulwaluko, the following being the most significant: that firstly, although the rite is espoused and celebrated by some women as a significant cultural practice among amaXhosa, for others it is synonymous with patriarchy and hegemony. Secondly, women felt largely excluded, claiming that they were relegated to a subordinate position in society. For this reason, as well as because of the biomedical and other socio-political concerns associated with the practice, some women resented the custom. Thirdly, participants were divided about whether the practice should be continued or abolished; and these differences manifested within and between different regions. Fourthly, the results also demonstrated that the norms and values applied in ulwaluko are in contravention of the fundamental principles of a liberal state in that universal human rights are infringed upon through exclusionary practices. In this case the woman’s voice is muted; and this results in the denial of human agency. The study however, also revealed the emergence of shifting patterns in some parts of the province where an effort to include women appears to be taking place. Fifth and last, the enquiry demonstrated that ulwaluko is deeply entrenched among amaXhosa; that it has stood the test of time and is unlikely to be discontinued. Based on the results, I recommend that creative and transformative ways of addressing the evident clash between the provision of individual rights by the state and the recognition of ulwaluko as a cultural practice (which is perceived by some as harmful to women) be sought. To achieve this objective I make the following recommendations: 1) establishment and utilization of gender equality programmes; 2) modification of values and norms of the custom; 3) representation of women in decision-making structures; 4) establishment of collaborative networks; 5) widening of access to services (such as chapter nine institutions and national gender machinery); 6) documentation and sharing of effective and inclusive practices as well as; 7) creating awareness on initiation legislation.
- Full Text:
- Authors: Gogela, Kholisa B
- Date: 2018
- Subjects: Initiation rites -- South Africa -- Eastern Cape , Circumcision -- South Africa -- Eastern Cape , Stigma (Social psychology) -- South Africa -- Eastern Cape , Xhosa (African people) -- South Africa -- Eastern Cape , Women -- Attitudes , Multiculturalism -- South Africa -- Eastern Cape , Women's rights -- South Africa -- Eastern Cape , Male domination (Social structure) -- South Africa -- Eastern Cape , Sex discrimination against women -- South Africa -- Eastern Cape , Ulwaluko
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61780 , vital:28059
- Description: This exploratory qualitative study sought to investigate the views and perceptions of women on their experiences of ulwaluko, a traditional rite practised by amaXhosa in the Eastern Cape province of South Africa. Ulwaluko is also known as isiko lokwaluka or ukoluka in isiXhosa. The concept refers not only to the act of circumcision that occurs during the initiation ritual but the entire process a boy goes through in observing this practice. Ulwaluko is performed in the belief that it will transform boys into accountable and responsible citizens of the society who are fully committed and dedicated to the tenets and standards of nation building. All amaXhosa boys are expected to undergo this tradition to be considered men. Failure to go to the initiation school usually results in social stigma and complete banishment by the society. There is an abundance of literature on studies that have been conducted on male circumcision (and not ulwaluko) which is performed for hygiene and religious purposes worldwide. With regards to ulwaluko of amaXhosa, research studies that have been conducted appear to lean mainly towards biomedical and public health aspects of the ritual. There seems to be an even bigger proportion of studies whose objective was to examine the relationship between circumcision and HIV/AIDS. From the literature review, it was not difficult to observe the pervasive paucity of research studies on women in relation to initiation (and that of amaXhosa in particular), with regards to their inclusion or exclusion in the practice, their feelings, perceptions, experiences and attitudes towards the custom. It is for this reason that I found it crucial to conduct this study. The main research question I sought to answer in this investigation was: are the human rights and gender equality rights of women, as entrenched in the multicultural principles that underpin South Africa’s liberal, democratic order, adequately protected? In other words, could the individual rights of women (or gender rights) that are endorsed by liberalism, be deferred in the interest of respecting traditions and cultural values associated with ulwaluko? And if they are, I further ask: could the deferral of such rights be legitimate in the face of South Africa’s legal framework? The nature of this study places it in the qualitative paradigm, and interpretive phenomenology was the most appropriate research design to carry out the investigation. Multiculturalism is a principle at the centre of liberalism, and as a framework for this study, I contrast and reconcile it with feminism. While multiculturalism is concerned with protecting traditions and cultures of minority groups, feminism is concerned about women’s emancipation. I used the non-probability purposive sampling to select participants who were rich in information; and I made use of community structures to gain entry into research sites and to seek permission to carry out the investigation. I conducted the pilot study in Mdantsane, a township in the Buffalo City Municipality; and I gathered data in two research sites, namely: Flagstaff in Mpondondoland and Grahamstown in the Makana Local Municipality. I employed two qualitative methods to collect information, namely: focus group discussions (FGDs) and semi-structured in-depth interviews. A total of 70 participants took part in the study. 60 women participated in 8 focus groups and 10 participated in-depth interviews. Their ages ranged between 31 and 82 years. I recorded all the FGDs and semi-structured in-depth interviews that I conducted, for ease of transcription and translation. To interprete and analyze data, I applied the general inductive approach which I later substantiated with the use of NVivo 8, a computer assisted qualitative data analysis (CAQDAS). This resulted in the identification of four themes and their related sub-themes which I compared and contrasted with literature review and the theoretical framework, so as to make sense of the information I generated from the data collection process. I also discussed the results in line with the four goals of the study. The findings of this inquiry suggest a number of factors about ulwaluko, the following being the most significant: that firstly, although the rite is espoused and celebrated by some women as a significant cultural practice among amaXhosa, for others it is synonymous with patriarchy and hegemony. Secondly, women felt largely excluded, claiming that they were relegated to a subordinate position in society. For this reason, as well as because of the biomedical and other socio-political concerns associated with the practice, some women resented the custom. Thirdly, participants were divided about whether the practice should be continued or abolished; and these differences manifested within and between different regions. Fourthly, the results also demonstrated that the norms and values applied in ulwaluko are in contravention of the fundamental principles of a liberal state in that universal human rights are infringed upon through exclusionary practices. In this case the woman’s voice is muted; and this results in the denial of human agency. The study however, also revealed the emergence of shifting patterns in some parts of the province where an effort to include women appears to be taking place. Fifth and last, the enquiry demonstrated that ulwaluko is deeply entrenched among amaXhosa; that it has stood the test of time and is unlikely to be discontinued. Based on the results, I recommend that creative and transformative ways of addressing the evident clash between the provision of individual rights by the state and the recognition of ulwaluko as a cultural practice (which is perceived by some as harmful to women) be sought. To achieve this objective I make the following recommendations: 1) establishment and utilization of gender equality programmes; 2) modification of values and norms of the custom; 3) representation of women in decision-making structures; 4) establishment of collaborative networks; 5) widening of access to services (such as chapter nine institutions and national gender machinery); 6) documentation and sharing of effective and inclusive practices as well as; 7) creating awareness on initiation legislation.
- Full Text:
Lived experience of positional suffering for room attendants at Rhodes University: insights for the transformation agenda
- Authors: Toli, Vuyolwethu
- Date: 2017
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/7890 , vital:21320
- Description: Taking insights from the domestic work literature both locally and internationally, this study explores the lived experiences of room attendants who work as cleaners in the students’ residences at Rhodes University. The study focuses on the housekeeping division of Rhodes University. Data was generated from in-depth individual interviews and focus groups with 26 women and 3 men participants (aged between 28 and 60) who work as room attendants, and who were recruited from the residences across the university. The phenomenological approach allowed the participants to articulate in-depth, their experiences of working as room attendants in intimate spaces. This study used a triangulated conceptual framework, which amalgamated the concepts of pain, social space and intersectionality, and exploitation under the umbrella concept of positional suffering. Within a higher education transformation agenda which has marginalised the experiences of unskilled workers at the university, the study seeks to bring insights to the understanding of transformation at Rhodes University through the experiences of the being-in-the-world of room attendants.
- Full Text:
- Authors: Toli, Vuyolwethu
- Date: 2017
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/7890 , vital:21320
- Description: Taking insights from the domestic work literature both locally and internationally, this study explores the lived experiences of room attendants who work as cleaners in the students’ residences at Rhodes University. The study focuses on the housekeeping division of Rhodes University. Data was generated from in-depth individual interviews and focus groups with 26 women and 3 men participants (aged between 28 and 60) who work as room attendants, and who were recruited from the residences across the university. The phenomenological approach allowed the participants to articulate in-depth, their experiences of working as room attendants in intimate spaces. This study used a triangulated conceptual framework, which amalgamated the concepts of pain, social space and intersectionality, and exploitation under the umbrella concept of positional suffering. Within a higher education transformation agenda which has marginalised the experiences of unskilled workers at the university, the study seeks to bring insights to the understanding of transformation at Rhodes University through the experiences of the being-in-the-world of room attendants.
- Full Text:
Pushing the bounds of possibility: South African academics narrate their experiences of having agency to effect transformation
- Authors: Idahosa, Grace Ese-Osa
- Date: 2017
- Subjects: Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Educational change -- South Africa , Higher education and state -- South Africa , Rhodes University
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5845 , vital:20981
- Description: Over 20 years after the first democratic elections, the institutional cultures and structures of many South African universities remain un-transformed; they are embedded with racist and sexist discourses and attitudes that allow for the marginalisation and exclusion of students and staff (Department of Education 2008; Soudien 2010; van Wyk and Alexander 2010; Akoojee and Nkomo 2007; Hemson and Singh 2010). In order to effect change, research has noted the importance of leadership and staff involvement in the transformation process (Van-Der Westhuizen 2006; Portnoi 2009; Niemann 2010; Viljoen and Rothmann 2002). These studies argue that both leaders and staff members must be interested, and actively involved in, the transformation process. This suggests that the extent to which leaders and individual staff members have agency to effect transformatory practices determines the success of transformation policies. But what motivates this interest in transformation? While a number of studies have focused on the imperative to transform, few studies have focused on the role of individual agency in the transformation process. After all the world and in some ways structural properties are given to us and at the same time ‘actively constituted by us’ (van Manen 1997, XI). Drawing on interviews with academic staff members at one university in South Africa, this study uses a hermeneutic phenomenological approach to understand the nature of having agency to enable transformation drawing on the experiences of academic staff members. In the context of studies on the agency- structure divide and the need for a structural and cultural change in universities in South Africa, the project aimed to find out how transformation happens, when it does happen. I was interested in how individual agents are able to use their agency to ensure transformation amid limiting and rigid structures and cultures in the university. Given the fact that structures are only revealed in human action, the individual experience of transformation at once gives insight into the dominant structures, the social context and how their capacity to act was deployed to enable a change in such structures - at least in their own experience and understanding. This may help our understanding of transformation and what is needed to effect the transformation of deeply embedded apartheid legacies in university structures and cultures. This study aimed to reveal moments at which individuals embedded in what have been identified as rigid structures and cultures perceive themselves as having had the agency to interrupt and transform them despite their rigid nature. The study was interested in what characterises these moments and what individual and institutional contexts make them more or less possible/likely.
- Full Text:
- Authors: Idahosa, Grace Ese-Osa
- Date: 2017
- Subjects: Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Educational change -- South Africa , Higher education and state -- South Africa , Rhodes University
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/5845 , vital:20981
- Description: Over 20 years after the first democratic elections, the institutional cultures and structures of many South African universities remain un-transformed; they are embedded with racist and sexist discourses and attitudes that allow for the marginalisation and exclusion of students and staff (Department of Education 2008; Soudien 2010; van Wyk and Alexander 2010; Akoojee and Nkomo 2007; Hemson and Singh 2010). In order to effect change, research has noted the importance of leadership and staff involvement in the transformation process (Van-Der Westhuizen 2006; Portnoi 2009; Niemann 2010; Viljoen and Rothmann 2002). These studies argue that both leaders and staff members must be interested, and actively involved in, the transformation process. This suggests that the extent to which leaders and individual staff members have agency to effect transformatory practices determines the success of transformation policies. But what motivates this interest in transformation? While a number of studies have focused on the imperative to transform, few studies have focused on the role of individual agency in the transformation process. After all the world and in some ways structural properties are given to us and at the same time ‘actively constituted by us’ (van Manen 1997, XI). Drawing on interviews with academic staff members at one university in South Africa, this study uses a hermeneutic phenomenological approach to understand the nature of having agency to enable transformation drawing on the experiences of academic staff members. In the context of studies on the agency- structure divide and the need for a structural and cultural change in universities in South Africa, the project aimed to find out how transformation happens, when it does happen. I was interested in how individual agents are able to use their agency to ensure transformation amid limiting and rigid structures and cultures in the university. Given the fact that structures are only revealed in human action, the individual experience of transformation at once gives insight into the dominant structures, the social context and how their capacity to act was deployed to enable a change in such structures - at least in their own experience and understanding. This may help our understanding of transformation and what is needed to effect the transformation of deeply embedded apartheid legacies in university structures and cultures. This study aimed to reveal moments at which individuals embedded in what have been identified as rigid structures and cultures perceive themselves as having had the agency to interrupt and transform them despite their rigid nature. The study was interested in what characterises these moments and what individual and institutional contexts make them more or less possible/likely.
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Walking the Spatial Triad: how do Rhodians experience Rhodes University as a place?
- Authors: Mtolo, Siyathokoza
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36082 , vital:24476
- Description: Globally and locally the documentation of the experience of the tertiary education institution as a place in the human or cultural geography sense of the word is an under-utilised academic exercise. Locally, however, with the 2015 #RhodesMustFall moment which highlighted South Africa's tertiary education institutions as places of meaning and accompanying experience, the documentation of such overlooked place experience became ever more pressing. The purpose of this thesis is to document how some members of the population of one South African tertiary education, the Rhodians of Rhodes University, experience that university as the place that it is to them. This is a phenomenological documentation of experience as the thesis makes it a point to look at a selection of Rhodians and their experience of emplacement in the place that is Rhodes University. In-depth mobile interviews, closely related to transect walks, were conducted with 12 Rhodians randomly selected in the hope for maximum sample variation. The interviews were conducted with the aid of a camera recording each participant’s daily transit route through campus as they reflected on their experience of Rhodes University as the place it is for them. The thesis finds that the experience of Rhodes University as a place is highly informed by the university's built and decorated environment being a visual experience that is both walked through as part of living in the place, and wherein people find themselves engaging in social relations with other Rhodians. The thesis also finds that the experience of Rhodes University as a place is also highly informed by previous experiences of places as visual and social activity entities - that the participants bring other places with them into this place. The Rhodians who participated in this research experience the placeness of Rhodes University as an emplacement that is part old, part modern, part intrigue, and part contest. Socially the university is found to be both challenging and negotiable in line with what the individual Rhodian is and is not willing to do in accordance with their emplacement and its social demands. Ultimately, the experience of Rhodes University as a place is highly determined by the individual Rhodian's past experiences of emplacement and the expectations that they bring with them which shape what their present place is to them.
- Full Text:
- Authors: Mtolo, Siyathokoza
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/36082 , vital:24476
- Description: Globally and locally the documentation of the experience of the tertiary education institution as a place in the human or cultural geography sense of the word is an under-utilised academic exercise. Locally, however, with the 2015 #RhodesMustFall moment which highlighted South Africa's tertiary education institutions as places of meaning and accompanying experience, the documentation of such overlooked place experience became ever more pressing. The purpose of this thesis is to document how some members of the population of one South African tertiary education, the Rhodians of Rhodes University, experience that university as the place that it is to them. This is a phenomenological documentation of experience as the thesis makes it a point to look at a selection of Rhodians and their experience of emplacement in the place that is Rhodes University. In-depth mobile interviews, closely related to transect walks, were conducted with 12 Rhodians randomly selected in the hope for maximum sample variation. The interviews were conducted with the aid of a camera recording each participant’s daily transit route through campus as they reflected on their experience of Rhodes University as the place it is for them. The thesis finds that the experience of Rhodes University as a place is highly informed by the university's built and decorated environment being a visual experience that is both walked through as part of living in the place, and wherein people find themselves engaging in social relations with other Rhodians. The thesis also finds that the experience of Rhodes University as a place is also highly informed by previous experiences of places as visual and social activity entities - that the participants bring other places with them into this place. The Rhodians who participated in this research experience the placeness of Rhodes University as an emplacement that is part old, part modern, part intrigue, and part contest. Socially the university is found to be both challenging and negotiable in line with what the individual Rhodian is and is not willing to do in accordance with their emplacement and its social demands. Ultimately, the experience of Rhodes University as a place is highly determined by the individual Rhodian's past experiences of emplacement and the expectations that they bring with them which shape what their present place is to them.
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Accelerated development programmes for Black academics: Interrupting or reproducing social and cultural dominance?
- Authors: Booi, Masixole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3338 , vital:20483
- Description: A wide body of research literature on transformation of higher education institutions in South Africa has focused on institutional reform and restructuring, change in employment legislation and policies, transforming institutional culture(s) and student and staff demographics (Portnoi, 2009:373; Viljoen and Rothmann, 2002:3; Badat, 2007; 2010; Cloete, Muller, Makgoba and Ekong, 1997; Nieman, 2010). The literature on transformation of higher education institutions shows that the underrepresentation, recruiting and retaining of blacks and women in senior posts is still the major challenge faced by the project of transforming higher education, particularly in Historically White Institutions (HWIs). Universities have introduced a variety of ‘accelerated development’ programmes to meet this challenge and accelerate the entry into academia of black academics. The present study draws on Pierre Bourdieu’s notions of cultural capital, field and social capital to interpret the lived experiences of participants in the Accelerated Development Programme (ADP) of one HWI. In particular the study is interested in how, in the participants’ experience, they, as members of the programme, have or have not been able to contribute to the transformation of the culture(s) of the institution. The study critically examines the assumption that the institutional practices, values and norms can be changed only by socialising ‘new’ lecturers into an already existing dominant culture rather than seeing the need to socialise existing lecturers into a new culture informed by a democratic ethos.
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- Authors: Booi, Masixole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3338 , vital:20483
- Description: A wide body of research literature on transformation of higher education institutions in South Africa has focused on institutional reform and restructuring, change in employment legislation and policies, transforming institutional culture(s) and student and staff demographics (Portnoi, 2009:373; Viljoen and Rothmann, 2002:3; Badat, 2007; 2010; Cloete, Muller, Makgoba and Ekong, 1997; Nieman, 2010). The literature on transformation of higher education institutions shows that the underrepresentation, recruiting and retaining of blacks and women in senior posts is still the major challenge faced by the project of transforming higher education, particularly in Historically White Institutions (HWIs). Universities have introduced a variety of ‘accelerated development’ programmes to meet this challenge and accelerate the entry into academia of black academics. The present study draws on Pierre Bourdieu’s notions of cultural capital, field and social capital to interpret the lived experiences of participants in the Accelerated Development Programme (ADP) of one HWI. In particular the study is interested in how, in the participants’ experience, they, as members of the programme, have or have not been able to contribute to the transformation of the culture(s) of the institution. The study critically examines the assumption that the institutional practices, values and norms can be changed only by socialising ‘new’ lecturers into an already existing dominant culture rather than seeing the need to socialise existing lecturers into a new culture informed by a democratic ethos.
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Social capital and first-generation South African students at Rhodes University
- Hlatshwayo, Mlamuli Nkosingphile
- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/1466 , vital:20060
- Description: The post-1994 democratic dispensation was presented with a challenge of how to improve equity of access for the incoming Black majority in institutions of higher learning (Cloete and Moja, 2005; Badat, 2010). Democratization of access to institutions of higher learning led to what has been called a “revolution” in the student demographics of higher education institutions in South Africa (Cloete and Moja, 2005). Many of the new entrants, particularly those entering historically white institutions, are from working backgrounds and are the first in their families to have the opportunity obtain a tertiary qualification – they are ‘first generation’ students. This thesis is interested in the experiences of first-generation working class students as they negotiate the terrain of an elite, historically white, South African university. While a prior body of research on first-generation students has focused primarily on the educational, cultural and economic deficits and challenges that these students experience, the present project was interested in the question of social capital in relation to these students. The thesis set out to explore what social networks these students do and do not have access to, and the various ways that they create, access and take advantage of alternative social networks in order to overcome their marginality in their everyday lived experiences at the university. In depth qualitative interviews with 31 participants were employed to gain an insight into the experiences of first-generation Black working class students at one university. The study finds that while first-generation students are not bereft of social capital, their networks are often inward-looking, based as they are on mutual recognition of markers of marginalisation and poverty which risks restricting these students to the margins of university life.
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- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/1466 , vital:20060
- Description: The post-1994 democratic dispensation was presented with a challenge of how to improve equity of access for the incoming Black majority in institutions of higher learning (Cloete and Moja, 2005; Badat, 2010). Democratization of access to institutions of higher learning led to what has been called a “revolution” in the student demographics of higher education institutions in South Africa (Cloete and Moja, 2005). Many of the new entrants, particularly those entering historically white institutions, are from working backgrounds and are the first in their families to have the opportunity obtain a tertiary qualification – they are ‘first generation’ students. This thesis is interested in the experiences of first-generation working class students as they negotiate the terrain of an elite, historically white, South African university. While a prior body of research on first-generation students has focused primarily on the educational, cultural and economic deficits and challenges that these students experience, the present project was interested in the question of social capital in relation to these students. The thesis set out to explore what social networks these students do and do not have access to, and the various ways that they create, access and take advantage of alternative social networks in order to overcome their marginality in their everyday lived experiences at the university. In depth qualitative interviews with 31 participants were employed to gain an insight into the experiences of first-generation Black working class students at one university. The study finds that while first-generation students are not bereft of social capital, their networks are often inward-looking, based as they are on mutual recognition of markers of marginalisation and poverty which risks restricting these students to the margins of university life.
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“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life
- Authors: Munyuki, Chipo Lidia
- Date: 2016
- Subjects: Homosexuality and education -- South Africa , Gay students , Lesbian students , Bisexual students , Transsexual students , Student housing , Discrimination in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2893 , http://hdl.handle.net/10962/d1020341
- Description: Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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- Authors: Munyuki, Chipo Lidia
- Date: 2016
- Subjects: Homosexuality and education -- South Africa , Gay students , Lesbian students , Bisexual students , Transsexual students , Student housing , Discrimination in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2893 , http://hdl.handle.net/10962/d1020341
- Description: Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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Conscientious objection and South African medical practitioners' constructions of termination of pregnancy and emergency contraception
- Authors: Chiwandire, Desire
- Date: 2015
- Subjects: Abortion -- South Africa , Abortion -- Moral and ethical aspects -- South Africa , Emergency contraceptives -- South Africa , Contraception -- Moral and ethical aspects -- South Africa , Medical personnel -- Attitudes -- South Africa , Patients -- Legal status, laws, etc. -- South Africa , Reproductive rights -- South Africa , Women's rights -- South Africa , Liberty of conscience
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2888 , http://hdl.handle.net/10962/d1017863
- Description: Aim: The 1996 Choice on Termination of Pregnancy Act decriminalized abortion in South Africa and the South African Medicines Control Council in 2000 approved the dispensing of emergency contraceptive methods by pharmacists to women without a doctor's prescription. This legislation has been hailed as among the most progressive in the world with respect to women's reproductive justice. However the realisation of these rights in practice has not always met expectations in part due to medical practitioners' ethical objections to termination of pregnancy and the provision of related services. The aim of this study was to interpret the varying ways in which medical practitioners frame termination of pregnancy and emergency contraceptive services, their own professional identities and that of their patients/clients. Methods: Sample of 58 doctors and 59 pharmacists drawn from all nine provinces of South Africa. Data collected using an anonymous confidential internet-based self-administered questionnaire. Participants were randomly recruited from online listings of South African doctors and pharmacists practicing in both private and public sectors. Data were analysed using theoretically derived qualitative content analysis. Results: Participants drew on eight frames to justify their willingness or unwillingness to provide termination-of-pregnancy related services: the foetal life frame, the women's rights frame, the balancing frame, the social justice frame, the do no harm frame, the legal and professional obligation frame, the consequences frame and the moral absolutist frame. Conclusion: Health professionals' willingness or unwillingness to provide termination of pregnancy related services is highly dependent on how they frame or understand termination of pregnancy, and how they understand their own professional identities and those of their patients/clients.
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- Authors: Chiwandire, Desire
- Date: 2015
- Subjects: Abortion -- South Africa , Abortion -- Moral and ethical aspects -- South Africa , Emergency contraceptives -- South Africa , Contraception -- Moral and ethical aspects -- South Africa , Medical personnel -- Attitudes -- South Africa , Patients -- Legal status, laws, etc. -- South Africa , Reproductive rights -- South Africa , Women's rights -- South Africa , Liberty of conscience
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2888 , http://hdl.handle.net/10962/d1017863
- Description: Aim: The 1996 Choice on Termination of Pregnancy Act decriminalized abortion in South Africa and the South African Medicines Control Council in 2000 approved the dispensing of emergency contraceptive methods by pharmacists to women without a doctor's prescription. This legislation has been hailed as among the most progressive in the world with respect to women's reproductive justice. However the realisation of these rights in practice has not always met expectations in part due to medical practitioners' ethical objections to termination of pregnancy and the provision of related services. The aim of this study was to interpret the varying ways in which medical practitioners frame termination of pregnancy and emergency contraceptive services, their own professional identities and that of their patients/clients. Methods: Sample of 58 doctors and 59 pharmacists drawn from all nine provinces of South Africa. Data collected using an anonymous confidential internet-based self-administered questionnaire. Participants were randomly recruited from online listings of South African doctors and pharmacists practicing in both private and public sectors. Data were analysed using theoretically derived qualitative content analysis. Results: Participants drew on eight frames to justify their willingness or unwillingness to provide termination-of-pregnancy related services: the foetal life frame, the women's rights frame, the balancing frame, the social justice frame, the do no harm frame, the legal and professional obligation frame, the consequences frame and the moral absolutist frame. Conclusion: Health professionals' willingness or unwillingness to provide termination of pregnancy related services is highly dependent on how they frame or understand termination of pregnancy, and how they understand their own professional identities and those of their patients/clients.
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The ‘obesity epidemic’ : an analysis of representations of obesity in mainstream South African newspapers post-1997
- Authors: Malan, Chantelle Therese
- Date: 2015
- Subjects: Obesity -- South Africa , Obesity -- Press coverage -- South Africa , Obesity -- Social aspects -- South Africa , Discrimination against overweight persons -- South Africa , Social medicine -- South Africa , Agent (Philosophy) , Social control -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2892 , http://hdl.handle.net/10962/d1019751
- Description: This study of 449 newspaper articles from South Africa from 1997 provides an analysis of the representations of obesity evinced in the corpus. The research argues that obesity is overwhelmingly framed as being diseased and that there are four main refrains within this frame, namely, statistics on obesity, the naturalisation of negative assumptions about fat, the social dysfunction of fat and the use of crisis metaphors to describe fatness. This framing lends itself to representations of obesity which are raced, gendered and classed. Fat bodies are portrayed as being in deficit and fat people as lacking agency. The disproportional focus on black bodies in the corpus can be attributed to assumptions of ‘incivility’ which are premised on racial stereotypes which construct black people as being unintelligent, irrational, lacking agency and being largely dependent on others to survive. This disproportional focus on black bodies can also be understood in the context of emerging markets. This study argues that the medicalisation of obesity has contributed to many oversimplifications and contradictions in the representation of obesity in the corpus, which seem to go unquestioned, such as the conflation of weight and health, something I argue is one of the main contributors to the negative consequences of the dominant framing of obesity. Framing obesity as medicalised also promotes fat shaming and acts as a form of social control which maintains existing power relations through the use of discursive practices for the identification and control of deviants. These representations are problematic chiefly because they promote the dehumanisation of fat people, but also because that they do not promote good health as they claim to do.
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- Authors: Malan, Chantelle Therese
- Date: 2015
- Subjects: Obesity -- South Africa , Obesity -- Press coverage -- South Africa , Obesity -- Social aspects -- South Africa , Discrimination against overweight persons -- South Africa , Social medicine -- South Africa , Agent (Philosophy) , Social control -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2892 , http://hdl.handle.net/10962/d1019751
- Description: This study of 449 newspaper articles from South Africa from 1997 provides an analysis of the representations of obesity evinced in the corpus. The research argues that obesity is overwhelmingly framed as being diseased and that there are four main refrains within this frame, namely, statistics on obesity, the naturalisation of negative assumptions about fat, the social dysfunction of fat and the use of crisis metaphors to describe fatness. This framing lends itself to representations of obesity which are raced, gendered and classed. Fat bodies are portrayed as being in deficit and fat people as lacking agency. The disproportional focus on black bodies in the corpus can be attributed to assumptions of ‘incivility’ which are premised on racial stereotypes which construct black people as being unintelligent, irrational, lacking agency and being largely dependent on others to survive. This disproportional focus on black bodies can also be understood in the context of emerging markets. This study argues that the medicalisation of obesity has contributed to many oversimplifications and contradictions in the representation of obesity in the corpus, which seem to go unquestioned, such as the conflation of weight and health, something I argue is one of the main contributors to the negative consequences of the dominant framing of obesity. Framing obesity as medicalised also promotes fat shaming and acts as a form of social control which maintains existing power relations through the use of discursive practices for the identification and control of deviants. These representations are problematic chiefly because they promote the dehumanisation of fat people, but also because that they do not promote good health as they claim to do.
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"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.
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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.
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- 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.
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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.
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- 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.
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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.
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- 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.
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Green zone nation : the securitisation and militarisation of the 2010 FIFA World Cup, South Africa
- McMichael, Christopher Bryden
- Authors: McMichael, Christopher Bryden
- Date: 2013 , 2013-04-22
- Subjects: World Cup (Soccer) (2010 : South Africa) -- Safety measures -- Research Fédération internationale de football association Militarism -- Research -- South Africa Sports -- Political aspects -- Research -- South Africa Police -- South Africa South Africa -- Armed Forces Crime -- South Africa Violent crimes -- South Africa Violent crimes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2752 , http://hdl.handle.net/10962/d1001622
- Description: This thesis explores the relationship between the safety and security measures for the 2010 FIFA World Cup and the militarisation of urban space and policing in post-apartheid South Africa. In particular, it focuses upon how the South African state and FIFA, the owners of the World Cup franchise, worked to present the World Cup as an event which required exceptional levels of security – resulting in a historically unprecedented joint police and military operation across host cities. However, in contrast with previous research on these security measures, this thesis aims to interrogate the political and commercial forces which constructed security and positions them against a backdrop of intensified state violence and social exclusion in South Africa. Concurrently, the South African case was indicative of an international militarisation of major events, with policing operations comparable to national states of emergency. This is representative of the ‘new military urbanism’ in which everyday urban life is rendered as a site of ubiquitous risk, leading to the increased diffusion of military tactics and doctrines in policing and policy. While the interpenetration between urbanism and militarism has often been studied against the context of the ‘war on terror’, in the case of South Africa this has primarily been accelerated by a pervasive social fear of violent crime, which has resulted in the securitisation of cities, the remilitarisation of policing and the intensification of a historical legacy of socio-spatial inequalities. The South African government aimed to use the World Cup to ‘rebrand’ the country’s violent international image, while promising that security measures would leave a legacy of safer cities for ordinary South Africans. The concept of legacies was also responsive to the commercial imperatives of FIFA and a range of other security actors, including foreign governments and the private security industry. However these policing measures were primarily cosmetic and designed to allay the fears of foreign tourists and the national middle class. In practice security measures pivoted around the enforcement of social control and urban marginalisation while serving as a training ground for an increasingly repressive state security apparatus. Security was as much a matter of fortifying islands of privilege and aiding a project of financial extraction as protecting the public from harm. , Microsoft� Office Word 2007 , Adobe Acrobat 9.53 Paper Capture Plug-in
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- Authors: McMichael, Christopher Bryden
- Date: 2013 , 2013-04-22
- Subjects: World Cup (Soccer) (2010 : South Africa) -- Safety measures -- Research Fédération internationale de football association Militarism -- Research -- South Africa Sports -- Political aspects -- Research -- South Africa Police -- South Africa South Africa -- Armed Forces Crime -- South Africa Violent crimes -- South Africa Violent crimes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2752 , http://hdl.handle.net/10962/d1001622
- Description: This thesis explores the relationship between the safety and security measures for the 2010 FIFA World Cup and the militarisation of urban space and policing in post-apartheid South Africa. In particular, it focuses upon how the South African state and FIFA, the owners of the World Cup franchise, worked to present the World Cup as an event which required exceptional levels of security – resulting in a historically unprecedented joint police and military operation across host cities. However, in contrast with previous research on these security measures, this thesis aims to interrogate the political and commercial forces which constructed security and positions them against a backdrop of intensified state violence and social exclusion in South Africa. Concurrently, the South African case was indicative of an international militarisation of major events, with policing operations comparable to national states of emergency. This is representative of the ‘new military urbanism’ in which everyday urban life is rendered as a site of ubiquitous risk, leading to the increased diffusion of military tactics and doctrines in policing and policy. While the interpenetration between urbanism and militarism has often been studied against the context of the ‘war on terror’, in the case of South Africa this has primarily been accelerated by a pervasive social fear of violent crime, which has resulted in the securitisation of cities, the remilitarisation of policing and the intensification of a historical legacy of socio-spatial inequalities. The South African government aimed to use the World Cup to ‘rebrand’ the country’s violent international image, while promising that security measures would leave a legacy of safer cities for ordinary South Africans. The concept of legacies was also responsive to the commercial imperatives of FIFA and a range of other security actors, including foreign governments and the private security industry. However these policing measures were primarily cosmetic and designed to allay the fears of foreign tourists and the national middle class. In practice security measures pivoted around the enforcement of social control and urban marginalisation while serving as a training ground for an increasingly repressive state security apparatus. Security was as much a matter of fortifying islands of privilege and aiding a project of financial extraction as protecting the public from harm. , Microsoft� Office Word 2007 , Adobe Acrobat 9.53 Paper Capture Plug-in
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"How did I get this lucky?" : issues of power, intimacy and sexuality in the construction of young women's identities within their heterosexual relationships
- Authors: McEwen, Caryn
- Date: 2006
- Subjects: Foucault, Michel, 1926-1984 -- Criticism and interpretation Heterosexuality Heterosexual women Women -- Sexual behavior Feminism -- Political aspects Sex role -- Political aspects Feminist psychology Sex (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2861 , http://hdl.handle.net/10962/d1007595
- Description: This thesis seeks to explore how young, educated and seemingly liberated women construct their identities and make sense of their futures around their heterosexual relationships. Using the experiences of eight women participants engaged in long-term heterosexual relationships, combined with relevant secondary literature, issues of sexuality, identity, power and intimacy are discussed. Emphasis is placed on the implications of their identity construction and how they 'perform' their roles as women in society. How their sexual stories reflect their positioning in society is premised by the phrase, 'the personal is political' . Through analysis of the participants' experiences mixed with theoretical arguments, this thesis finds that young women are apparently sexually, economically and intellectually liberated but locked into discourses that provide highly unequal, limiting, disempowering and oppressive understandings of masculinity, femininity and sexuality. They live and experience a reality which is far from liberated.
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- Authors: McEwen, Caryn
- Date: 2006
- Subjects: Foucault, Michel, 1926-1984 -- Criticism and interpretation Heterosexuality Heterosexual women Women -- Sexual behavior Feminism -- Political aspects Sex role -- Political aspects Feminist psychology Sex (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2861 , http://hdl.handle.net/10962/d1007595
- Description: This thesis seeks to explore how young, educated and seemingly liberated women construct their identities and make sense of their futures around their heterosexual relationships. Using the experiences of eight women participants engaged in long-term heterosexual relationships, combined with relevant secondary literature, issues of sexuality, identity, power and intimacy are discussed. Emphasis is placed on the implications of their identity construction and how they 'perform' their roles as women in society. How their sexual stories reflect their positioning in society is premised by the phrase, 'the personal is political' . Through analysis of the participants' experiences mixed with theoretical arguments, this thesis finds that young women are apparently sexually, economically and intellectually liberated but locked into discourses that provide highly unequal, limiting, disempowering and oppressive understandings of masculinity, femininity and sexuality. They live and experience a reality which is far from liberated.
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Mapping Grahamstown's security governance network : prospects and problems for democratic policing
- Brereton, Catherine Margaret
- Authors: Brereton, Catherine Margaret
- Date: 2006
- Subjects: Democracy -- South Africa , Police -- South Africa , Police administration -- South Africa -- Grahamstown , Police-community relations -- South Africa -- Grahamstown , Crime prevention -- South Africa -- Grahamstown , Police patrol -- South Africa -- Grahamstown , Private security services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2851 , http://hdl.handle.net/10962/d1006323 , Democracy -- South Africa , Police -- South Africa , Police administration -- South Africa -- Grahamstown , Police-community relations -- South Africa -- Grahamstown , Crime prevention -- South Africa -- Grahamstown , Police patrol -- South Africa -- Grahamstown , Private security services -- South Africa -- Eastern Cape
- Description: The security of its citizens is often regarded as the democratic state's primary raison d'etre. However, with increasing crime and perceptions of insecurity among citizens, along with actual and perceived state policing inadequacies, citizens around the world have sought to make alternative arrangements for their security. The explosion of private alternatives to state policing has resulted in the need for the replacement of former static definitions of policing by more fluid understandings of what policing entails. Policing is no longer an activity undertaken exclusively by the 'state police.' Policing needs to be understood within a framework which recognises the existence of a variety of state, commercial, community groups and individuals which exist within loose and sometimes informal, sometimes formal, networks to provide for the security of citizens. Preceding the country's transition to democracy in 1994 'state' policing in South Africa was aimed at monitoring and suppressing the black population and as a result it conducted itself in a largely militaristic way. When the government of national unity assumed power in 1994 it was indisputable that the South African Police had to undergo major reform if it was to play an effective, co-operative and accountable role in a democratic South Africa. While state policing has unquestionably undergone enormous changes since the advent of democracy in 1994, so too has non-state policing. It is widely accepted that the dividing line between state and non-state policing in South Africa is increasingly blurred. Policing, by its very nature, holds the potential to threaten democracy. Consequently it is important that policing is democratically controlled. According to the Law Commission of Canada four values and principles - justice, equality, accountability, and efficiency - should support policing in a democracy. This thesis is a case study of policing in Grahamstown, a small city in South Africa's Eastern Cape province. It will be shown that the policing problem that currently plagues Grahamstown, and by extension South Africa, is not simply the result of a shortage of providers but rather a problem of co-coordinating and monitoring security governance to ensure that the city does not further develop into a society where the wealthy have greater access to security than the poor.
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- Authors: Brereton, Catherine Margaret
- Date: 2006
- Subjects: Democracy -- South Africa , Police -- South Africa , Police administration -- South Africa -- Grahamstown , Police-community relations -- South Africa -- Grahamstown , Crime prevention -- South Africa -- Grahamstown , Police patrol -- South Africa -- Grahamstown , Private security services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2851 , http://hdl.handle.net/10962/d1006323 , Democracy -- South Africa , Police -- South Africa , Police administration -- South Africa -- Grahamstown , Police-community relations -- South Africa -- Grahamstown , Crime prevention -- South Africa -- Grahamstown , Police patrol -- South Africa -- Grahamstown , Private security services -- South Africa -- Eastern Cape
- Description: The security of its citizens is often regarded as the democratic state's primary raison d'etre. However, with increasing crime and perceptions of insecurity among citizens, along with actual and perceived state policing inadequacies, citizens around the world have sought to make alternative arrangements for their security. The explosion of private alternatives to state policing has resulted in the need for the replacement of former static definitions of policing by more fluid understandings of what policing entails. Policing is no longer an activity undertaken exclusively by the 'state police.' Policing needs to be understood within a framework which recognises the existence of a variety of state, commercial, community groups and individuals which exist within loose and sometimes informal, sometimes formal, networks to provide for the security of citizens. Preceding the country's transition to democracy in 1994 'state' policing in South Africa was aimed at monitoring and suppressing the black population and as a result it conducted itself in a largely militaristic way. When the government of national unity assumed power in 1994 it was indisputable that the South African Police had to undergo major reform if it was to play an effective, co-operative and accountable role in a democratic South Africa. While state policing has unquestionably undergone enormous changes since the advent of democracy in 1994, so too has non-state policing. It is widely accepted that the dividing line between state and non-state policing in South Africa is increasingly blurred. Policing, by its very nature, holds the potential to threaten democracy. Consequently it is important that policing is democratically controlled. According to the Law Commission of Canada four values and principles - justice, equality, accountability, and efficiency - should support policing in a democracy. This thesis is a case study of policing in Grahamstown, a small city in South Africa's Eastern Cape province. It will be shown that the policing problem that currently plagues Grahamstown, and by extension South Africa, is not simply the result of a shortage of providers but rather a problem of co-coordinating and monitoring security governance to ensure that the city does not further develop into a society where the wealthy have greater access to security than the poor.
- Full Text: