A sociological exploration of whether culture inhibits comprehensive sexual education in schools: the case of urban schools in Mpika district of Zambia
- Authors: Nyoni, Kaliza
- Date: 2022-10-14
- Subjects: Sex instruction Zambia , Sex instruction Social aspects Zambia , Culture , High school students Attitudes , Sex educators Attitudes , Influence (Psychology) , Language and culture Zambia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406796 , vital:70308
- Description: This study investigated the impact and influence of culture in the provisioning of comprehensive sexuality education , the case of urban schools of Mpika district of Zambia. The specific objectives were to investigate the frameworks that inform the teaching of CSE in schools, explore ways in which influence of culture on the framework affects the leaners participation in learning CSE, explore the influence of cultural norms, metaphors, and values on that framework, explore whether cultural norms have an impact and influence on teachers and explore whether there is a discrepancy between cultural values and CSE. The methodology which was used in carrying out the research was descriptive research design and purposive sampling was used in which a sample of 21 respondents who are leaners were picked and 5 teachers who teach CSE were chosen. The interview schedule was used to collect data from the sample which was drawn. The data gathered was analysed using concepts and themes as well as observer impression. The findings of this research are that there is a framework that informs the teaching of CSE in schools whose aim is to curb school drop outs by reducing teen pregnancies and high infection rates of STIs and HIV/AIDS. The framework seeks to empower knowledge on the adolescents in relation to gender norms, rights in relationships and sexuality. The major findings of the research are that culture has an influence on the teachers and leaners. Of particular discovery is the use of symbols through charts which display human private parts. This is construed by the teachers and learners to be against their cultural beliefs. Furthermore, language that this subject uses is culturally seen to be too strong and vulgar , to both teachers and leaners. This study found out that open discussion in class of the topic on sexuality does not sit well with the leaners as it is against their cultural orientation. The research also found out that there are lessons in CSE that are beneficial to the learners such as , how to prevent contracting of STIs and HIV/AIDS and prevention of unwanted pregnancies. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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- Authors: Nyoni, Kaliza
- Date: 2022-10-14
- Subjects: Sex instruction Zambia , Sex instruction Social aspects Zambia , Culture , High school students Attitudes , Sex educators Attitudes , Influence (Psychology) , Language and culture Zambia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406796 , vital:70308
- Description: This study investigated the impact and influence of culture in the provisioning of comprehensive sexuality education , the case of urban schools of Mpika district of Zambia. The specific objectives were to investigate the frameworks that inform the teaching of CSE in schools, explore ways in which influence of culture on the framework affects the leaners participation in learning CSE, explore the influence of cultural norms, metaphors, and values on that framework, explore whether cultural norms have an impact and influence on teachers and explore whether there is a discrepancy between cultural values and CSE. The methodology which was used in carrying out the research was descriptive research design and purposive sampling was used in which a sample of 21 respondents who are leaners were picked and 5 teachers who teach CSE were chosen. The interview schedule was used to collect data from the sample which was drawn. The data gathered was analysed using concepts and themes as well as observer impression. The findings of this research are that there is a framework that informs the teaching of CSE in schools whose aim is to curb school drop outs by reducing teen pregnancies and high infection rates of STIs and HIV/AIDS. The framework seeks to empower knowledge on the adolescents in relation to gender norms, rights in relationships and sexuality. The major findings of the research are that culture has an influence on the teachers and leaners. Of particular discovery is the use of symbols through charts which display human private parts. This is construed by the teachers and learners to be against their cultural beliefs. Furthermore, language that this subject uses is culturally seen to be too strong and vulgar , to both teachers and leaners. This study found out that open discussion in class of the topic on sexuality does not sit well with the leaners as it is against their cultural orientation. The research also found out that there are lessons in CSE that are beneficial to the learners such as , how to prevent contracting of STIs and HIV/AIDS and prevention of unwanted pregnancies. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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Settling in: Investigating the experiences of social media use of a group of international students in their integration into the Rhodes University environment
- Authors: Losa Reinoso, Kelia
- Date: 2022-10-14
- Subjects: Students, Foreign South Africa , Social media and society South Africa , Students, Foreign Social conditions , Student adjustment South Africa , Students, Foreign Social networks , Social media and college students South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405941 , vital:70221
- Description: The South African government and its institutions of higher education take deliberate measures to attract international students to this country which is marketed as an appealing option for for international study because it is cheaper than in European countries and the US, courses that may be unavailable or difficult to get into in their home countries are available in South Africa, there is a high quality of education, a greater variety of qualifications, technologically advanced facilities and a geographical proximity of South Africa to international students’ home countries in the SADC region. While many international students find living in a new country exciting, fulfilling and stimulating, it may at the same time be frustrating and confusing. Students may find it difficult to adjust to their general living arrangements, new housing and transportation environments and dealing with financial and health care concerns. Also, there may be academic challenges and socio-cultural difficulties to navigate. Problems of adjustment may force international students into isolation, creating feelings of alienation and so they develop mechanisms to adjust, to feel better integrated and cope with situations that they might find difficult and alienating. One of the most important of these is to find social support which can come from friends, family, academic staff, classmates or colleagues. Social networking through social media is also important as it can ameliorate feelings of alienation and contribute significantly to the creation of an active social network and its use is therefore associated with social support for, and social adjustment of international students. This study investigates the positive and negative impacts of social media on the integration of international students into the Rhodes University environment. The study uses an exploratory survey, focus groups and semi-structured interviews to gather data which was analysed using a thematic analysis. This analysis shows that international students make use of a variety social media platforms, each with its own specific purpose – WhatsApp to communicate with friends and family, Twitter for news, Instagram for entertainment and Facebook for information and entertainment, etc. Interestingly, while social media is used in the maintenance of strong social connections it is not used to create those relationships. Rather, meeting new people and the initiation and building of relationships was done through meeting at parties and pubs and in university organised social events, clubs and societies. While social media reporting of issues like xenophobic attacks made international students anxious, none of those involved in the study were subjected to such attacks through social media. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2022
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- Authors: Losa Reinoso, Kelia
- Date: 2022-10-14
- Subjects: Students, Foreign South Africa , Social media and society South Africa , Students, Foreign Social conditions , Student adjustment South Africa , Students, Foreign Social networks , Social media and college students South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405941 , vital:70221
- Description: The South African government and its institutions of higher education take deliberate measures to attract international students to this country which is marketed as an appealing option for for international study because it is cheaper than in European countries and the US, courses that may be unavailable or difficult to get into in their home countries are available in South Africa, there is a high quality of education, a greater variety of qualifications, technologically advanced facilities and a geographical proximity of South Africa to international students’ home countries in the SADC region. While many international students find living in a new country exciting, fulfilling and stimulating, it may at the same time be frustrating and confusing. Students may find it difficult to adjust to their general living arrangements, new housing and transportation environments and dealing with financial and health care concerns. Also, there may be academic challenges and socio-cultural difficulties to navigate. Problems of adjustment may force international students into isolation, creating feelings of alienation and so they develop mechanisms to adjust, to feel better integrated and cope with situations that they might find difficult and alienating. One of the most important of these is to find social support which can come from friends, family, academic staff, classmates or colleagues. Social networking through social media is also important as it can ameliorate feelings of alienation and contribute significantly to the creation of an active social network and its use is therefore associated with social support for, and social adjustment of international students. This study investigates the positive and negative impacts of social media on the integration of international students into the Rhodes University environment. The study uses an exploratory survey, focus groups and semi-structured interviews to gather data which was analysed using a thematic analysis. This analysis shows that international students make use of a variety social media platforms, each with its own specific purpose – WhatsApp to communicate with friends and family, Twitter for news, Instagram for entertainment and Facebook for information and entertainment, etc. Interestingly, while social media is used in the maintenance of strong social connections it is not used to create those relationships. Rather, meeting new people and the initiation and building of relationships was done through meeting at parties and pubs and in university organised social events, clubs and societies. While social media reporting of issues like xenophobic attacks made international students anxious, none of those involved in the study were subjected to such attacks through social media. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2022
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Teaching in times of crisis: understanding the uneven effects of the COVID-19 lockdowns on teaching practices in Zimbabwe – a case study of Marondera
- Authors: Nhliziyo, Sarah Mazvita
- Date: 2022-10-14
- Subjects: COVID-19 Pandemic, 2020- Zimbabwe , Lockdown , Social distancing (Public health) and education Zimbabwe , Educational equalization Zimbabwe , COVID-19 Pandemic, 2020- Economic aspects , Teaching Social aspects Zimbabwe
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408682 , vital:70516
- Description: The COVID-19 pandemic has exposed the fragility of economies in times of a global crisis while simultaneously increasing inequalities between and within countries. The pandemic responses have varied between countries with some being extremely proactive and others being quite reluctant to respond. Though it is largely a health crisis, its impact has far reaching effects that have been felt in many sectors of society including education. Billions of scholars at varying levels were forced out of school abruptly globally and unfortunately some have not been able to return to schools. The differential impact of COVID-19 in education is evident not only at a global level, but national level as well. The primary focus of this research is the impact of COVID-19 on the teaching practices applied in Zimbabwean schools. Zimbabwe, a developing nation in the southern region of Africa, has a long history of a thriving education sector recognised internationally. However, in the wake of the pandemic, the research attempts to understand the experiences of teachers in private and government schools in the hope of showing the dilapidation and unevenness of the sector, across the private-public divide. COVID-19 comes at a time when the country’s economy and healthcare system continue to exhibit signs of struggle and collapse. The research made use of qualitative research methods and in-depth interviews with teachers from public and schools around the town of Marondera. The research concluded that there are wide gaps in the quality of education delivered to students in private and government schools, and that the COVID-19 lockdowns in Zimbabwe not only demonstrate these gaps but also exacerbated them. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2022
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- Authors: Nhliziyo, Sarah Mazvita
- Date: 2022-10-14
- Subjects: COVID-19 Pandemic, 2020- Zimbabwe , Lockdown , Social distancing (Public health) and education Zimbabwe , Educational equalization Zimbabwe , COVID-19 Pandemic, 2020- Economic aspects , Teaching Social aspects Zimbabwe
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408682 , vital:70516
- Description: The COVID-19 pandemic has exposed the fragility of economies in times of a global crisis while simultaneously increasing inequalities between and within countries. The pandemic responses have varied between countries with some being extremely proactive and others being quite reluctant to respond. Though it is largely a health crisis, its impact has far reaching effects that have been felt in many sectors of society including education. Billions of scholars at varying levels were forced out of school abruptly globally and unfortunately some have not been able to return to schools. The differential impact of COVID-19 in education is evident not only at a global level, but national level as well. The primary focus of this research is the impact of COVID-19 on the teaching practices applied in Zimbabwean schools. Zimbabwe, a developing nation in the southern region of Africa, has a long history of a thriving education sector recognised internationally. However, in the wake of the pandemic, the research attempts to understand the experiences of teachers in private and government schools in the hope of showing the dilapidation and unevenness of the sector, across the private-public divide. COVID-19 comes at a time when the country’s economy and healthcare system continue to exhibit signs of struggle and collapse. The research made use of qualitative research methods and in-depth interviews with teachers from public and schools around the town of Marondera. The research concluded that there are wide gaps in the quality of education delivered to students in private and government schools, and that the COVID-19 lockdowns in Zimbabwe not only demonstrate these gaps but also exacerbated them. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2022
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The 2019 SASBO Bank Workers’ Strike in South Africa: unpacking labour responses to the Fourth Industrial Revolution
- Authors: Moyo, Wisdom Ntandoyenkosi
- Date: 2022-10-14
- Subjects: Industry 4.0 , Fourth Industrial Revolution , Banks and banking South Africa , SASBO , Labor unions South Africa , Strikes and lockouts Bank employees South Africa , Working class South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406774 , vital:70306
- Description: The Fourth Industrial Revolution (4IR) is a global phenomenon, affecting workers and trade unions worldwide with the increased automation, including digitisation, of work. Although the 4IR has often been presented as an impersonal technological force that society must just accept, it is in fact rooted in the evolution of capitalist society: it is the latest in a series of industrial revolutions and restructurings of the labour process. These are systemic occurrences, based in class struggles around the extension of management control of every part of work, and replacing workers with machinery; it must then be seen in the context of a history of Taylorism, Fordism and neo-Fordism, and their local expressions, such as racial Fordism in South Africa. The roll-out and the socio-economic effects of the 4IR are therefore shaped by inequality and power, and look to be dire for the working-class in a South Africa that already has record unemployment rates. In the local banking sector, the 4IR has been associated with a wave of retrenchments and branch closures. Faced with this situation, the South African Society of Bank Officials (SASBO), the biggest and oldest union in the finance sector, then with around 73 000 members, tried to hold a mass strike in late 2019. Blocked by the Labour Court, this would have been the union’s biggest strike in a century. It followed from a longer campaign by SASBO to halt job losses, ensure redeployment and reskilling for affected bank workers, and win an agreement for these aims with the banks. The union undertook research on the 4IR and sought to win support from banks, as well as government departments and other unions, for an alternative, worker-friendly roll-out of the 4IR. The decision to strike took place after extensive engagements with banks and stakeholders like government failed, the banks proceeding with retrenchments: the union faced an unprecedented challenge and was on the defensive. This dissertation maps SASBO’s campaign around the 4IR, using the Power Resources Approach (PRA), and assesses its approach. It also tries to show how an analysis of a moderate, older white-collar union like SASBO enriches South African labour studies. A qualitative methodology was used in this research to understand the issue at hand, using documents and semi-structured interviews with SASBO National Executive Committee members. The key findings are that the 4IR will not spare white-collar jobs and presents an unprecedented challenge to unions. There is an urgent need for union revitalisation, including new ways to organise effective responses to technological change. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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- Authors: Moyo, Wisdom Ntandoyenkosi
- Date: 2022-10-14
- Subjects: Industry 4.0 , Fourth Industrial Revolution , Banks and banking South Africa , SASBO , Labor unions South Africa , Strikes and lockouts Bank employees South Africa , Working class South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406774 , vital:70306
- Description: The Fourth Industrial Revolution (4IR) is a global phenomenon, affecting workers and trade unions worldwide with the increased automation, including digitisation, of work. Although the 4IR has often been presented as an impersonal technological force that society must just accept, it is in fact rooted in the evolution of capitalist society: it is the latest in a series of industrial revolutions and restructurings of the labour process. These are systemic occurrences, based in class struggles around the extension of management control of every part of work, and replacing workers with machinery; it must then be seen in the context of a history of Taylorism, Fordism and neo-Fordism, and their local expressions, such as racial Fordism in South Africa. The roll-out and the socio-economic effects of the 4IR are therefore shaped by inequality and power, and look to be dire for the working-class in a South Africa that already has record unemployment rates. In the local banking sector, the 4IR has been associated with a wave of retrenchments and branch closures. Faced with this situation, the South African Society of Bank Officials (SASBO), the biggest and oldest union in the finance sector, then with around 73 000 members, tried to hold a mass strike in late 2019. Blocked by the Labour Court, this would have been the union’s biggest strike in a century. It followed from a longer campaign by SASBO to halt job losses, ensure redeployment and reskilling for affected bank workers, and win an agreement for these aims with the banks. The union undertook research on the 4IR and sought to win support from banks, as well as government departments and other unions, for an alternative, worker-friendly roll-out of the 4IR. The decision to strike took place after extensive engagements with banks and stakeholders like government failed, the banks proceeding with retrenchments: the union faced an unprecedented challenge and was on the defensive. This dissertation maps SASBO’s campaign around the 4IR, using the Power Resources Approach (PRA), and assesses its approach. It also tries to show how an analysis of a moderate, older white-collar union like SASBO enriches South African labour studies. A qualitative methodology was used in this research to understand the issue at hand, using documents and semi-structured interviews with SASBO National Executive Committee members. The key findings are that the 4IR will not spare white-collar jobs and presents an unprecedented challenge to unions. There is an urgent need for union revitalisation, including new ways to organise effective responses to technological change. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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The invisible teacher: The teacher envisaged in the Curriculum and Assessment Policy Statement (CAPS) English First Additional Language (EFAL) Further Education and Training (FET) Phase
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
- Full Text:
- Authors: Dowejko, Diane Agnieszka
- Date: 2022-10-14
- Subjects: Educational sociology South Africa , Systemic functional linguistics , Curriculum-based assessment South Africa , Linguistic analysis (Linguistics) , Educational evaluation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406714 , vital:70301
- Description: Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. There is a plethora of research on the relationship between the Curriculum and Assessment Policy Statement for English First Additional Language in the Further Education and Training Phase (CAPS-EFAL) and its impact on the learner in the classroom, but little evidence of research related to how curriculum documents envisage the teacher, and linguistic research pertaining to CAPS-EFAL. This research aims to use linguistic analysis to discover how the teacher is envisaged in this document, while speaking to the broader subject of the relationship between teacher and curriculum policy. This study adopts a framework which inspects this language using Systemic Functional Linguistics to analyse language in relation to its functions in social contexts, and the instructional knowledge built in CAPS-EFAL through applying elements of Legitimation Code Theory, analysing processes of knowledge production and recontextualisation. An investigation of the language revealed assumptions that the envisaged teacher is one who is already highly trained in aspects of language teaching and classroom methodology and pedagogy. While the analysis also revealed a high level of guidance for the teacher, there was a strong focus on the knowledge within the curriculum, and several assumptions made regarding the teacher’s prior knowledge before encountering or utilising the document. The analysis also revealed that CAPS-EFAL acknowledges that the teacher requires a sound knowledge of technical terminology related to language teaching, as well as general classroom pedagogies and routines. In addition, the document assumes that the disposition of the teacher is one who can make decisions without the need for absolute confirmation or authority from curriculum documentation. Overall, the analysis revealed an élite code in terms of Specialization; CAPS-EFAL is therefore based on the legitimacy of both specialised knowledge and the disposition of the teacher. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2022
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