An exploration of constructions of masculinity : a narrative study of young Zulu men's stories of 'being a man'
- Authors: Maxwell, Justin Kennedy
- Date: 2005
- Subjects: Masculinity -- South Africa -- KwaZulu-Natal , Men -- South Africa -- Psychology , Discourse analysis, Narrative -- Psychological aspects , Zulu (African people) -- Social life and customs , Men -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3251 , http://hdl.handle.net/10962/d1015763
- Description: Previously understood as a fixed and universal set of behaviours social constructionists are now arguing that masculinity is contextual and fluid, reflecting a multiplicity of different understandings. Within any 'cultural environment' the discourse of masculinity, culturally and historically bound, expresses attitudes and behaviours that shape the understanding of what it means to be a man. Adopting a narrative approach and analysis this research explores the stories of six Zulu men in seeking to elicit the aspects of their masculinity and show how these men negotiate an identity 'position' from the social narratives available to them. It was found that while the ideal Adult (responsible) man contrasts with the Young man's ('isoka' ) position there is a consistently hegemonic and patriarchal notion of masculinity.
- Full Text:
- Authors: Maxwell, Justin Kennedy
- Date: 2005
- Subjects: Masculinity -- South Africa -- KwaZulu-Natal , Men -- South Africa -- Psychology , Discourse analysis, Narrative -- Psychological aspects , Zulu (African people) -- Social life and customs , Men -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3251 , http://hdl.handle.net/10962/d1015763
- Description: Previously understood as a fixed and universal set of behaviours social constructionists are now arguing that masculinity is contextual and fluid, reflecting a multiplicity of different understandings. Within any 'cultural environment' the discourse of masculinity, culturally and historically bound, expresses attitudes and behaviours that shape the understanding of what it means to be a man. Adopting a narrative approach and analysis this research explores the stories of six Zulu men in seeking to elicit the aspects of their masculinity and show how these men negotiate an identity 'position' from the social narratives available to them. It was found that while the ideal Adult (responsible) man contrasts with the Young man's ('isoka' ) position there is a consistently hegemonic and patriarchal notion of masculinity.
- Full Text:
An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives
- Authors: Ngxata, Ncediwe Gratia
- Date: 2005
- Subjects: Blind -- Education -- South Africa -- Eastern Cape Blind children -- Education -- South Africa -- Eastern Cape Children with visual disabilities -- South Africa -- Eastern Cape Mainstreaming in education -- South Africa -- Eastern Cape People with visual disabilities -- Education -- South Africa -- Eastern Cape Inclusive education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape Parents of children with disabilities -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:5954 , http://hdl.handle.net/10962/d1008096
- Description: The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.
- Full Text:
- Authors: Ngxata, Ncediwe Gratia
- Date: 2005
- Subjects: Blind -- Education -- South Africa -- Eastern Cape Blind children -- Education -- South Africa -- Eastern Cape Children with visual disabilities -- South Africa -- Eastern Cape Mainstreaming in education -- South Africa -- Eastern Cape People with visual disabilities -- Education -- South Africa -- Eastern Cape Inclusive education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape Parents of children with disabilities -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:5954 , http://hdl.handle.net/10962/d1008096
- Description: The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.
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Consolidating democracy, building civil society : the South African Council of Churches in post-apartheid South Africa and its policy of critical solidarity with the state
- Authors: Joseph, Stacey-Leigh
- Date: 2005
- Subjects: South African Council of Churches Church and state -- South Africa Christianity and politics -- South Africa Apartheid -- Religious aspects -- South Africa AIDS (Disease) -- Government policy -- South Africa Debts, External -- South Africa South Africa -- Foreign relations -- Zimbabwe South Africa -- Politics and government -- 1994
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2874 , http://hdl.handle.net/10962/d1007957
- Description: The South African Council of Churches (SACC) played an extremely crucial role during the struggle against apartheid. The role of the SACC was first and foremost to provide a voice for the voiceless. It managed, among other tasks, to actively fill the void left by movements banned by the illegitimate apartheid government. As a result of its fight against the inequalities that existed in South Africa, its work adopted a political character. In the aftermath of post-apartheid South Africa, the SACC was left with the task of redefining its role within South African society and civil society, specifically. The euphoric sentiment in the mid-1990s was in part reflected in the SACC. However, the conclusion reached by the Council in 1995 was that it would also play a role of 'critical solidarity' which essentially meant that it would not shy away from attacking the government when the need arose. Since 1994, the South African government has implemented a number of policies that do not appear to be in the immediate interest of the majority of South African citizens atld have brought church and state into conflict. This thesis attempts to tackle three issues which are pertinent to the South African situation and which shed light on state-civil society interactions. These issues are HIV I Aids, the question of odious debt and the Zimbabwe crisis. By using both primary and secondary sources, the SACC's responses to government's handling of these matters will be compared with the responses of the South African Catholic Bishops Conference in order to determine their relationships with government. The conclusion of this investigation is that the SACC has in fact managed to maintain a position of critical solidarity. It has been faced with numerous challenges with regard to maintaining the fragile boundary of alliance with government on the one hand, and becoming anti-government on the other. However, by forming alliances with other civil society actors as well as fostering a relationship with government in order to facilitate mediation this dissertation argues that the SACC has become an essential member of South Africa's vibrant civil society.
- Full Text:
- Authors: Joseph, Stacey-Leigh
- Date: 2005
- Subjects: South African Council of Churches Church and state -- South Africa Christianity and politics -- South Africa Apartheid -- Religious aspects -- South Africa AIDS (Disease) -- Government policy -- South Africa Debts, External -- South Africa South Africa -- Foreign relations -- Zimbabwe South Africa -- Politics and government -- 1994
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2874 , http://hdl.handle.net/10962/d1007957
- Description: The South African Council of Churches (SACC) played an extremely crucial role during the struggle against apartheid. The role of the SACC was first and foremost to provide a voice for the voiceless. It managed, among other tasks, to actively fill the void left by movements banned by the illegitimate apartheid government. As a result of its fight against the inequalities that existed in South Africa, its work adopted a political character. In the aftermath of post-apartheid South Africa, the SACC was left with the task of redefining its role within South African society and civil society, specifically. The euphoric sentiment in the mid-1990s was in part reflected in the SACC. However, the conclusion reached by the Council in 1995 was that it would also play a role of 'critical solidarity' which essentially meant that it would not shy away from attacking the government when the need arose. Since 1994, the South African government has implemented a number of policies that do not appear to be in the immediate interest of the majority of South African citizens atld have brought church and state into conflict. This thesis attempts to tackle three issues which are pertinent to the South African situation and which shed light on state-civil society interactions. These issues are HIV I Aids, the question of odious debt and the Zimbabwe crisis. By using both primary and secondary sources, the SACC's responses to government's handling of these matters will be compared with the responses of the South African Catholic Bishops Conference in order to determine their relationships with government. The conclusion of this investigation is that the SACC has in fact managed to maintain a position of critical solidarity. It has been faced with numerous challenges with regard to maintaining the fragile boundary of alliance with government on the one hand, and becoming anti-government on the other. However, by forming alliances with other civil society actors as well as fostering a relationship with government in order to facilitate mediation this dissertation argues that the SACC has become an essential member of South Africa's vibrant civil society.
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Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
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