Molecular Detection of Antibiotic-Resistant Genes in Pseudomonas aeruginosa from Nonclinical Environment: Public Health Implications in Mthatha, Eastern Cape Province, South Africa
- Mojisola Clara Hosu, Sandeep Vasaikar, Grace Emily Okuthe, Teke Apalata
- Authors: Mojisola Clara Hosu , Sandeep Vasaikar , Grace Emily Okuthe , Teke Apalata
- Date: 5 January 2021
- Subjects: Microbiology
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2417 , vital:41877
- Description: Evaluation of resistant profiles and detection of antimicrobial-resistant genes of bacterial pathogens in the nonclinical milieu is imperative to assess the probable risk of dissemination of resistant genes in the environment. .is paper sought to identify antibiotic-resistant genes in Pseudomonas aeruginosa from nonclinical sources in Mthatha, Eastern Cape, and evaluate its public health implications. Samples collected from abattoir wastewater and aquatic environment were processed by membrane filtration and cultured on CHROMagarTM Pseudomonas medium. Species identification was performed by autoSCAN-4 (Dade Behring Inc., IL). Molecular characterization of the isolates was confirmed using real-time polymerase chain reaction (rPCR) and selected isolates were further screened for the possibility of harboring antimicrobial resistance genes. Fifty-one Pseudomonas species were recovered from abattoir wastewater and surface water samples, out of which thirty-six strains were Pseudomonas aeruginosa (70.6%). .e P. aeruginosa isolates demonstrated resistance to aztreonam (86.1%), ceftazidime (63.9%), piperacillin (58.3%), cefepime (55.6%), imipenem (50%), piperacillin/tazobactam (47.2%), meropenem (41.7%), and levofloxacin (30.6%). Twenty out of thirty-six P. aeruginosa displayed multidrug resistance profiles and were classified as multidrug-resistant (MDR) (55.6%). Most of the bacterial isolates exhibited a high Multiple Antibiotic Resistance (MAR) Index ranging from 0.08 to 0.69 with a mean MAR index of 0.38. In the rPCR analysis of fifteen P. aeruginosa isolates, 14 isolates (93.3%) were detected harboring blaSHV, six isolates (40%) harbored blaTEM, and three isolates (20%) harbored blaCTX-M, being the least occurring ESBL. Results of the current study revealed that P. aeruginosa isolates recovered from nonclinical milieu are resistant to frontline clinically relevant antipseudomonal drugs. .is is concerning as it poses a risk to the environment and constitutes a public health threat. Given the public health relevance, the paper recommends monitoring of multidrug-resistant pathogens in effluent environments.
- Full Text:
- Authors: Mojisola Clara Hosu , Sandeep Vasaikar , Grace Emily Okuthe , Teke Apalata
- Date: 5 January 2021
- Subjects: Microbiology
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2417 , vital:41877
- Description: Evaluation of resistant profiles and detection of antimicrobial-resistant genes of bacterial pathogens in the nonclinical milieu is imperative to assess the probable risk of dissemination of resistant genes in the environment. .is paper sought to identify antibiotic-resistant genes in Pseudomonas aeruginosa from nonclinical sources in Mthatha, Eastern Cape, and evaluate its public health implications. Samples collected from abattoir wastewater and aquatic environment were processed by membrane filtration and cultured on CHROMagarTM Pseudomonas medium. Species identification was performed by autoSCAN-4 (Dade Behring Inc., IL). Molecular characterization of the isolates was confirmed using real-time polymerase chain reaction (rPCR) and selected isolates were further screened for the possibility of harboring antimicrobial resistance genes. Fifty-one Pseudomonas species were recovered from abattoir wastewater and surface water samples, out of which thirty-six strains were Pseudomonas aeruginosa (70.6%). .e P. aeruginosa isolates demonstrated resistance to aztreonam (86.1%), ceftazidime (63.9%), piperacillin (58.3%), cefepime (55.6%), imipenem (50%), piperacillin/tazobactam (47.2%), meropenem (41.7%), and levofloxacin (30.6%). Twenty out of thirty-six P. aeruginosa displayed multidrug resistance profiles and were classified as multidrug-resistant (MDR) (55.6%). Most of the bacterial isolates exhibited a high Multiple Antibiotic Resistance (MAR) Index ranging from 0.08 to 0.69 with a mean MAR index of 0.38. In the rPCR analysis of fifteen P. aeruginosa isolates, 14 isolates (93.3%) were detected harboring blaSHV, six isolates (40%) harbored blaTEM, and three isolates (20%) harbored blaCTX-M, being the least occurring ESBL. Results of the current study revealed that P. aeruginosa isolates recovered from nonclinical milieu are resistant to frontline clinically relevant antipseudomonal drugs. .is is concerning as it poses a risk to the environment and constitutes a public health threat. Given the public health relevance, the paper recommends monitoring of multidrug-resistant pathogens in effluent environments.
- Full Text:
Conference eQoboqobo
- Lubabalo, Ntshoko and Dr Mitchell Cox, Student Researcher
- Authors: Lubabalo, Ntshoko and Dr Mitchell Cox , Student Researcher
- Date: 27-02-2014
- Subjects: Oral history Africa , Healers South Africa Interviews
- Language: Xhosa , English
- Type: Oral histories , Sound recordings , Interviews , audio recording
- Identifier: http://hdl.handle.net/10962/458416 , vital:75741 , KHA-008
- Description: uLubabalo Ntshoko nongumphandi uthetha ngokubaluleka komhlaba kunye nemdlela ekutyetywe ngayo eQoboqobo. UDr Michell Cox waseRhodes obhale incwadi ethi Voices for the Forest incwadi le ibhalwe ngemithi yonke esiyibilisayo nokubaluleka kwendalo empilweni yethu , Lubabalo Ntshoko and Dr Mitchell Cox speaks about the importance of nature and natural resources in Qoboqobo at a conference and she references her book titled Voices Of the Forest
- Full Text: false
- Date Issued: 27-02-2014
- Authors: Lubabalo, Ntshoko and Dr Mitchell Cox , Student Researcher
- Date: 27-02-2014
- Subjects: Oral history Africa , Healers South Africa Interviews
- Language: Xhosa , English
- Type: Oral histories , Sound recordings , Interviews , audio recording
- Identifier: http://hdl.handle.net/10962/458416 , vital:75741 , KHA-008
- Description: uLubabalo Ntshoko nongumphandi uthetha ngokubaluleka komhlaba kunye nemdlela ekutyetywe ngayo eQoboqobo. UDr Michell Cox waseRhodes obhale incwadi ethi Voices for the Forest incwadi le ibhalwe ngemithi yonke esiyibilisayo nokubaluleka kwendalo empilweni yethu , Lubabalo Ntshoko and Dr Mitchell Cox speaks about the importance of nature and natural resources in Qoboqobo at a conference and she references her book titled Voices Of the Forest
- Full Text: false
- Date Issued: 27-02-2014
VIVA Comrade Moss
- NUMSA
- Authors: NUMSA
- Date: 25 April
- Subjects: NUMSA
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/109640 , vital:33163 , SALHA 14b : NUMSA
- Description: The last 'Trial Update" reported on Comrade Moss’s case until mid-March. This report covers the period from that time up until 25th April.STADLER - "ANC EXPERT" Brigadier Stadler testified that the ANC had made certain calls to organisations within the country which, according to his "research", had been followed by organisations in the country. As examples he gave the ANC’s call for ungovernability, the formation of organs of people’s power and the destruction of town councils. During cross-examination Stadler conceded that he was not able to give examples of any direct link between the ANC and organisations inside the coutry but he said an inference could be drawn by looking at the ANC’s call and the behaviour of organisations inside the country.
- Full Text:
- Date Issued: 25 April
- Authors: NUMSA
- Date: 25 April
- Subjects: NUMSA
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/109640 , vital:33163 , SALHA 14b : NUMSA
- Description: The last 'Trial Update" reported on Comrade Moss’s case until mid-March. This report covers the period from that time up until 25th April.STADLER - "ANC EXPERT" Brigadier Stadler testified that the ANC had made certain calls to organisations within the country which, according to his "research", had been followed by organisations in the country. As examples he gave the ANC’s call for ungovernability, the formation of organs of people’s power and the destruction of town councils. During cross-examination Stadler conceded that he was not able to give examples of any direct link between the ANC and organisations inside the coutry but he said an inference could be drawn by looking at the ANC’s call and the behaviour of organisations inside the country.
- Full Text:
- Date Issued: 25 April
Morphology, histology and histochemistry of the digestive tract of the Banded tilapia, Tilapia sparrmanii (Perciformes: Cichlidae)
- Grace E. Okuthe, Bongile Bhomela
- Authors: Grace E. Okuthe , Bongile Bhomela
- Date: December 23, 2020
- Subjects: Fish, gastrointestinal tract, histo-architecture
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2425 , vital:41881
- Description: ABSTRACT. This study described anatomical, histological and histochemical features of the mucosal layer of the digestive tract of Tilapia sparrmanii Smith, 1840, an omnivorous freshwater fish endemic to Southern Africa. This species exhibited a short thick oesophagus with long deep longitudinal folds (466.68 ± 16.91 µm), and a thick (173.50 ± 10.92 µm) muscular layer that allow the passage of large food items. The mucosa was lined with stratified secretory epithelium rich in goblet cells that secreted neutral and acid mucins. The stomach was a sac-like structure with simple tubular glands surrounded by connective tissue. The mucosa was lined with simple columnar epithelium and the lamina propria exhibited a well-developed layer of gastric glands that occupied the entire length of the cardio-fundic region. The stomach mucosa consisted of epithelial cells with intense neutral mucin secretion which protects against gastric juice. Neck cells of gastric glands synthesized neutral and acid mucins. The intestine was highly coiled and presented a complex pattern of transversal folds internally (villi). Villi length decreased progressively from the anterior to the posterior intestine (p < 0.0001). Tunica muscularis of the mid-intestine had the thinnest thickness among all parts of the intestine (p < 0.0001). Goblet cells whose numbers increased towards the rectum secreted both acid and neutral mucins. The results indicate structural similarities of T. sparrmanii GIT with other tilapia species and will be useful for understanding the physiology of the digestive systems as well as functional components of the GIT.
- Full Text:
- Authors: Grace E. Okuthe , Bongile Bhomela
- Date: December 23, 2020
- Subjects: Fish, gastrointestinal tract, histo-architecture
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2425 , vital:41881
- Description: ABSTRACT. This study described anatomical, histological and histochemical features of the mucosal layer of the digestive tract of Tilapia sparrmanii Smith, 1840, an omnivorous freshwater fish endemic to Southern Africa. This species exhibited a short thick oesophagus with long deep longitudinal folds (466.68 ± 16.91 µm), and a thick (173.50 ± 10.92 µm) muscular layer that allow the passage of large food items. The mucosa was lined with stratified secretory epithelium rich in goblet cells that secreted neutral and acid mucins. The stomach was a sac-like structure with simple tubular glands surrounded by connective tissue. The mucosa was lined with simple columnar epithelium and the lamina propria exhibited a well-developed layer of gastric glands that occupied the entire length of the cardio-fundic region. The stomach mucosa consisted of epithelial cells with intense neutral mucin secretion which protects against gastric juice. Neck cells of gastric glands synthesized neutral and acid mucins. The intestine was highly coiled and presented a complex pattern of transversal folds internally (villi). Villi length decreased progressively from the anterior to the posterior intestine (p < 0.0001). Tunica muscularis of the mid-intestine had the thinnest thickness among all parts of the intestine (p < 0.0001). Goblet cells whose numbers increased towards the rectum secreted both acid and neutral mucins. The results indicate structural similarities of T. sparrmanii GIT with other tilapia species and will be useful for understanding the physiology of the digestive systems as well as functional components of the GIT.
- Full Text:
Erythrina caffra - kaffirboom
- Authors: Skead, C J (Cuthbert John)
- Date: 23-08-1959
- Subjects: Erythrina caffra - South Africa -- Photographs , Trees -- South Africa -- Photographs
- Language: English
- Type: mixed material , photographs , landscape photographs
- Identifier: http://hdl.handle.net/10962/119690 , vital:34772
- Description: Caption "In Woodlands forest between King Williams Town and Stutterheim. 23-09-1959.”
- Full Text: false
- Date Issued: 23-08-1959
- Authors: Skead, C J (Cuthbert John)
- Date: 23-08-1959
- Subjects: Erythrina caffra - South Africa -- Photographs , Trees -- South Africa -- Photographs
- Language: English
- Type: mixed material , photographs , landscape photographs
- Identifier: http://hdl.handle.net/10962/119690 , vital:34772
- Description: Caption "In Woodlands forest between King Williams Town and Stutterheim. 23-09-1959.”
- Full Text: false
- Date Issued: 23-08-1959
The prevalence of insufficient iodine intake in pregnancy in Africa: Protocol for a systematic review and meta-analysis
- Charles Bitamazire Businge, Benjamin Longo-Mbenza, Andre Pascal Kengne
- Authors: Charles Bitamazire Businge , Benjamin Longo-Mbenza , Andre Pascal Kengne
- Date: 22-8-2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/3387 , vital:43338 , https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-019-1092-7#citeas
- Description: Background: Insufficient iodine intake in pregnancy is associated with many adverse pregnancy outcomes. About 90% of African countries are at risk of iodine deficiency due to poor soils and dietary goitrogens. Pregnancy predisposes to insufficient iodine nutrition secondary to increased physiological demand and increased renal loss. Iodine deficiency is re-emerging in countries thought to be replete with pregnant women being the most affected. This review seeks to identify the degree of iodine nutrition in pregnancy on the entire African continent before and after the implementation of national iodization programmes. Methods: A systematic search of published literature will be conducted for observational studies that directly determined the prevalence of insufficient iodine intake among pregnant women in Africa. Electronic databases and grey literature will be searched for baseline data before the implementation of population-based iodine supplementation and for follow-up data up to December 2018. Screening of identified articles and data extraction will be conducted independently by two investigators. Risk of bias and methodological quality of the included studies will be assessed using a risk of bias tool. Appropriate meta-analytic techniques will be used to pool prevalence estimates from studies with similar features, overall and by major characteristics including the region of the study, time period (before and after implementation of iodization programmes), sample size and age. Heterogeneity of the estimates across studies will be quantified and publication bias investigated. This protocol is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analysis protocols (PRISMA-P) 2015 guidelines. Discussion This review will help ascertain the impact of national iodization programmes on the iodine nutrition status in pregnancy in Africa and advise policy on the necessity for monitoring and mitigating iodine deficiency in pregnancy in Africa. This review is part of a thesis that will be submitted to the Faculty of Health Sciences, University of Cape Town, for the award of a PhD in Medicine whose protocol has been granted ethics approval (UCT HREC 135/2018). In addition, the results will be published in a peer-reviewed journal.
- Full Text:
- Date Issued: 22-8-2019
- Authors: Charles Bitamazire Businge , Benjamin Longo-Mbenza , Andre Pascal Kengne
- Date: 22-8-2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/3387 , vital:43338 , https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-019-1092-7#citeas
- Description: Background: Insufficient iodine intake in pregnancy is associated with many adverse pregnancy outcomes. About 90% of African countries are at risk of iodine deficiency due to poor soils and dietary goitrogens. Pregnancy predisposes to insufficient iodine nutrition secondary to increased physiological demand and increased renal loss. Iodine deficiency is re-emerging in countries thought to be replete with pregnant women being the most affected. This review seeks to identify the degree of iodine nutrition in pregnancy on the entire African continent before and after the implementation of national iodization programmes. Methods: A systematic search of published literature will be conducted for observational studies that directly determined the prevalence of insufficient iodine intake among pregnant women in Africa. Electronic databases and grey literature will be searched for baseline data before the implementation of population-based iodine supplementation and for follow-up data up to December 2018. Screening of identified articles and data extraction will be conducted independently by two investigators. Risk of bias and methodological quality of the included studies will be assessed using a risk of bias tool. Appropriate meta-analytic techniques will be used to pool prevalence estimates from studies with similar features, overall and by major characteristics including the region of the study, time period (before and after implementation of iodization programmes), sample size and age. Heterogeneity of the estimates across studies will be quantified and publication bias investigated. This protocol is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analysis protocols (PRISMA-P) 2015 guidelines. Discussion This review will help ascertain the impact of national iodization programmes on the iodine nutrition status in pregnancy in Africa and advise policy on the necessity for monitoring and mitigating iodine deficiency in pregnancy in Africa. This review is part of a thesis that will be submitted to the Faculty of Health Sciences, University of Cape Town, for the award of a PhD in Medicine whose protocol has been granted ethics approval (UCT HREC 135/2018). In addition, the results will be published in a peer-reviewed journal.
- Full Text:
- Date Issued: 22-8-2019
Honorary Citation for the Conferment of Doctor of Laws honoris causa - Tandabantu Tennyson August
- Rhodes University, Martin, Tom
- Authors: Rhodes University , Martin, Tom
- Date: 2024-14-05
- Subjects: Uncatalogued
- Language: English
- Type: Speeches , Transcripts, speech , text
- Identifier: http://hdl.handle.net/10962/432591 , vital:72885
- Description: Rhodes University Honorary Doctorate Citation (5 April 2024) Tandabantu Tennyson August: 1980s. South Africa. In the Bantustans of the time, like the Transkei, the youth have little reason for hope. They have much reason for despair. Their choices seem limited to the politics of struggle or to crime, an attempt to gain some kind of advantage from the meagre and unacceptable options on offer. In those bleak times, what was needed was visionaries. People who could see beyond the current circumstances to a different future and imagine how best to prepare for it. Not as idealists, but as pragmatists. What would happen once circumstances change, once the struggle had succeeded? Would we be ready for it? What qualities would the youth need to have in order to both benefit from and participate in a new dispensation? One such visionary was Tandabantu Tennyson August, and it is my distinct pleasure to have the opportunity to tell you more about him. Born in 1948, Mr. August matriculated from Healdtown High School, before pursuing higher education at the University of Transkei, where obtained a Bachelor of Arts degree majoring in English and Geography. This was followed by Comparative Curriculum Studies at the University of South Africa, alongside obtaining teaching certificates from Lovedale and Cicira teacher training colleges, with majors in Physical Science, Mathematics, Science, and Mathematics. This solid educational foundation laid the groundwork for his impactful career in education. He taught at Wongalethu High, St Johns College and was deputy principal at Norwood, before taking up his first principalship, at Thanga High School in 1980. From 1984 to 1990 he was principal of Ndamase High School. During his tenure there, the matric pass rate never fell below 90%. From 1991 to 1995 he was principal Isivivane High School during which time the school was promoted from a primary to a high school. Following his distinguished service at schools, he worked at the Eastern Cape Department of Basic Education, first as a deputy chief education specialist (1996 – 2006) and then as chief education specialist (2006-2010). During that time, he played a pivotal role in establishing (in conjunction with Rhodes University) and being the provincial coordinator the Advanced Certificate in Education in English, followed by ACEs in mathematical literacy and life orientation. In 2016 he received a provincial teaching award for excellence. In 2017 he was awarded the Kade Asmal award for excellence in teaching. To this day, he remains an Executive member of the eastern cape Education advisory council. Quite a career. But there’s something I haven’t mentioned. He was also an accomplished rugby player of international standing. While at Lovedale College, he was selected to represent Border and then the South African African Rugby Board, playing England in Gqeberha in 1972, in a team that would later be known as the black springboks. He eventually received his green and gold springbok blazer as just recognition of his achievement. He incorporated his love of sport into his vision for the youth under his care, as part of his overriding mission of educating the whole person. He got everyone involved in sport, if not as a player, then as a supporter. Especially during his time as principal of Ndamase High School, I am led to believe, it was extremely intimidating for opposing teams to play them. Not only at Ndamase home games, but especially at their away games. There would be one bus for the team players, and six buses for the supporters. From 1986 – 1990: he was president of the Transkei schools` sports union (TSSU). But there’s yet another thing I haven’t mentioned. In 1981, just as his career as an educational leader was really taking off, he was involved in a terrible motor vehicle accident. It left him permanently disabled and, for much of his life, a wheelchair user. Rather than stopping him, it simply added another string to his bow, now as an advocate for the disabled. From 2012 – 2022: Chairperson Eastern Cape South African National Association For Special Education (SANASE): this organization cater for the education and wellbeing of learners with disabilities and special needs. In 2023, he was the national deputy president of the same organisation. From 2013 – to date: he is a Board Member on the National Council of & for persons with disabilities (NCPD). I had the pleasure of an extensive conversation with one of Mr August’s former pupils at Ndamase High, Professor Deyi Mbelani, the current director of Rhodes University’s Institute for the Study of Englishes in Africa. He told me many stories about Mr August’s leadership, that I only wish I had time to share with you now. I put it to Professor Mbelani that, having read about Mr August, the word that stood out for me was “dedication.” He agreed that “dedication” was the word, but that I must not leave out another: “vision”. It is Mr August’s status as a visionary that best defines him, he said. Going back over the above, I think he is right. Mr Chancellor I have the honour to request you to confer the degree of Doctor of Laws honoris causa on the Mr Tandabantu Tennyson August. *The above citation draws heavily on documents submitted as part of the honorary doctorate nomination process and others compiled by the Division of Communications and Advancement. - Tom Martin.
- Full Text:
- Date Issued: 2024-14-05
- Authors: Rhodes University , Martin, Tom
- Date: 2024-14-05
- Subjects: Uncatalogued
- Language: English
- Type: Speeches , Transcripts, speech , text
- Identifier: http://hdl.handle.net/10962/432591 , vital:72885
- Description: Rhodes University Honorary Doctorate Citation (5 April 2024) Tandabantu Tennyson August: 1980s. South Africa. In the Bantustans of the time, like the Transkei, the youth have little reason for hope. They have much reason for despair. Their choices seem limited to the politics of struggle or to crime, an attempt to gain some kind of advantage from the meagre and unacceptable options on offer. In those bleak times, what was needed was visionaries. People who could see beyond the current circumstances to a different future and imagine how best to prepare for it. Not as idealists, but as pragmatists. What would happen once circumstances change, once the struggle had succeeded? Would we be ready for it? What qualities would the youth need to have in order to both benefit from and participate in a new dispensation? One such visionary was Tandabantu Tennyson August, and it is my distinct pleasure to have the opportunity to tell you more about him. Born in 1948, Mr. August matriculated from Healdtown High School, before pursuing higher education at the University of Transkei, where obtained a Bachelor of Arts degree majoring in English and Geography. This was followed by Comparative Curriculum Studies at the University of South Africa, alongside obtaining teaching certificates from Lovedale and Cicira teacher training colleges, with majors in Physical Science, Mathematics, Science, and Mathematics. This solid educational foundation laid the groundwork for his impactful career in education. He taught at Wongalethu High, St Johns College and was deputy principal at Norwood, before taking up his first principalship, at Thanga High School in 1980. From 1984 to 1990 he was principal of Ndamase High School. During his tenure there, the matric pass rate never fell below 90%. From 1991 to 1995 he was principal Isivivane High School during which time the school was promoted from a primary to a high school. Following his distinguished service at schools, he worked at the Eastern Cape Department of Basic Education, first as a deputy chief education specialist (1996 – 2006) and then as chief education specialist (2006-2010). During that time, he played a pivotal role in establishing (in conjunction with Rhodes University) and being the provincial coordinator the Advanced Certificate in Education in English, followed by ACEs in mathematical literacy and life orientation. In 2016 he received a provincial teaching award for excellence. In 2017 he was awarded the Kade Asmal award for excellence in teaching. To this day, he remains an Executive member of the eastern cape Education advisory council. Quite a career. But there’s something I haven’t mentioned. He was also an accomplished rugby player of international standing. While at Lovedale College, he was selected to represent Border and then the South African African Rugby Board, playing England in Gqeberha in 1972, in a team that would later be known as the black springboks. He eventually received his green and gold springbok blazer as just recognition of his achievement. He incorporated his love of sport into his vision for the youth under his care, as part of his overriding mission of educating the whole person. He got everyone involved in sport, if not as a player, then as a supporter. Especially during his time as principal of Ndamase High School, I am led to believe, it was extremely intimidating for opposing teams to play them. Not only at Ndamase home games, but especially at their away games. There would be one bus for the team players, and six buses for the supporters. From 1986 – 1990: he was president of the Transkei schools` sports union (TSSU). But there’s yet another thing I haven’t mentioned. In 1981, just as his career as an educational leader was really taking off, he was involved in a terrible motor vehicle accident. It left him permanently disabled and, for much of his life, a wheelchair user. Rather than stopping him, it simply added another string to his bow, now as an advocate for the disabled. From 2012 – 2022: Chairperson Eastern Cape South African National Association For Special Education (SANASE): this organization cater for the education and wellbeing of learners with disabilities and special needs. In 2023, he was the national deputy president of the same organisation. From 2013 – to date: he is a Board Member on the National Council of & for persons with disabilities (NCPD). I had the pleasure of an extensive conversation with one of Mr August’s former pupils at Ndamase High, Professor Deyi Mbelani, the current director of Rhodes University’s Institute for the Study of Englishes in Africa. He told me many stories about Mr August’s leadership, that I only wish I had time to share with you now. I put it to Professor Mbelani that, having read about Mr August, the word that stood out for me was “dedication.” He agreed that “dedication” was the word, but that I must not leave out another: “vision”. It is Mr August’s status as a visionary that best defines him, he said. Going back over the above, I think he is right. Mr Chancellor I have the honour to request you to confer the degree of Doctor of Laws honoris causa on the Mr Tandabantu Tennyson August. *The above citation draws heavily on documents submitted as part of the honorary doctorate nomination process and others compiled by the Division of Communications and Advancement. - Tom Martin.
- Full Text:
- Date Issued: 2024-14-05
Achievement in mathematics through self-directed learning facilitation: an impact evaluation of an offline technological approach
- Authors: Zinn, Paméla Olive
- Date: 2024-12
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematical ability , Academic achievement -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68385 , vital:76992
- Description: International assessments indicate that mathematics education in South Africa is still in a crisis of significant proportions. This is reflected in the low pass rate of Grade 12 mathematics learners in South Africa in general, and in the Eastern Cape Province in particular. In response, the Govan Mbeki Mathematics Development Center (GMMDC) of the Nelson Mandela University (NMU) in the Eastern Cape developed an intervention strategy. A Techno-Blended support Model for teaching and learning mathematics (TBM), used as an intervention strategy, provides learners with potential from disadvantaged communities and under-resourced schools with 21st-century education technology. The defining features of the strategy which distinguishes it from others are that it is technology-enhanced, providing the learner access to mathematics teaching and learning without the need for Internet connectivity, that is, offline, incorporating blended learning into the approach. This ex-post study, using secondary analysis, evaluates the impact of the defining features of the strategy on learners' self-directed learning skills acquisition or enhancement for mathematics learning. Firstly, statistical analysis of secondary qualitative and quantitative data in a mixed methods approach, with primary qualitative data integrated into the secondary qualitative data employing quantification, is undertaken. The quantified data is then compared with the quantitative data (methodologic triangulation technique). Secondly, the theory-based Contribution Analysis is undertaken to increase the validity and credibility of the findings of the statistical analysis, providing an additional layer of triangulation. The study revealed that providing 21st-century digital education technology for use offline, within a blended learning environment, leads to a significant improvement in learner mathematics knowledge; conceptual understanding; positive self-perceptions; and finally, to the required intrinsic motivation to learn. Analysed data, obtained from the original study, indicates a positive correlation between learners who participated in the intervention strategy and enrolment in STEM-related courses at tertiary institutes. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Zinn, Paméla Olive
- Date: 2024-12
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematical ability , Academic achievement -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68385 , vital:76992
- Description: International assessments indicate that mathematics education in South Africa is still in a crisis of significant proportions. This is reflected in the low pass rate of Grade 12 mathematics learners in South Africa in general, and in the Eastern Cape Province in particular. In response, the Govan Mbeki Mathematics Development Center (GMMDC) of the Nelson Mandela University (NMU) in the Eastern Cape developed an intervention strategy. A Techno-Blended support Model for teaching and learning mathematics (TBM), used as an intervention strategy, provides learners with potential from disadvantaged communities and under-resourced schools with 21st-century education technology. The defining features of the strategy which distinguishes it from others are that it is technology-enhanced, providing the learner access to mathematics teaching and learning without the need for Internet connectivity, that is, offline, incorporating blended learning into the approach. This ex-post study, using secondary analysis, evaluates the impact of the defining features of the strategy on learners' self-directed learning skills acquisition or enhancement for mathematics learning. Firstly, statistical analysis of secondary qualitative and quantitative data in a mixed methods approach, with primary qualitative data integrated into the secondary qualitative data employing quantification, is undertaken. The quantified data is then compared with the quantitative data (methodologic triangulation technique). Secondly, the theory-based Contribution Analysis is undertaken to increase the validity and credibility of the findings of the statistical analysis, providing an additional layer of triangulation. The study revealed that providing 21st-century digital education technology for use offline, within a blended learning environment, leads to a significant improvement in learner mathematics knowledge; conceptual understanding; positive self-perceptions; and finally, to the required intrinsic motivation to learn. Analysed data, obtained from the original study, indicates a positive correlation between learners who participated in the intervention strategy and enrolment in STEM-related courses at tertiary institutes. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-12
Co-generated learnings from hopes-an NRF grant funded university engagement project
- Authors: Quvile, Xola Bulumko
- Date: 2024-12
- Subjects: National Research Foundation (South Africa) , Research grants -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68366 , vital:76990
- Description: The study had sought to understand the systemic and individual factors that facilitated or inhibited the NRF grant-funded HOPES Project. HOPES collaborated with the Centre for the Community School in the Faculty of Education, and various communities of practice (COPs) in existing school communities in the Eastern Cape Province of South Africa. The project applied a critical participatory action research work to develop a framework for school improvement and in the process contribute to making schools beacons of hope. This research provides insights into how an NRF community engagement grant project team (HOPES) navigated external and internal factors such as COVID-19, rules regulating the grant, and multiple realities of the stakeholders at play. The study was qualitative and used the critical participatory action research design. The study purposively and conveniently sampled seven HOPES Project team members to collect data via focus groups and individual interviews and collected secondary data from NRF HOPES annual project reports. The study findings improved the participants' understanding of their journey, and the co-generated knowledge shed light on how NFR and community engagement grant funders could promote enabling conditions towards achieving individual scholars and collective project outcomes. The study findings provide learnings for the Faculty of Education and the Nelson Mandela University on how extrinsic and intrinsic enablers and barriers can be addressed to optimise a project of this nature. , Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Quvile, Xola Bulumko
- Date: 2024-12
- Subjects: National Research Foundation (South Africa) , Research grants -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68366 , vital:76990
- Description: The study had sought to understand the systemic and individual factors that facilitated or inhibited the NRF grant-funded HOPES Project. HOPES collaborated with the Centre for the Community School in the Faculty of Education, and various communities of practice (COPs) in existing school communities in the Eastern Cape Province of South Africa. The project applied a critical participatory action research work to develop a framework for school improvement and in the process contribute to making schools beacons of hope. This research provides insights into how an NRF community engagement grant project team (HOPES) navigated external and internal factors such as COVID-19, rules regulating the grant, and multiple realities of the stakeholders at play. The study was qualitative and used the critical participatory action research design. The study purposively and conveniently sampled seven HOPES Project team members to collect data via focus groups and individual interviews and collected secondary data from NRF HOPES annual project reports. The study findings improved the participants' understanding of their journey, and the co-generated knowledge shed light on how NFR and community engagement grant funders could promote enabling conditions towards achieving individual scholars and collective project outcomes. The study findings provide learnings for the Faculty of Education and the Nelson Mandela University on how extrinsic and intrinsic enablers and barriers can be addressed to optimise a project of this nature. , Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 2024
- Full Text:
- Date Issued: 2024-12
Exploring children’s understandings of gender using critical literacy in a reading club
- Jansen, Lincoln Lee, Surname, name
- Authors: Jansen, Lincoln Lee , Surname, name
- Date: 2024-12
- Subjects: Book clubs (Discussion groups) -- South Africa , Literacy -- Study and teaching (Elementary) , Literacy -- Study and teaching (Middle school)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68333 , vital:76976
- Description: School literacy practices have always favoured traditional, gender stereotypical portrayals of characters in books. These portrayals are not troublesome as it helps children build a sense of identity. However, these portrayals often fail to represent people in more diverse ways and thus does not reflect how societies have progressed. These narrow portrayals are also often limiting and do not take into consideration people’s personal interests which can lead to them being ostracised and marginalised. The People’s Republic of China is the context for this study where traditional, conservative views are upheld about ways of being and doing for males and females. This is a qualitative study within the interpretivist paradigm which recognised the individual perceptions of participants within their specific sociocultural context. By establishing a reading club as a Third Space for literacy engagement, this study sought to explore how grade 2 learners at a school in Beijing, China responded to traditional and diverse portrayals of characters in books. This study regarded the establishment of a reading club as an empowering practice as it allowed a safe space for the participants to freely share their deliberations about ways of being in the world. Coupled with critical literacy as a practice, participants took a critical stance in instances of gender bias and injustices and in doing so, allowed them to accentuate their morality. Findings of this study suggest that the Chinese participants had very flexible ideas about ways of being and doing in the world as long as these did not conflict with their understandings of the law. Participants also upheld that gender performances and gendered behaviour are open to all with impunity. The findings of this study also highlight the importance of providing diverse literature to children as this helps them to deal with, and examine, issues they might not ordinarily encounter in a safe way and in doing so, expand their worldviews and cultivate empathy. , Thesis (PhD) -- Faculty of Education, School of Primary Schooling, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Jansen, Lincoln Lee , Surname, name
- Date: 2024-12
- Subjects: Book clubs (Discussion groups) -- South Africa , Literacy -- Study and teaching (Elementary) , Literacy -- Study and teaching (Middle school)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68333 , vital:76976
- Description: School literacy practices have always favoured traditional, gender stereotypical portrayals of characters in books. These portrayals are not troublesome as it helps children build a sense of identity. However, these portrayals often fail to represent people in more diverse ways and thus does not reflect how societies have progressed. These narrow portrayals are also often limiting and do not take into consideration people’s personal interests which can lead to them being ostracised and marginalised. The People’s Republic of China is the context for this study where traditional, conservative views are upheld about ways of being and doing for males and females. This is a qualitative study within the interpretivist paradigm which recognised the individual perceptions of participants within their specific sociocultural context. By establishing a reading club as a Third Space for literacy engagement, this study sought to explore how grade 2 learners at a school in Beijing, China responded to traditional and diverse portrayals of characters in books. This study regarded the establishment of a reading club as an empowering practice as it allowed a safe space for the participants to freely share their deliberations about ways of being in the world. Coupled with critical literacy as a practice, participants took a critical stance in instances of gender bias and injustices and in doing so, allowed them to accentuate their morality. Findings of this study suggest that the Chinese participants had very flexible ideas about ways of being and doing in the world as long as these did not conflict with their understandings of the law. Participants also upheld that gender performances and gendered behaviour are open to all with impunity. The findings of this study also highlight the importance of providing diverse literature to children as this helps them to deal with, and examine, issues they might not ordinarily encounter in a safe way and in doing so, expand their worldviews and cultivate empathy. , Thesis (PhD) -- Faculty of Education, School of Primary Schooling, 2024
- Full Text:
- Date Issued: 2024-12
Investigating the implementation of teaching strategies used by foundation phase teachers in multilingual classrooms
- Authors: Green, Marizanne
- Date: 2024-12
- Subjects: Multiculturalism -- Study and teaching , Language and languages -- Study and teaching , Education, Bilingual -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68322 , vital:76974
- Description: In South Africa, there are eleven official languages: English and Afrikaans and nine indigenous languages. However, the dominant language of learning and teaching in multilingual classrooms is English. Teachers are not all equipped to cater for a multilingual classroom that is conducive to learning. Hence, it is important that teaching strategies teachers used need to support learners’ access to knowledge and their language proficiency through the learning process. This qualitative case study aimed at investigating the teaching strategies used by Foundation Phase teachers in multilingual classrooms. The study was guided by an interpretivist paradigm which was helpful in providing in-depth knowledge on multilingual Foundation Phase classrooms and the teaching strategies that teachers implement. The study used a purposive sampling strategy with 4 Foundation phase teachers teaching Grades R-4. Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the teaching strategies teachers use in multilingual foundation phase classrooms. A thematic data analysis was employed. Findings revealed a need for inclusive practices in FP multilingual classrooms, need to support learning using various teaching strategies, need to recognize realities in multilingual classrooms and a role that stakeholders can play in learning. Recommendations are provided for SGB’s, Curriculum designers, FP teachers and parents. , Thesis (MEd) -- Faculty of Education, School of Primary School Education, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Green, Marizanne
- Date: 2024-12
- Subjects: Multiculturalism -- Study and teaching , Language and languages -- Study and teaching , Education, Bilingual -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68322 , vital:76974
- Description: In South Africa, there are eleven official languages: English and Afrikaans and nine indigenous languages. However, the dominant language of learning and teaching in multilingual classrooms is English. Teachers are not all equipped to cater for a multilingual classroom that is conducive to learning. Hence, it is important that teaching strategies teachers used need to support learners’ access to knowledge and their language proficiency through the learning process. This qualitative case study aimed at investigating the teaching strategies used by Foundation Phase teachers in multilingual classrooms. The study was guided by an interpretivist paradigm which was helpful in providing in-depth knowledge on multilingual Foundation Phase classrooms and the teaching strategies that teachers implement. The study used a purposive sampling strategy with 4 Foundation phase teachers teaching Grades R-4. Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the teaching strategies teachers use in multilingual foundation phase classrooms. A thematic data analysis was employed. Findings revealed a need for inclusive practices in FP multilingual classrooms, need to support learning using various teaching strategies, need to recognize realities in multilingual classrooms and a role that stakeholders can play in learning. Recommendations are provided for SGB’s, Curriculum designers, FP teachers and parents. , Thesis (MEd) -- Faculty of Education, School of Primary School Education, 2024
- Full Text:
- Date Issued: 2024-12
Prevalence and correlates of sickness presenteeism among secondary school teachers in the Bukedi region of eastern Uganda
- Authors: Majwala,Henry
- Date: 2024-12
- Subjects: Employees -- Mental health , Psychology, Industrial , Industrial psychiatry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68355 , vital:76989
- Description: Education is regarded as one of the main cornerstones for sustainable development, especially if the majority of the global citizenry manage to achieve it at secondary school level. The efficaciousness thereof, however, almost entirely depends on the productivity and performance of teachers meant to instill various skill sets among secondary school learners. Sickness presenteeism among secondary school teachers has previously emerged and gained attention as the single most important antagonist of secondary school productivity. However, it has been reported to be increasing in magnitude as absenteeism has gradually decreased over the years. The aim of the study was to establish the prevalence and correlates of sickness presenteeism among secondary school teachers in the Bukedi region in Eastern Uganda. The study adopted a pragmatic philosophy and a sequential explanatory mixed methods design targeting 433 secondary school teachers in the Bukedi sub region of Eastern Uganda. The schools were stratified by district first and then each district was stratified by ownership. Simple random sampling was used to sample half the number of schools per stratum, simple random sampling was used to sample the teachers. Key informants such as principals and teachers were purposively sampled and engaged in key informant semi-structured interviews. Quantitative data emerging from an analysis of the questionnaires was analyzed in SPSS version 25 using the log-binomial model, while the qualitative data from the semi-structured interviews was analyzed thematically. This study disclosed that the majority (68.3%) of the teachers engaged in sickness presenteeism. Moon lighting, egocentrism and heavy workload were the significant intrapersonal correlates of sickness presenteeism, while under staffing was a prominent institutional correlate. This study confirms findings from global research that staff working in people-based service sectors are most likely to engage in sickness presenteeism. The recommendations include the following: MoES to formulate a comprehensive policy on sickness presenteeism for teachers, DEOs to make follow ups to address the prevalent sickness presenteeism among secondary school teachers, the school administration to set up a special committee dealing with teachers’ welfare regarding ill health and work, and teachers are to be educated, sensitized about the dangers associated with sickness presenteeism and how to handle it with the school administration. , Thesis (DPhil) -- Faculty of Education, School of Post Schooling, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Majwala,Henry
- Date: 2024-12
- Subjects: Employees -- Mental health , Psychology, Industrial , Industrial psychiatry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68355 , vital:76989
- Description: Education is regarded as one of the main cornerstones for sustainable development, especially if the majority of the global citizenry manage to achieve it at secondary school level. The efficaciousness thereof, however, almost entirely depends on the productivity and performance of teachers meant to instill various skill sets among secondary school learners. Sickness presenteeism among secondary school teachers has previously emerged and gained attention as the single most important antagonist of secondary school productivity. However, it has been reported to be increasing in magnitude as absenteeism has gradually decreased over the years. The aim of the study was to establish the prevalence and correlates of sickness presenteeism among secondary school teachers in the Bukedi region in Eastern Uganda. The study adopted a pragmatic philosophy and a sequential explanatory mixed methods design targeting 433 secondary school teachers in the Bukedi sub region of Eastern Uganda. The schools were stratified by district first and then each district was stratified by ownership. Simple random sampling was used to sample half the number of schools per stratum, simple random sampling was used to sample the teachers. Key informants such as principals and teachers were purposively sampled and engaged in key informant semi-structured interviews. Quantitative data emerging from an analysis of the questionnaires was analyzed in SPSS version 25 using the log-binomial model, while the qualitative data from the semi-structured interviews was analyzed thematically. This study disclosed that the majority (68.3%) of the teachers engaged in sickness presenteeism. Moon lighting, egocentrism and heavy workload were the significant intrapersonal correlates of sickness presenteeism, while under staffing was a prominent institutional correlate. This study confirms findings from global research that staff working in people-based service sectors are most likely to engage in sickness presenteeism. The recommendations include the following: MoES to formulate a comprehensive policy on sickness presenteeism for teachers, DEOs to make follow ups to address the prevalent sickness presenteeism among secondary school teachers, the school administration to set up a special committee dealing with teachers’ welfare regarding ill health and work, and teachers are to be educated, sensitized about the dangers associated with sickness presenteeism and how to handle it with the school administration. , Thesis (DPhil) -- Faculty of Education, School of Post Schooling, 2024
- Full Text:
- Date Issued: 2024-12
Student teacher's experiences of teaching mathematics using isiXhosa in foundation phase classrooms during teaching practice
- Bangiso, Innocentia Queen Zintle
- Authors: Bangiso, Innocentia Queen Zintle
- Date: 2024-12
- Subjects: Mathematics -- Study and teaching , Native language and education -- Africa , African languages -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68297 , vital:76972
- Description: In South Africa, learning in the Foundation Phase happens in a child’s home language, thus all eleven official languages, nine of them being African languages, must and are used as languages of teaching and learning in this phase. Teacher training, however, does not happen in all eleven official languages. The dominant language of training teachers across the country is English, even in classroom contexts where the language of learning and teaching may be an African language. This raises concerns about whether student teachers trained in English can translate mathematics content knowledge into an African language. This is particularly concerning given the country’s consistent underperformance in mathematics and literacy. Against this backdrop, this qualitative study aimed to explore Foundation Phase student teachers’ perspectives on their experiences of teaching mathematics using isiXhosa during teaching practice. The question that this study sought to answer was: what are student teachers’ perspectives on their experiences of teaching mathematics in isiXhosa during teaching practice? Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the mediation of mathematics learning using isiXhosa, the pedagogical challenges encountered by student teachers, the strategies employed to address these challenges, and the influence of university training on their preparation. Findings reveal a significant discrepancy between the language of instruction used in university training which is English, and the language required for teaching practice which is isiXhosa. Student teachers expressed struggles in translating theoretical knowledge into practical application, leading to diminished confidence and pedagogical inefficacy. However, participants also demonstrated resilience through innovative strategies such as code-switching, visual aids, and collaborative learning approaches. The study highlights the urgent need for comprehensive language support and pedagogical training programmes to bridge the gap between theory and practice in isiXhosa-medium mathematics instruction. Recommendations are provided for educational institutions, especially the case study university, to enhance the preparation of student teachers and promote effective mathematics education in multilingual contexts. , Thesis (MEd) -- Faculty of Education, School of Primary School Education: Foundation Phase, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Bangiso, Innocentia Queen Zintle
- Date: 2024-12
- Subjects: Mathematics -- Study and teaching , Native language and education -- Africa , African languages -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/68297 , vital:76972
- Description: In South Africa, learning in the Foundation Phase happens in a child’s home language, thus all eleven official languages, nine of them being African languages, must and are used as languages of teaching and learning in this phase. Teacher training, however, does not happen in all eleven official languages. The dominant language of training teachers across the country is English, even in classroom contexts where the language of learning and teaching may be an African language. This raises concerns about whether student teachers trained in English can translate mathematics content knowledge into an African language. This is particularly concerning given the country’s consistent underperformance in mathematics and literacy. Against this backdrop, this qualitative study aimed to explore Foundation Phase student teachers’ perspectives on their experiences of teaching mathematics using isiXhosa during teaching practice. The question that this study sought to answer was: what are student teachers’ perspectives on their experiences of teaching mathematics in isiXhosa during teaching practice? Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the mediation of mathematics learning using isiXhosa, the pedagogical challenges encountered by student teachers, the strategies employed to address these challenges, and the influence of university training on their preparation. Findings reveal a significant discrepancy between the language of instruction used in university training which is English, and the language required for teaching practice which is isiXhosa. Student teachers expressed struggles in translating theoretical knowledge into practical application, leading to diminished confidence and pedagogical inefficacy. However, participants also demonstrated resilience through innovative strategies such as code-switching, visual aids, and collaborative learning approaches. The study highlights the urgent need for comprehensive language support and pedagogical training programmes to bridge the gap between theory and practice in isiXhosa-medium mathematics instruction. Recommendations are provided for educational institutions, especially the case study university, to enhance the preparation of student teachers and promote effective mathematics education in multilingual contexts. , Thesis (MEd) -- Faculty of Education, School of Primary School Education: Foundation Phase, 2024
- Full Text:
- Date Issued: 2024-12
The lived experiences of final-year undergraduate diagnostic radiography students applying radiation protection measures during clinical practice
- Authors: Campbell, Sydney Samuel
- Date: 2024-12
- Subjects: Radiographers , College students -- South Africa , Experiential learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68311 , vital:76973
- Description: Radiographers use ionising radiation to produce radiographic images and the use of ionising radiation in healthcare has both benefits and risks for patients and healthcare professionals. It is therefore important that radiographers mitigate the risks associated with ionising radiation. It is for this reason that radiation protection measures are applied to ensure the safety of patients, staff, and the public. Furthermore, radiographers are also responsible for mentoring radiography students and inculcate the use of radiation protection measures when students undergo their workplace learning. This mentoring takes place in the clinical setting with its characteristics that may or may not advance the application of radiation protection measures. The aim of this study was to investigate the lived experiences of final-year undergraduate radiography students applying radiation protection measures in the clinical setting and to propose strategies to foster the integration of radiation protection theory into clinical practice. This study was located in the interpretivist paradigm using phenomenology as a research method and theoretical framework to achieve the stated aim. The target population for this qualitative study included all registered final-year undergraduate radiography students at the local university who perform their WPL at the accredited training hospitals in the Eastern Cape Province as this cohort of students have more clinical experience than the first-, second- and third-year students. The target population comprised 28 students. Purposive sampling was employed to select the group of radiography students to interview. The study used phenomenological interviews as a data collection tool and the collected data was explicated using a self-developed method. The trustworthiness of the study was ensured by applying Guba’s model of trustworthiness that includes credibility, transferability, confirmability, dependability and authenticity and was further enhanced by reflecting on the balanced integration, openness, concreteness, and resonance of the study. This study employed an ethical framework referred to as principlism that includes the notions of autonomy, beneficence, non-maleficence and justice.Data explication was conducted using three cycles of explication. Cycle one produced interpretive profiles for each participant. The interpretive profiles revealed the life histories of each participant as well as the utterances of participants related to the three sub-questions. Cycle two produced four themes. Theme one described participants’ being with others such as radiographers, clinical supervisors, medical doctors, and patients and revealed the tension between participants’ belonging and being unwanted. Theme two characterised the clinical setting as a place where several factors flow together to provide participants with their individualised experiences. Theme two revealed the emotional distress; the learning through trial-and-error; the independent learning; learning that is coupled with humiliation as experienced by participants. The clinical space was also characterised as a place to be survived, a place where students have to be inconspicuous and understand the acceptable levels of engagement with others. It is also a place where theory and practice at times is in alignment at other times not in alignment. The clinical setting could also be a place of self-doubt and insecurity, a place of personal growth, and a place where historical events are significant. Theme three disclosed the unspoken lessons that were conveyed through the actions and behaviours of individuals in the clinical environment. Unintended lesson one is that radiation protection measures are not important. Lesson two suggest that classroom teaching about radiation protection is not valid in the clinical setting, and finally that incivility towards radiography students is acceptable. Theme four revealed the difficulties experienced by radiography students when navigating ethical dilemmas. The theme revealed radiographers’ and radiologists’ indifference towards radiation protection, the non-application of radiation protection measures, and the inconsistency and apathy towards radiation protection measures. Cycle three viewed the experiences of participants through the lens of Dasein’s disclosedness. This revealed the exclusive language used by participants, the largely negative mood and participants’ disconnection from the imaging department.Finally, the study presented new and important insights by probing the topic of radiation protection in a novel way by using phenomenology to focus on the lived experiences of final-year undergraduate students applying radiation protection measures in the clinical setting. The findings of the study also allowed for the development of Enhancement strategies that could be used by institutions of higher education to promote the integration of the theory and practice of radiation protection measures in the clinical setting. It is recommended, though, that a study that includes all South African institutions of higher learning offering radiography be conducted using phenomenology. Furthermore, the views of South African radiographers and clinical supervisors should also be elicited to corroborate the views of participants in this study. , Thesis (PhD) -- Faculty of Education, School of Secondary Education, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Campbell, Sydney Samuel
- Date: 2024-12
- Subjects: Radiographers , College students -- South Africa , Experiential learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/68311 , vital:76973
- Description: Radiographers use ionising radiation to produce radiographic images and the use of ionising radiation in healthcare has both benefits and risks for patients and healthcare professionals. It is therefore important that radiographers mitigate the risks associated with ionising radiation. It is for this reason that radiation protection measures are applied to ensure the safety of patients, staff, and the public. Furthermore, radiographers are also responsible for mentoring radiography students and inculcate the use of radiation protection measures when students undergo their workplace learning. This mentoring takes place in the clinical setting with its characteristics that may or may not advance the application of radiation protection measures. The aim of this study was to investigate the lived experiences of final-year undergraduate radiography students applying radiation protection measures in the clinical setting and to propose strategies to foster the integration of radiation protection theory into clinical practice. This study was located in the interpretivist paradigm using phenomenology as a research method and theoretical framework to achieve the stated aim. The target population for this qualitative study included all registered final-year undergraduate radiography students at the local university who perform their WPL at the accredited training hospitals in the Eastern Cape Province as this cohort of students have more clinical experience than the first-, second- and third-year students. The target population comprised 28 students. Purposive sampling was employed to select the group of radiography students to interview. The study used phenomenological interviews as a data collection tool and the collected data was explicated using a self-developed method. The trustworthiness of the study was ensured by applying Guba’s model of trustworthiness that includes credibility, transferability, confirmability, dependability and authenticity and was further enhanced by reflecting on the balanced integration, openness, concreteness, and resonance of the study. This study employed an ethical framework referred to as principlism that includes the notions of autonomy, beneficence, non-maleficence and justice.Data explication was conducted using three cycles of explication. Cycle one produced interpretive profiles for each participant. The interpretive profiles revealed the life histories of each participant as well as the utterances of participants related to the three sub-questions. Cycle two produced four themes. Theme one described participants’ being with others such as radiographers, clinical supervisors, medical doctors, and patients and revealed the tension between participants’ belonging and being unwanted. Theme two characterised the clinical setting as a place where several factors flow together to provide participants with their individualised experiences. Theme two revealed the emotional distress; the learning through trial-and-error; the independent learning; learning that is coupled with humiliation as experienced by participants. The clinical space was also characterised as a place to be survived, a place where students have to be inconspicuous and understand the acceptable levels of engagement with others. It is also a place where theory and practice at times is in alignment at other times not in alignment. The clinical setting could also be a place of self-doubt and insecurity, a place of personal growth, and a place where historical events are significant. Theme three disclosed the unspoken lessons that were conveyed through the actions and behaviours of individuals in the clinical environment. Unintended lesson one is that radiation protection measures are not important. Lesson two suggest that classroom teaching about radiation protection is not valid in the clinical setting, and finally that incivility towards radiography students is acceptable. Theme four revealed the difficulties experienced by radiography students when navigating ethical dilemmas. The theme revealed radiographers’ and radiologists’ indifference towards radiation protection, the non-application of radiation protection measures, and the inconsistency and apathy towards radiation protection measures. Cycle three viewed the experiences of participants through the lens of Dasein’s disclosedness. This revealed the exclusive language used by participants, the largely negative mood and participants’ disconnection from the imaging department.Finally, the study presented new and important insights by probing the topic of radiation protection in a novel way by using phenomenology to focus on the lived experiences of final-year undergraduate students applying radiation protection measures in the clinical setting. The findings of the study also allowed for the development of Enhancement strategies that could be used by institutions of higher education to promote the integration of the theory and practice of radiation protection measures in the clinical setting. It is recommended, though, that a study that includes all South African institutions of higher learning offering radiography be conducted using phenomenology. Furthermore, the views of South African radiographers and clinical supervisors should also be elicited to corroborate the views of participants in this study. , Thesis (PhD) -- Faculty of Education, School of Secondary Education, 2024
- Full Text:
- Date Issued: 2024-12
Vocational Education and the relentless struggles of TVET graduates in the Eastern Cape, South Africa: A Freirean approach
- Authors: Majola, Ezekiel
- Date: 2024-12
- Subjects: Vocational education -- Eastern Cape -- South Africa , Technical education -- Eastern Cape -- South Africa , School-to-work transition -- Eastern Cape -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:76985
- Description: This study employs Paulo Freire’s framework to contribute to debates surrounding social justice and transformation in vocational education and training (TVET). By offering a critical perspective on dominant discourse and practices, it challenges prevailing trajectories of powerful knowledge and inherent assumptions and biases in TVET. Drawing on a Freirean framework, the research provides insights to develop more equitable and transformative practices by addressing power, privilege, and social inequality in TVET. Through dialogue and collaboration with students, it promotes critical consciousness and relevant skills and knowledge. Highlighting the significance of context, it underscores the need to understand the social and cultural context of learning. Demonstrating the potential of a Freirean framework to challenge the status quo, it promotes more equitable and empowering practices in TVET. The chosen methodology for this study is Participatory Action Research (PAR), integrating theory, action, and participation to address social issues. Recruiting 15 NC(V) graduates from Algoa TVET College, forming a Learning Cycle Group (LCG), the study aimed to comprehend graduates’ experiences, challenges, and opportunities. Life narrative interviews and LCG meetings generated data, ensuring every participant had a voice and strengthening group cohesion. Data were grounded in ethical values such as respect, equality, inclusion, democratic participation, active learning, making a difference, collective action, and personal integrity. Employing Paulo Freire’s theoretical framework, this study offers a novel perspective on TVET in South Africa, fostering dialogue with TVET students to challenge conventional discourses. It aimed to develop an alternative conceptualisation of TVET by incorporating student experiences and perspectives, promoting positive change through dialogue and addressing power dynamics and social justice issues. The study explores Powell’s (2014) question regarding TVET colleges’ role in expanding opportunities for students and asks: “How do TVET graduates experience life after graduation? Are they empowered and satisfied with their social status?” Sub-questions inquire about students’ expectations upon enrolling, opportunities after completing NC(V) programs, and the extent to which TVET colleges address unemployment and socio-economic injustices, aiming to inspire the development of praxis and frameworks that better serve the needs of TVET graduates and address social concerns.The study’s findings, analysed through Freire’s ideology in “We Make the Road by Walking” (1990) and “Pedagogy of Hope” (1994), reveal that the NC(V) program predominantly attracts underprivileged students and is rarely their first choice. This research highlights that the NC(V) program does not fully empower or transform students’ circumstances, instead perpetuating cycles of poverty, unemployment, and social inequality—contrary to Freire’s vision of education as a tool for liberation and societal change. The program fails to provide meaningful employment opportunities, leaving graduates often unemployed or in low-paying jobs, unable to escape poverty. This underscores the program’s inadequacies. Furthermore, insufficient support structures and practical application opportunities further diminish graduates’ employability. The study’s findings emphasise the need for systemic reforms in the NC(V) program. Embracing Freire’s principles and moving beyond traditional banking education models to more inclusive, participatory approaches is essential. This transformation is crucial for the TVET system to genuinely empower students and foster significant personal and societal change. , Thesis (PhD) -- Faculty of Education, School of Secondary School Education, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Majola, Ezekiel
- Date: 2024-12
- Subjects: Vocational education -- Eastern Cape -- South Africa , Technical education -- Eastern Cape -- South Africa , School-to-work transition -- Eastern Cape -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:76985
- Description: This study employs Paulo Freire’s framework to contribute to debates surrounding social justice and transformation in vocational education and training (TVET). By offering a critical perspective on dominant discourse and practices, it challenges prevailing trajectories of powerful knowledge and inherent assumptions and biases in TVET. Drawing on a Freirean framework, the research provides insights to develop more equitable and transformative practices by addressing power, privilege, and social inequality in TVET. Through dialogue and collaboration with students, it promotes critical consciousness and relevant skills and knowledge. Highlighting the significance of context, it underscores the need to understand the social and cultural context of learning. Demonstrating the potential of a Freirean framework to challenge the status quo, it promotes more equitable and empowering practices in TVET. The chosen methodology for this study is Participatory Action Research (PAR), integrating theory, action, and participation to address social issues. Recruiting 15 NC(V) graduates from Algoa TVET College, forming a Learning Cycle Group (LCG), the study aimed to comprehend graduates’ experiences, challenges, and opportunities. Life narrative interviews and LCG meetings generated data, ensuring every participant had a voice and strengthening group cohesion. Data were grounded in ethical values such as respect, equality, inclusion, democratic participation, active learning, making a difference, collective action, and personal integrity. Employing Paulo Freire’s theoretical framework, this study offers a novel perspective on TVET in South Africa, fostering dialogue with TVET students to challenge conventional discourses. It aimed to develop an alternative conceptualisation of TVET by incorporating student experiences and perspectives, promoting positive change through dialogue and addressing power dynamics and social justice issues. The study explores Powell’s (2014) question regarding TVET colleges’ role in expanding opportunities for students and asks: “How do TVET graduates experience life after graduation? Are they empowered and satisfied with their social status?” Sub-questions inquire about students’ expectations upon enrolling, opportunities after completing NC(V) programs, and the extent to which TVET colleges address unemployment and socio-economic injustices, aiming to inspire the development of praxis and frameworks that better serve the needs of TVET graduates and address social concerns.The study’s findings, analysed through Freire’s ideology in “We Make the Road by Walking” (1990) and “Pedagogy of Hope” (1994), reveal that the NC(V) program predominantly attracts underprivileged students and is rarely their first choice. This research highlights that the NC(V) program does not fully empower or transform students’ circumstances, instead perpetuating cycles of poverty, unemployment, and social inequality—contrary to Freire’s vision of education as a tool for liberation and societal change. The program fails to provide meaningful employment opportunities, leaving graduates often unemployed or in low-paying jobs, unable to escape poverty. This underscores the program’s inadequacies. Furthermore, insufficient support structures and practical application opportunities further diminish graduates’ employability. The study’s findings emphasise the need for systemic reforms in the NC(V) program. Embracing Freire’s principles and moving beyond traditional banking education models to more inclusive, participatory approaches is essential. This transformation is crucial for the TVET system to genuinely empower students and foster significant personal and societal change. , Thesis (PhD) -- Faculty of Education, School of Secondary School Education, 2024
- Full Text:
- Date Issued: 2024-12
(In)security communities in Africa: small arms and light weapons norm compliance by the economic community of West African states
- Authors: Pokoo, John Mark
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467093 , vital:76814
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Humanities, Political and International Studies, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Pokoo, John Mark
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467093 , vital:76814
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Humanities, Political and International Studies, 2024
- Full Text:
- Date Issued: 2024-10-11
A case study of GADRA’s community-engaged praxis for educational transformation
- Authors: Msomi, Nqobile Nomonde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/464864 , vital:76552 , DOI https://doi.org/10.21504/10962/464864
- Description: Although South Africa has achieved considerable steps in development over the last thirty years, post-apartheid South Africa is characterised by widespread poverty, high unemployment and systemic inequality. According to the country’s National Planning Commission, education is central to achieving the overarching democratic goals of eliminating poverty and reducing inequality. This positions education as an important site for the liberation and well-being of our country’s majority. This case study takes a community psychology perspective on education; more specifically the education-development nexus wherein Non-Governmental Organisations (NGOs) are centrally positioned. NGOs are contentiously positioned in the development discourse. Nonetheless, they have played a key role with regards to siding with the poor, the excluded, persistently marginalised and oppressed majority and to bringing about social justice, following South Africa’s colonial and apartheid histories, as well as in the current democratic dispensation. This study situates a local NGO, GADRA Education, within the country’s socio-political and educational landscape. Founded in the 1950s and located in Makhanda, it has been operating in the rural Eastern Cape province for more than sixty years. In the present-day, GADRA Education positions itself at the centre of a dense network of education institutions in Makhanda, including Rhodes University, and collaborates with a number of education stakeholders in the small city. The case study consisted of two consecutive phases: a Foucauldian discourse analysis of GADRA’s annual reports between 2012 and 2021, followed by individual narrative interviews with 13 organisational members. An Africa(n)-centred community psychology orientation, revealed counter-discourse to the national “crisis in education” discourse surrounding the NGO. The discourse of crisis produced the legitimation for GADRA Education’s continued existence, action and embeddedness in Makhanda. The discourse of transformation informed their modes of support across primary, secondary and higher education. The discourse of access and participation constructed the NGO as a bridge and link between phases of education. The discourse of collaborative partnerships enabled solidarity between state and non-state actors towards educational change. Finally, the discourse of development positioned development at a grassroots level. These constellations formed GADRA Education’s counter-discourse, which produced the Organisation’s apparatus of resistance, formulated as situated praxis. The 5 organisational members’ narratives revealed the apparatus’s impacts on the subjectivities of youth in Makhanda in engendering hope and driving educational change in the city. In contrast to conceptions of education NGOs who work in the public schooling sector making little progress in dismantling educational inequity, this study illustrates the techniques of resistance leveraged, in the context of collaborative partnerships, by the local NGO. These techniques have wider applicability for education-development practitioners concerned with transformative change in their educational locales. It illustrates the principles and modes by which NGOs can operate in solidarity with the persistently marginalised majority, and thus contribute to shaping our imagined educational futures. I argue that psychology is a useful site to think about justice. Critical psychological theory can enable a deeper understanding of practice that contributes to impactful community organisation, intervention and resistance in the country’s education sector. The operationalisation of the values and principles of community psychology can make important contributions at the nexus of theory and practice in working towards educational, and ultimately social, change. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Msomi, Nqobile Nomonde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/464864 , vital:76552 , DOI https://doi.org/10.21504/10962/464864
- Description: Although South Africa has achieved considerable steps in development over the last thirty years, post-apartheid South Africa is characterised by widespread poverty, high unemployment and systemic inequality. According to the country’s National Planning Commission, education is central to achieving the overarching democratic goals of eliminating poverty and reducing inequality. This positions education as an important site for the liberation and well-being of our country’s majority. This case study takes a community psychology perspective on education; more specifically the education-development nexus wherein Non-Governmental Organisations (NGOs) are centrally positioned. NGOs are contentiously positioned in the development discourse. Nonetheless, they have played a key role with regards to siding with the poor, the excluded, persistently marginalised and oppressed majority and to bringing about social justice, following South Africa’s colonial and apartheid histories, as well as in the current democratic dispensation. This study situates a local NGO, GADRA Education, within the country’s socio-political and educational landscape. Founded in the 1950s and located in Makhanda, it has been operating in the rural Eastern Cape province for more than sixty years. In the present-day, GADRA Education positions itself at the centre of a dense network of education institutions in Makhanda, including Rhodes University, and collaborates with a number of education stakeholders in the small city. The case study consisted of two consecutive phases: a Foucauldian discourse analysis of GADRA’s annual reports between 2012 and 2021, followed by individual narrative interviews with 13 organisational members. An Africa(n)-centred community psychology orientation, revealed counter-discourse to the national “crisis in education” discourse surrounding the NGO. The discourse of crisis produced the legitimation for GADRA Education’s continued existence, action and embeddedness in Makhanda. The discourse of transformation informed their modes of support across primary, secondary and higher education. The discourse of access and participation constructed the NGO as a bridge and link between phases of education. The discourse of collaborative partnerships enabled solidarity between state and non-state actors towards educational change. Finally, the discourse of development positioned development at a grassroots level. These constellations formed GADRA Education’s counter-discourse, which produced the Organisation’s apparatus of resistance, formulated as situated praxis. The 5 organisational members’ narratives revealed the apparatus’s impacts on the subjectivities of youth in Makhanda in engendering hope and driving educational change in the city. In contrast to conceptions of education NGOs who work in the public schooling sector making little progress in dismantling educational inequity, this study illustrates the techniques of resistance leveraged, in the context of collaborative partnerships, by the local NGO. These techniques have wider applicability for education-development practitioners concerned with transformative change in their educational locales. It illustrates the principles and modes by which NGOs can operate in solidarity with the persistently marginalised majority, and thus contribute to shaping our imagined educational futures. I argue that psychology is a useful site to think about justice. Critical psychological theory can enable a deeper understanding of practice that contributes to impactful community organisation, intervention and resistance in the country’s education sector. The operationalisation of the values and principles of community psychology can make important contributions at the nexus of theory and practice in working towards educational, and ultimately social, change. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-10-11
A conspiracy of silence: the authorial potential of full masks in performer training, dramaturgy and audience perception in South African visual theatre
- Authors: Murray, Robert Ian
- Date: 2024-10-11
- Subjects: Liezl de Kock , People with disabilities and the performing arts , Experimental theater South Africa , Actors Training of , Theater for deaf people South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467083 , vital:76813 , DOI https://doi.org/10.21504/10962/467083
- Description: Silent Mask Theatre in South Africa has the potential to cut across linguistic divides and deliver a product that offers an intimate, unique experience for the audience as well as the actor. South Africa not only has a complicated history, but also 11 languages (12 if one counts South African Sign Language – SASL -, which still holds a curious position of being counted official or not), and the one that theatre-makers choose to present in gives a certain “authority” to the production. Silent masks remove the need for linguistic understanding, something necessary for more abstract thought, and focusses instead on the emotional relevance and interplay between characters. In doing so, it proves an important way to create relevance for an audience, creating a delicate dance between the Mask (character and thereby text), how the actor plays it, and then the closing of meaning through the audience experience. Thus, is created a trialogue between these elements that gives the production the opportunity to speak to the hearts and minds of the audience. Globally, the study of silent character masks is still relatively new, with proponents of it only coming to the fore in the past few years (Wilsher, 2007). Mask Theatre has grown exponentially in the UK and Europe with companies like Vamos Theatre, exploring PTSD in works like A Brave Face (2018) or death in Dead Good (2021), and Familie Flöz either on the more whimsical side like Hotel Paradiso (2011) or the more hard-hitting Infinito (2006), gaining popularity and exposure. In South Africa, there is strangely not an indigenous tradition of masks, as opposed to other parts of Africa. This is fascinating, and probably points towards a more “oral tradition” of South Africa/Africa. However, the author aims to point out the ways that the silent mask entered South African consciousness at a time where more attention was being paid to “performing objects” (Proschan, 1985), and particularly in Cape Town with the advent of the Out the Box Festival. This thesis aims to contextualise Visual Theatre and Mask Theatre in a South African context, seeing within it a movement towards a more global perspective of puppetry, material performances, and performing objects. Although “ghettoised” for a long time (Taylor, 2004), performing objects emerged and became a leading case for the primal “text” of a performance. Handspring Puppet Company, Janni Younge, and the author’s company, FTH:K, became primary grounds of contestation against more conventional, text-based theatre. Starting with a reflective account of the author’s journey towards masks, the thesis branches out into a reflection on its author’s pedagogical praxis, and how silent masks work, before critically reflecting on and analysing his key works, such as Pictures of You (2008-2013), which deals with home invasions and grief, and Benchmarks (2011), which deals with the wave of xenophobia that hit South Africa around that time. . This were built from the ground up, working with current issues both in the author’s, and the country’s, mileau. In the last two decades, performing object work in South Africa has begun to flourish. This is the first thesis to investigate mask work in the country during this period. Its possibilities for Screen and Stage Acting are still being explored. , Thesis (PhD) -- Faculty of Humanities, Drama, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Murray, Robert Ian
- Date: 2024-10-11
- Subjects: Liezl de Kock , People with disabilities and the performing arts , Experimental theater South Africa , Actors Training of , Theater for deaf people South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467083 , vital:76813 , DOI https://doi.org/10.21504/10962/467083
- Description: Silent Mask Theatre in South Africa has the potential to cut across linguistic divides and deliver a product that offers an intimate, unique experience for the audience as well as the actor. South Africa not only has a complicated history, but also 11 languages (12 if one counts South African Sign Language – SASL -, which still holds a curious position of being counted official or not), and the one that theatre-makers choose to present in gives a certain “authority” to the production. Silent masks remove the need for linguistic understanding, something necessary for more abstract thought, and focusses instead on the emotional relevance and interplay between characters. In doing so, it proves an important way to create relevance for an audience, creating a delicate dance between the Mask (character and thereby text), how the actor plays it, and then the closing of meaning through the audience experience. Thus, is created a trialogue between these elements that gives the production the opportunity to speak to the hearts and minds of the audience. Globally, the study of silent character masks is still relatively new, with proponents of it only coming to the fore in the past few years (Wilsher, 2007). Mask Theatre has grown exponentially in the UK and Europe with companies like Vamos Theatre, exploring PTSD in works like A Brave Face (2018) or death in Dead Good (2021), and Familie Flöz either on the more whimsical side like Hotel Paradiso (2011) or the more hard-hitting Infinito (2006), gaining popularity and exposure. In South Africa, there is strangely not an indigenous tradition of masks, as opposed to other parts of Africa. This is fascinating, and probably points towards a more “oral tradition” of South Africa/Africa. However, the author aims to point out the ways that the silent mask entered South African consciousness at a time where more attention was being paid to “performing objects” (Proschan, 1985), and particularly in Cape Town with the advent of the Out the Box Festival. This thesis aims to contextualise Visual Theatre and Mask Theatre in a South African context, seeing within it a movement towards a more global perspective of puppetry, material performances, and performing objects. Although “ghettoised” for a long time (Taylor, 2004), performing objects emerged and became a leading case for the primal “text” of a performance. Handspring Puppet Company, Janni Younge, and the author’s company, FTH:K, became primary grounds of contestation against more conventional, text-based theatre. Starting with a reflective account of the author’s journey towards masks, the thesis branches out into a reflection on its author’s pedagogical praxis, and how silent masks work, before critically reflecting on and analysing his key works, such as Pictures of You (2008-2013), which deals with home invasions and grief, and Benchmarks (2011), which deals with the wave of xenophobia that hit South Africa around that time. . This were built from the ground up, working with current issues both in the author’s, and the country’s, mileau. In the last two decades, performing object work in South Africa has begun to flourish. This is the first thesis to investigate mask work in the country during this period. Its possibilities for Screen and Stage Acting are still being explored. , Thesis (PhD) -- Faculty of Humanities, Drama, 2024
- Full Text:
- Date Issued: 2024-10-11
A content analysis of the framing and representation of Black Lives Matter protests by South African mainstream media
- Authors: Manyike, Lerato Gladys
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/465799 , vital:76654
- Description: This study conducted a detailed analysis of 277 headlines using content analysis, focusing on how News24 portrays racial protests, particularly within the Black Lives Matter (BLM) movement. It explored News24's coverage of BLM protests from March to December 2020, uncovering various framing strategies and language nuances in news headlines. The research aimed to identify thematic frames, linguistic patterns, and overall media framing of BLM protests. The findings highlighted different framing strategies, including legitimising, conflict, and delegitimizing frames, along with the impact of descriptive language on audience perceptions. The study concluded that media framing is dynamic, responding to evolving events and public discourse, and provided recommendations for media transparency, diversity in newsrooms, media literacy, and ethical reporting. Future research suggestions include comparative analyses, audience reception studies, and policy impact assessments to deepen understanding and inform strategic interventions in media representations and public discourse on racial justice. Overall, the study contributes valuable insights into media framing practices and their impact on societal perceptions of racial justice issues. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Manyike, Lerato Gladys
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/465799 , vital:76654
- Description: This study conducted a detailed analysis of 277 headlines using content analysis, focusing on how News24 portrays racial protests, particularly within the Black Lives Matter (BLM) movement. It explored News24's coverage of BLM protests from March to December 2020, uncovering various framing strategies and language nuances in news headlines. The research aimed to identify thematic frames, linguistic patterns, and overall media framing of BLM protests. The findings highlighted different framing strategies, including legitimising, conflict, and delegitimizing frames, along with the impact of descriptive language on audience perceptions. The study concluded that media framing is dynamic, responding to evolving events and public discourse, and provided recommendations for media transparency, diversity in newsrooms, media literacy, and ethical reporting. Future research suggestions include comparative analyses, audience reception studies, and policy impact assessments to deepen understanding and inform strategic interventions in media representations and public discourse on racial justice. Overall, the study contributes valuable insights into media framing practices and their impact on societal perceptions of racial justice issues. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-10-11
A decision support tool for equitable and sustainable water management in the Koue Bokkeveld
- Authors: Tholanah, Rodney
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464344 , vital:76503
- Description: Water is an important natural resource with multiple domestic and industrial uses. South Africa has a water scarcity problem, with domestic and industrial demand projected to increase due to population growth. One affected area is the Koue Bokkeveld (KBV), an agricultural catchment in the Western Cape. Water scarcity, especially in the summer, can cause conflicts among the farmers. This study sought to determine the extent to which Agent-Based (AB) modelling could be used to model the KBV catchment area and simulate future climate and usage scenarios. The study used the ComMod methodology as it allows stakeholders to be involved at each step of the modelling process, thus improving the model’s credibility as a decision-support tool (DST). The model was implemented using Cormas, an Agent-Based Model (ABM) implementation framework built with the Smalltalk language. The model was verified and validated through consultations with the catchment coordinator and through workshops with stakeholders. The ABM reflected the catchment characteristics. Farms known to have water shortages had water shortages in the ABM. However, there was one that did not have shortages, which is attributed to land use change. The ABM was used to run multiple simulation scenarios, and it provides simulation results at the crop field, farm and catchment levels, which allows the ABM to be used as a bottom-up DST. , Thesis (MSc) -- Faculty of Science, Computer Science, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Tholanah, Rodney
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464344 , vital:76503
- Description: Water is an important natural resource with multiple domestic and industrial uses. South Africa has a water scarcity problem, with domestic and industrial demand projected to increase due to population growth. One affected area is the Koue Bokkeveld (KBV), an agricultural catchment in the Western Cape. Water scarcity, especially in the summer, can cause conflicts among the farmers. This study sought to determine the extent to which Agent-Based (AB) modelling could be used to model the KBV catchment area and simulate future climate and usage scenarios. The study used the ComMod methodology as it allows stakeholders to be involved at each step of the modelling process, thus improving the model’s credibility as a decision-support tool (DST). The model was implemented using Cormas, an Agent-Based Model (ABM) implementation framework built with the Smalltalk language. The model was verified and validated through consultations with the catchment coordinator and through workshops with stakeholders. The ABM reflected the catchment characteristics. Farms known to have water shortages had water shortages in the ABM. However, there was one that did not have shortages, which is attributed to land use change. The ABM was used to run multiple simulation scenarios, and it provides simulation results at the crop field, farm and catchment levels, which allows the ABM to be used as a bottom-up DST. , Thesis (MSc) -- Faculty of Science, Computer Science, 2024
- Full Text:
- Date Issued: 2024-10-11