Colloquial terms used in young adults’ talk about sexual practices, sexual subjectivities and sexual desires’
- Authors: Robertson, Cassandra Ann
- Date: 2019
- Subjects: Youth -- Sexual behavior , Sex in popular culture , Communication and sex , Language and sex
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96551 , vital:31293
- Description: Much of the growth in sexualities‘ research has taken the form of large scale surveys, but there is also increased interest in qualitative approaches that provide useful insights into the experiential and subjective aspects of sexuality, and illuminate the social and cultural contexts shaping these experiences. The reason for this research is to provide a richer understanding of the language that young people employ when speaking about sexuality. This study examines young adults‘ talk about sexualities with a special focus on the way in which colloquial terms are deployed in this talk and through the presence of gendered and/or heteronormative assumptions. Data consisted of posts off a student-led social media site and the study design employed was a validity check group interview. The social media site allowed its followers to post anonymously about a range of sexualities related issues. Data were analysed thematically, using a deductive, critical, and post-structuralist approach with key insights drawn on from Michael Foucault, Adrienne Rich, Gayle Rubin, Judith Butler and Rosalind Gill. Three overarching themes emerged: young adults spoke to sexual practices, sexual subjectivities and sexual desires. A major focus of this talk is casual sex. This talk showed that there are attempts to undermine gendered and heteronormative power relations, for example, non-normative sexual experiences were not seen as deviant, although those who were engaging in monogamy and casual sex were constructed as deviant sexual subjects. Yet underpinning of these power relations still took place, for example, in the female missing discourse of desire, the internalisation of male sexual desires over female sexual desires and the sexual double standard. There was a clear divide between the sexual practices and sexual subjectivities that were considered to be good and bad. This research therefore has the potential to benefit sexuality interventions by bringing into sharp focus the actual experiences of young adults.
- Full Text:
- Date Issued: 2019
- Authors: Robertson, Cassandra Ann
- Date: 2019
- Subjects: Youth -- Sexual behavior , Sex in popular culture , Communication and sex , Language and sex
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96551 , vital:31293
- Description: Much of the growth in sexualities‘ research has taken the form of large scale surveys, but there is also increased interest in qualitative approaches that provide useful insights into the experiential and subjective aspects of sexuality, and illuminate the social and cultural contexts shaping these experiences. The reason for this research is to provide a richer understanding of the language that young people employ when speaking about sexuality. This study examines young adults‘ talk about sexualities with a special focus on the way in which colloquial terms are deployed in this talk and through the presence of gendered and/or heteronormative assumptions. Data consisted of posts off a student-led social media site and the study design employed was a validity check group interview. The social media site allowed its followers to post anonymously about a range of sexualities related issues. Data were analysed thematically, using a deductive, critical, and post-structuralist approach with key insights drawn on from Michael Foucault, Adrienne Rich, Gayle Rubin, Judith Butler and Rosalind Gill. Three overarching themes emerged: young adults spoke to sexual practices, sexual subjectivities and sexual desires. A major focus of this talk is casual sex. This talk showed that there are attempts to undermine gendered and heteronormative power relations, for example, non-normative sexual experiences were not seen as deviant, although those who were engaging in monogamy and casual sex were constructed as deviant sexual subjects. Yet underpinning of these power relations still took place, for example, in the female missing discourse of desire, the internalisation of male sexual desires over female sexual desires and the sexual double standard. There was a clear divide between the sexual practices and sexual subjectivities that were considered to be good and bad. This research therefore has the potential to benefit sexuality interventions by bringing into sharp focus the actual experiences of young adults.
- Full Text:
- Date Issued: 2019
Participation in the anti-sexual violence silent protest: a sexual citizenship perspective
- Authors: Chitiki, Elizabeth
- Date: 2018
- Subjects: Sex crimes Campus violence -- South Africa -- Prevention Rape victims -- Services for -- Political aspects -- South Africa Anti-rape movement Rape -- Case studies Sexual orientation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62917 , vital:28310
- Description: There is a growing body of research on sexual citizenship that focuses attention on gender and which bridges the gap between public and private life in order to rethink citizenship from a feminist perspective. This is in contrast to understandings of citizenship that promote policies of sexual regulation and a heteronormative ideal of citizenship. My research takes the form of a qualitative case study. Using data from two focus group discussions, fifteen personal diaries, as well as social media posts, I analyse participation in the Silent Protest, an annual anti-rape protest, through the lens of sexual citizenship. I look at how participation in the protest promotes or inhibits inclusive and process-based understandings of sexual violence and sexualities issues. Data were analysed using thematic analysis and the results of the analysis are presented into two parts. The first part of the analysis discusses the politics of affect and witnessing as two processes through which allies’ understandings of sexual violence are shaped. The second part of analysis shows that the Silent Protest contributes to people’s knowledge and understandings of sexual violence in relation to sexualities in a range of ways. Examples of inclusive understandings are: (1) insights about rape in relation to gender and heteronormative inequalities, culture and patriarchal dominance; (2) understanding of critical sexual citizenship in relation to sexual violence; and (3) understanding of politics of recognition (the need for recognition of the importance of safe spaces for formal and informal support for victim-survivors and recognition of victim-survivors’ identities). However, some of the understandings are limited to emotion and affect dynamics. In some ways, therefore, the Silent Protest fails to promote understandings significant to inclusive citizenship, including understandings of entitlements to non-discriminatory sexual health care services and legal services.
- Full Text:
- Date Issued: 2018
- Authors: Chitiki, Elizabeth
- Date: 2018
- Subjects: Sex crimes Campus violence -- South Africa -- Prevention Rape victims -- Services for -- Political aspects -- South Africa Anti-rape movement Rape -- Case studies Sexual orientation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62917 , vital:28310
- Description: There is a growing body of research on sexual citizenship that focuses attention on gender and which bridges the gap between public and private life in order to rethink citizenship from a feminist perspective. This is in contrast to understandings of citizenship that promote policies of sexual regulation and a heteronormative ideal of citizenship. My research takes the form of a qualitative case study. Using data from two focus group discussions, fifteen personal diaries, as well as social media posts, I analyse participation in the Silent Protest, an annual anti-rape protest, through the lens of sexual citizenship. I look at how participation in the protest promotes or inhibits inclusive and process-based understandings of sexual violence and sexualities issues. Data were analysed using thematic analysis and the results of the analysis are presented into two parts. The first part of the analysis discusses the politics of affect and witnessing as two processes through which allies’ understandings of sexual violence are shaped. The second part of analysis shows that the Silent Protest contributes to people’s knowledge and understandings of sexual violence in relation to sexualities in a range of ways. Examples of inclusive understandings are: (1) insights about rape in relation to gender and heteronormative inequalities, culture and patriarchal dominance; (2) understanding of critical sexual citizenship in relation to sexual violence; and (3) understanding of politics of recognition (the need for recognition of the importance of safe spaces for formal and informal support for victim-survivors and recognition of victim-survivors’ identities). However, some of the understandings are limited to emotion and affect dynamics. In some ways, therefore, the Silent Protest fails to promote understandings significant to inclusive citizenship, including understandings of entitlements to non-discriminatory sexual health care services and legal services.
- Full Text:
- Date Issued: 2018
Themes in self-presentation on a gay male dating site: a content analysis of the profiles of a sample of online daters from the Eastern Cape Province
- Authors: Lelimo, Thabang Lucky
- Date: 2018
- Subjects: Online dating -- South Africa -- Eastern Cape , Gay men -- South Africa -- Eastern Cape , Gay men -- Identity , Self-presentation , Homophobia -- South Africa -- Eastern Cape , Gay men -- Sexual behavior -- South Africa -- Eastern Cape , Language and sex , Communication and sex
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60233 , vital:27757
- Description: My thesis research explores themes in self-presentation in the dating profiles of gay men from the Eastern Cape Province on an online dating site for men only. Although there is a growing body of research on this topic, this research is generally located in Europe and North America. In South Africa, research on same-sex intimacies has a chequered history. In the apartheid past, gay men and lesbian women were largely ignored by psychologists and social scientists. And, when they did receive their attention, it was largely discriminatory. In the post-apartheid context, there is far more interest in queer sexualities. However, as this research focuses on HIV transmission and on discrimination and violent homophobia, it too has played a role in painting a gloomy picture of what it means to be queer in South Africa. This study both address a ‘gap in literature’ on gay male dating online by focusing on the South African context, and it addresses the crisis of representation by giving consideration to the ways in which gay men see and present themselves to others. This study takes the form of a content analysis of 200 dating profiles. Key themes in self-presentation emerging in the analysis are: Ethnicity; Age; Education; Geographic Location; Living Arrangements; Sexuality; Relationship Status; Lifestyle; Appearance; Political Outlook; Personality; Faith. I discuss important observations relating to these themes and the insights they provide on key issues shaping public debate on same-sex sexualities in the South African context.
- Full Text:
- Date Issued: 2018
- Authors: Lelimo, Thabang Lucky
- Date: 2018
- Subjects: Online dating -- South Africa -- Eastern Cape , Gay men -- South Africa -- Eastern Cape , Gay men -- Identity , Self-presentation , Homophobia -- South Africa -- Eastern Cape , Gay men -- Sexual behavior -- South Africa -- Eastern Cape , Language and sex , Communication and sex
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60233 , vital:27757
- Description: My thesis research explores themes in self-presentation in the dating profiles of gay men from the Eastern Cape Province on an online dating site for men only. Although there is a growing body of research on this topic, this research is generally located in Europe and North America. In South Africa, research on same-sex intimacies has a chequered history. In the apartheid past, gay men and lesbian women were largely ignored by psychologists and social scientists. And, when they did receive their attention, it was largely discriminatory. In the post-apartheid context, there is far more interest in queer sexualities. However, as this research focuses on HIV transmission and on discrimination and violent homophobia, it too has played a role in painting a gloomy picture of what it means to be queer in South Africa. This study both address a ‘gap in literature’ on gay male dating online by focusing on the South African context, and it addresses the crisis of representation by giving consideration to the ways in which gay men see and present themselves to others. This study takes the form of a content analysis of 200 dating profiles. Key themes in self-presentation emerging in the analysis are: Ethnicity; Age; Education; Geographic Location; Living Arrangements; Sexuality; Relationship Status; Lifestyle; Appearance; Political Outlook; Personality; Faith. I discuss important observations relating to these themes and the insights they provide on key issues shaping public debate on same-sex sexualities in the South African context.
- Full Text:
- Date Issued: 2018
A community partner’s perceptions of a service-learning partnership
- Authors: Queripel, Kathryn
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6978 , vital:21206
- Description: Literature has highlighted the importance of university-community partnerships in servicelearning (SL) as a vehicle for conducting a mutually beneficial service-learning programme (Dorado & Giles, 2004). This research aimed to investigate factors influencing a SL partnership through the insights of a particular community partner. Based on a case study of a rural school in the Eastern Cape, three community partners perceptions were obtained through in-depth semi-structured interviews. Thereafter, thematic analysis was used to analyse the data using Braun and Clarke’s (2006) six phase guide. Three main theme’s emerged from the data that shed light to the key issues shaping community partners perceptions. These were centred on the effects of apartheid including resources, geographic location, and level of commitment from the university. The findings of this research brought forward the importance of awareness of context, responding to the context and commitment displayed in the partnership. This research further highlights the need for community partner’s perspective in literature.
- Full Text:
- Date Issued: 2017
- Authors: Queripel, Kathryn
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6978 , vital:21206
- Description: Literature has highlighted the importance of university-community partnerships in servicelearning (SL) as a vehicle for conducting a mutually beneficial service-learning programme (Dorado & Giles, 2004). This research aimed to investigate factors influencing a SL partnership through the insights of a particular community partner. Based on a case study of a rural school in the Eastern Cape, three community partners perceptions were obtained through in-depth semi-structured interviews. Thereafter, thematic analysis was used to analyse the data using Braun and Clarke’s (2006) six phase guide. Three main theme’s emerged from the data that shed light to the key issues shaping community partners perceptions. These were centred on the effects of apartheid including resources, geographic location, and level of commitment from the university. The findings of this research brought forward the importance of awareness of context, responding to the context and commitment displayed in the partnership. This research further highlights the need for community partner’s perspective in literature.
- Full Text:
- Date Issued: 2017
“You whore; you are so dirty, bitch”: the justification of and resistance to violence in the intimate relationships of female sex workers
- Authors: Bartlett, Elretha
- Date: 2017
- Subjects: Women -- Violence against -- South Africa , Sex workers -- Violence against -- South Africa , Women, Black -- Abuse of -- South Africa , Women -- Violence against -- South Africa -- Case studies , Sex workers -- Violence against -- South Africa -- Case studies , Women, Black -- Abuse of -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5082 , vital:20764
- Description: The objective of the study is to examine discourses of gender and dimensions of social difference implicated in female sex workers’ (FSWs) justifications of, and resistances to, intimate partner violence (IPV). Individual narrative interviews were conducted with FSWs (n=11) who were affiliated with the Sex Workers Education and Advocacy Taskforce (SWEAT). The participants were mostly women of colour (n=10), with a low socio-economic status, and between 31 and 51 years of age. Intersectionality and features of Foucauldian discourse analysis, as described by Parker (1992), informed the analysis of the interview data. In personal interviews, participants interrogated aspects of their own and their partners’ lives that they viewed as playing a significant role in the aetiology and experience of IPV. They drew on a discourse of violent black masculinity, developmental discourses, and patriarchal ideology to justify and resist their partners’ violent behaviour. They also positioned themselves and their ‘spoiled’ identities as playing a role in the experience of violence. Participants pointed to the construction of sex work as ‘dirty work’ and the role that this played in legitimising the violence that was directed at them by intimate partners. In relation to this positioning and its consequences in terms of justifications for violence, my analysis highlights occasions in which gender ideology is re-appropriated for the purpose of challenging the legitimacy of these interpretative frames. While gender politics is central to my analytic observations, my analysis demonstrates how intersections with race and class shape the specificities of FSWs experiences of IPV. In doing so, this study aims to broaden current insights into the phenomenon of IPV, as it does not only focus on gender discrimination, but on the complex interaction between various systems of oppression.
- Full Text:
- Date Issued: 2017
- Authors: Bartlett, Elretha
- Date: 2017
- Subjects: Women -- Violence against -- South Africa , Sex workers -- Violence against -- South Africa , Women, Black -- Abuse of -- South Africa , Women -- Violence against -- South Africa -- Case studies , Sex workers -- Violence against -- South Africa -- Case studies , Women, Black -- Abuse of -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5082 , vital:20764
- Description: The objective of the study is to examine discourses of gender and dimensions of social difference implicated in female sex workers’ (FSWs) justifications of, and resistances to, intimate partner violence (IPV). Individual narrative interviews were conducted with FSWs (n=11) who were affiliated with the Sex Workers Education and Advocacy Taskforce (SWEAT). The participants were mostly women of colour (n=10), with a low socio-economic status, and between 31 and 51 years of age. Intersectionality and features of Foucauldian discourse analysis, as described by Parker (1992), informed the analysis of the interview data. In personal interviews, participants interrogated aspects of their own and their partners’ lives that they viewed as playing a significant role in the aetiology and experience of IPV. They drew on a discourse of violent black masculinity, developmental discourses, and patriarchal ideology to justify and resist their partners’ violent behaviour. They also positioned themselves and their ‘spoiled’ identities as playing a role in the experience of violence. Participants pointed to the construction of sex work as ‘dirty work’ and the role that this played in legitimising the violence that was directed at them by intimate partners. In relation to this positioning and its consequences in terms of justifications for violence, my analysis highlights occasions in which gender ideology is re-appropriated for the purpose of challenging the legitimacy of these interpretative frames. While gender politics is central to my analytic observations, my analysis demonstrates how intersections with race and class shape the specificities of FSWs experiences of IPV. In doing so, this study aims to broaden current insights into the phenomenon of IPV, as it does not only focus on gender discrimination, but on the complex interaction between various systems of oppression.
- Full Text:
- Date Issued: 2017
Negotiating identity and belonging: perspectives of children living in a disadvantaged community in the Eastern Cape province
- Authors: Ridley, Tamerin Amy
- Date: 2013
- Subjects: Group identity , Self-esteem
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24813 , vital:63598
- Description: Developing an identity with self-esteem and a sense of self-worth is a child’s fundamental right (Vandenbroek, 2001). To encourage identity formation children need to ask and answer questions such as: ‘Who am I?’, ‘Where do I belong?’ and ‘Is it ok to be who I am?’ A child’s identity is shaped largely by his/her experiences with regards to relationships and belonging within communities and familial structures. However, South Africa faces a host of problems, including poverty, violence, HIV/AIDS, all of which contribute to the breakdown of these familial and community structures. Utilising a participatory action framework, this research aims to provide insight into how children living in a disadvantaged community negotiate identity and belonging. This insight into children’s perceptions of identity and belonging is useful for identifying resources within the community which promote a positive sense of identity and belonging, and also to identify areas where support and intervention are required. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2013
- Full Text:
- Date Issued: 2013
- Authors: Ridley, Tamerin Amy
- Date: 2013
- Subjects: Group identity , Self-esteem
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24813 , vital:63598
- Description: Developing an identity with self-esteem and a sense of self-worth is a child’s fundamental right (Vandenbroek, 2001). To encourage identity formation children need to ask and answer questions such as: ‘Who am I?’, ‘Where do I belong?’ and ‘Is it ok to be who I am?’ A child’s identity is shaped largely by his/her experiences with regards to relationships and belonging within communities and familial structures. However, South Africa faces a host of problems, including poverty, violence, HIV/AIDS, all of which contribute to the breakdown of these familial and community structures. Utilising a participatory action framework, this research aims to provide insight into how children living in a disadvantaged community negotiate identity and belonging. This insight into children’s perceptions of identity and belonging is useful for identifying resources within the community which promote a positive sense of identity and belonging, and also to identify areas where support and intervention are required. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2013
- Full Text:
- Date Issued: 2013
Negotiating identity and belonging: perspectives of children living in a disadvantaged community in the Eastern Cape Province
- Authors: Ridley, Tamerin Amy
- Date: 2013
- Subjects: Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (C Psy)
- Identifier: vital:11860 , http://hdl.handle.net/10353/d1019871 , Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Description: Developing an identity with self-esteem and a sense of self-worth is a child’s fundamental right (Vandenbroek, 2001). To encourage identity formation children need to ask and answer questions such as: ‘Who am I?’, ‘Where do I belong?’ and ‘Is it ok to be who I am?’ A child’s identity is shaped largely by his/her experiences with regards to relationships and belonging within communities and familial structures. However, South Africa faces a host of problems, including poverty, violence, HIV/AIDS, all of which contribute to the breakdown of these familial and community structures. Utilising a participatory action framework, this research aims to provide insight into how children living in a disadvantaged community negotiate identity and belonging. This insight into children’s perceptions of identity and belonging is useful for identifying resources within the community which promote a positive sense of identity and belonging, and also to identify areas where support and intervention are required.
- Full Text:
- Date Issued: 2013
- Authors: Ridley, Tamerin Amy
- Date: 2013
- Subjects: Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (C Psy)
- Identifier: vital:11860 , http://hdl.handle.net/10353/d1019871 , Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Description: Developing an identity with self-esteem and a sense of self-worth is a child’s fundamental right (Vandenbroek, 2001). To encourage identity formation children need to ask and answer questions such as: ‘Who am I?’, ‘Where do I belong?’ and ‘Is it ok to be who I am?’ A child’s identity is shaped largely by his/her experiences with regards to relationships and belonging within communities and familial structures. However, South Africa faces a host of problems, including poverty, violence, HIV/AIDS, all of which contribute to the breakdown of these familial and community structures. Utilising a participatory action framework, this research aims to provide insight into how children living in a disadvantaged community negotiate identity and belonging. This insight into children’s perceptions of identity and belonging is useful for identifying resources within the community which promote a positive sense of identity and belonging, and also to identify areas where support and intervention are required.
- Full Text:
- Date Issued: 2013
Negotiating identity in an online virtual environment
- Authors: Dube, Nompumelelo
- Date: 2011-11
- Subjects: Online Identities , Internet , Personal Information Managenment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23883 , vital:61284
- Description: This study investigates ways in which people in an online anonymous virtual environment use language to negotiate and manage their identities. The study is informed by the tenets of social constructionism, a theory that explores the problematic manner in which the self is taken for granted as unchanging (Burr, 1998). One point made by alternative theorists other than social constructionist theorists is the notion of the “essential self”; one tenet of social constructionist theory suggests that the “essential self” of a person remains fluid. The implication is that one ultimately changes as each day passes, for example at the core of one’s personality is an “essential self” that changes with experiences, conflicts and/or age (Tuffin, 2005). From a social constructionist perspective, the self is more fractured and contingent on life’s circumstances. This theory was found to be an appropriate paradigm from which to study anonymous online identities, where individuals were found to create and negotiate certain identities outside of those identities that people often find important to portray to outsiders in the general public. Sixty-seven (67) students from different races participated in this study and online discussions from a course discussion forum, “blackboard”, were monitored. This study found that one’s identity is negotiated in an anonymous virtual environment. Data was collected from these discussions and was analysed using Potter and Wetherell’s (1987) method of discourse analysis. Research findings ultimately found that people use discursive strategies in negotiating and maintaining their identity online, but that distinct racial characteristics were noticeable despite some attempts to mask one’s background. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-11
- Authors: Dube, Nompumelelo
- Date: 2011-11
- Subjects: Online Identities , Internet , Personal Information Managenment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23883 , vital:61284
- Description: This study investigates ways in which people in an online anonymous virtual environment use language to negotiate and manage their identities. The study is informed by the tenets of social constructionism, a theory that explores the problematic manner in which the self is taken for granted as unchanging (Burr, 1998). One point made by alternative theorists other than social constructionist theorists is the notion of the “essential self”; one tenet of social constructionist theory suggests that the “essential self” of a person remains fluid. The implication is that one ultimately changes as each day passes, for example at the core of one’s personality is an “essential self” that changes with experiences, conflicts and/or age (Tuffin, 2005). From a social constructionist perspective, the self is more fractured and contingent on life’s circumstances. This theory was found to be an appropriate paradigm from which to study anonymous online identities, where individuals were found to create and negotiate certain identities outside of those identities that people often find important to portray to outsiders in the general public. Sixty-seven (67) students from different races participated in this study and online discussions from a course discussion forum, “blackboard”, were monitored. This study found that one’s identity is negotiated in an anonymous virtual environment. Data was collected from these discussions and was analysed using Potter and Wetherell’s (1987) method of discourse analysis. Research findings ultimately found that people use discursive strategies in negotiating and maintaining their identity online, but that distinct racial characteristics were noticeable despite some attempts to mask one’s background. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-11
Factors mediating personal and professional development within higher learning institutions: an activity theory perspective.
- Authors: Kriel, Denise
- Date: 2011
- Subjects: School improvement programs http://id.loc.gov/authorities/subjects/sh85118340 , Educational leadership http://id.loc.gov/authorities/subjects/sh92001254 , College administrators http://id.loc.gov/authorities/subjects/sh85028268
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19431 , vital:43086
- Description: In the context of a higher learning institution, this paper identifies the factors that mediate students‟ personal and professional development from an Activity Theory perspective. Data took the form of written reflections submitted by second-year psychology students‟ as part of their course requirements. The reflection exercises were designed to help students to use the knowledge acquired in the second-year programme to reflect on their own understanding of „self‟ and the practice of psychology in society. Data was analysed from an Activity Theory perspective and employed interpretative methodologies. The findings of the study shed light upon the role of contemporary contextual factors mediating students‟ personal and professional development at a higher learning institution. , Thesis (M Soc Sc) (Counselling Psychology) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
- Authors: Kriel, Denise
- Date: 2011
- Subjects: School improvement programs http://id.loc.gov/authorities/subjects/sh85118340 , Educational leadership http://id.loc.gov/authorities/subjects/sh92001254 , College administrators http://id.loc.gov/authorities/subjects/sh85028268
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19431 , vital:43086
- Description: In the context of a higher learning institution, this paper identifies the factors that mediate students‟ personal and professional development from an Activity Theory perspective. Data took the form of written reflections submitted by second-year psychology students‟ as part of their course requirements. The reflection exercises were designed to help students to use the knowledge acquired in the second-year programme to reflect on their own understanding of „self‟ and the practice of psychology in society. Data was analysed from an Activity Theory perspective and employed interpretative methodologies. The findings of the study shed light upon the role of contemporary contextual factors mediating students‟ personal and professional development at a higher learning institution. , Thesis (M Soc Sc) (Counselling Psychology) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
The role of constructions of race in student's talk of (NON) participation in the activities of students political organisations
- Authors: Botha, Ryan
- Date: 2010-12
- Subjects: South African Students' Organisation. , Students -- Political activity -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27451 , vital:67329
- Description: South Africa has undergone widespread social, economic and political reconstruction since the inception of democracy in 1994. Underpinning these changes are available discourses on race that individuals use in constructing their identities. This article is an analysis of discourses on race emerging in the talk of white students accounting for (non)participation in the activities of the student political organisations (SPO’s) at the University of Fort Hare in East London. The argument here is that white students consistently assign racialized identities to SPO’s on campus by invoking deeply entrenched racially binarized discourses. These racialized discursive formations are available within South Africa’s contemporary linguistic landscape as well as its colonial past. In their talk, the participants in this study conflated SPO led structures and functions with ‘otherized’ conceptions of ‘blackness’. This confluence that white students create between SPO’s as well as terms that are shorthand for ‘blackness’ results in a distancing from and denigration of SPO’s and, more malignly, ’blackness’. It appears that whites use these problematic and racialized constructions of self and the ‘other’ to justify their non-participation in student politics on campus. This article explores the political implications of white students fixing identity in this manner. Hook’s (2010) notion of ‘white woundedness’ is brought into the discussion as a useful point of departure for rethinking ‘white’ identities in South Africa. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2010
- Full Text:
- Date Issued: 2010-12
- Authors: Botha, Ryan
- Date: 2010-12
- Subjects: South African Students' Organisation. , Students -- Political activity -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27451 , vital:67329
- Description: South Africa has undergone widespread social, economic and political reconstruction since the inception of democracy in 1994. Underpinning these changes are available discourses on race that individuals use in constructing their identities. This article is an analysis of discourses on race emerging in the talk of white students accounting for (non)participation in the activities of the student political organisations (SPO’s) at the University of Fort Hare in East London. The argument here is that white students consistently assign racialized identities to SPO’s on campus by invoking deeply entrenched racially binarized discourses. These racialized discursive formations are available within South Africa’s contemporary linguistic landscape as well as its colonial past. In their talk, the participants in this study conflated SPO led structures and functions with ‘otherized’ conceptions of ‘blackness’. This confluence that white students create between SPO’s as well as terms that are shorthand for ‘blackness’ results in a distancing from and denigration of SPO’s and, more malignly, ’blackness’. It appears that whites use these problematic and racialized constructions of self and the ‘other’ to justify their non-participation in student politics on campus. This article explores the political implications of white students fixing identity in this manner. Hook’s (2010) notion of ‘white woundedness’ is brought into the discussion as a useful point of departure for rethinking ‘white’ identities in South Africa. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2010
- Full Text:
- Date Issued: 2010-12
Constructions of masculinity in young men's talk on domesticity
- Authors: Winnaar, Lucille
- Date: 2009
- Subjects: Home , Home economics , Sex role , Identity (Psychology) , Masculinity
- Language: English
- Type: Thesis , Masters , M Soc Sc (C Psy)
- Identifier: vital:11848 , http://hdl.handle.net/10353/d1001261 , Home , Home economics , Sex role , Identity (Psychology) , Masculinity
- Description: The purpose of this study was to elucidate participant’s understandings of the notion of masculinity and the implications thereof for their gendered identities. The study was approached from a, broadly speaking, social constructionsist paradigm following an inductive theme of nquiry. This study looked at masculinities (plural) rather than masculinity (singular) and the way in which these masculinities are constructed in participants talk about chores within the homespace. Consistent with this approach, data was collected by means of personal semi-structured, face-toface interviews with nine young adult male participants. The interviews were transcribed verbatim and data was therefore in the form of text. The interview texts were analyzed using Parker's criteria for a discourse analysis. Discourse analysis was the chosen method of analysis as it is an appropriate method for identifying and analysing constructs of masculinity in young men's talk on domesticity. There were three main themes identified in this study namely that of the traditional notions of masculinity, new age constructions and the gendered constructions of chores. This study implicitly shows that though masculinity was overwhelmingly constructed within the traditional notions of masculinity, with respect to the performance of chores within the home-space however, the men in this study report negotiations of their gendered identities within their heterosexual relationships. Furthermore, these negotiations do not seem to trouble the notion of masculinity as it is normalised by the participants in recognition of their performances of traditional female chores within the home-space.
- Full Text:
- Date Issued: 2009
- Authors: Winnaar, Lucille
- Date: 2009
- Subjects: Home , Home economics , Sex role , Identity (Psychology) , Masculinity
- Language: English
- Type: Thesis , Masters , M Soc Sc (C Psy)
- Identifier: vital:11848 , http://hdl.handle.net/10353/d1001261 , Home , Home economics , Sex role , Identity (Psychology) , Masculinity
- Description: The purpose of this study was to elucidate participant’s understandings of the notion of masculinity and the implications thereof for their gendered identities. The study was approached from a, broadly speaking, social constructionsist paradigm following an inductive theme of nquiry. This study looked at masculinities (plural) rather than masculinity (singular) and the way in which these masculinities are constructed in participants talk about chores within the homespace. Consistent with this approach, data was collected by means of personal semi-structured, face-toface interviews with nine young adult male participants. The interviews were transcribed verbatim and data was therefore in the form of text. The interview texts were analyzed using Parker's criteria for a discourse analysis. Discourse analysis was the chosen method of analysis as it is an appropriate method for identifying and analysing constructs of masculinity in young men's talk on domesticity. There were three main themes identified in this study namely that of the traditional notions of masculinity, new age constructions and the gendered constructions of chores. This study implicitly shows that though masculinity was overwhelmingly constructed within the traditional notions of masculinity, with respect to the performance of chores within the home-space however, the men in this study report negotiations of their gendered identities within their heterosexual relationships. Furthermore, these negotiations do not seem to trouble the notion of masculinity as it is normalised by the participants in recognition of their performances of traditional female chores within the home-space.
- Full Text:
- Date Issued: 2009
- «
- ‹
- 1
- ›
- »