A case study of lessons learned through empowering and mobilizing unemployed youth into sustainable green jobs within the SANBI – Groen Sebenza partnership programme by a Host Institution in South Africa
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
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A sustainability practices educational intervention in response to environmental matters of concern amongst Makhanda youth
- Authors: Musiyiwa, Fungayi Lona
- Date: 2021-10-29
- Subjects: Sustainable living South Africa Makhanda , Social learning South Africa Makhanda , Eco clubs South Africa Makhanda , Environmental education Activity programs South Africa Makhanda , Youth in development South Africa Makhanda , Youth Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/188364 , vital:44747
- Description: This study responded to urbanisation as one of the challenges affecting youths’ lifestyles in this century. Children and youth around the world are living in overpopulated, polluted and unsafe environments which fail to produce opportunities for learning, play and recreation (World Health Organisation [WHO], 2017). This study explored these issues in the context of Makhanda with an intervention to engage youth in sustainability practices, to help them to strengthen sustainable lifestyles. The participants in this research were members of two eco-clubs from two schools in Makhanda ranging in age from 12-14 years (primary school) and 15-17 years (high school). The study explored how learning processes within a club intervention contributed to the well- being of participating youth and their capacity to live sustainable and fulfilling lives. The research explored (with participants) eight themes as matters of concern namely, ‘education’, ‘home-life’, ‘energy use’, ‘mobility’, ‘leisure and communication’, ‘waste’, ‘water’ and ‘food’. Detailed case narratives exploring Wals’ social learning stages were used to explore the themes. These themes were explored through photo narratives of the youths’ lives and matters of concern in sustainability issues, risks and practices emanating from the Makhanda context. The pedagogical framework for the intervention was guided by Wals’ social learning framework for mobilizing sustainability practices. Social learning interaction took place through all the stages of the framework and the challenges and potentials of the educational intervention were explored in relation to each stage. From the six themes suggested above the youth chose food and water as themes to take forward as a response project. The project pursued was a vegetable garden in which the youth were actively engaged in order to seek and try out sustainable ways of living. An interpretive approach was used within the interpretive paradigm. Qualitative data were generated through focus group discussions, observations, individual interviews and document analysis. Practice architectures theory was used analytically to explore the dynamics of the emergent sustainability practices initiated by the eco-club youth. I used it as a change method and a tool for initiating social learning actions for ‘sustainability practices’ projects. The study indicated that the youth’s key challenges affecting sustainability of their lifestyles are: lack of access to basic infrastructure, recreational facilities, electricity supply, transport, security and water. In this study, it was clear that much of the youth’s involvement in these matters of concern and sustainability issues was at the level of participating in the six themes through Wals’ social learning processes. This allowed youths to develop their knowledge and skills on how to participate in the gardening project rather than simply focusing on the environmental matters of concern in question. The Handprint Resource Books have been designed for educators who are looking for practical ideas to work with in the learning areas of the National Curriculum. The focus is on sustainability practices that can be taken up within the perspective that each learning area brings to environment and sustainability concerns. The use of the Handprint Resource Books promoted active youth participation and interaction encouraging youth to be reflective thinkers, which led to understanding of the issues and the sustainability practices that emerged during the discussions. The Handprint Resource Books focused on sustainability practices within the learning area of environment and sustainability concerns. Due to her facilitation skills, an environmental expert’s presentation on a sustainability topic enabled youths to select the intended project. The involvement of youth in the implementation of the vegetable garden as a sustainability practice empowered youth to be more confident in engaging in a collective action for change as they developed the capability to share and start their own vegetable gardens at their homes. , Thesis (MEd) -- Faculty of Education, Environmental Learning Research Centre, 2021
- Full Text:
- Authors: Musiyiwa, Fungayi Lona
- Date: 2021-10-29
- Subjects: Sustainable living South Africa Makhanda , Social learning South Africa Makhanda , Eco clubs South Africa Makhanda , Environmental education Activity programs South Africa Makhanda , Youth in development South Africa Makhanda , Youth Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/188364 , vital:44747
- Description: This study responded to urbanisation as one of the challenges affecting youths’ lifestyles in this century. Children and youth around the world are living in overpopulated, polluted and unsafe environments which fail to produce opportunities for learning, play and recreation (World Health Organisation [WHO], 2017). This study explored these issues in the context of Makhanda with an intervention to engage youth in sustainability practices, to help them to strengthen sustainable lifestyles. The participants in this research were members of two eco-clubs from two schools in Makhanda ranging in age from 12-14 years (primary school) and 15-17 years (high school). The study explored how learning processes within a club intervention contributed to the well- being of participating youth and their capacity to live sustainable and fulfilling lives. The research explored (with participants) eight themes as matters of concern namely, ‘education’, ‘home-life’, ‘energy use’, ‘mobility’, ‘leisure and communication’, ‘waste’, ‘water’ and ‘food’. Detailed case narratives exploring Wals’ social learning stages were used to explore the themes. These themes were explored through photo narratives of the youths’ lives and matters of concern in sustainability issues, risks and practices emanating from the Makhanda context. The pedagogical framework for the intervention was guided by Wals’ social learning framework for mobilizing sustainability practices. Social learning interaction took place through all the stages of the framework and the challenges and potentials of the educational intervention were explored in relation to each stage. From the six themes suggested above the youth chose food and water as themes to take forward as a response project. The project pursued was a vegetable garden in which the youth were actively engaged in order to seek and try out sustainable ways of living. An interpretive approach was used within the interpretive paradigm. Qualitative data were generated through focus group discussions, observations, individual interviews and document analysis. Practice architectures theory was used analytically to explore the dynamics of the emergent sustainability practices initiated by the eco-club youth. I used it as a change method and a tool for initiating social learning actions for ‘sustainability practices’ projects. The study indicated that the youth’s key challenges affecting sustainability of their lifestyles are: lack of access to basic infrastructure, recreational facilities, electricity supply, transport, security and water. In this study, it was clear that much of the youth’s involvement in these matters of concern and sustainability issues was at the level of participating in the six themes through Wals’ social learning processes. This allowed youths to develop their knowledge and skills on how to participate in the gardening project rather than simply focusing on the environmental matters of concern in question. The Handprint Resource Books have been designed for educators who are looking for practical ideas to work with in the learning areas of the National Curriculum. The focus is on sustainability practices that can be taken up within the perspective that each learning area brings to environment and sustainability concerns. The use of the Handprint Resource Books promoted active youth participation and interaction encouraging youth to be reflective thinkers, which led to understanding of the issues and the sustainability practices that emerged during the discussions. The Handprint Resource Books focused on sustainability practices within the learning area of environment and sustainability concerns. Due to her facilitation skills, an environmental expert’s presentation on a sustainability topic enabled youths to select the intended project. The involvement of youth in the implementation of the vegetable garden as a sustainability practice empowered youth to be more confident in engaging in a collective action for change as they developed the capability to share and start their own vegetable gardens at their homes. , Thesis (MEd) -- Faculty of Education, Environmental Learning Research Centre, 2021
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An analysis of selected Grade 8 mathematics teachers’ use of gestures as visualisation tools to support mathematical meaning-making
- Authors: Haipinge, David Tuhafeni
- Date: 2021-10-29
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Mathematics Study and teaching (Secondary) Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191969 , vital:45184
- Description: The purpose of this Namibian case study was to investigate how different types of gestures are used to support the construction of mathematical meaning making in teaching and learning. Gestures of three selected Grade 8 mathematics teachers were observed and analysed. This study was intended to answer the following research question: how do selected Grade 8 mathematics teachers use gestures as visualisation tools to support mathematical meaning making? The study was framed by an enactivist perspective and the research was oriented in the interpretive paradigm. Data were collected through video-recorded observations of three selected teachers and through stimulus recall interviews. In order to generate rich data and support validity, five lessons per selected teacher were video recorded. The study found that the participating teachers incorporated a variety of mathematical gestures into their lessons in order to support and provide mathematical meaning. Further, this study found that gestures facilitated meaning making in mathematics. The findings in the study suggest a need for mathematics teachers to be trained in using gestures appropriately to communicate mathematically in their lessons. In addition, this study discovered a new type of gesture – the overlapping gesture in addition to McNeill's (1992) types, namely: pointing gestures, metaphor gestures, beating gestures and iconic gestures. This case study also showed that the more experienced the teachers are, the more mathematical gestures they produce during their mathematics lessons. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Haipinge, David Tuhafeni
- Date: 2021-10-29
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Mathematics Study and teaching (Secondary) Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191969 , vital:45184
- Description: The purpose of this Namibian case study was to investigate how different types of gestures are used to support the construction of mathematical meaning making in teaching and learning. Gestures of three selected Grade 8 mathematics teachers were observed and analysed. This study was intended to answer the following research question: how do selected Grade 8 mathematics teachers use gestures as visualisation tools to support mathematical meaning making? The study was framed by an enactivist perspective and the research was oriented in the interpretive paradigm. Data were collected through video-recorded observations of three selected teachers and through stimulus recall interviews. In order to generate rich data and support validity, five lessons per selected teacher were video recorded. The study found that the participating teachers incorporated a variety of mathematical gestures into their lessons in order to support and provide mathematical meaning. Further, this study found that gestures facilitated meaning making in mathematics. The findings in the study suggest a need for mathematics teachers to be trained in using gestures appropriately to communicate mathematically in their lessons. In addition, this study discovered a new type of gesture – the overlapping gesture in addition to McNeill's (1992) types, namely: pointing gestures, metaphor gestures, beating gestures and iconic gestures. This case study also showed that the more experienced the teachers are, the more mathematical gestures they produce during their mathematics lessons. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Exploring visual probability teaching strategies for enhancing mathematical thinking in grade 11 classrooms
- Nghidinwa, Lavinia Tangi-Jehova
- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Potential of the Gravel Filter Towers, Pilot-scale Filter system and Biochar/Clay adsorbents for Bio-Physicochemical remediation and Desalination of greywater
- Authors: Bani, Siphumze
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/188375 , vital:44748
- Description: Thesis embargoed until 2023 , Thesis (MSc) -- Faculty of Science, Rhodes University Biotechnology Innovation Centre, 2021
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- Authors: Bani, Siphumze
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/188375 , vital:44748
- Description: Thesis embargoed until 2023 , Thesis (MSc) -- Faculty of Science, Rhodes University Biotechnology Innovation Centre, 2021
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Queer as Africa: Representations of queer lives in selected Nigerian, Kenyan, and South African literature and film
- Authors: Wilson, Jon Stephen Edward
- Date: 2021-10-29
- Subjects: Africans in literature , Africans in motion pictures , Homosexuality in literature , Homosexuality in motion pictures , Sexual minorities in literature , Sexual minorities in motion pictures , African literature History and criticism , Motion pictures, African History and criticism , Sexual minorities South Africa Public opinion , Sexual minorities Kenya Public opinion , Sexual minorities Nigeria Public opinion , Sexual minorities South Africa Social conditions , Sexual minorities Kenya Social conditions , Sexual minorities Nigeria Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/187428 , vital:44651
- Description: This thesis contests the notion that nonnormative sexualities are ‘un-African’ by examining a range of representations of queer African lives on film and in literature, produced by Africans for Africans, as a means to interrogate the role played by the interconnected histories of colonialism, religion, and the policing of queer intimacy, specifically in Kenya, Nigeria, and South Africa. Through a close reading of a selection of texts from these three countries, this thesis takes a cultural-historical approach to exploring the complex struggles engaged in by queer people in Africa to protections under the law, and to represent themselves in literary and cinematic narratives. The first chapter is focused on the Kenyan film Rafiki (2018), directed by Wanuri Kahiu, which tells the story of queer love between two young Kenyan women who face the vehement condemnation of their relationship from their homophobic community. The film was banned in Kenya, but the director was granted a temporary injunction by Kenya’s high court in order for it to be screened in Nairobi. This made Rafiki the first queer film ever to be screened in Kenya, and viable for an Academy Award nomination. The second chapter focuses on the bold assertion of a queer African identity through the short story collections Queer Africa: New and Collected Fiction (2013) and Queer Africa 2: New Stories (2017). Written by various authors from the African continent, and compiled and edited by Karen Martin and Makhosazana Xaba, both collections offer a wide variety of fictional narratives focused on queer experiences in Africa. The second chapter has a focus on stories from Kenyan and Nigerian authors and explores notions of home, queer belonging, and visibility. The third chapter presents a close reading of the South African film Inxeba (2017), also known as The Wound, directed by John Trengove and adapted by Trengove and Thando Mgqolozana from Mgqolozana’s novel, A Man Who Is Not A Man (2009). The film depicts the traditional Xhosa initiation ritual, ulwaluko, and is set in the rural Eastern Cape. Inxeba is an important case study in the history of queer representation in Africa, as the film hit a nerve with many, interrogating what South Africans believe about culture, traditions, masculinity, and the right of artists to represent sacred ritual in art. This thesis pays attention to the historical entanglements between homophobia, imperialism, and Christianity – relationships that continue to affect the experiences of queer people in Africa and attitudes towards them and interrogates why queer individuals are still being left out of efforts towards creating a new normal in postcolonial Africa. This thesis suggests that increased visibility is a key aspect of queer activism in Africa – through the act of representation, sharing lived experiences, and telling queer stories. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
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- Authors: Wilson, Jon Stephen Edward
- Date: 2021-10-29
- Subjects: Africans in literature , Africans in motion pictures , Homosexuality in literature , Homosexuality in motion pictures , Sexual minorities in literature , Sexual minorities in motion pictures , African literature History and criticism , Motion pictures, African History and criticism , Sexual minorities South Africa Public opinion , Sexual minorities Kenya Public opinion , Sexual minorities Nigeria Public opinion , Sexual minorities South Africa Social conditions , Sexual minorities Kenya Social conditions , Sexual minorities Nigeria Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/187428 , vital:44651
- Description: This thesis contests the notion that nonnormative sexualities are ‘un-African’ by examining a range of representations of queer African lives on film and in literature, produced by Africans for Africans, as a means to interrogate the role played by the interconnected histories of colonialism, religion, and the policing of queer intimacy, specifically in Kenya, Nigeria, and South Africa. Through a close reading of a selection of texts from these three countries, this thesis takes a cultural-historical approach to exploring the complex struggles engaged in by queer people in Africa to protections under the law, and to represent themselves in literary and cinematic narratives. The first chapter is focused on the Kenyan film Rafiki (2018), directed by Wanuri Kahiu, which tells the story of queer love between two young Kenyan women who face the vehement condemnation of their relationship from their homophobic community. The film was banned in Kenya, but the director was granted a temporary injunction by Kenya’s high court in order for it to be screened in Nairobi. This made Rafiki the first queer film ever to be screened in Kenya, and viable for an Academy Award nomination. The second chapter focuses on the bold assertion of a queer African identity through the short story collections Queer Africa: New and Collected Fiction (2013) and Queer Africa 2: New Stories (2017). Written by various authors from the African continent, and compiled and edited by Karen Martin and Makhosazana Xaba, both collections offer a wide variety of fictional narratives focused on queer experiences in Africa. The second chapter has a focus on stories from Kenyan and Nigerian authors and explores notions of home, queer belonging, and visibility. The third chapter presents a close reading of the South African film Inxeba (2017), also known as The Wound, directed by John Trengove and adapted by Trengove and Thando Mgqolozana from Mgqolozana’s novel, A Man Who Is Not A Man (2009). The film depicts the traditional Xhosa initiation ritual, ulwaluko, and is set in the rural Eastern Cape. Inxeba is an important case study in the history of queer representation in Africa, as the film hit a nerve with many, interrogating what South Africans believe about culture, traditions, masculinity, and the right of artists to represent sacred ritual in art. This thesis pays attention to the historical entanglements between homophobia, imperialism, and Christianity – relationships that continue to affect the experiences of queer people in Africa and attitudes towards them and interrogates why queer individuals are still being left out of efforts towards creating a new normal in postcolonial Africa. This thesis suggests that increased visibility is a key aspect of queer activism in Africa – through the act of representation, sharing lived experiences, and telling queer stories. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
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Re-imagining the use of the abacus as a visualization tool to develop number sense in Grade 3 learners
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
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The Relationship between capital adequacy and profitability under Basel III in the Namibian banking sector
- Authors: Pomuti, Esther Kaulinawa
- Date: 2021-10-29
- Subjects: Banks and banking Namibia , Banks and banking, International Law and legislation , Bank capital Law and legislation Namibia , Rate of return Namibia , Basle Committee on Banking Supervision , Ratio analysis , Basel III (2010)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191909 , vital:45178
- Description: Globally, capital adequacy is one of the most central topics for both regulatory authorities and banks. It promotes stability and intends to reduce bank insolvency. It also represents the most important element of banks’ profitability (Profits are the first line of defense against losses from credit loss in a bank). After the collapse of Bretton Woods in 1973, many banks incurred large foreign currency losses, with Banks outside Germany having taken heavy losses on their unsettled trades with Herstatt Bank in Cologne, West Germany, when it collapsed in June 1974. This study empirically tests the relationship between changes in the capital adequacy ratio under Basel III and return on equity (ROE) of the Namibian banking sector and whether such relationships exist in the short run or long run. The study used panel quarterly data for a sample of three Namibian commercial banks from the year 1999 to 2019.It employed one panel unit root tests namely: Im, Pesaran and Shin W-stat (IPS). To test the existence of a long-run relationship (equilibrium) or effect between the dependent and independent variables, the study employed the Panel Co-integration methods using Pedroni and Kao (Engle-Granger based) tests. The study carried out the Hausman test to determine the best approach for analysis and determined the PMG approach to be the preferable model for analysis. Various diagnostic tests such as multicollinearity through the correlation analysis, autocorrelation, and heteroscedasticity and cross-sectional dependence tests were carried out to determine if the data set is well-modelled and if the results can be taken seriously. The study’s results under the PMG model showed that ROE and CAR have a positive significant relationship in the short run. A dummy variable to capture the connection between ROE and CAR before and after BASEL III shows that the relationship is positive and significant indicating that ROE increases more when there is capital regulation than when there is no capital regulation. The study also concluded that there is no long run relationship between CAR and ROE. Finally, the interaction effect between the dummy variable and CAR is negative but significant and thus indicating that the positive relationship does not persist post Basel III. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Authors: Pomuti, Esther Kaulinawa
- Date: 2021-10-29
- Subjects: Banks and banking Namibia , Banks and banking, International Law and legislation , Bank capital Law and legislation Namibia , Rate of return Namibia , Basle Committee on Banking Supervision , Ratio analysis , Basel III (2010)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191909 , vital:45178
- Description: Globally, capital adequacy is one of the most central topics for both regulatory authorities and banks. It promotes stability and intends to reduce bank insolvency. It also represents the most important element of banks’ profitability (Profits are the first line of defense against losses from credit loss in a bank). After the collapse of Bretton Woods in 1973, many banks incurred large foreign currency losses, with Banks outside Germany having taken heavy losses on their unsettled trades with Herstatt Bank in Cologne, West Germany, when it collapsed in June 1974. This study empirically tests the relationship between changes in the capital adequacy ratio under Basel III and return on equity (ROE) of the Namibian banking sector and whether such relationships exist in the short run or long run. The study used panel quarterly data for a sample of three Namibian commercial banks from the year 1999 to 2019.It employed one panel unit root tests namely: Im, Pesaran and Shin W-stat (IPS). To test the existence of a long-run relationship (equilibrium) or effect between the dependent and independent variables, the study employed the Panel Co-integration methods using Pedroni and Kao (Engle-Granger based) tests. The study carried out the Hausman test to determine the best approach for analysis and determined the PMG approach to be the preferable model for analysis. Various diagnostic tests such as multicollinearity through the correlation analysis, autocorrelation, and heteroscedasticity and cross-sectional dependence tests were carried out to determine if the data set is well-modelled and if the results can be taken seriously. The study’s results under the PMG model showed that ROE and CAR have a positive significant relationship in the short run. A dummy variable to capture the connection between ROE and CAR before and after BASEL III shows that the relationship is positive and significant indicating that ROE increases more when there is capital regulation than when there is no capital regulation. The study also concluded that there is no long run relationship between CAR and ROE. Finally, the interaction effect between the dummy variable and CAR is negative but significant and thus indicating that the positive relationship does not persist post Basel III. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
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What is political corruption?: A philosophical analysis
- Authors: Onah, Gideon Owogeka
- Date: 2021-10-29
- Subjects: Political corruption , Political ethics , Political science Philosophy , Philp, Mark , Thompson, Dennis F (Dennis Frank), 1940- , Miller, Seumas
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192298 , vital:45213
- Description: The concept of political corruption is crucial in political discourses. Since the 1990s, there has been a massive resurgence of focus on political corruption. Definitional accounts of the concept have been proposed. This work is a critique of the accounts that have since been provided. I argue that these definitions are inadequate, offering an alternative. The predominant definition of the concept is that it refers to public officials’ violations of public office rules due to their respective interests in private gain. I consider this wrong for three reasons. First, politics includes more than the activities of public officials. Second, that is not the only behaviour that is contrary to the moral imperatives of politics. Third, the lack of political integrity is not just about acting wrongly. It also includes the possession of political vices. Observing the inadequacy of the dominant perspective, Seumas Miller offers a more comprehensive definition. He defines political corruption as any act that despoils the moral character of political actors and undermines the processes and purposes of legitimate political institutions. However, his definition is also insufficient. First, he includes some immoral non-political acts as examples of political corruption, although he agrees that political corruption entails immorality in politics. Second, he unjustifiably excludes some immoral political actions as denoting political corruption. In contrast, I define political corruption as possessing political vices or acting contrary to moral, political imperatives. This definition is a comprehensive reflection of what it means to lack political integrity. My thesis begins with a critical account of politics and its moral imperatives. That is the criteria for determining what political corruption is. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Authors: Onah, Gideon Owogeka
- Date: 2021-10-29
- Subjects: Political corruption , Political ethics , Political science Philosophy , Philp, Mark , Thompson, Dennis F (Dennis Frank), 1940- , Miller, Seumas
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192298 , vital:45213
- Description: The concept of political corruption is crucial in political discourses. Since the 1990s, there has been a massive resurgence of focus on political corruption. Definitional accounts of the concept have been proposed. This work is a critique of the accounts that have since been provided. I argue that these definitions are inadequate, offering an alternative. The predominant definition of the concept is that it refers to public officials’ violations of public office rules due to their respective interests in private gain. I consider this wrong for three reasons. First, politics includes more than the activities of public officials. Second, that is not the only behaviour that is contrary to the moral imperatives of politics. Third, the lack of political integrity is not just about acting wrongly. It also includes the possession of political vices. Observing the inadequacy of the dominant perspective, Seumas Miller offers a more comprehensive definition. He defines political corruption as any act that despoils the moral character of political actors and undermines the processes and purposes of legitimate political institutions. However, his definition is also insufficient. First, he includes some immoral non-political acts as examples of political corruption, although he agrees that political corruption entails immorality in politics. Second, he unjustifiably excludes some immoral political actions as denoting political corruption. In contrast, I define political corruption as possessing political vices or acting contrary to moral, political imperatives. This definition is a comprehensive reflection of what it means to lack political integrity. My thesis begins with a critical account of politics and its moral imperatives. That is the criteria for determining what political corruption is. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
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“Un-silencing queer Nigeria”: Representations of queerness in contemporary Nigerian fiction
- Authors: Akram, Tahzeeb
- Date: 2021-10-29
- Subjects: Heterosexism in literature , Patriarchy in literature , Homophobia in literature , Sexual minorities in literature , Nigerian literature 21st century History and criticism , Queer theory Nigeria , Gender identity Law and legislation Nigeria , Gender identity Religious aspects , Sexual minorities Nigeria Social conditions , Nigeria. Same Sex Marriage (Prohibition) Act, 2013
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190668 , vital:45016
- Description: This thesis analyses contemporary queer Nigerian fiction, particularly queer representations regarding law, religion and culture in Nigeria’s heteropatriarchal and queerphobic society. I explore a number of authors’ use of different literary forms and platforms to promote and represent non-conforming genders and sexualities in queerphobic Nigeria. These narratives show queer people navigating the heteronormative society vis-à-vis marriage, family, intimacy, work, violence and rights activism. I draw on Western and African gender and queer theories for the concepts, definitions and critical terminologies used in this thesis. African queer theorists and activists are highlighted for their reclaiming queer history from among the early records in Africa as well as contemporary queer Nigerian literature and activism. Religion and queerness are crucial themes in Chinelo Okparanta’s same sex women’s novel, Under the Udala Trees. Using queer African Christian theology against Nigeria’s conservative socio-religious setting, I demonstrate that queerness is not a threat to Nigerian’s Christian faith, and that mutual coexistence of queer sexuality and Christianity advances queer rights in that society. Nnanna Ikpo’s Fimí Sílẹ̀ Forever: Heaven gave it to me’s problematises heteronormative masculinities and the manufacturing of heteropatriarchy and queer masculinities in Nigeria. I examine the protagonists who are both victims of and perpetrators in their queerphobic society. The socio-legal focus I employ examines the impact of the 2014 Same Sex Marriage Prohibition Act on Nigeria’s already marginalised and oppressed queer community. There are vast opportunities for queer Nigerian artists to create, publish and promote queer identities in the safe and enabling space of online platforms via physical distancing between the queer community and the queerphobic society. From the digitally published 14: An Anthology of Queer Art’s two volumes, five short stories are analysed regarding different forms of intimacies in queer men’s relationships. These queer contemporary fiction writers offer complex representations of queerness within Nigeria’s heteropatriarchal and queerphobic society that polices non-normative bodies through religion, culture and the law. Such literary texts, digital literary platforms and activism vitally provide queer Nigerians a progressive space to assert queer presence, voices lives and rights to educating and re-socialising their society towards humaneness. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
- Full Text:
- Authors: Akram, Tahzeeb
- Date: 2021-10-29
- Subjects: Heterosexism in literature , Patriarchy in literature , Homophobia in literature , Sexual minorities in literature , Nigerian literature 21st century History and criticism , Queer theory Nigeria , Gender identity Law and legislation Nigeria , Gender identity Religious aspects , Sexual minorities Nigeria Social conditions , Nigeria. Same Sex Marriage (Prohibition) Act, 2013
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190668 , vital:45016
- Description: This thesis analyses contemporary queer Nigerian fiction, particularly queer representations regarding law, religion and culture in Nigeria’s heteropatriarchal and queerphobic society. I explore a number of authors’ use of different literary forms and platforms to promote and represent non-conforming genders and sexualities in queerphobic Nigeria. These narratives show queer people navigating the heteronormative society vis-à-vis marriage, family, intimacy, work, violence and rights activism. I draw on Western and African gender and queer theories for the concepts, definitions and critical terminologies used in this thesis. African queer theorists and activists are highlighted for their reclaiming queer history from among the early records in Africa as well as contemporary queer Nigerian literature and activism. Religion and queerness are crucial themes in Chinelo Okparanta’s same sex women’s novel, Under the Udala Trees. Using queer African Christian theology against Nigeria’s conservative socio-religious setting, I demonstrate that queerness is not a threat to Nigerian’s Christian faith, and that mutual coexistence of queer sexuality and Christianity advances queer rights in that society. Nnanna Ikpo’s Fimí Sílẹ̀ Forever: Heaven gave it to me’s problematises heteronormative masculinities and the manufacturing of heteropatriarchy and queer masculinities in Nigeria. I examine the protagonists who are both victims of and perpetrators in their queerphobic society. The socio-legal focus I employ examines the impact of the 2014 Same Sex Marriage Prohibition Act on Nigeria’s already marginalised and oppressed queer community. There are vast opportunities for queer Nigerian artists to create, publish and promote queer identities in the safe and enabling space of online platforms via physical distancing between the queer community and the queerphobic society. From the digitally published 14: An Anthology of Queer Art’s two volumes, five short stories are analysed regarding different forms of intimacies in queer men’s relationships. These queer contemporary fiction writers offer complex representations of queerness within Nigeria’s heteropatriarchal and queerphobic society that polices non-normative bodies through religion, culture and the law. Such literary texts, digital literary platforms and activism vitally provide queer Nigerians a progressive space to assert queer presence, voices lives and rights to educating and re-socialising their society towards humaneness. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
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