Negotiating shame: An exploration of the body experience among young South African women who have attended or are attending University
- Authors: Spyker, Jessica Grace
- Date: 2021-10-29
- Subjects: Shame , Body image in women , Body image Social aspects , College students Social conditions , College students Attitudes , Feminist aesthetics , Self-perception in women
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294880 , vital:57265
- Description: Guided by phenomenological and feminist phenomenological perspectives, this research aimed to explore the ways in which young South African women, who were attending or had recently graduated from university, navigated body shame. It interrogated the socially situated ‘lived body’ and the way it was impacted by restrictive appearance ideals. Fifteen in-depth interviews were conducted, mostly through the video conferencing website Zoom. It became evident that women experienced their bodies in complex ways. There was evidence of conformity to as well as resistance against the “regime of shame”. Conformity and resistance often happened simultaneously. Both of these kinds of experiences were viewed as valid and explored in their own right. External messages around women’s bodies and how they should look had greatly influenced participants experiences of their own bodies. This included messages from discourses such as postfeminism and the body positivity movement, which informed the ways in which they navigated shame. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Spyker, Jessica Grace
- Date: 2021-10-29
- Subjects: Shame , Body image in women , Body image Social aspects , College students Social conditions , College students Attitudes , Feminist aesthetics , Self-perception in women
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294880 , vital:57265
- Description: Guided by phenomenological and feminist phenomenological perspectives, this research aimed to explore the ways in which young South African women, who were attending or had recently graduated from university, navigated body shame. It interrogated the socially situated ‘lived body’ and the way it was impacted by restrictive appearance ideals. Fifteen in-depth interviews were conducted, mostly through the video conferencing website Zoom. It became evident that women experienced their bodies in complex ways. There was evidence of conformity to as well as resistance against the “regime of shame”. Conformity and resistance often happened simultaneously. Both of these kinds of experiences were viewed as valid and explored in their own right. External messages around women’s bodies and how they should look had greatly influenced participants experiences of their own bodies. This included messages from discourses such as postfeminism and the body positivity movement, which informed the ways in which they navigated shame. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Opportunities for the inclusion of Environmental Education in the Namibia Senior Secondary Certificate, Geography, Grade 11-12: a case study from Namibia
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
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