A social realist analysis of collaborative curriculum development processes in an academic department at a South African university
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
Livelihood strategies of female-headed households in the Coloured community of Sunningdale in Harare, Zimbabwe
- Authors: Wadi, Chenai C
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/3839 , vital:20547
- Description: The turbulent economic and political situation that has plagued Zimbabwe over the past two decades has had a dire effect on its urban population. The country’s tempestuous situation has not only threatened urbanites’ access to basic necessities but has also rendered many households and particularly female-headed households vulnerable to poverty and deprivation. Thus the primary objective of this study was to analyse and understand how coloured female-headed households in Sunningdale, Harare, Zimbabwe are surviving in the context of the current economic and political crises in the country. Essentially the study sought to achieve the three main objectives. The first objective was to identify and document the current livelihood strategies that a small sample of coloured female-headed households have adopted; the second was to explore the challenges and problems faced by female-headed households in their daily lives and lastly, the third was to establish what support mechanisms were available to these households to cope with the challenges and problems they face in generating an income and catering to their household needs. Methodologically the study employed a qualitative research approach with in-depth semi-structured interviews being used to collect data from five female-headed households. The data was then analysed using an interpretive approach and presented textually. Essentially the study found that in terms of the first research objective that coloured female-headed households engaged in a range of livelihood activities in order to earn a living, with informal trading being the main livelihood activity that the participants relied on to acquire an income to support their households. With regards to the second objective, it was revealed that the female heads interviewed faced numerous challenges ranging from economic to social problems that limited their ability to develop sustainable livelihoods, thereby increasing their risk to fall into poverty and validating their feminization of poverty. In terms of the third and last objective, the study found that the female heads did not have many reliable support mechanisms available to them thereby limiting their ability to achieve financial and social empowerment.
- Full Text:
- Date Issued: 2016
- Authors: Wadi, Chenai C
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/3839 , vital:20547
- Description: The turbulent economic and political situation that has plagued Zimbabwe over the past two decades has had a dire effect on its urban population. The country’s tempestuous situation has not only threatened urbanites’ access to basic necessities but has also rendered many households and particularly female-headed households vulnerable to poverty and deprivation. Thus the primary objective of this study was to analyse and understand how coloured female-headed households in Sunningdale, Harare, Zimbabwe are surviving in the context of the current economic and political crises in the country. Essentially the study sought to achieve the three main objectives. The first objective was to identify and document the current livelihood strategies that a small sample of coloured female-headed households have adopted; the second was to explore the challenges and problems faced by female-headed households in their daily lives and lastly, the third was to establish what support mechanisms were available to these households to cope with the challenges and problems they face in generating an income and catering to their household needs. Methodologically the study employed a qualitative research approach with in-depth semi-structured interviews being used to collect data from five female-headed households. The data was then analysed using an interpretive approach and presented textually. Essentially the study found that in terms of the first research objective that coloured female-headed households engaged in a range of livelihood activities in order to earn a living, with informal trading being the main livelihood activity that the participants relied on to acquire an income to support their households. With regards to the second objective, it was revealed that the female heads interviewed faced numerous challenges ranging from economic to social problems that limited their ability to develop sustainable livelihoods, thereby increasing their risk to fall into poverty and validating their feminization of poverty. In terms of the third and last objective, the study found that the female heads did not have many reliable support mechanisms available to them thereby limiting their ability to achieve financial and social empowerment.
- Full Text:
- Date Issued: 2016
A participant-focused sociological analysis of Beedz, a Grahamstown skills training project for women
- Authors: Bobo, Azola Benita Dorothea
- Date: 2017
- Subjects: Beedz (Makhanda, South Africa) , Feminist theory -- Developing countries , Training -- South Africa -- Makhanda , Occupational training -- South Africa -- Makhanda , Women -- South Africa -- Makhanda -- Social conditions
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/5686 , vital:20964
- Description: This research looked at a participant-focused sociological analysis of Beedz, a Grahamstown skills training project for women. Beedz is run by the River of Life Church and aims to equip women with the necessary skills to participate in the economy, either as entrepreneurs or as employees. Using third world feminist theory, this research explored the experiences of women who have participated in the Beedz programme, what they went through, and whether the programme benefited them or not. In particular, this research explored how the participants experienced Beedz as a programme for women without an exclusive focus on traditional feminist issues. This research was qualitative in nature; with in-depth, semi-structured interviews being used as a means of data collection. Data was analysed using key themes emerging from the interviews. The key findings of this research were that it is important to include women in training projects, as by including them you create spaces and enabling environments for women to empower themselves. Secondly, although Beedz does not deliberately work from the third world feminist theory, it could be argued that it fits in this framework as this programme facilitates skills training through looking at women as a whole, taking into account not only their gender, but also their class and race. Recommendations were made on how the Beedz programme may be improved, based on the information gathered from the participants from the interviews conducted during the research, with the key recommendation being that the organisers of the programme need to create a space for the participants’ voice to be heard, so that the programme can be relevant and beneficial to them.
- Full Text:
- Date Issued: 2017
- Authors: Bobo, Azola Benita Dorothea
- Date: 2017
- Subjects: Beedz (Makhanda, South Africa) , Feminist theory -- Developing countries , Training -- South Africa -- Makhanda , Occupational training -- South Africa -- Makhanda , Women -- South Africa -- Makhanda -- Social conditions
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/5686 , vital:20964
- Description: This research looked at a participant-focused sociological analysis of Beedz, a Grahamstown skills training project for women. Beedz is run by the River of Life Church and aims to equip women with the necessary skills to participate in the economy, either as entrepreneurs or as employees. Using third world feminist theory, this research explored the experiences of women who have participated in the Beedz programme, what they went through, and whether the programme benefited them or not. In particular, this research explored how the participants experienced Beedz as a programme for women without an exclusive focus on traditional feminist issues. This research was qualitative in nature; with in-depth, semi-structured interviews being used as a means of data collection. Data was analysed using key themes emerging from the interviews. The key findings of this research were that it is important to include women in training projects, as by including them you create spaces and enabling environments for women to empower themselves. Secondly, although Beedz does not deliberately work from the third world feminist theory, it could be argued that it fits in this framework as this programme facilitates skills training through looking at women as a whole, taking into account not only their gender, but also their class and race. Recommendations were made on how the Beedz programme may be improved, based on the information gathered from the participants from the interviews conducted during the research, with the key recommendation being that the organisers of the programme need to create a space for the participants’ voice to be heard, so that the programme can be relevant and beneficial to them.
- Full Text:
- Date Issued: 2017
An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown
- Authors: Johnson, Gwendolyn Gay
- Date: 2014
- Subjects: Dyslexic children -- Education -- South Africa -- Grahamstown -- Case studies , Dyslexic children -- South Africa -- Grahamstown -- Psychological aspects -- Case studies , Dyslexic children -- Social aspects -- South Africa -- Grahamstown -- Case studies , Self-perception in adolescence , Emotions in adolescence , Dyslexia , Education, Secondary -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3375 , http://hdl.handle.net/10962/d1013124
- Description: The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
- Full Text:
- Date Issued: 2014
- Authors: Johnson, Gwendolyn Gay
- Date: 2014
- Subjects: Dyslexic children -- Education -- South Africa -- Grahamstown -- Case studies , Dyslexic children -- South Africa -- Grahamstown -- Psychological aspects -- Case studies , Dyslexic children -- Social aspects -- South Africa -- Grahamstown -- Case studies , Self-perception in adolescence , Emotions in adolescence , Dyslexia , Education, Secondary -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3375 , http://hdl.handle.net/10962/d1013124
- Description: The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.
- Full Text:
- Date Issued: 2014
A sociological analysis of the production, marketing and distribution of contemporary popular music by Zambian musicians
- Authors: Kazadi, Kanyabu Solomon
- Date: 2015
- Subjects: Popular music -- Zambia , Musicians -- Zambia , Sound recording industry -- Zambia , Popular music -- Production and direction -- Zambia , Popular music -- Marketing , Intellectual property -- Zambia , Copyright -- Royalties -- Zambia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3404 , http://hdl.handle.net/10962/d1018933
- Description: The purpose of this research was to gather information about the production, marketing and distribution of Zambian contemporary music by Zambian musicians. Very little information has been documented about the development of the Zambian music industry, particularly from the perspective of those within the industry. As a result this study attempted to add to this knowledge. To achieve this Pierre Bourdieu’s theoretical concepts of ‘fields’ and ‘habitus’ were used to gain an understanding of what affects the creation of art forms such as music as well as the structures and underlying processes within the music industry. The concept of ‘fields’ usefully framed an explanation of the struggles and connections within the various fields in the industry and a view of the Zambian music industry in relation to the international industry. To gather the data necessary for this research a qualitative approach was utilised involving semistructured in-depth questionnaires from twenty-three interviewees. These interviewees were selected from various sectors of the music industry in an attempt to gain a holistic perspective of the industry in the 21st century. There were four subgroups: the artists (singers, rappers and instrumentalists), managers, radio DJs, and a miscellaneous group made up of the remaining participants, a Sounds Arcade manager, a music journalist, the National Arts Council Chairperson, a Zambia Music Copyright Protection Society (ZAMCOPS) administrator, and the then President of the Zambia Association of Musicians (ZAM). With the limited exposure to formal musical, instrumental and production training, musicians, instrumentalists, managers and studio production personnel interviewed had had to learn their craft on-the-job. This limited knowledge appears to add to the hindrance of the development of careers and the industry, particularly in terms of how to register and distribute music correctly to earn royalties and protect their intellectual property against piracy. From an institutional level piracy is being addressed more forcefully with the introduction of holograms and the tightening of policies and structures to do with the music industry.
- Full Text:
- Date Issued: 2015
- Authors: Kazadi, Kanyabu Solomon
- Date: 2015
- Subjects: Popular music -- Zambia , Musicians -- Zambia , Sound recording industry -- Zambia , Popular music -- Production and direction -- Zambia , Popular music -- Marketing , Intellectual property -- Zambia , Copyright -- Royalties -- Zambia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3404 , http://hdl.handle.net/10962/d1018933
- Description: The purpose of this research was to gather information about the production, marketing and distribution of Zambian contemporary music by Zambian musicians. Very little information has been documented about the development of the Zambian music industry, particularly from the perspective of those within the industry. As a result this study attempted to add to this knowledge. To achieve this Pierre Bourdieu’s theoretical concepts of ‘fields’ and ‘habitus’ were used to gain an understanding of what affects the creation of art forms such as music as well as the structures and underlying processes within the music industry. The concept of ‘fields’ usefully framed an explanation of the struggles and connections within the various fields in the industry and a view of the Zambian music industry in relation to the international industry. To gather the data necessary for this research a qualitative approach was utilised involving semistructured in-depth questionnaires from twenty-three interviewees. These interviewees were selected from various sectors of the music industry in an attempt to gain a holistic perspective of the industry in the 21st century. There were four subgroups: the artists (singers, rappers and instrumentalists), managers, radio DJs, and a miscellaneous group made up of the remaining participants, a Sounds Arcade manager, a music journalist, the National Arts Council Chairperson, a Zambia Music Copyright Protection Society (ZAMCOPS) administrator, and the then President of the Zambia Association of Musicians (ZAM). With the limited exposure to formal musical, instrumental and production training, musicians, instrumentalists, managers and studio production personnel interviewed had had to learn their craft on-the-job. This limited knowledge appears to add to the hindrance of the development of careers and the industry, particularly in terms of how to register and distribute music correctly to earn royalties and protect their intellectual property against piracy. From an institutional level piracy is being addressed more forcefully with the introduction of holograms and the tightening of policies and structures to do with the music industry.
- Full Text:
- Date Issued: 2015
Rhodes University students’ experiences of living as students on National'Student Financial Aid Scheme (NSFAS) funding
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
A sociological analysis of Rhodes University Students previously diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) and prescribed psychostimulant medications
- Authors: Brasher, Chelsea Marilyn
- Date: 2017
- Subjects: Stereotypes (Social psychology) , Mental illness -- Public opinion , Attention-deficit hyperactivity disorder , Attention-deficit hyperactivity disorder -- Treatment , Symbolic interactionism
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/7610 , vital:21278
- Description: Using the theoretical framework of symbolic interactionism, bringing into account the labelling theory, the stigmas attached upon mental health issues and the medicalization approach, this study sought to document and analyze the viewpoints that previously diagnosed Rhodes University students hold towards the ADHD label and the subsequent usage of psychostimulant medications. Seven respondents were involved in an in-depth interviewing process. Out of the seven respondents chosen, five of the respondents were diagnosed in their primary school years, whereas the other two respondents were diagnosed in their late teenage years or early adult years. These respondents were included to enlighten and support the narrative of the five respondents diagnosed in their youth. The findings varied, with some of the respondents feeling negatively affected by having the ADHD label attached to them, and others, positively affected by it. The findings were also diverse in terms of how the respondents experienced stimulant usage, with some believing that the benefits of usage outweigh the costs, and others, the opposite. At a general level, it was discovered that the respondents were not affected by the ADHD label in terms of their interactions with others in primary school. It was only as they got older did some become fearful of the stigma attached to the ADHD label, and that of medication.
- Full Text:
- Date Issued: 2017
- Authors: Brasher, Chelsea Marilyn
- Date: 2017
- Subjects: Stereotypes (Social psychology) , Mental illness -- Public opinion , Attention-deficit hyperactivity disorder , Attention-deficit hyperactivity disorder -- Treatment , Symbolic interactionism
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/7610 , vital:21278
- Description: Using the theoretical framework of symbolic interactionism, bringing into account the labelling theory, the stigmas attached upon mental health issues and the medicalization approach, this study sought to document and analyze the viewpoints that previously diagnosed Rhodes University students hold towards the ADHD label and the subsequent usage of psychostimulant medications. Seven respondents were involved in an in-depth interviewing process. Out of the seven respondents chosen, five of the respondents were diagnosed in their primary school years, whereas the other two respondents were diagnosed in their late teenage years or early adult years. These respondents were included to enlighten and support the narrative of the five respondents diagnosed in their youth. The findings varied, with some of the respondents feeling negatively affected by having the ADHD label attached to them, and others, positively affected by it. The findings were also diverse in terms of how the respondents experienced stimulant usage, with some believing that the benefits of usage outweigh the costs, and others, the opposite. At a general level, it was discovered that the respondents were not affected by the ADHD label in terms of their interactions with others in primary school. It was only as they got older did some become fearful of the stigma attached to the ADHD label, and that of medication.
- Full Text:
- Date Issued: 2017
The effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe: a case study
- Authors: Katsinde, Tapfuiwa James
- Date: 2020
- Subjects: Education, Secondary -- Political aspects -- Zimbabwe , Political violence -- Zimbabwe , Zimbabwe -- Economic conitions -- 1980- , Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165610 , vital:41263
- Description: The purpose of the study was to analyse the effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe between 2000 and 2017. Previous studies in Zimbabwe and elsewhere have shown that schools were negatively affected by economic and political instability. This study adds to this literature by using habitus as a conceptual framework. This was a qualitative study which made use of a multi-case research design. Data was collected using focus group discussions, interviews and document analysis. Eight research sites in the form of secondary schools in four districts were used. Data analysis was done using theoretical prepositions guided by research objectives and research questions. Data presentations was characterised by quotes of participants. Trustworthiness based on dependability, credibility, transferability and conformability formed the basis of quality assurance measures. The study revealed that economic and political instability had similar negative results in the field of secondary schools in the province. Economic instability negatively affected school activities which included teaching and learning, administration and development work. In addition economic instability affected individual secondary school actors psychologically. Economic instability affected relations among the secondary school actors by aggravating already existing contestations amongst actors. Similarly, political instability affected secondary school activities such as teaching and learning, school administration, development, donations and social benefits. Secondary school actors were individually affected psychologically and through physical abuse and the way they responded to political instability. The study has shown that decentralised secondary schools found it difficult to solve the problems introduced by economic and political instability especially when the instabilities occurred within the difficulties of the broader Zimbabwean context. It is therefore recommended that decentralised secondary schools should be assisted financially and with resources to withstand economic challenges. There is a need to protect secondary schools from political activities and activists as these have devastating effects on education if allowed to have a free reign. Further similar research is recommended for other provinces in the country.
- Full Text:
- Date Issued: 2020
- Authors: Katsinde, Tapfuiwa James
- Date: 2020
- Subjects: Education, Secondary -- Political aspects -- Zimbabwe , Political violence -- Zimbabwe , Zimbabwe -- Economic conitions -- 1980- , Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165610 , vital:41263
- Description: The purpose of the study was to analyse the effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe between 2000 and 2017. Previous studies in Zimbabwe and elsewhere have shown that schools were negatively affected by economic and political instability. This study adds to this literature by using habitus as a conceptual framework. This was a qualitative study which made use of a multi-case research design. Data was collected using focus group discussions, interviews and document analysis. Eight research sites in the form of secondary schools in four districts were used. Data analysis was done using theoretical prepositions guided by research objectives and research questions. Data presentations was characterised by quotes of participants. Trustworthiness based on dependability, credibility, transferability and conformability formed the basis of quality assurance measures. The study revealed that economic and political instability had similar negative results in the field of secondary schools in the province. Economic instability negatively affected school activities which included teaching and learning, administration and development work. In addition economic instability affected individual secondary school actors psychologically. Economic instability affected relations among the secondary school actors by aggravating already existing contestations amongst actors. Similarly, political instability affected secondary school activities such as teaching and learning, school administration, development, donations and social benefits. Secondary school actors were individually affected psychologically and through physical abuse and the way they responded to political instability. The study has shown that decentralised secondary schools found it difficult to solve the problems introduced by economic and political instability especially when the instabilities occurred within the difficulties of the broader Zimbabwean context. It is therefore recommended that decentralised secondary schools should be assisted financially and with resources to withstand economic challenges. There is a need to protect secondary schools from political activities and activists as these have devastating effects on education if allowed to have a free reign. Further similar research is recommended for other provinces in the country.
- Full Text:
- Date Issued: 2020
Young veterans, not always social misfits: a sociological discourse of Liberian transmogrification experiences
- Authors: Agbedahin, Komlan
- Date: 2012
- Subjects: Child soldiers -- Liberia Children and war -- Liberia Liberia. Armed Forces -- Demobilization -- Social aspects Liberia -- History -- Civil War, 1989-1996 Liberia -- History -- Civil War, 1999-2003
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3316 , http://hdl.handle.net/10962/d1003104
- Description: This thesis examines the phenomenon of child-soldiering from a different perspective. It seeks to challenge, using a novel approach, earlier studies on the roles of former child-soldiers in post-war societies. It focuses on the subjectivity of young veterans, that is war veterans formerly associated with armed forces and groups as children during the 14-year gruesome civil war which bedevilled Liberia between 1989 and 2003. This civil war claimed roughly 250,000 lives, and saw the active participation of approximately 21,000 child-soldiers. This thesis departs from previous works which mostly painted an apocalyptic picture of young veterans, and explores the nexus between their self-agency, Foucauldian technologies of the self and their transformation in the post-war society. The majority of previous scholarly works which have dominated the field of child-soldiering dwelt on the impact of armed conflict on the child-soldiers, the negative consequences, the causes of child-soldiering, and the rehabilitation and reintegration of the young veterans after their disarmament and demobilization. What this thesis seeks to do however, is to establish that, rather than considering the young veterans simply as social misfits, distraught and dispirited human beings, it should be noted that young veterans through their agency, are capable of ensuring their reintegration into their war-ravaged societies. Sadly, these young former fighters’ self-agency and technologies of the self in defining their civilian trajectories have often been overshadowed by vaunted humanitarian aid and multilayered war-profiteering. This study is underpinned by interpretive constructivism, symbolic interactionism, social identity theory, sociometer theory and expectancy theory, and sheds light on how young veterans’ self-agency, instrumental coalitions, and decision-making processes, synergistically shifted the negative identities foisted on them as a result of their participation in the war.
- Full Text:
- Date Issued: 2012
- Authors: Agbedahin, Komlan
- Date: 2012
- Subjects: Child soldiers -- Liberia Children and war -- Liberia Liberia. Armed Forces -- Demobilization -- Social aspects Liberia -- History -- Civil War, 1989-1996 Liberia -- History -- Civil War, 1999-2003
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3316 , http://hdl.handle.net/10962/d1003104
- Description: This thesis examines the phenomenon of child-soldiering from a different perspective. It seeks to challenge, using a novel approach, earlier studies on the roles of former child-soldiers in post-war societies. It focuses on the subjectivity of young veterans, that is war veterans formerly associated with armed forces and groups as children during the 14-year gruesome civil war which bedevilled Liberia between 1989 and 2003. This civil war claimed roughly 250,000 lives, and saw the active participation of approximately 21,000 child-soldiers. This thesis departs from previous works which mostly painted an apocalyptic picture of young veterans, and explores the nexus between their self-agency, Foucauldian technologies of the self and their transformation in the post-war society. The majority of previous scholarly works which have dominated the field of child-soldiering dwelt on the impact of armed conflict on the child-soldiers, the negative consequences, the causes of child-soldiering, and the rehabilitation and reintegration of the young veterans after their disarmament and demobilization. What this thesis seeks to do however, is to establish that, rather than considering the young veterans simply as social misfits, distraught and dispirited human beings, it should be noted that young veterans through their agency, are capable of ensuring their reintegration into their war-ravaged societies. Sadly, these young former fighters’ self-agency and technologies of the self in defining their civilian trajectories have often been overshadowed by vaunted humanitarian aid and multilayered war-profiteering. This study is underpinned by interpretive constructivism, symbolic interactionism, social identity theory, sociometer theory and expectancy theory, and sheds light on how young veterans’ self-agency, instrumental coalitions, and decision-making processes, synergistically shifted the negative identities foisted on them as a result of their participation in the war.
- Full Text:
- Date Issued: 2012
An ethnographic exploration of black lesbians rape survivors’ access to support services in Cape Town South Africa
- Wilson, Kaythrine Esther Jacqueline
- Authors: Wilson, Kaythrine Esther Jacqueline
- Date: 2022-04
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/232646 , vital:50010
- Description: Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Wilson, Kaythrine Esther Jacqueline
- Date: 2022-04
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/232646 , vital:50010
- Description: Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-04
Digital colonialism: South Africa’s education transformation in the shadow of Silicon Valley
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
- Date Issued: 2019
- Authors: Kwet, Michael
- Date: 2019
- Subjects: Operation Phakisa Education (South Africa) , Educational technology -- South Africa , Internet in education -- South Africa , Educational sociology -- South Africa , Technological innovations -- South Africa , Technological literacy -- South Africa , Education and state -- South Africa , Open source software -- South Africa , Electronic surveillance -- Social aspects -- South Africa , Privacy, Right of -- South Africa , Business and education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93767 , vital:30936
- Description: This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues.
- Full Text:
- Date Issued: 2019
A sociological analysis of the involvement of men in campaigns against sexual violence towards women at Rhodes University: the aftermath of the #RUReference protest
- Authors: Roboji, Philasande Milisa
- Date: 2020
- Subjects: #RUReferenceList , Rhodes University -- Students -- Attitudes , Rape in universities and colleges -- South Africa , Social movements -- South Africa -- Makhanda , Women college students -- Violence against -- South Africa , Male college students -- South Africa -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: http://hdl.handle.net/10962/148059 , vital:38706
- Description: Gender-based violence more especially sexual violence towards women is one of the biggest social issus affecting South Africa including higher institutions of learning, universities in this context. In recent years, we have seen students in universities protesting sexual violence demanding universities to improve their ways of dealing with this violence. The motivation behind this thesis is the notion that sexual violence is a women’s issue and how most men in our communities and universities do not involve themselves in campaigns that are designed to end sexual violence towards women. There is an assumption that women should be the ones fighting against sexual violence because it affects them when in fact sexual violence affects everyone and more importantly, is mostly perpetuated by men. Therefore, the main purpose of this thesis was to sociologically analyze the involvement of men in campaigns against sexual violence towards women and the aftermath of the #RUReferenceList protest that took place at Rhodes University in 2016. This protest started immediately after a list of students who were said to be alleged sexual perpetrators was published online. Attached to this primary objective, the sub-goals that informed the entire study were to investigate how the involvement of men in the #RUReferenceList protest has contributed to challenging rape culture at Rhodes University. Also, to investigate if there are any ongoing campaigns and/or projects that includes men and that are still addressing the issue of sexual violence towards women. There is however, a dearth of research on the involvement of men in campaigns against sexual violence in South Africa. Therefore, it was difficult finding existing literature that touches on the involvement of men in campaigns against sexual violence towards women particularly in the context of universities. This thesis was conducted within the premises of Rhodes University through a qualitative research approach in a form of in-depth interviews. Five participants were selected through purposive sampling which included the Chair of the Gender Action Forum, one former student representative council member, a sub-warden from a male residence and two students. The findings of this research are not the full representation of the entire university but opinions and perspective of the participants that were interviewed. Their opinions and perspectives have a potential of contributing to the factors and reasons as to why majority of men have not engaged themselves in issues of gender-based violence or involved themselves in campaigns against sexual violence towards women.
- Full Text:
- Date Issued: 2020
- Authors: Roboji, Philasande Milisa
- Date: 2020
- Subjects: #RUReferenceList , Rhodes University -- Students -- Attitudes , Rape in universities and colleges -- South Africa , Social movements -- South Africa -- Makhanda , Women college students -- Violence against -- South Africa , Male college students -- South Africa -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: http://hdl.handle.net/10962/148059 , vital:38706
- Description: Gender-based violence more especially sexual violence towards women is one of the biggest social issus affecting South Africa including higher institutions of learning, universities in this context. In recent years, we have seen students in universities protesting sexual violence demanding universities to improve their ways of dealing with this violence. The motivation behind this thesis is the notion that sexual violence is a women’s issue and how most men in our communities and universities do not involve themselves in campaigns that are designed to end sexual violence towards women. There is an assumption that women should be the ones fighting against sexual violence because it affects them when in fact sexual violence affects everyone and more importantly, is mostly perpetuated by men. Therefore, the main purpose of this thesis was to sociologically analyze the involvement of men in campaigns against sexual violence towards women and the aftermath of the #RUReferenceList protest that took place at Rhodes University in 2016. This protest started immediately after a list of students who were said to be alleged sexual perpetrators was published online. Attached to this primary objective, the sub-goals that informed the entire study were to investigate how the involvement of men in the #RUReferenceList protest has contributed to challenging rape culture at Rhodes University. Also, to investigate if there are any ongoing campaigns and/or projects that includes men and that are still addressing the issue of sexual violence towards women. There is however, a dearth of research on the involvement of men in campaigns against sexual violence in South Africa. Therefore, it was difficult finding existing literature that touches on the involvement of men in campaigns against sexual violence towards women particularly in the context of universities. This thesis was conducted within the premises of Rhodes University through a qualitative research approach in a form of in-depth interviews. Five participants were selected through purposive sampling which included the Chair of the Gender Action Forum, one former student representative council member, a sub-warden from a male residence and two students. The findings of this research are not the full representation of the entire university but opinions and perspective of the participants that were interviewed. Their opinions and perspectives have a potential of contributing to the factors and reasons as to why majority of men have not engaged themselves in issues of gender-based violence or involved themselves in campaigns against sexual violence towards women.
- Full Text:
- Date Issued: 2020
A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
Critical evaluation of medical waste management policies, processes and practices in selected rural hospitals in the Eastern Cape
- Authors: Maseko, Qondile
- Date: 2014
- Subjects: Hazardous wastes -- Management -- South Africa , Radioactive waste disposal -- South Africa , Medical wastes -- Management -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3373 , http://hdl.handle.net/10962/d1013107
- Description: This thesis critically evaluates the policies, processes and practices of medical waste management in selected rural hospitals in the Eastern Cape. Medical Waste Management is a growing public health and environmental issue worldwide. Research shows large scale incapacity in dealing with medical waste in an efficient and sustainable fashion globally, which demonstrates that it is not merely a developing world problem alone. This study is conducted against the backdrop of an increasing medical waste crisis in South Africa. Although there are an abundance of studies on solid waste management, there is a lack of data and research particularly on medical waste management in rural hospitals. The crisis of medical waste management in South Africa is closely intertwined with the collapsing health care system and an overburdened natural environment. It is an undisputable fact that South Africa’s generation of medical waste far exceeds its capacity to handle it effectively. This thesis argues that the neglect of medical waste as an environmental-health issue and the absence of an integrated national medical waste management plan aggravate the medical waste problem in the country. In explaining the medical waste crisis, this thesis adopts a Marxist perspective which is based on the premise that industrial capitalist societies place economic growth and production at high priority at the expense of the natural environment; creating a society that is engulfed by high health risk due to the generation of hazardous and toxic waste. Industrial societies view themselves as superior and separate from the natural environment, whereas one cannot separate nature from society as they are interlinked. As society attempts to adopt a sustainable environmental approach towards environmental management, science and technology are enforced as a solution to environmental problems in order to continue developing countries’ economies whilst sustainably managing and protecting the environment, which is contradictory. This thesis emphasises that medical waste management is a socio-political problem as much as it is an environmental problem, hence the need to focus on power relations and issues of environmental and social justice. The results of the study identified gaps in policy framework nationally and institutionally on medical waste management. In addition, there were poor waste management practices due to poor training, inadequate infrastructure and resources as well as poor budget support.
- Full Text:
- Date Issued: 2014
- Authors: Maseko, Qondile
- Date: 2014
- Subjects: Hazardous wastes -- Management -- South Africa , Radioactive waste disposal -- South Africa , Medical wastes -- Management -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3373 , http://hdl.handle.net/10962/d1013107
- Description: This thesis critically evaluates the policies, processes and practices of medical waste management in selected rural hospitals in the Eastern Cape. Medical Waste Management is a growing public health and environmental issue worldwide. Research shows large scale incapacity in dealing with medical waste in an efficient and sustainable fashion globally, which demonstrates that it is not merely a developing world problem alone. This study is conducted against the backdrop of an increasing medical waste crisis in South Africa. Although there are an abundance of studies on solid waste management, there is a lack of data and research particularly on medical waste management in rural hospitals. The crisis of medical waste management in South Africa is closely intertwined with the collapsing health care system and an overburdened natural environment. It is an undisputable fact that South Africa’s generation of medical waste far exceeds its capacity to handle it effectively. This thesis argues that the neglect of medical waste as an environmental-health issue and the absence of an integrated national medical waste management plan aggravate the medical waste problem in the country. In explaining the medical waste crisis, this thesis adopts a Marxist perspective which is based on the premise that industrial capitalist societies place economic growth and production at high priority at the expense of the natural environment; creating a society that is engulfed by high health risk due to the generation of hazardous and toxic waste. Industrial societies view themselves as superior and separate from the natural environment, whereas one cannot separate nature from society as they are interlinked. As society attempts to adopt a sustainable environmental approach towards environmental management, science and technology are enforced as a solution to environmental problems in order to continue developing countries’ economies whilst sustainably managing and protecting the environment, which is contradictory. This thesis emphasises that medical waste management is a socio-political problem as much as it is an environmental problem, hence the need to focus on power relations and issues of environmental and social justice. The results of the study identified gaps in policy framework nationally and institutionally on medical waste management. In addition, there were poor waste management practices due to poor training, inadequate infrastructure and resources as well as poor budget support.
- Full Text:
- Date Issued: 2014
Re-adjustment of masculinities and sexualities amongst first year male students at Rhodes University in the wake of the residence Consent Talk’s programme
- Authors: Ntisana, Thulani
- Date: 2020
- Subjects: Communication in higher education - South Africa -- Makhanda , Rape in universities and colleges -- South Africa -- Makhanda , Masculinity -- South Africa -- Makhanda , Male college students -- Social life and customs -- South Africa -- Makhanda , Male college students -- Sexual behavior -- South Africa -- Makhanda , Male college students -- Conduct of life -- South Africa -- Makhanda , Men -- Identity , Male domination (Social structure) , Patriarchy -- South Africa , Women -- Violence against -- South Africa , Social problems -- South Africa , Consent Talks , #RUreferencelist
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/148956 , vital:38790
- Description: This study seeks to understand how Rhodes University first-year male students adjusted and re-adjusted their masculinities and sexualities in light of the Consent Talk programme offered by the university, the aim of which is to liberate masculinities and femininities from patriarchal and dominant discourses. In the past 26 years, South Africa has seen an increase in academic research establishing causal links between boys, men, masculinities and a number of social ills such as the HIV/AIDs epidemic, violence against women, substance abuse, homophobia, gender-based violence and a lower pass rate amongst boys. This in turn inspired an increase in interventions seeking to involve boys and men in order to identify and address their role in combating gender based violence. These various forms of social deviances that have been linked to masculinity have indicated that young men's masculinity is in crisis and as a result needs great attention in order to address the social issues linked to them. Institutions of higher learning have proven to be microcosms of the larger society. Universities have become highly sexualised spaces; coercive sexual practices in heterosexual relationships are a norm, young women don't feel safe and have lost confidence in universities addressing their concerns. With the emergence of the #RUreferencelist in 2016, the spotlight fell on Rhodes University; young women challenged the rape culture and sexual assaults on campus. In 2016, staff members who are well-informed and educated on issues of gender, sexuality and rape initiated discussions with students in their residences; these discussions were later to be called the Consent Talks. This research makes use of Pierre Bourdieu’s critical theory in understanding how young men negotiate their masculinity within the field of higher education, at Rhodes University. Bourdieu’s three main concepts, field, habitus and capital are used to describe how young men negotiate their masculinity and how the field of gender intersects with the field of higher education. A qualitative paradigm has been employed. The study has collected data through the use of in-depth interviews to get a richer insight into the participants’ perspectives. There were 15 interviews conducted in total for this study, 14 were with first year male students, and one with a senior official of the University. The data was analysed through a qualitative thematic analysis. The findings of the research reveal that some of the participants were exposed to patriarchal and dominant forms of masculinity when growing up. However, most of the participants revealed they were also exposed to alternative masculinities. These were either taught or learnt at home, from family members, circumcision school, church or peers in society. Both the dominant and alternative masculinities were revealed in the discourses of what it means to be a man and in how the young men performed their masculinities. Furthermore, one of the major themes that emerged was that most of the young men in the study were raised by single mothers with mothers playing a significant role in encouraging healthy masculinities. The findings went on to reveal that families (mothers, fathers, older siblings and culture) play a role in socialising and shaping healthy masculinities. The acceptance or rejection of either dominant or alternative masculinities was influenced by an exposure to an environment that either encouraged or shunned either dominant or alternative masculinities. The findings further unveils that different societies are strongly identified with their own definitions of what it means to be a man and are not open to other definitions of masculinity. Moreover, most of the participants accepted the content of what was taught in the Consent Talks; however sought healthy participation, interaction and inclusion of female students. Lastly, the study has also revealed that knowledge of the consequences of breaking (the law) university’s policy does affect some change of behaviour in potential perpetrators.
- Full Text:
- Date Issued: 2020
- Authors: Ntisana, Thulani
- Date: 2020
- Subjects: Communication in higher education - South Africa -- Makhanda , Rape in universities and colleges -- South Africa -- Makhanda , Masculinity -- South Africa -- Makhanda , Male college students -- Social life and customs -- South Africa -- Makhanda , Male college students -- Sexual behavior -- South Africa -- Makhanda , Male college students -- Conduct of life -- South Africa -- Makhanda , Men -- Identity , Male domination (Social structure) , Patriarchy -- South Africa , Women -- Violence against -- South Africa , Social problems -- South Africa , Consent Talks , #RUreferencelist
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/148956 , vital:38790
- Description: This study seeks to understand how Rhodes University first-year male students adjusted and re-adjusted their masculinities and sexualities in light of the Consent Talk programme offered by the university, the aim of which is to liberate masculinities and femininities from patriarchal and dominant discourses. In the past 26 years, South Africa has seen an increase in academic research establishing causal links between boys, men, masculinities and a number of social ills such as the HIV/AIDs epidemic, violence against women, substance abuse, homophobia, gender-based violence and a lower pass rate amongst boys. This in turn inspired an increase in interventions seeking to involve boys and men in order to identify and address their role in combating gender based violence. These various forms of social deviances that have been linked to masculinity have indicated that young men's masculinity is in crisis and as a result needs great attention in order to address the social issues linked to them. Institutions of higher learning have proven to be microcosms of the larger society. Universities have become highly sexualised spaces; coercive sexual practices in heterosexual relationships are a norm, young women don't feel safe and have lost confidence in universities addressing their concerns. With the emergence of the #RUreferencelist in 2016, the spotlight fell on Rhodes University; young women challenged the rape culture and sexual assaults on campus. In 2016, staff members who are well-informed and educated on issues of gender, sexuality and rape initiated discussions with students in their residences; these discussions were later to be called the Consent Talks. This research makes use of Pierre Bourdieu’s critical theory in understanding how young men negotiate their masculinity within the field of higher education, at Rhodes University. Bourdieu’s three main concepts, field, habitus and capital are used to describe how young men negotiate their masculinity and how the field of gender intersects with the field of higher education. A qualitative paradigm has been employed. The study has collected data through the use of in-depth interviews to get a richer insight into the participants’ perspectives. There were 15 interviews conducted in total for this study, 14 were with first year male students, and one with a senior official of the University. The data was analysed through a qualitative thematic analysis. The findings of the research reveal that some of the participants were exposed to patriarchal and dominant forms of masculinity when growing up. However, most of the participants revealed they were also exposed to alternative masculinities. These were either taught or learnt at home, from family members, circumcision school, church or peers in society. Both the dominant and alternative masculinities were revealed in the discourses of what it means to be a man and in how the young men performed their masculinities. Furthermore, one of the major themes that emerged was that most of the young men in the study were raised by single mothers with mothers playing a significant role in encouraging healthy masculinities. The findings went on to reveal that families (mothers, fathers, older siblings and culture) play a role in socialising and shaping healthy masculinities. The acceptance or rejection of either dominant or alternative masculinities was influenced by an exposure to an environment that either encouraged or shunned either dominant or alternative masculinities. The findings further unveils that different societies are strongly identified with their own definitions of what it means to be a man and are not open to other definitions of masculinity. Moreover, most of the participants accepted the content of what was taught in the Consent Talks; however sought healthy participation, interaction and inclusion of female students. Lastly, the study has also revealed that knowledge of the consequences of breaking (the law) university’s policy does affect some change of behaviour in potential perpetrators.
- Full Text:
- Date Issued: 2020
Understanding defiant identities: an ethnography of gays and lesbians in Harare, Zimbabwe
- Authors: Muparamoto, Nelson
- Date: 2019
- Subjects: Gays -- Zimbabwe , Gays -- Abuse of -- Zimbabwe , Homosexuality -- Zimbabwe , Homosexuality -- Political aspects -- Zimbabwe , Homosexuality -- Social aspects -- Zimbabwe , Homosexuality -- Religious aspects -- Zimbabwe , Homophobia -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/67720 , vital:29133
- Description: Over the years, western and local media have mediated a narrative of a thoroughly homophobic Zimbabwe, not the least emanating from the former president Robert Mugabe’s ongoing homocritical utterances which recurrently generated global news stories. The country does indeed have a protracted history characterised by various forms of attacks on Gays and Lesbians of Zimbabwe, its membership, and the general lesbian, gay, bisexual, and transgender (LGBT) community. A dominant discourse has framed homosexual identities as on or beyond the border of what is acceptable, giving the clear message that they should not be tolerated. However, the narrative needs a more nuanced analysis than what has been popularised. That homophobia has played a significant role in Zimbabwe is of great import, but it is not and cannot be all there is to say about LGBT lives in the country. And, while scholarship on Zimbabwean homosexualities has engaged with debates about its indigeneity, morality and acceptability, it has as of yet not significantly explored the lived realities of non-heterosexual individuals from their own point of view. This thesis aims to begin doing exactly that, addressing the experiences of same-sex loving and attracted individuals in Harare. Drawing on ethnographic sociology, the thesis focuses on understanding how gay and lesbian identities are constructed, negotiated and experienced within an environment that is in many ways overtly homophobic, where, for example, the risk for social exclusion is considerable. It explores what characterises and shapes gay and lesbian identities in Harare in an attempt to interrogate how they reinforce, modify and challenge dominant social categories and relate to globally circulating queer identity categories. The thesis demonstrates that the construction of identities among same sex loving people in Harare variously draws on both locally and globally circulating ideas and insights. The thesis reveals that beyond the considerable attacks on homosexual identities in Zimbabwe, the intersection of local and international discourses on gay and lesbian identities produces identities that are to varying degrees emergent, fluid and perhaps fragmented. Despite attempts to expunge non-heterosexuals from Zimbabwean citizenry by drawing borders on the basis of sexual orientation, same sex loving individuals in Harare have defiantly expressed, negotiated and managed their sexual identities. The thesis describes and analyses things like dating patterns, decision making in same sex relations as well as family and religious experiences. Invoking Goffman’s concept of self-presentation enables one to understand how participants expressed themselves in the midst of like-minded or homo-tolerant individuals and how they deployed themselves in ‘spaces’ considered homocritical or where resentment was likely to be provoked by them openly expressing their sexual orientation. Crucially, same-sex loving and attracted individuals are agentic individuals who have variously stretched the traditional meanings associated with gender and sexuality in a context characterised by heteronormativity. This thesis usefully deploys Giddens’ (1991, 1992) theorisation of late modernity as characterised by conditions allowing a profusion of competing and sometimes contradictory identity discourses which offers the opportunity for self-reflexivity and identity negotiation. This helps us to understand the defiant identities. Whereas western circulating identity politics tout ‘coming out of the closet’, for most of the participants overt indiscriminate disclosure was to be avoided with participants therein deploying strategies that would help them to remain closeted to some family members as well as in religious circles. The consequences of ‘outing’ or disclosure are ostensibly not straightforward but complex, thus requiring a nuanced analysis that goes beyond the binary categories framed as either negative or positive. The thesis shows that experiences of same sex loving people in their families are complex rather than simply situated on the polar ends of either rejection or acceptance. Whilst dominant discourse has depicted religion as fuelling homophobia as it depicts a Christian identity and queer identities as incompatible, the thesis also explores how some participants challenge the borders drawn in religious circles and maintain a relatively active religious life but not always without conflict.
- Full Text:
- Date Issued: 2019
- Authors: Muparamoto, Nelson
- Date: 2019
- Subjects: Gays -- Zimbabwe , Gays -- Abuse of -- Zimbabwe , Homosexuality -- Zimbabwe , Homosexuality -- Political aspects -- Zimbabwe , Homosexuality -- Social aspects -- Zimbabwe , Homosexuality -- Religious aspects -- Zimbabwe , Homophobia -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/67720 , vital:29133
- Description: Over the years, western and local media have mediated a narrative of a thoroughly homophobic Zimbabwe, not the least emanating from the former president Robert Mugabe’s ongoing homocritical utterances which recurrently generated global news stories. The country does indeed have a protracted history characterised by various forms of attacks on Gays and Lesbians of Zimbabwe, its membership, and the general lesbian, gay, bisexual, and transgender (LGBT) community. A dominant discourse has framed homosexual identities as on or beyond the border of what is acceptable, giving the clear message that they should not be tolerated. However, the narrative needs a more nuanced analysis than what has been popularised. That homophobia has played a significant role in Zimbabwe is of great import, but it is not and cannot be all there is to say about LGBT lives in the country. And, while scholarship on Zimbabwean homosexualities has engaged with debates about its indigeneity, morality and acceptability, it has as of yet not significantly explored the lived realities of non-heterosexual individuals from their own point of view. This thesis aims to begin doing exactly that, addressing the experiences of same-sex loving and attracted individuals in Harare. Drawing on ethnographic sociology, the thesis focuses on understanding how gay and lesbian identities are constructed, negotiated and experienced within an environment that is in many ways overtly homophobic, where, for example, the risk for social exclusion is considerable. It explores what characterises and shapes gay and lesbian identities in Harare in an attempt to interrogate how they reinforce, modify and challenge dominant social categories and relate to globally circulating queer identity categories. The thesis demonstrates that the construction of identities among same sex loving people in Harare variously draws on both locally and globally circulating ideas and insights. The thesis reveals that beyond the considerable attacks on homosexual identities in Zimbabwe, the intersection of local and international discourses on gay and lesbian identities produces identities that are to varying degrees emergent, fluid and perhaps fragmented. Despite attempts to expunge non-heterosexuals from Zimbabwean citizenry by drawing borders on the basis of sexual orientation, same sex loving individuals in Harare have defiantly expressed, negotiated and managed their sexual identities. The thesis describes and analyses things like dating patterns, decision making in same sex relations as well as family and religious experiences. Invoking Goffman’s concept of self-presentation enables one to understand how participants expressed themselves in the midst of like-minded or homo-tolerant individuals and how they deployed themselves in ‘spaces’ considered homocritical or where resentment was likely to be provoked by them openly expressing their sexual orientation. Crucially, same-sex loving and attracted individuals are agentic individuals who have variously stretched the traditional meanings associated with gender and sexuality in a context characterised by heteronormativity. This thesis usefully deploys Giddens’ (1991, 1992) theorisation of late modernity as characterised by conditions allowing a profusion of competing and sometimes contradictory identity discourses which offers the opportunity for self-reflexivity and identity negotiation. This helps us to understand the defiant identities. Whereas western circulating identity politics tout ‘coming out of the closet’, for most of the participants overt indiscriminate disclosure was to be avoided with participants therein deploying strategies that would help them to remain closeted to some family members as well as in religious circles. The consequences of ‘outing’ or disclosure are ostensibly not straightforward but complex, thus requiring a nuanced analysis that goes beyond the binary categories framed as either negative or positive. The thesis shows that experiences of same sex loving people in their families are complex rather than simply situated on the polar ends of either rejection or acceptance. Whilst dominant discourse has depicted religion as fuelling homophobia as it depicts a Christian identity and queer identities as incompatible, the thesis also explores how some participants challenge the borders drawn in religious circles and maintain a relatively active religious life but not always without conflict.
- Full Text:
- Date Issued: 2019
A sociological analysis of the sex education of young adult white womxn and their understandings and practices of ‘Safe Sex’
- Authors: Guerra, Cassandra Gadelha
- Date: 2020
- Subjects: Sex instruction , Sex instruction for girls , Women, White -- Psychology , Women, White -- Sexual behavior
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: http://hdl.handle.net/10962/147267 , vital:38610
- Description: This research sets out to examine the experiences and perspectives of young adult white womxn regarding their respective sex education. This is in terms of how sex education may shape and influence sexual practices. The relevance of exploring the sex education of this group is to gain an understanding of how constructions of sex education may facilitate the negotiation of sexual practices, particularly as these practices relate to the negotiation of ‘safe sex’. This involves an exploration of definitions of ‘safe sex’ as well as an examination of the various sources of sex education. This research argues that sex education has been socially constructed within a ‘heterosexual matrix’ where both gender identities and sexuality are constructed in heterosexual terms in accordance with compulsory heterosexuality. Furthermore, that sex education as well as understandings and practices of ‘safe sex’ intersect with other social categories such as race, gender and sexuality. Much of the sex-related research conducted in South Africa focuses on people of colour, as a result very little is known about the sexual behaviours and practices of the white demographic. This research accounts for the absence of analysis of sexual practices and behaviour among white people by examining the sex education and sexual practices of young adult white womxn between the ages of 19 and 24. The research observed key sources of sex education which included parents, schools, religious institutions and the internet. Findings indicate that the sex education of participants reflected ideals of heteronormativity and misogyny which were found to directly influence their understandings and practices of both sex and ‘safe sex’. Furthermore, that the sex education participants received has ultimately failed to promote ‘safe’ sexual practices.
- Full Text:
- Date Issued: 2020
- Authors: Guerra, Cassandra Gadelha
- Date: 2020
- Subjects: Sex instruction , Sex instruction for girls , Women, White -- Psychology , Women, White -- Sexual behavior
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: http://hdl.handle.net/10962/147267 , vital:38610
- Description: This research sets out to examine the experiences and perspectives of young adult white womxn regarding their respective sex education. This is in terms of how sex education may shape and influence sexual practices. The relevance of exploring the sex education of this group is to gain an understanding of how constructions of sex education may facilitate the negotiation of sexual practices, particularly as these practices relate to the negotiation of ‘safe sex’. This involves an exploration of definitions of ‘safe sex’ as well as an examination of the various sources of sex education. This research argues that sex education has been socially constructed within a ‘heterosexual matrix’ where both gender identities and sexuality are constructed in heterosexual terms in accordance with compulsory heterosexuality. Furthermore, that sex education as well as understandings and practices of ‘safe sex’ intersect with other social categories such as race, gender and sexuality. Much of the sex-related research conducted in South Africa focuses on people of colour, as a result very little is known about the sexual behaviours and practices of the white demographic. This research accounts for the absence of analysis of sexual practices and behaviour among white people by examining the sex education and sexual practices of young adult white womxn between the ages of 19 and 24. The research observed key sources of sex education which included parents, schools, religious institutions and the internet. Findings indicate that the sex education of participants reflected ideals of heteronormativity and misogyny which were found to directly influence their understandings and practices of both sex and ‘safe sex’. Furthermore, that the sex education participants received has ultimately failed to promote ‘safe’ sexual practices.
- Full Text:
- Date Issued: 2020
A sociological study of menstrual hygiene management in schools in the Makana District, Eastern Cape, South Africa
- Authors: Bloem, Sharon Gretchen
- Date: 2021-10-29
- Subjects: Schoolgirls Health and hygiene South Africa Makhanda , Menstruation Social aspects South Africa Makhanda , Health behavior in adolescence South Africa Makhanda , Teenage girls Health and hygiene South Africa Makhanda , Teenage girls Physiology South Africa Makhanda , Life skills South Africa Makhanda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/189974 , vital:44952
- Description: Appropriate menstrual hygiene management is affected by taboos and secrecy surrounding menstruation. Inadequate information and knowledge about menstruation and lack of resources for managing menstruation hygienically have impacted adolescent girls on a psychosocial and physical level. Consequently, the dignity of schoolgirls during the onset of menstruation through puberty and adolescent phases is jeopardised. It is therefore imperative to understand the normal physiological changes that school-going children from Grades 6 to 12 undergo and acknowledge how these changes affect their education within the school environment. In the Makana district, Eastern Cape, South Africa, the topic of menstrual hygiene management is under-researched at schools and, therefore, this research explores school educators’ perceptions of menstrual hygiene management at primary, secondary and private schools in this area. Schools have a responsibility to create a safe environment for learners’ education, which includes the topic of menstruation without discriminating against or labelling menstruating girls. This research found that the topic of menstruation is only discussed in Life Science and Life Orientation subjects and only covers the physiological changes of the body. These subjects, however, exclude the topic of menstrual hygiene management. This study found that several schools in the Makana district are not adequately equipped to provide for the needs of menstruating girls and therefore educators need to be prepared to deal with menstruation in the school context. The educators are also required to go for regular training or workshops to equip them to manage menstruation in a school environment. The infrastructure of a school includes water and sanitation which are components of menstrual hygiene management. The infrastructure at the participating public schools was inadequate and therefore impacted on the menstrual hygiene management for the girls. The unavailability of water, the non-existence of a sick room and lack of a waste disposal system at some public schools presented further challenges for menstrual hygiene management. A qualitative research method was applied in this study and a symbolic interactionism approach was used. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Bloem, Sharon Gretchen
- Date: 2021-10-29
- Subjects: Schoolgirls Health and hygiene South Africa Makhanda , Menstruation Social aspects South Africa Makhanda , Health behavior in adolescence South Africa Makhanda , Teenage girls Health and hygiene South Africa Makhanda , Teenage girls Physiology South Africa Makhanda , Life skills South Africa Makhanda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/189974 , vital:44952
- Description: Appropriate menstrual hygiene management is affected by taboos and secrecy surrounding menstruation. Inadequate information and knowledge about menstruation and lack of resources for managing menstruation hygienically have impacted adolescent girls on a psychosocial and physical level. Consequently, the dignity of schoolgirls during the onset of menstruation through puberty and adolescent phases is jeopardised. It is therefore imperative to understand the normal physiological changes that school-going children from Grades 6 to 12 undergo and acknowledge how these changes affect their education within the school environment. In the Makana district, Eastern Cape, South Africa, the topic of menstrual hygiene management is under-researched at schools and, therefore, this research explores school educators’ perceptions of menstrual hygiene management at primary, secondary and private schools in this area. Schools have a responsibility to create a safe environment for learners’ education, which includes the topic of menstruation without discriminating against or labelling menstruating girls. This research found that the topic of menstruation is only discussed in Life Science and Life Orientation subjects and only covers the physiological changes of the body. These subjects, however, exclude the topic of menstrual hygiene management. This study found that several schools in the Makana district are not adequately equipped to provide for the needs of menstruating girls and therefore educators need to be prepared to deal with menstruation in the school context. The educators are also required to go for regular training or workshops to equip them to manage menstruation in a school environment. The infrastructure of a school includes water and sanitation which are components of menstrual hygiene management. The infrastructure at the participating public schools was inadequate and therefore impacted on the menstrual hygiene management for the girls. The unavailability of water, the non-existence of a sick room and lack of a waste disposal system at some public schools presented further challenges for menstrual hygiene management. A qualitative research method was applied in this study and a symbolic interactionism approach was used. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Disjunctures within conventional knowledge of black male homosexual identity in contemporary South Africa
- Authors: Li, Xinling
- Date: 2010
- Subjects: Mead, George Herbert 1863-1931 , Foucault, Michel, 1926-1984 , Butler, Judith, 1956- , Gay men, Black -- South Africa , Lesbians -- South Africa , Gender identity -- South Africa , Homosexuality -- South Africa , Identity (Psychology) -- South Africa , Gender identity -- Social aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3297 , http://hdl.handle.net/10962/d1003085 , Mead, George Herbert 1863-1931 , Foucault, Michel, 1926-1984 , Butler, Judith, 1956- , Gay men, Black -- South Africa , Lesbians -- South Africa , Gender identity -- South Africa , Homosexuality -- South Africa , Identity (Psychology) -- South Africa , Gender identity -- Social aspects
- Description: This thesis provides a sociological understanding of how conventional knowledge of sexuality negates the identity formation of black gay men in contemporary South Africa. It investigates the coming out experiences of six black gay men in order to reveal the disjunctures between being black and being gay. The theoretical formation of disjuncture is pursued through examining a number of sociological, historical, psychoanalytical, and feminist approaches to identity, sexuality, and society; featuring specifically the theories of George Herbert Mead, Michel Foucault, and Judith Butler. The chosen research paradigm is symbolic interactionism, postulating both „pragmatist‟ and „empiricist‟ trends that lead to both interactionist and structuralist forms of argumentation. The interactionist approach to sexuality is central to the deconstruction of sexual conventions. It involves conceptualising modern sexuality in the landscapes of African colonial history and the global gay and lesbian movement. The prescribed literature on homosexuality is thus reviewed in conjunction with the South African gay and lesbian struggle, so as to spawn themes and perspectives for conducting life story interviews. The use of the life story interview favours the participants‟ own view of the studied phenomenon, yet aims to depict the structural influence on homosexual identification. Following the qualitative research tradition, the data analysis is based on the interpretation of narratives. It illustrates interpersonal relationships and microscopic experiences that lead to the self-acceptance and self-actualisation of homosexuality. Within these processes, various disjunctures that exist between the cultural sanction of lifestyle and individual choice, between parents and children, between religious belief and personal desires, and between gender identity and sexual orientation are disclosed. The findings are associated with the historical transformation of masculinity in South Africa, sex role performance, and the heterosexualisation of desire. The solution to the proposed research problem is discussed through concepts of socialisation and gender conformity.
- Full Text:
- Date Issued: 2010
- Authors: Li, Xinling
- Date: 2010
- Subjects: Mead, George Herbert 1863-1931 , Foucault, Michel, 1926-1984 , Butler, Judith, 1956- , Gay men, Black -- South Africa , Lesbians -- South Africa , Gender identity -- South Africa , Homosexuality -- South Africa , Identity (Psychology) -- South Africa , Gender identity -- Social aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3297 , http://hdl.handle.net/10962/d1003085 , Mead, George Herbert 1863-1931 , Foucault, Michel, 1926-1984 , Butler, Judith, 1956- , Gay men, Black -- South Africa , Lesbians -- South Africa , Gender identity -- South Africa , Homosexuality -- South Africa , Identity (Psychology) -- South Africa , Gender identity -- Social aspects
- Description: This thesis provides a sociological understanding of how conventional knowledge of sexuality negates the identity formation of black gay men in contemporary South Africa. It investigates the coming out experiences of six black gay men in order to reveal the disjunctures between being black and being gay. The theoretical formation of disjuncture is pursued through examining a number of sociological, historical, psychoanalytical, and feminist approaches to identity, sexuality, and society; featuring specifically the theories of George Herbert Mead, Michel Foucault, and Judith Butler. The chosen research paradigm is symbolic interactionism, postulating both „pragmatist‟ and „empiricist‟ trends that lead to both interactionist and structuralist forms of argumentation. The interactionist approach to sexuality is central to the deconstruction of sexual conventions. It involves conceptualising modern sexuality in the landscapes of African colonial history and the global gay and lesbian movement. The prescribed literature on homosexuality is thus reviewed in conjunction with the South African gay and lesbian struggle, so as to spawn themes and perspectives for conducting life story interviews. The use of the life story interview favours the participants‟ own view of the studied phenomenon, yet aims to depict the structural influence on homosexual identification. Following the qualitative research tradition, the data analysis is based on the interpretation of narratives. It illustrates interpersonal relationships and microscopic experiences that lead to the self-acceptance and self-actualisation of homosexuality. Within these processes, various disjunctures that exist between the cultural sanction of lifestyle and individual choice, between parents and children, between religious belief and personal desires, and between gender identity and sexual orientation are disclosed. The findings are associated with the historical transformation of masculinity in South Africa, sex role performance, and the heterosexualisation of desire. The solution to the proposed research problem is discussed through concepts of socialisation and gender conformity.
- Full Text:
- Date Issued: 2010
Exploring the need for Academic Support Programmes (ASPs) for returning undergraduates at Rhodes University
- Matabane, Ramathetse Belinda
- Authors: Matabane, Ramathetse Belinda
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Makhanda , Rhodes University. Department of Sociology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/35094 , vital:24326
- Description: The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.
- Full Text:
- Date Issued: 2017
- Authors: Matabane, Ramathetse Belinda
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Makhanda , Rhodes University. Department of Sociology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/35094 , vital:24326
- Description: The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.
- Full Text:
- Date Issued: 2017