The potential conflict of interest associated with the management of Rosa rubiginos L. (Rosehip) in South Africa
- Authors: Westwood, Timothy
- Date: 2021
- Subjects: Invasive plants -- South Africa , Biological invasions -- Economic aspects , Rose hips -- Economic aspects -- South Africa , Roses -- South Africa , Rose culture -- Economic aspects -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/172458 , vital:42204
- Description: Rosa rubiginosa L. is a category 1b invasive plant species in South Africa and must be controlled according to NEM:BA. However, R. rubiginosa has the potential to provide economic benefit in South Africa due to the expanding market for the shrubs fruit, rosehips. The shrub is not permitted to be cultivated in South Africa due to legislation, limiting the economic potential as the rosehips are only able to be collected from wild R. rubiginosa shrubs. In order to expand the rosehip market in South Africa a downgrade or removal of R. rubiginosa from the invasive species list would be required, as wild harvest is limited. This study aims to assess the benefits and cost associated with R. rubiginosa in order to determine whether the legislation should be altered allowing for the cultivation of the shrub in South Africa. Due to the limited literature surrounding R. rubiginosa three different questionnaires and a case study were used in order to assess the benefits and negatives associated with the shrub. Experts in the field of invasion biology were surveyed to bridge the gap in the R. rubiginosa literature. Landowners, where the shrub is abundant, were surveyed to determine the negative impacts of R. rubiginosa. Rosehip companies were surveyed in order to determine the current size and potential of the R. rubiginosa (rosehip) market. The case study looked at how a rosehip company would benefit if R. rubiginosa was allowed to be cultivated in South Africa. The study found R. rubiginosa to have great economic potential and market growth, with very little negative economic impact. The case study showed that one rosehip company would grow from 1500 tons of raw rosehip to 20 000 tons if cultivation was allowed, resulting in a growth in turnover from R57 million to R760 million ($1=R14.8). The findings in the study show that R. rubiginosa does not significantly affect landowners where it is abundant. Therefore, it is suggested that a change to the legislation should be considered allowing for the cultivation of R. rubiginosa should be implemented.
- Full Text:
- Date Issued: 2021
- Authors: Westwood, Timothy
- Date: 2021
- Subjects: Invasive plants -- South Africa , Biological invasions -- Economic aspects , Rose hips -- Economic aspects -- South Africa , Roses -- South Africa , Rose culture -- Economic aspects -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/172458 , vital:42204
- Description: Rosa rubiginosa L. is a category 1b invasive plant species in South Africa and must be controlled according to NEM:BA. However, R. rubiginosa has the potential to provide economic benefit in South Africa due to the expanding market for the shrubs fruit, rosehips. The shrub is not permitted to be cultivated in South Africa due to legislation, limiting the economic potential as the rosehips are only able to be collected from wild R. rubiginosa shrubs. In order to expand the rosehip market in South Africa a downgrade or removal of R. rubiginosa from the invasive species list would be required, as wild harvest is limited. This study aims to assess the benefits and cost associated with R. rubiginosa in order to determine whether the legislation should be altered allowing for the cultivation of the shrub in South Africa. Due to the limited literature surrounding R. rubiginosa three different questionnaires and a case study were used in order to assess the benefits and negatives associated with the shrub. Experts in the field of invasion biology were surveyed to bridge the gap in the R. rubiginosa literature. Landowners, where the shrub is abundant, were surveyed to determine the negative impacts of R. rubiginosa. Rosehip companies were surveyed in order to determine the current size and potential of the R. rubiginosa (rosehip) market. The case study looked at how a rosehip company would benefit if R. rubiginosa was allowed to be cultivated in South Africa. The study found R. rubiginosa to have great economic potential and market growth, with very little negative economic impact. The case study showed that one rosehip company would grow from 1500 tons of raw rosehip to 20 000 tons if cultivation was allowed, resulting in a growth in turnover from R57 million to R760 million ($1=R14.8). The findings in the study show that R. rubiginosa does not significantly affect landowners where it is abundant. Therefore, it is suggested that a change to the legislation should be considered allowing for the cultivation of R. rubiginosa should be implemented.
- Full Text:
- Date Issued: 2021
The relationship between organisational leadership and job satisfaction of three generational age groups in a school context
- Haasbroek, Juan Gert Diedericks
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
- Full Text:
- Date Issued: 2021
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
- Full Text:
- Date Issued: 2021
Towards the development of a pro-environmental strategy for improving catch-and-release behaviour in recreational fisheries – a case study on a competitive South African angling body
- Authors: Mannheim, Samantha L
- Date: 2021
- Subjects: Fishing -- Environmental aspects -- South Africa , Fishing -- South Africa , Fishers -- Attitudes -- South Africa , Fishers -- Attitudes -- South Africa -- Cast studies , Fishes -- Conservation -- South Africa , Rock and Surf Super Pro League , Southern African Fisheries Ecology Research Lab
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/171862 , vital:42133
- Description: Catch-and-release (C&R) is becoming increasingly popular in recreational fisheries with the potential to contribute towards conserving the oceans limited fish stocks. Several studies have highlighted high rates of mortality and many sub-lethal effects which ultimately have a negative impact on fish population viability. With poorly developed handling practices, the fish that are released suffer the consequences of physical and physiological stress and do not always survive, thus making the ethics of C&R fishing questionable. Many studies have contributed to our understanding of the factors that influence the fate of fish released by anglers. Despite this, few interventions have been able to improve angler C&R behaviour. Pro-environmental behavioural strategies however hold some potential for improving angler C&R behaviour. To test their potential, we partnered with the South African Rock and Surf Super Pro League (RASSPL Africa), the biggest exclusively C&R competitive shore-based angling league in South Africa. The first two years (2013 and 2014) of the partnership were purely focused on building trust and relationships and making observations on angler behaviour. In 2015, we collected baseline data on angler behaviour and fish health during the RASSPL national fishing competition. This was followed by comparable data collection at the following two national competitions in 2016 and 2017 after the introduction of a combination of pro- environmental behaviour interventions, including rule changes, improving angler knowledge, behavioural modelling, rewards, penalties and feedback to improve C&R behaviour. There were significant improvements in angler behaviour, including a decline in total air exposure from 101.93s ± 64.34 in 2015 to 77.37s ± 60.52 in 2017 (F(2,618) = 9.27, P < 0.01), and the time taken for an angler to place their fish into a bucket declined from 105.86s ± 69.47 in 2015 to 23.05s ± 24.13 in 2017 (F(2,556) = 158.71, P < 0.01). There were also improvements in the health of the fish, with a decline in the blood lactate concentration and mean reflex action mortality predictor (RAMP’s) scores for the dominant species, Diplodus capensis (lactate – 9.46 ± 3.80 mmol.l-1 in 2015 and 6.69 ± 2.99 mmol.l-1 in 2017, RAMP – 0.28 ± 0.22 in 2015 and 0.19 ± 0.17 in 2017), and Haploblapharus fuscus (lactate – 4.25 ± 1.89 mmol.l-1 in 2015 and 1.76 ± 0.78 mmol.l-1in 2017, RAMP – 0.15 ± 0.18 in 2015 and 0 ± 0 in 2017). In 2018, surveys were conducted to gain insight into angler demographics and external (social, economic, cultural and institutional) and internal factors (knowledge and awareness, motivations, attitudes and perceptions) associated with the RASSPL anglers. Surveys were also designed to assist in identifying what components were key drivers behind the angler’s behavioural changes. The demographic characteristics of RASSPL anglers were not dissimilar from the general recreational angling public in South Africa, suggesting that this kind of intervention may have potential at a broader scale. In terms of the drivers of behavioural change, the surveys revealed that 68% of respondents strongly agreed that the structural rule changes contributed to their improved behaviour. This was followed by the educational presentations (66% of the respondents) and modelling / demonstrative videos (59% of the respondents). The conservation prizes were considered less effective, with only 27% of anglers strongly agreeing that this intervention improved their C&R behaviour. Overall this study has demonstrated that it is possible to improve the C&R behaviour of anglers in a competitive setting, with the most effective component of the intervention being the use of rule changes (structural approach). These findings suggest that proenvironmental strategies hold potential for improving the C&R behaviour of anglers and the health of released fishes. It is suggested that interventions to improve C&R behaviour should aim to develop long-term relationships, and implement a broad range of well communicated strategies based on reliable data and sound rationality. Key words: marine shore-based fisheries; community engagement; pro- environmental behaviour; behavioural intervention.
- Full Text:
- Date Issued: 2021
- Authors: Mannheim, Samantha L
- Date: 2021
- Subjects: Fishing -- Environmental aspects -- South Africa , Fishing -- South Africa , Fishers -- Attitudes -- South Africa , Fishers -- Attitudes -- South Africa -- Cast studies , Fishes -- Conservation -- South Africa , Rock and Surf Super Pro League , Southern African Fisheries Ecology Research Lab
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/171862 , vital:42133
- Description: Catch-and-release (C&R) is becoming increasingly popular in recreational fisheries with the potential to contribute towards conserving the oceans limited fish stocks. Several studies have highlighted high rates of mortality and many sub-lethal effects which ultimately have a negative impact on fish population viability. With poorly developed handling practices, the fish that are released suffer the consequences of physical and physiological stress and do not always survive, thus making the ethics of C&R fishing questionable. Many studies have contributed to our understanding of the factors that influence the fate of fish released by anglers. Despite this, few interventions have been able to improve angler C&R behaviour. Pro-environmental behavioural strategies however hold some potential for improving angler C&R behaviour. To test their potential, we partnered with the South African Rock and Surf Super Pro League (RASSPL Africa), the biggest exclusively C&R competitive shore-based angling league in South Africa. The first two years (2013 and 2014) of the partnership were purely focused on building trust and relationships and making observations on angler behaviour. In 2015, we collected baseline data on angler behaviour and fish health during the RASSPL national fishing competition. This was followed by comparable data collection at the following two national competitions in 2016 and 2017 after the introduction of a combination of pro- environmental behaviour interventions, including rule changes, improving angler knowledge, behavioural modelling, rewards, penalties and feedback to improve C&R behaviour. There were significant improvements in angler behaviour, including a decline in total air exposure from 101.93s ± 64.34 in 2015 to 77.37s ± 60.52 in 2017 (F(2,618) = 9.27, P < 0.01), and the time taken for an angler to place their fish into a bucket declined from 105.86s ± 69.47 in 2015 to 23.05s ± 24.13 in 2017 (F(2,556) = 158.71, P < 0.01). There were also improvements in the health of the fish, with a decline in the blood lactate concentration and mean reflex action mortality predictor (RAMP’s) scores for the dominant species, Diplodus capensis (lactate – 9.46 ± 3.80 mmol.l-1 in 2015 and 6.69 ± 2.99 mmol.l-1 in 2017, RAMP – 0.28 ± 0.22 in 2015 and 0.19 ± 0.17 in 2017), and Haploblapharus fuscus (lactate – 4.25 ± 1.89 mmol.l-1 in 2015 and 1.76 ± 0.78 mmol.l-1in 2017, RAMP – 0.15 ± 0.18 in 2015 and 0 ± 0 in 2017). In 2018, surveys were conducted to gain insight into angler demographics and external (social, economic, cultural and institutional) and internal factors (knowledge and awareness, motivations, attitudes and perceptions) associated with the RASSPL anglers. Surveys were also designed to assist in identifying what components were key drivers behind the angler’s behavioural changes. The demographic characteristics of RASSPL anglers were not dissimilar from the general recreational angling public in South Africa, suggesting that this kind of intervention may have potential at a broader scale. In terms of the drivers of behavioural change, the surveys revealed that 68% of respondents strongly agreed that the structural rule changes contributed to their improved behaviour. This was followed by the educational presentations (66% of the respondents) and modelling / demonstrative videos (59% of the respondents). The conservation prizes were considered less effective, with only 27% of anglers strongly agreeing that this intervention improved their C&R behaviour. Overall this study has demonstrated that it is possible to improve the C&R behaviour of anglers in a competitive setting, with the most effective component of the intervention being the use of rule changes (structural approach). These findings suggest that proenvironmental strategies hold potential for improving the C&R behaviour of anglers and the health of released fishes. It is suggested that interventions to improve C&R behaviour should aim to develop long-term relationships, and implement a broad range of well communicated strategies based on reliable data and sound rationality. Key words: marine shore-based fisheries; community engagement; pro- environmental behaviour; behavioural intervention.
- Full Text:
- Date Issued: 2021
“Munhu wese ihama yako (everyone is your relative)”: Ubuntu and the social inclusion of students with disabilities at South African universities
- Authors: Chiwandire, Desire
- Date: 2021
- Subjects: College students with disabilities -- Education -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170578 , vital:41938 , 10.21504/10962/170578
- Description: Background: During apartheid, South African students with disabilities (SWDs) were educated in special schools and taught an inferior curriculum. Black learners with disabilities were discriminated against on grounds of both race and disability. Following South Africa’s first democratic election in 1994, the African National Congress (ANC) government put in place arrange of new laws to address the educational and other needs of those disadvantaged under apartheid, including persons with disabilities (PWDs). The South African government is a signatory of the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which has resulted in the country assuming obligations to promote inclusive education for ASWDs. However, research (see, for instance, Chiwandire & Vincent 2019; Chiwandire 2019; Mutanga 2019; Majoko & Phasha 2018; Mutanga et al. 2018; Mutanga 2017a; Chiwandire 2017; Israel 2017) has shown that SWDs continue to fare differently in comparison to their non-disabled peers in terms of participation in education with the likelihood of success. Higher education institutions (HEIs) have thus been urged to create conducive environments for the academic inclusion of SWDs with particular attention being paid to lecturers employing inclusive instructional strategies as well as flexible curricula, if they are to ensure the equal opportunity for academic success of SWDs in the regular classroom setting. The focus, to date, on academic inclusion, while important, has meant that issues relating to the social inclusion of SWDs have received minimal attention. Purpose: To date, there is a dearth of South African studies which have investigated the social inclusion needs of SWDs on South African campuses. Although a number of studies have given voice to the perspectives of SWDs and lecturers, with respect to their experiences in relation to matters of academic inclusion in South African higher education (HE), few have focused on Disability Unit Staff Members(DUSMs) who are pivotal to ensuring fair and equitable policies and practices for SWDs in HEIs. Disability Studies (DS) as a field has been criticised for being dominated by voices from the Global North, which fail to consider or effectively theorise Global South disability experiences in a contextually relevant way. The thesis argues that the failure to recognise the value of diversity and to treat SWDs as valued and welcomed participants in South African HEIs partly stems from policy, practice and relationships being informed by the Western individualist paradigm that prizes individual achievement and success rather than cooperation and mutuality. The African philosophy of Ubuntu, which stresses values of communalism, hospitality and respect for human dignity is offered here as an alternative starting point for achieving genuinely inclusive campuses. Methods: In-depth face-to-face qualitative interviews were conducted with 40 participants, most of whom were, at the time of being interviewed, Heads of Disability Units and DUSMs based at 10 different universities in four of South Africa’s nine provinces. Data were coded and analysed using Braun & Clarke’s (2006) method of inductive and deductive thematic analysis. Results: The findings of this study indicate that South African campuses are ableist spaces in which the social needs of SWDs are not prioritised. The thesis argues that in order for campuses to become genuinely inclusive, South African campuses ought to seek to inculcate in their members the values of the African worldview Ubuntu, in contrast to the dominant Western individualist orthodoxy. SWDs are being excluded and denied a sense of belonging and equal participation despite universities giving lip service to embracing such inclusive education-oriented values as co-operative learning. Non-disabled students steeped in Western individualism, which affirms the solitary pursuit of individual success rather than the value of interdependence and diversity, end up marginalising SWDs who are seen as less capable. DUSMs addressing the needs of SWDs through an ableist/Western individualist lens are not challenging unfair practices which are impairing the dignity of SWDs, particularly students with physical disabilities who are being forced to “fit into” oppressive inaccessible built environments on campuses. These DUSMs may unwittingly re-inscribe ableist assumptions that normalise discrimination against SWDs. Conclusions and Recommendations: Ubuntu values offer a starting point for building mutual respect and interdependence between SWDs and their non-disabled peers. The thesis finds however that as was the case in traditional African communities, which embraced the values of Ubuntu, acts of leadership are required if Ubuntu’s values of human dignity, mutual respect and acceptance are to be fostered on campuses. In a range of important ways, the dignity of SWDs is not respected at HEIs in South Africa. This includes, for example, such practical matters as the inaccessibility of toilets to wheelchair users and the lack of appropriate signage for blind students. Disrespectful attitudes and assumptions about SWDs on the part of non-disabled university members also result in SWDs’ human dignity being impaired. Ubuntu’s value of hospitality stresses the importance of promoting relations of group solidarity and interdependence between SWDs and their non-disabled peers. Both academic inclusion-oriented programmes and the promotion of a wide range of social activities, involving both SWDs and non-disabled students, can play an important role in cultivating the formation of long-term fruitful and respectful friendships between SWDs and non-disabled students. An enabling classroom environment alone is not enough to holistically address the social inclusion needs of SWDs. South African HEIs that embrace the Ubuntu values of communalism, human dignity and hospitality will be in a position to respect the needs of SWDs as “whole persons”. Amongst other things, this requires DUSMs to be fully empowered to make important decisions regarding vital matters such as disability inclusion, and it necessitates university management to relinquish their power, so that they may work collaboratively with DUSMs and SWDs, all on equal footing, to ensure that HE funding allocation, policy and planning also prioritises the social needs of SWDs.
- Full Text:
- Date Issued: 2021
- Authors: Chiwandire, Desire
- Date: 2021
- Subjects: College students with disabilities -- Education -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170578 , vital:41938 , 10.21504/10962/170578
- Description: Background: During apartheid, South African students with disabilities (SWDs) were educated in special schools and taught an inferior curriculum. Black learners with disabilities were discriminated against on grounds of both race and disability. Following South Africa’s first democratic election in 1994, the African National Congress (ANC) government put in place arrange of new laws to address the educational and other needs of those disadvantaged under apartheid, including persons with disabilities (PWDs). The South African government is a signatory of the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which has resulted in the country assuming obligations to promote inclusive education for ASWDs. However, research (see, for instance, Chiwandire & Vincent 2019; Chiwandire 2019; Mutanga 2019; Majoko & Phasha 2018; Mutanga et al. 2018; Mutanga 2017a; Chiwandire 2017; Israel 2017) has shown that SWDs continue to fare differently in comparison to their non-disabled peers in terms of participation in education with the likelihood of success. Higher education institutions (HEIs) have thus been urged to create conducive environments for the academic inclusion of SWDs with particular attention being paid to lecturers employing inclusive instructional strategies as well as flexible curricula, if they are to ensure the equal opportunity for academic success of SWDs in the regular classroom setting. The focus, to date, on academic inclusion, while important, has meant that issues relating to the social inclusion of SWDs have received minimal attention. Purpose: To date, there is a dearth of South African studies which have investigated the social inclusion needs of SWDs on South African campuses. Although a number of studies have given voice to the perspectives of SWDs and lecturers, with respect to their experiences in relation to matters of academic inclusion in South African higher education (HE), few have focused on Disability Unit Staff Members(DUSMs) who are pivotal to ensuring fair and equitable policies and practices for SWDs in HEIs. Disability Studies (DS) as a field has been criticised for being dominated by voices from the Global North, which fail to consider or effectively theorise Global South disability experiences in a contextually relevant way. The thesis argues that the failure to recognise the value of diversity and to treat SWDs as valued and welcomed participants in South African HEIs partly stems from policy, practice and relationships being informed by the Western individualist paradigm that prizes individual achievement and success rather than cooperation and mutuality. The African philosophy of Ubuntu, which stresses values of communalism, hospitality and respect for human dignity is offered here as an alternative starting point for achieving genuinely inclusive campuses. Methods: In-depth face-to-face qualitative interviews were conducted with 40 participants, most of whom were, at the time of being interviewed, Heads of Disability Units and DUSMs based at 10 different universities in four of South Africa’s nine provinces. Data were coded and analysed using Braun & Clarke’s (2006) method of inductive and deductive thematic analysis. Results: The findings of this study indicate that South African campuses are ableist spaces in which the social needs of SWDs are not prioritised. The thesis argues that in order for campuses to become genuinely inclusive, South African campuses ought to seek to inculcate in their members the values of the African worldview Ubuntu, in contrast to the dominant Western individualist orthodoxy. SWDs are being excluded and denied a sense of belonging and equal participation despite universities giving lip service to embracing such inclusive education-oriented values as co-operative learning. Non-disabled students steeped in Western individualism, which affirms the solitary pursuit of individual success rather than the value of interdependence and diversity, end up marginalising SWDs who are seen as less capable. DUSMs addressing the needs of SWDs through an ableist/Western individualist lens are not challenging unfair practices which are impairing the dignity of SWDs, particularly students with physical disabilities who are being forced to “fit into” oppressive inaccessible built environments on campuses. These DUSMs may unwittingly re-inscribe ableist assumptions that normalise discrimination against SWDs. Conclusions and Recommendations: Ubuntu values offer a starting point for building mutual respect and interdependence between SWDs and their non-disabled peers. The thesis finds however that as was the case in traditional African communities, which embraced the values of Ubuntu, acts of leadership are required if Ubuntu’s values of human dignity, mutual respect and acceptance are to be fostered on campuses. In a range of important ways, the dignity of SWDs is not respected at HEIs in South Africa. This includes, for example, such practical matters as the inaccessibility of toilets to wheelchair users and the lack of appropriate signage for blind students. Disrespectful attitudes and assumptions about SWDs on the part of non-disabled university members also result in SWDs’ human dignity being impaired. Ubuntu’s value of hospitality stresses the importance of promoting relations of group solidarity and interdependence between SWDs and their non-disabled peers. Both academic inclusion-oriented programmes and the promotion of a wide range of social activities, involving both SWDs and non-disabled students, can play an important role in cultivating the formation of long-term fruitful and respectful friendships between SWDs and non-disabled students. An enabling classroom environment alone is not enough to holistically address the social inclusion needs of SWDs. South African HEIs that embrace the Ubuntu values of communalism, human dignity and hospitality will be in a position to respect the needs of SWDs as “whole persons”. Amongst other things, this requires DUSMs to be fully empowered to make important decisions regarding vital matters such as disability inclusion, and it necessitates university management to relinquish their power, so that they may work collaboratively with DUSMs and SWDs, all on equal footing, to ensure that HE funding allocation, policy and planning also prioritises the social needs of SWDs.
- Full Text:
- Date Issued: 2021