A double-edged sword : the minimum wage and agrarian labour in the Eastern Cape, South Africa, 2003–2014
- Authors: Naidoo, Lalitha
- Date: 2021-04
- Subjects: Minimum wage -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape , Labor laws and legislation -- South Africa , Agricultural wages -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape -- Social conditions , Agricultural laborers -- Legal status, laws, etc. -- South Africa -- Eastern Cape , Agricultural laws and legislation -- South Africa -- Eastern Cape , Work environment -- South Africa -- Eastern Cape , Economics -- Sociological aspects , South Africa -- Politics and government -- 1994-
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177111 , vital:42791 , 10.21504/10962/177115
- Description: Statutory wage setting and the extension of labour laws to the South African agrarian labour market are path-breaking events that altered the unilateral power which agrarian employers had, under apartheid, to set low wages and harsh employment conditions. Yet, economic sociologists have shown little interest in the agrarian minimum wage in South Africa. Consequently, little to no sociological perspectives are available on the way in which statutory wages shape the setting of actual agrarian wages, employment conditions, labour relations and working and living conditions. At the same time, economic sociology’s neglect of agrarian minimum wages perpetuates the dominance of economics in minimum wage research, as well as the narrow cost-benefit analysis, and firm and employer-centric focus, deployed by both opponents of minimum wages in the neoclassical economics camp and supporters in the heterodox economics camp. The firm-centric focus also applies to the few labour relations scholars who focus on minimum wages. As a result, a wide body of empirical information is available and concentrated in the Global North, on low-waged, urban-based firms’ employment and labour relations strategies with the occasioning of minimum wage laws, with scant to non-existing information on rural-based workers’ experiences in the Global South, at least in the case of South Africa. This thesis addresses the lacuna in existing research, specifically by concentrating on agrarian workers’ narratives of the outcomes of minimum wages on actual wages and conditions, and experiences at the site of production and in the sphere of expanded social reproduction. The conceptual framework of the thesis is rooted in a critical realist meta-theory which directs inquiry towards the search for underlying causes of events with a sensitivity to the interaction of structure and agency, so as to develop explanations of events, which in turn encourage emancipatory thought and praxis. Within this framework, a political economy perspective of the agrarian minimum wage is charted, founded on an inter-disciplinary approach that incorporates economic sociology perspectives, which view markets as socio-political constructs, alongside a Marxist analysis of wages and the distinction between the value of labour and the value of labour power. Also relevant are segmentation labour market models where the focus is on segmentation in labour supply, demand and regulation, and institutional economics that highlights labour’s weak bargaining power in low-waged labour markets. Based on this analytical perspective, the South African agrarian minimum wage is seen as a necessary intervention stemming from post-apartheid uneven neoliberal restructuring processes, to address extremely low agrarian wages that pose threats to the ongoing generation of agrarian labour power. Low agrarian wages are located in unequal power relations in the workplace and are embedded in the totality of the low-waged agrarian labour market, composed of particular features in the supply-side of the labour market (the sphere of social reproduction of labour), the demand-side of the labour market (the site of production), and the forces of regulation (the labour relations regime). The thesis explores new ways of conceptualising minimum wages in the South African context, placing emphasis on the local agrarian labour market, and it highlights the agency of agrarian labour by revealing their struggles, working life and living conditions. In so doing, the research expands inquiry beyond economic “impact” at the level of the firm/employer to examine: (a) workers’ employment trends before and after the minimum wage was introduced, (b) the extent of changes in working and living conditions and labour relations, (c) the scope for workers in animating changes and their struggles and challenges, and (d) shifts in actual wages in relation to prescribed wage rates. Focussing on the aforementioned aspects represents an attempt in this thesis to build on themes, raised in heterodox economics studies, of minimum wages and their relationship to the social devaluation of low-waged work, inequalities in bargaining power, and justice. Based on a stratified sample of workers that included, among other variables, sex, geographical area and agricultural sub-sectors, original data was collected through 52 in-depth interviews, two focus group interviews (comprised of 10 workers), and 501 surveyed workers. The research did not find widespread job losses when minimum wages were introduced, as per neoclassical economics’ predictions. Nor did it find transitions from low- to high-road approaches in employment strategies and labour relations, as claimed by certain heterodox economists. Instead, the findings at the sites of production corroborate the uneven, mixed and contradictory findings of applied heterodox minimum wage studies on employment strategies, labour relations and wage settings. In this light, it is concluded that the agrarian minimum wage had layered outcomes for workers based on key findings, which include: (a) the minimum wage became the maximum wage as actual wages increased and clustered at the prescribed wage rate; (b) a level of gender wage parity close to the level of the prevailing prescribed minimum wage was found, but an overall gendered pattern to low-waged employment surfaced and manifested differently at sub-sector and enterprise levels; (c) though no changes were found in the way work was organised and how workers executed their tasks alongside no fundamental changes in the social relations of production, statutory minimum wages and limitations on working hours did reduce the hours of work and the existence of unpaid overtime work in certain sub-sectors such as livestock and dairy workplaces, through worker and employer initiatives (yet, at the same time, work intensification in compressed working hours appeared in the sample in other worksites, for example citrus workplaces); (d) authoritarian labour relations existed in varying depths and forms, based on sub-sector and enterprise characteristics, which shaped the propensity and scope for worker action; and (e) the layered outcomes of the agrarian minimum wage were felt at the site of social reproduction, where it brought a measure of relief for sampled workers; however, it was chronically inadequate to allow workers to meet their subsistence needs comprehensively. The research findings also highlight sub-sectoral complexities in changing employment and labour relations strategies from low- to high-road approaches in the agrarian sector. The layered outcomes of minimum wages for agrarian workers stems from the combined and uneven amalgamation of pre-existing and new conditions and relations consequent to neoliberalising processes in the agrarian political economy as well as the low minimum wage-setting. The thesis thus argues that the mixed outcomes reflect the layered character of the minimum wage as a conversion factor, which in turn equates to a layered notion of justice. This is because, on the one hand, the minimum wage ameliorates the plight of agrarian labour but, on the other hand, and given the bulwark of authoritarianism, pre-existing conditions and neoliberalising processes, the collective vulnerabilities in the agrarian labour market have expanded and may be intensifying. The agrarian minimum wage acts as a double-edged sword in contexts of mixed and layered outcomes for agrarian labour. A layered perspective of the conversion factor of a minimum wage exposes the possibilities and limitations of statutory wages as a conversion factor, based on context, and identifies the limits and possibilities for worker mobilisation and action. In the case of this research, the agrarian minimum wage deals in limited fashion with the value of labour power because of the initial and subsequent low settings; the minimum wage does not deal with class exploitation and the value of labour, although it sets the frame for instigating basic labour standards. The implications of a layered conversion potential of low minimum wage-settings are profound for conceptualising, theorising and researching the link between statutory wages and justice, with respect to the value of labour power and the value of labour. Future research on the minimum wage based on a Marxist reading of wages and located in real labour markets, strengthens heterodox approaches by deepening theories on the relationship between statutory wages, justice and production. , Thesis (PhD) -- Faculty of Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Naidoo, Lalitha
- Date: 2021-04
- Subjects: Minimum wage -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape , Labor laws and legislation -- South Africa , Agricultural wages -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape -- Social conditions , Agricultural laborers -- Legal status, laws, etc. -- South Africa -- Eastern Cape , Agricultural laws and legislation -- South Africa -- Eastern Cape , Work environment -- South Africa -- Eastern Cape , Economics -- Sociological aspects , South Africa -- Politics and government -- 1994-
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177111 , vital:42791 , 10.21504/10962/177115
- Description: Statutory wage setting and the extension of labour laws to the South African agrarian labour market are path-breaking events that altered the unilateral power which agrarian employers had, under apartheid, to set low wages and harsh employment conditions. Yet, economic sociologists have shown little interest in the agrarian minimum wage in South Africa. Consequently, little to no sociological perspectives are available on the way in which statutory wages shape the setting of actual agrarian wages, employment conditions, labour relations and working and living conditions. At the same time, economic sociology’s neglect of agrarian minimum wages perpetuates the dominance of economics in minimum wage research, as well as the narrow cost-benefit analysis, and firm and employer-centric focus, deployed by both opponents of minimum wages in the neoclassical economics camp and supporters in the heterodox economics camp. The firm-centric focus also applies to the few labour relations scholars who focus on minimum wages. As a result, a wide body of empirical information is available and concentrated in the Global North, on low-waged, urban-based firms’ employment and labour relations strategies with the occasioning of minimum wage laws, with scant to non-existing information on rural-based workers’ experiences in the Global South, at least in the case of South Africa. This thesis addresses the lacuna in existing research, specifically by concentrating on agrarian workers’ narratives of the outcomes of minimum wages on actual wages and conditions, and experiences at the site of production and in the sphere of expanded social reproduction. The conceptual framework of the thesis is rooted in a critical realist meta-theory which directs inquiry towards the search for underlying causes of events with a sensitivity to the interaction of structure and agency, so as to develop explanations of events, which in turn encourage emancipatory thought and praxis. Within this framework, a political economy perspective of the agrarian minimum wage is charted, founded on an inter-disciplinary approach that incorporates economic sociology perspectives, which view markets as socio-political constructs, alongside a Marxist analysis of wages and the distinction between the value of labour and the value of labour power. Also relevant are segmentation labour market models where the focus is on segmentation in labour supply, demand and regulation, and institutional economics that highlights labour’s weak bargaining power in low-waged labour markets. Based on this analytical perspective, the South African agrarian minimum wage is seen as a necessary intervention stemming from post-apartheid uneven neoliberal restructuring processes, to address extremely low agrarian wages that pose threats to the ongoing generation of agrarian labour power. Low agrarian wages are located in unequal power relations in the workplace and are embedded in the totality of the low-waged agrarian labour market, composed of particular features in the supply-side of the labour market (the sphere of social reproduction of labour), the demand-side of the labour market (the site of production), and the forces of regulation (the labour relations regime). The thesis explores new ways of conceptualising minimum wages in the South African context, placing emphasis on the local agrarian labour market, and it highlights the agency of agrarian labour by revealing their struggles, working life and living conditions. In so doing, the research expands inquiry beyond economic “impact” at the level of the firm/employer to examine: (a) workers’ employment trends before and after the minimum wage was introduced, (b) the extent of changes in working and living conditions and labour relations, (c) the scope for workers in animating changes and their struggles and challenges, and (d) shifts in actual wages in relation to prescribed wage rates. Focussing on the aforementioned aspects represents an attempt in this thesis to build on themes, raised in heterodox economics studies, of minimum wages and their relationship to the social devaluation of low-waged work, inequalities in bargaining power, and justice. Based on a stratified sample of workers that included, among other variables, sex, geographical area and agricultural sub-sectors, original data was collected through 52 in-depth interviews, two focus group interviews (comprised of 10 workers), and 501 surveyed workers. The research did not find widespread job losses when minimum wages were introduced, as per neoclassical economics’ predictions. Nor did it find transitions from low- to high-road approaches in employment strategies and labour relations, as claimed by certain heterodox economists. Instead, the findings at the sites of production corroborate the uneven, mixed and contradictory findings of applied heterodox minimum wage studies on employment strategies, labour relations and wage settings. In this light, it is concluded that the agrarian minimum wage had layered outcomes for workers based on key findings, which include: (a) the minimum wage became the maximum wage as actual wages increased and clustered at the prescribed wage rate; (b) a level of gender wage parity close to the level of the prevailing prescribed minimum wage was found, but an overall gendered pattern to low-waged employment surfaced and manifested differently at sub-sector and enterprise levels; (c) though no changes were found in the way work was organised and how workers executed their tasks alongside no fundamental changes in the social relations of production, statutory minimum wages and limitations on working hours did reduce the hours of work and the existence of unpaid overtime work in certain sub-sectors such as livestock and dairy workplaces, through worker and employer initiatives (yet, at the same time, work intensification in compressed working hours appeared in the sample in other worksites, for example citrus workplaces); (d) authoritarian labour relations existed in varying depths and forms, based on sub-sector and enterprise characteristics, which shaped the propensity and scope for worker action; and (e) the layered outcomes of the agrarian minimum wage were felt at the site of social reproduction, where it brought a measure of relief for sampled workers; however, it was chronically inadequate to allow workers to meet their subsistence needs comprehensively. The research findings also highlight sub-sectoral complexities in changing employment and labour relations strategies from low- to high-road approaches in the agrarian sector. The layered outcomes of minimum wages for agrarian workers stems from the combined and uneven amalgamation of pre-existing and new conditions and relations consequent to neoliberalising processes in the agrarian political economy as well as the low minimum wage-setting. The thesis thus argues that the mixed outcomes reflect the layered character of the minimum wage as a conversion factor, which in turn equates to a layered notion of justice. This is because, on the one hand, the minimum wage ameliorates the plight of agrarian labour but, on the other hand, and given the bulwark of authoritarianism, pre-existing conditions and neoliberalising processes, the collective vulnerabilities in the agrarian labour market have expanded and may be intensifying. The agrarian minimum wage acts as a double-edged sword in contexts of mixed and layered outcomes for agrarian labour. A layered perspective of the conversion factor of a minimum wage exposes the possibilities and limitations of statutory wages as a conversion factor, based on context, and identifies the limits and possibilities for worker mobilisation and action. In the case of this research, the agrarian minimum wage deals in limited fashion with the value of labour power because of the initial and subsequent low settings; the minimum wage does not deal with class exploitation and the value of labour, although it sets the frame for instigating basic labour standards. The implications of a layered conversion potential of low minimum wage-settings are profound for conceptualising, theorising and researching the link between statutory wages and justice, with respect to the value of labour power and the value of labour. Future research on the minimum wage based on a Marxist reading of wages and located in real labour markets, strengthens heterodox approaches by deepening theories on the relationship between statutory wages, justice and production. , Thesis (PhD) -- Faculty of Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) South Africa Makhanda , HIV infections South Africa Makhanda , College students Health and hygiene South Africa Makhanda , Universities and colleges South Africa Makhanda Employees Health and hygiene , Stigma (Social psychology) , AIDS (Disease) Social aspects South Africa Makhanda , HIV infections Social aspects South Africa Makhanda , AIDS (Disease) Psychological aspects , HIV infections Psychological aspects , Health counseling South Africa Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) South Africa Makhanda , HIV infections South Africa Makhanda , College students Health and hygiene South Africa Makhanda , Universities and colleges South Africa Makhanda Employees Health and hygiene , Stigma (Social psychology) , AIDS (Disease) Social aspects South Africa Makhanda , HIV infections Social aspects South Africa Makhanda , AIDS (Disease) Psychological aspects , HIV infections Psychological aspects , Health counseling South Africa Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
A problematisation of Afrikaner identity subject positions as found in the coverage of contemporary Afrikaans music in HUISGENOOT magazine discourse
- Authors: Hughes, Lestie
- Date: 2021-04
- Subjects: Afrikaners -- South Africa -- Music -- History and criticism , Multimedia (Art)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/52558 , vital:43686
- Description: Through the lens of Foucauldian genealogy, this thesis problematises the subject positions towards Afrikaner identity reflected in contemporary Afrikaans songs covered by Huisgenoot magazine. Such a genealogical exploration thematises the games of truth underpinning the formation of Huisgenoot, highlights its role in solidifying white Afrikaner Nationalist discourse of apartheid, observes its more populist, profit-oriented approach from the 1970s onwards and considers the residual echoing of its former discursive orientation. The song analysis of selected Afrikaans songs/music videos covered in Huisgenoot is guided by the semiotics of Nicholas Cook, such that it frames the analytical question of how such music is driven by conformance, contest and complementation between multi-media elements in ways that make meaning possible. Accordingly, this methodology resonates with the non-essentialising focus of Foucauldian problematisation, premised on critical resistance that makes new responses simultaneously possible. The self-reflexive autoethnographical approach employed, entailing the author’s dialogical engagement with her own ‘Afrikaner self’, similarly facilitates the dynamic interplay between multiplicities. Correlatively, on the one hand, more ‘closed’ and more ‘open’ Afrikaner identity positions reflected within the songs are analysed, as well as seemingly ‘reconciliatory’ / collaborative’ musical manifestations which ultimately revert back to more ‘closed’ identity constructs. But on the other hand, observation of adherence to a ‘white-black’ dichotomy within songs that manifest more ‘closed’ identity positions also leads to consideration of the parallels between the goals of white Afrikaner Nationalism and the current Decolonisation narrative, which is informed by Black Consciousness thought and generated by the ‘Colonisation of a Special Kind’ ANC policy. Both such Decolonisation rhetoric and the countering rhetoric of the Neo-Afrikaner Protest Movement (NAP) are thus identified as metanarratives, underpinned by a ‘white-black’ dichotomy. In this regard, while Huisgenoot’s predisposition towards songs manifesting more ‘closed’ Afrikaner identity positions is considered in terms of its aforementioned profit-oriented endeavour to appeal to its ostensible primary readership, an encouraging increase in coverage of coloured artists is both noted and occasionally seen to overlap with its coverage of songs manifesting more ‘open’ Afrikaner identity positions. Among the latter one may – again in Foucauldian terms – differentiate between songs focussed on an engagement in cross-cultural relations of power, and songs intent on shattering states of domination of power blocks, often through shocking juxtaposition of disparate elements. These more violently dismantling endeavours, it is argued, comprise examples of Foucauldian transversal struggles, although their coverage in Huisgenoot is also attributed to their shock value and/or record sales, rather than their transformational potential. Furthermore, such Huisgenoot coverage is also seen to place more transformationally oriented artists at risk of media ‘domestication’, with its concomitant inhibiting of creativity. Finally, the researcher’s commitment to creative problematisation of her own Afrikaner identity, coupled with acknowledgement of her inescapable textual entrapment, culminates in her acceptance of the continual flux characterising dialogical power relations, before she – in accordance with the Foucauldian methodology employed – presents all ‘conclusions’ in a non-dictatorial spirit of ‘truth creation’, desirous of continual self/other dialogue. , Thesis (PhD) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Hughes, Lestie
- Date: 2021-04
- Subjects: Afrikaners -- South Africa -- Music -- History and criticism , Multimedia (Art)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/52558 , vital:43686
- Description: Through the lens of Foucauldian genealogy, this thesis problematises the subject positions towards Afrikaner identity reflected in contemporary Afrikaans songs covered by Huisgenoot magazine. Such a genealogical exploration thematises the games of truth underpinning the formation of Huisgenoot, highlights its role in solidifying white Afrikaner Nationalist discourse of apartheid, observes its more populist, profit-oriented approach from the 1970s onwards and considers the residual echoing of its former discursive orientation. The song analysis of selected Afrikaans songs/music videos covered in Huisgenoot is guided by the semiotics of Nicholas Cook, such that it frames the analytical question of how such music is driven by conformance, contest and complementation between multi-media elements in ways that make meaning possible. Accordingly, this methodology resonates with the non-essentialising focus of Foucauldian problematisation, premised on critical resistance that makes new responses simultaneously possible. The self-reflexive autoethnographical approach employed, entailing the author’s dialogical engagement with her own ‘Afrikaner self’, similarly facilitates the dynamic interplay between multiplicities. Correlatively, on the one hand, more ‘closed’ and more ‘open’ Afrikaner identity positions reflected within the songs are analysed, as well as seemingly ‘reconciliatory’ / collaborative’ musical manifestations which ultimately revert back to more ‘closed’ identity constructs. But on the other hand, observation of adherence to a ‘white-black’ dichotomy within songs that manifest more ‘closed’ identity positions also leads to consideration of the parallels between the goals of white Afrikaner Nationalism and the current Decolonisation narrative, which is informed by Black Consciousness thought and generated by the ‘Colonisation of a Special Kind’ ANC policy. Both such Decolonisation rhetoric and the countering rhetoric of the Neo-Afrikaner Protest Movement (NAP) are thus identified as metanarratives, underpinned by a ‘white-black’ dichotomy. In this regard, while Huisgenoot’s predisposition towards songs manifesting more ‘closed’ Afrikaner identity positions is considered in terms of its aforementioned profit-oriented endeavour to appeal to its ostensible primary readership, an encouraging increase in coverage of coloured artists is both noted and occasionally seen to overlap with its coverage of songs manifesting more ‘open’ Afrikaner identity positions. Among the latter one may – again in Foucauldian terms – differentiate between songs focussed on an engagement in cross-cultural relations of power, and songs intent on shattering states of domination of power blocks, often through shocking juxtaposition of disparate elements. These more violently dismantling endeavours, it is argued, comprise examples of Foucauldian transversal struggles, although their coverage in Huisgenoot is also attributed to their shock value and/or record sales, rather than their transformational potential. Furthermore, such Huisgenoot coverage is also seen to place more transformationally oriented artists at risk of media ‘domestication’, with its concomitant inhibiting of creativity. Finally, the researcher’s commitment to creative problematisation of her own Afrikaner identity, coupled with acknowledgement of her inescapable textual entrapment, culminates in her acceptance of the continual flux characterising dialogical power relations, before she – in accordance with the Foucauldian methodology employed – presents all ‘conclusions’ in a non-dictatorial spirit of ‘truth creation’, desirous of continual self/other dialogue. , Thesis (PhD) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Bongani Ndodana-Breen’s compositional style and techniques: piano case study in Rituals for Forgotten Faces
- Authors: Julies, Jason
- Date: 2021-04
- Subjects: Composers, Black -- South Africa , Hymns, Xhosa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52897 , vital:44320
- Description: Bongani Ndodana-Breen is a South African born Xhosa composer trained in Western Classical music and composition. His music is a reflection of his Xhosa heritage, and is internationally recognised. While there have been discussions of Ndodana-Breen’s individual works, the current available literature does not sufficiently investigate his compositional style. This treatise aims to address this. To determine Ndodana-Breen’s compositional style, the techniques and practices he uses in his works are investigated. This is achieved by deconstructing the compositional elements, and musical techniques and practices he employs in his compositions. They are then investigated through the use of thematic analysis and fragmentation, and are viewed through the lens of polystylism and postcolonialism. Ndodana-Breen’s composition Rituals for Forgotten Faces is used as a case study. The results of this investigation show that Ndodana-Breen, through the use of strong rhythms, light textures and simplicity in writing, creates a unique Africanness in his compositions. This Africanness overcomes the Eurocentric sound traditionally found in Western Classical composition. Furthermore, these findings suggest a hybridity of polystylistic elements found in Ndodana-Breen’s music, that could potentially be found in the works of other African musicians that are trained in Western Classical composition. On this basis, this study paves the way for further study of African composers and their works. , Thesis (MMus) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Julies, Jason
- Date: 2021-04
- Subjects: Composers, Black -- South Africa , Hymns, Xhosa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52897 , vital:44320
- Description: Bongani Ndodana-Breen is a South African born Xhosa composer trained in Western Classical music and composition. His music is a reflection of his Xhosa heritage, and is internationally recognised. While there have been discussions of Ndodana-Breen’s individual works, the current available literature does not sufficiently investigate his compositional style. This treatise aims to address this. To determine Ndodana-Breen’s compositional style, the techniques and practices he uses in his works are investigated. This is achieved by deconstructing the compositional elements, and musical techniques and practices he employs in his compositions. They are then investigated through the use of thematic analysis and fragmentation, and are viewed through the lens of polystylism and postcolonialism. Ndodana-Breen’s composition Rituals for Forgotten Faces is used as a case study. The results of this investigation show that Ndodana-Breen, through the use of strong rhythms, light textures and simplicity in writing, creates a unique Africanness in his compositions. This Africanness overcomes the Eurocentric sound traditionally found in Western Classical composition. Furthermore, these findings suggest a hybridity of polystylistic elements found in Ndodana-Breen’s music, that could potentially be found in the works of other African musicians that are trained in Western Classical composition. On this basis, this study paves the way for further study of African composers and their works. , Thesis (MMus) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Exploring Social Learning within the Context of Community-Based Farming : Implications for Farmers’ Agency and Capabilities
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in Idutywa Education District
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
Salt in my footsteps
- Authors: Radebe, Mxolisi Vusumuzi
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African fiction (English) -- 21st century
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178201 , vital:42920
- Description: My thesis is a collection of poems which focus on human experiences related to my background. I grew up in a countryside village, freely experiencing nature in unrestricted walks to the rivers and mountains; communal living instilled in me the humanitarian values which I uphold to the present. I use short and long lyrical prose poems to bring life and humanise the untold or unexpressed stories of my community. My use of simple everyday language and clear, concrete but surprising images that resonate with deeper meanings and emotions is influenced by Seitlhamo Motsapi’s poems, especially his collection of poems titled earthstepper/the ocean is very shallow and Mxolisi Nyezwa’s poetry book, Song Trials. Spanish poems in English translations by the 20th century Spanish poets: Blas de Otero, Juan Roman Jimenez and Federico Garcia Lorca, published in the book titled Roots and Wings have had a huge impact on my construction of images. I also draw from the free-form and narrative prose poetry experiments of poets: Mangaliso Buzani, vangile gantsho and Ivy Alvarez. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Radebe, Mxolisi Vusumuzi
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African fiction (English) -- 21st century
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178201 , vital:42920
- Description: My thesis is a collection of poems which focus on human experiences related to my background. I grew up in a countryside village, freely experiencing nature in unrestricted walks to the rivers and mountains; communal living instilled in me the humanitarian values which I uphold to the present. I use short and long lyrical prose poems to bring life and humanise the untold or unexpressed stories of my community. My use of simple everyday language and clear, concrete but surprising images that resonate with deeper meanings and emotions is influenced by Seitlhamo Motsapi’s poems, especially his collection of poems titled earthstepper/the ocean is very shallow and Mxolisi Nyezwa’s poetry book, Song Trials. Spanish poems in English translations by the 20th century Spanish poets: Blas de Otero, Juan Roman Jimenez and Federico Garcia Lorca, published in the book titled Roots and Wings have had a huge impact on my construction of images. I also draw from the free-form and narrative prose poetry experiments of poets: Mangaliso Buzani, vangile gantsho and Ivy Alvarez. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
The development of grade one teachers’ mathematics and pedagogical content knowledge through participation in a collaborative intervention
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
The role of open government data in the repurposing of land administration in postapartheid South Africa : an exploration
- Authors: Manona, Siyabulela Sobantu
- Date: 2021-04
- Subjects: Transparency in government -- South Africa , Land reform -- South Africa , Qualitative research -- Methodology , Postcolonialism -- South Africa , Post-apartheid era -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994- , South Africa -- Politics and government -- 1994- , Open Government Data (OGD)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178397 , vital:42936 , 10.21504/10962/178397
- Description: Almost three decades after the official end of the apartheid, South Africa has been on a sturdy path that is characterised by deepening spatial economic inequalities. A plethora of policy instruments unleashed since 1994 had not only failed to stem the tide of poverty and inequality, but had deepened them. As part of this, South Africa’s most ambitious social engineering programme – land reform -- had disappointing outcomes. Premised on a view that these apartheid continuities were embedded in South Africa’s land administration system – which was incoherent and fragmented and requiring a systemic overhaul -- the study sought to explore the potential role of Open Government Data (OGD) in the repurposing of land administration system in the post-apartheid South Africa. To achieve this goal, the study was guided by the following objectives: to explore the ontology and the state of land governance and administration in the context of the post-apartheid South Africa; to undertake an evaluation or assessment of South Africa’s land data ecosystem; and to explore the potential role of OGD in the repurposing of land administration system in the postapartheid of South Africa. This study was steeped in qualitative research methods, underpinned by primary and secondary literature review. While the study was primarily pitched on a national scale – the combination of the systems and multiple scales approaches – yielded results which dislodges solutions that are required outside of the domain of a single state. This is one glaring example of land governance complexities that straddle beyond national scale – specifically in respect of new policy trajectories on trans-national boundaries and governance of water resources. Based on the holistic ontology of land, this study concludes that land administration and land governance overarching conceptual orientation -- concerned with land use decisions made by humans at various scales from a praxis and policy perspective –constitute two sides of the same coin, the former steeped towards practice and the latter steeped towards policy. Drawing from decolonial theories the study concludes that land does not only have multiple dimensions, but it also has multiple meanings, in a manner that calls for an ontological shift away from the western ontology, towards an inclusive and holistic conceptualisation. Historiography that is anchored in de-colonial thinking of South Africa’s land governance helps us understand how and why – colonial/apartheid norms acrimoniously found their way into the post-apartheid order -- the post-apartheid institutions of modernity rest on the same hierarchies of identities, classification and pathologisation. The study concludes that, while the colonial/apartheid administration may be gone, it’s underlying power matrices continue -- i.e. capitalism/European/patriachal/white – in a manner which explains the continuities of South Africa’s spatial inequalities and the associated economic inequalities. The organising principle for land relations (including opportunities) continues to be underpinned by gender, race and class, in ways that expose the mythical dimensions of the 'post-apartheid' underbelly. While identifying the need for homogenisation and rationalistion of colonial, apartheid and post-apartheid institutions (on a national scale) that is insufficient for the transformation of the colonial situation of what is in essence a part of the global system, the study advocates for the ‘repurposing of land governance and administration’ – underpinned by de-colonial thinking. Repurposing is seen as political imaginary that would entail uncoupling thought processes and praxis from the colonial matrices of power. The study goes on to conclude that there is a definite role for Open Government Data in repurposing of land administration in the post-apartheid South Africa – as a necessary, though in and of it’s own it is an insufficient condition to achieve that ideal -- but presents an opportunity to enhance transdisciplinarity approaches and efficiencies in internal government functioning and evidence-based decision making and policy formulation processes. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Manona, Siyabulela Sobantu
- Date: 2021-04
- Subjects: Transparency in government -- South Africa , Land reform -- South Africa , Qualitative research -- Methodology , Postcolonialism -- South Africa , Post-apartheid era -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994- , South Africa -- Politics and government -- 1994- , Open Government Data (OGD)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178397 , vital:42936 , 10.21504/10962/178397
- Description: Almost three decades after the official end of the apartheid, South Africa has been on a sturdy path that is characterised by deepening spatial economic inequalities. A plethora of policy instruments unleashed since 1994 had not only failed to stem the tide of poverty and inequality, but had deepened them. As part of this, South Africa’s most ambitious social engineering programme – land reform -- had disappointing outcomes. Premised on a view that these apartheid continuities were embedded in South Africa’s land administration system – which was incoherent and fragmented and requiring a systemic overhaul -- the study sought to explore the potential role of Open Government Data (OGD) in the repurposing of land administration system in the post-apartheid South Africa. To achieve this goal, the study was guided by the following objectives: to explore the ontology and the state of land governance and administration in the context of the post-apartheid South Africa; to undertake an evaluation or assessment of South Africa’s land data ecosystem; and to explore the potential role of OGD in the repurposing of land administration system in the postapartheid of South Africa. This study was steeped in qualitative research methods, underpinned by primary and secondary literature review. While the study was primarily pitched on a national scale – the combination of the systems and multiple scales approaches – yielded results which dislodges solutions that are required outside of the domain of a single state. This is one glaring example of land governance complexities that straddle beyond national scale – specifically in respect of new policy trajectories on trans-national boundaries and governance of water resources. Based on the holistic ontology of land, this study concludes that land administration and land governance overarching conceptual orientation -- concerned with land use decisions made by humans at various scales from a praxis and policy perspective –constitute two sides of the same coin, the former steeped towards practice and the latter steeped towards policy. Drawing from decolonial theories the study concludes that land does not only have multiple dimensions, but it also has multiple meanings, in a manner that calls for an ontological shift away from the western ontology, towards an inclusive and holistic conceptualisation. Historiography that is anchored in de-colonial thinking of South Africa’s land governance helps us understand how and why – colonial/apartheid norms acrimoniously found their way into the post-apartheid order -- the post-apartheid institutions of modernity rest on the same hierarchies of identities, classification and pathologisation. The study concludes that, while the colonial/apartheid administration may be gone, it’s underlying power matrices continue -- i.e. capitalism/European/patriachal/white – in a manner which explains the continuities of South Africa’s spatial inequalities and the associated economic inequalities. The organising principle for land relations (including opportunities) continues to be underpinned by gender, race and class, in ways that expose the mythical dimensions of the 'post-apartheid' underbelly. While identifying the need for homogenisation and rationalistion of colonial, apartheid and post-apartheid institutions (on a national scale) that is insufficient for the transformation of the colonial situation of what is in essence a part of the global system, the study advocates for the ‘repurposing of land governance and administration’ – underpinned by de-colonial thinking. Repurposing is seen as political imaginary that would entail uncoupling thought processes and praxis from the colonial matrices of power. The study goes on to conclude that there is a definite role for Open Government Data in repurposing of land administration in the post-apartheid South Africa – as a necessary, though in and of it’s own it is an insufficient condition to achieve that ideal -- but presents an opportunity to enhance transdisciplinarity approaches and efficiencies in internal government functioning and evidence-based decision making and policy formulation processes. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-04
- «
- ‹
- 1
- ›
- »