Nascent Desires: Gendered Sexualities in Life Orientation Sexuality Education Programmes and Popular Music
- Authors: Moodley, Dale Dhersen
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3274 , http://hdl.handle.net/10962/d1021260
- Description: Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.
- Full Text:
- Date Issued: 2016
- Authors: Moodley, Dale Dhersen
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3274 , http://hdl.handle.net/10962/d1021260
- Description: Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.
- Full Text:
- Date Issued: 2016
Releasing the pause button on Hugh Tracey’s field recordings of 1959: repatriation and revitalisation of a selection of the Bangwaketse music held at the International Library of African Music (ILAM)
- Authors: Mojaki, Pinkie Gomolemo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10962/4267 , vital:20640
- Description: This thesis examines an attempt at repatriation and the revitalisation of archival holdings from the International Library of African Music (ILAM) to the Bangwaketse community of Botswana. I assess how the attempt may shape future possibilities for the repatriation of more recordings from ILAM to other areas in Botswana. Drawing on the narrative compiled from the various sessions of memory retrieval and recollections of the past, I establish how the Bangwaketse claim ownership of their musical heritage. Memory and nostalgic reactions to musical sound contribute to a construction of communal truths as held by the people who claim their heritage to the music from ILAM. Memory retrieval and recollection are explored in this research as a process that allows the members of the community to reconnect with their past, interpret their memories, modify and create the ideal image of their community and retell their stories. Through the interactions and exploration of memory, I explore how the Bangwaketse are motivated to engage with the recordings from ILAM. In addition, based on the observation of the recent music performances of the Bangwaketse, I examine how the approaches they used, to sustain the traditional music that they continue to play, may inform the process of returning and revitalising archival holdings from ILAM. I argue that, for the purpose of revitalising the old archival recordings, the performers require incentives that are related to social developments and their contexts. Furthermore, the revitalisation effort is a joint effort between the performers, culture bearers as well as the audiences. In addition, I argue that in order to reinsert the archival recordings in the community, the recordings should be worked through the education sector and be taught to all generations, especially the children who hold the possibility of continued music revitalisation. The research evaluates how the traditional music of the Bangwaketse is conceptualized in recent years by the different research participants. The project further describes the innate need for a continued music culture by the Bangwaketse. Some sections of the data explain how music ‘escaped’ the social practices and structures of the past. After tracing how the traditional music ceased, I study how the Bangwaketse communally construct different strategies to re-insert the music into their livelihoods in order to realise the revitalisation of ILAM recordings in their original performance contexts.
- Full Text:
- Date Issued: 2016
- Authors: Mojaki, Pinkie Gomolemo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10962/4267 , vital:20640
- Description: This thesis examines an attempt at repatriation and the revitalisation of archival holdings from the International Library of African Music (ILAM) to the Bangwaketse community of Botswana. I assess how the attempt may shape future possibilities for the repatriation of more recordings from ILAM to other areas in Botswana. Drawing on the narrative compiled from the various sessions of memory retrieval and recollections of the past, I establish how the Bangwaketse claim ownership of their musical heritage. Memory and nostalgic reactions to musical sound contribute to a construction of communal truths as held by the people who claim their heritage to the music from ILAM. Memory retrieval and recollection are explored in this research as a process that allows the members of the community to reconnect with their past, interpret their memories, modify and create the ideal image of their community and retell their stories. Through the interactions and exploration of memory, I explore how the Bangwaketse are motivated to engage with the recordings from ILAM. In addition, based on the observation of the recent music performances of the Bangwaketse, I examine how the approaches they used, to sustain the traditional music that they continue to play, may inform the process of returning and revitalising archival holdings from ILAM. I argue that, for the purpose of revitalising the old archival recordings, the performers require incentives that are related to social developments and their contexts. Furthermore, the revitalisation effort is a joint effort between the performers, culture bearers as well as the audiences. In addition, I argue that in order to reinsert the archival recordings in the community, the recordings should be worked through the education sector and be taught to all generations, especially the children who hold the possibility of continued music revitalisation. The research evaluates how the traditional music of the Bangwaketse is conceptualized in recent years by the different research participants. The project further describes the innate need for a continued music culture by the Bangwaketse. Some sections of the data explain how music ‘escaped’ the social practices and structures of the past. After tracing how the traditional music ceased, I study how the Bangwaketse communally construct different strategies to re-insert the music into their livelihoods in order to realise the revitalisation of ILAM recordings in their original performance contexts.
- Full Text:
- Date Issued: 2016
Shifting identities: An exploration of the possibilities for a syncretic Afrikaans theatre by means of three case studies – Hex (2003), Lady Anne (2007), Ekspedisies (2008)
- Authors: Gehring, Heike
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2165 , http://hdl.handle.net/10962/d1021269
- Description: This thesis investigates the possibilities for syncretic Afrikaans language theatre within a post-1994 South African society. The research sets out to explore in what manner theatre can be language-specific, while at the same time being able to cross language contexts. This exploration is driven by the wish to develop strategies for creating Afrikaans theatre that is able to reflect on a society “united in diversity”. In this regard it is argued that for theatre to be able to both retain and cross language barriers, processes of bonding and bridging are necessary. The thesis sets out first to explain why these processes are required and then to suggest ways in which such processes can be implemented in practice. A triangular approach is used, in which conceptual and theoretical frameworks are developed to reflect on actual theatre practices. Three of my own productions are used as case studies, namely Hex (2000; 2003), Lady Anne (2007) and Ekspedisies (2008). These productions can be understood to be “boundary objects” in Henk Borgdorff’s (2012: 177) sense of the word, in that they fulfil a dual function: they are artistic productions that can also be reconstituted to serve a research purpose beyond the productions themselves. All three works were first created for public consumption before becoming cases for this thesis. Many of the strategies that were developed and tested in creating these productions are examples of ways in which bonding and bridging in Afrikaans language theatre can be understood. Chapter One of the thesis contextualises the political currents and events that necessitated the impulse towards “bonding and bridging”. In this case the political and ethical impetus behind the practical explorations has been related predominantly to the democratisation of South African society, in which a paradigm shift happened from viewing the Afrikaans language as one over many to one amongst many. Within a multilingual South Africa, concerns are raised about ways in which to create theatre in South African languages other than English (often understood to be the only possible bridging language) that are able to cross language divides. Following this introduction to language-related concerns, Chapter Two explains how the shift from apartheid to democracy made space for shifts in identity – on personal as well as institutional levels: a progression from essentialised notions of culture to the celebration of plurality. This progression is then related to theatre, with an explanation of how the post-1994 theatre landscape demanded a reimagining of the form and function of theatre. In this re-imagination the notion of a “third space” is important; something that is introduced in this chapter as an alternative to polarised identity constructions. The function of the “third space” as an in-between space and a meeting point for diverse people and entities is a strong underlying theme of this thesis and it serves as a reoccurring touchstone to the ideas put forward. Chapter Three discusses the South African arts festival culture and its contribution to the South African theatre landscape. Particular focus is placed on the Klein Karoo National Arts festival (KKNK) as a platform for the development of the Afrikaans language within a post-1994 context. What is emphasized in particular is the attempt by the KKNK festival to be linguistically and culturally exploratory and inclusive in the face of language protectionism. After the contextual background of the first three chapters, the thesis shifts to an analysis of theories related to “hybridity” and “syncretism”. In Chapter Four the argument is put forward that of the various inclusive performance and theatre models that represent a multicultural society, the most responsive forms are those that are syncretic and hybrid. Principles that can contribute to the unification and merging of diverse and polarized societal groups are described, and suggestions are made for possible ways to bring about bonding and bridging within cultural practices. Having introduced these principles, examples are offered of how these theories might be understood in other disciplines, namely, religious studies, anthropology, history and a range of cultural practices. Following this broad discussion, Chapter Five describes syncretism and hybridity more specifically in theatre by means of relevant examples. Taking the discussion further into the realm of application, Chapter Six offers an overview of “workshop theatre”, “translation” and “collage making” as strategies for putting theories of hybridity and syncretism into practice. This is followed (in Chapters Seven, Eight and Nine) by a discussion of the three productions (Hex, Lady Anne and Ekspedisies) as case studies that demonstrate how these theories can be understood in practice. Practical strategies for bridging language divides are foregrounded, such as code switching as an approach for enabling a “co-habitation” of languages; physical theatre as a means for crossing language divides; and the creation of more than one language version of a production as a tactic to accommodate shifting contexts. Following on from the discoveries made in the foregoing chapters, I conclude that theories and practices related to notions of “third space”, “hybridity” and “syncretism” are ideal for creating theatre forms (in the Afrikaans language in particular) that can truly reflect a South African society which is “united in diversity”. The thesis ends by offering suggestions for ways in which new, future identities, can be developed.
- Full Text:
- Date Issued: 2016
- Authors: Gehring, Heike
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2165 , http://hdl.handle.net/10962/d1021269
- Description: This thesis investigates the possibilities for syncretic Afrikaans language theatre within a post-1994 South African society. The research sets out to explore in what manner theatre can be language-specific, while at the same time being able to cross language contexts. This exploration is driven by the wish to develop strategies for creating Afrikaans theatre that is able to reflect on a society “united in diversity”. In this regard it is argued that for theatre to be able to both retain and cross language barriers, processes of bonding and bridging are necessary. The thesis sets out first to explain why these processes are required and then to suggest ways in which such processes can be implemented in practice. A triangular approach is used, in which conceptual and theoretical frameworks are developed to reflect on actual theatre practices. Three of my own productions are used as case studies, namely Hex (2000; 2003), Lady Anne (2007) and Ekspedisies (2008). These productions can be understood to be “boundary objects” in Henk Borgdorff’s (2012: 177) sense of the word, in that they fulfil a dual function: they are artistic productions that can also be reconstituted to serve a research purpose beyond the productions themselves. All three works were first created for public consumption before becoming cases for this thesis. Many of the strategies that were developed and tested in creating these productions are examples of ways in which bonding and bridging in Afrikaans language theatre can be understood. Chapter One of the thesis contextualises the political currents and events that necessitated the impulse towards “bonding and bridging”. In this case the political and ethical impetus behind the practical explorations has been related predominantly to the democratisation of South African society, in which a paradigm shift happened from viewing the Afrikaans language as one over many to one amongst many. Within a multilingual South Africa, concerns are raised about ways in which to create theatre in South African languages other than English (often understood to be the only possible bridging language) that are able to cross language divides. Following this introduction to language-related concerns, Chapter Two explains how the shift from apartheid to democracy made space for shifts in identity – on personal as well as institutional levels: a progression from essentialised notions of culture to the celebration of plurality. This progression is then related to theatre, with an explanation of how the post-1994 theatre landscape demanded a reimagining of the form and function of theatre. In this re-imagination the notion of a “third space” is important; something that is introduced in this chapter as an alternative to polarised identity constructions. The function of the “third space” as an in-between space and a meeting point for diverse people and entities is a strong underlying theme of this thesis and it serves as a reoccurring touchstone to the ideas put forward. Chapter Three discusses the South African arts festival culture and its contribution to the South African theatre landscape. Particular focus is placed on the Klein Karoo National Arts festival (KKNK) as a platform for the development of the Afrikaans language within a post-1994 context. What is emphasized in particular is the attempt by the KKNK festival to be linguistically and culturally exploratory and inclusive in the face of language protectionism. After the contextual background of the first three chapters, the thesis shifts to an analysis of theories related to “hybridity” and “syncretism”. In Chapter Four the argument is put forward that of the various inclusive performance and theatre models that represent a multicultural society, the most responsive forms are those that are syncretic and hybrid. Principles that can contribute to the unification and merging of diverse and polarized societal groups are described, and suggestions are made for possible ways to bring about bonding and bridging within cultural practices. Having introduced these principles, examples are offered of how these theories might be understood in other disciplines, namely, religious studies, anthropology, history and a range of cultural practices. Following this broad discussion, Chapter Five describes syncretism and hybridity more specifically in theatre by means of relevant examples. Taking the discussion further into the realm of application, Chapter Six offers an overview of “workshop theatre”, “translation” and “collage making” as strategies for putting theories of hybridity and syncretism into practice. This is followed (in Chapters Seven, Eight and Nine) by a discussion of the three productions (Hex, Lady Anne and Ekspedisies) as case studies that demonstrate how these theories can be understood in practice. Practical strategies for bridging language divides are foregrounded, such as code switching as an approach for enabling a “co-habitation” of languages; physical theatre as a means for crossing language divides; and the creation of more than one language version of a production as a tactic to accommodate shifting contexts. Following on from the discoveries made in the foregoing chapters, I conclude that theories and practices related to notions of “third space”, “hybridity” and “syncretism” are ideal for creating theatre forms (in the Afrikaans language in particular) that can truly reflect a South African society which is “united in diversity”. The thesis ends by offering suggestions for ways in which new, future identities, can be developed.
- Full Text:
- Date Issued: 2016
Social coordination in animal vocal interactions. Is there any evidence of turn-taking? The starling as an animal model
- Henry, Laurence, Craig, Adrian J F K, Lemasson, Alban, Hausberger, Martine
- Authors: Henry, Laurence , Craig, Adrian J F K , Lemasson, Alban , Hausberger, Martine
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/465614 , vital:76625 , ISBN 978-2-88919-825-2 , 10.3389/978-2-88919-825-2
- Description: Turn-taking in conversation appears to be a common feature in various human cultures andthis universality raises questions about its biological basis and evolutionary trajectory. Functional convergence is a widespread phenomenon in evolution, revealing sometimes striking functional similarities between very distant species even though the mechanisms involved may be different. Studies on mammals (including non-human primates) and bird species with different levels of social coordination reveal that temporal and structural regularities in vocal interactions may depend on the species’ social structure. Here we test the hypothesis that turn-taking and associated rules of conversations may be an adaptive response to the requirements of social life, by testing the applicability of turn-taking rules to an animal model, the European starling.
- Full Text:
- Date Issued: 2016
- Authors: Henry, Laurence , Craig, Adrian J F K , Lemasson, Alban , Hausberger, Martine
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/465614 , vital:76625 , ISBN 978-2-88919-825-2 , 10.3389/978-2-88919-825-2
- Description: Turn-taking in conversation appears to be a common feature in various human cultures andthis universality raises questions about its biological basis and evolutionary trajectory. Functional convergence is a widespread phenomenon in evolution, revealing sometimes striking functional similarities between very distant species even though the mechanisms involved may be different. Studies on mammals (including non-human primates) and bird species with different levels of social coordination reveal that temporal and structural regularities in vocal interactions may depend on the species’ social structure. Here we test the hypothesis that turn-taking and associated rules of conversations may be an adaptive response to the requirements of social life, by testing the applicability of turn-taking rules to an animal model, the European starling.
- Full Text:
- Date Issued: 2016
The beat
- Authors: Masheane, Napo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6014 , http://hdl.handle.net/10962/d1021234
- Description: My play script is a docu-drama inspired by the 1950s Drum journalists: Can Themba, Bloke Modisane, Nat Nakasa, Henry Nxumalo, Lewis Nkosi, Peter Magubane, Casey Motsitsi and Todd Matshikiza. The setting is a Sophiatown shebeen through which the characters move in and out. The central dramatic exploration hinges on female characters’ experiences rather than the perspectives of the male journalists connected to them. I dramatise documented events such as Modisane’s wife leaving him and taking their daughter with her, or a woman who buried her lover’s body after he was beaten and stabbed to death. There are other twists and turns based on the Drum journalists writings. I play with the seriousness of politics, love affairs, and the comedy of their daily lives. My influences come from plays such as Nongogo (1959) and Sophiatown (1986). The Beat is dedicated to all the women who have been silenced and as a result became products of their consequences. Their voices remind me as a theatre maker that my poems and plays might arrive in me as pure SONGS (Dipina) or a CRY (Kodiyamalla). Sometimes their inspiration will spring from my traditional family rituals, as a PRAISE song/s (Dithoko/ Thoko), or from a simple memory of a childhood church song, a HYMN (Difela/ Sefela). At times these words will present themselves as a source of where one comes from, CLAN NAMES (Seboko/ Poko). These stories will find me in the dusty streets of my village and township HERSTORY… they will touch, move, provoke, push and force me to vomit on page words that are subjects of that which we are even when silence seems inevitable. , My poetry collection fuses Sesotho and English, often within the same poem, as a way of showing how I live within and between two cultures. I write to celebrate these two tongues without compromising either language and allow each poem, to express its own musical component, tone, rhythm, and pace as it moves between stage and page. My poems converse about difficult subjects from a feminine voice. They look at family structures and dynamics, using everyday household things as metaphors. They take on deep family narratives of generational curses, births, deaths and love. There are also some more political poems about community outrage, the exploitation caused by outmoded culture and tradition, and about the nightmare that constantly wants to come out of the township.
- Full Text:
- Date Issued: 2016
- Authors: Masheane, Napo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6014 , http://hdl.handle.net/10962/d1021234
- Description: My play script is a docu-drama inspired by the 1950s Drum journalists: Can Themba, Bloke Modisane, Nat Nakasa, Henry Nxumalo, Lewis Nkosi, Peter Magubane, Casey Motsitsi and Todd Matshikiza. The setting is a Sophiatown shebeen through which the characters move in and out. The central dramatic exploration hinges on female characters’ experiences rather than the perspectives of the male journalists connected to them. I dramatise documented events such as Modisane’s wife leaving him and taking their daughter with her, or a woman who buried her lover’s body after he was beaten and stabbed to death. There are other twists and turns based on the Drum journalists writings. I play with the seriousness of politics, love affairs, and the comedy of their daily lives. My influences come from plays such as Nongogo (1959) and Sophiatown (1986). The Beat is dedicated to all the women who have been silenced and as a result became products of their consequences. Their voices remind me as a theatre maker that my poems and plays might arrive in me as pure SONGS (Dipina) or a CRY (Kodiyamalla). Sometimes their inspiration will spring from my traditional family rituals, as a PRAISE song/s (Dithoko/ Thoko), or from a simple memory of a childhood church song, a HYMN (Difela/ Sefela). At times these words will present themselves as a source of where one comes from, CLAN NAMES (Seboko/ Poko). These stories will find me in the dusty streets of my village and township HERSTORY… they will touch, move, provoke, push and force me to vomit on page words that are subjects of that which we are even when silence seems inevitable. , My poetry collection fuses Sesotho and English, often within the same poem, as a way of showing how I live within and between two cultures. I write to celebrate these two tongues without compromising either language and allow each poem, to express its own musical component, tone, rhythm, and pace as it moves between stage and page. My poems converse about difficult subjects from a feminine voice. They look at family structures and dynamics, using everyday household things as metaphors. They take on deep family narratives of generational curses, births, deaths and love. There are also some more political poems about community outrage, the exploitation caused by outmoded culture and tradition, and about the nightmare that constantly wants to come out of the township.
- Full Text:
- Date Issued: 2016
The design of a new opera house for Port Elizabeth: as a catalyst for a harbour waterfront development
- Authors: Davidson, Michael James
- Date: 2016
- Subjects: Theaters -- South Africa -- Port Elizabeth -- Designs and plans Centers for the performing arts -- South Africa -- Port Elizabeth , Theater architecture -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18696 , vital:28708
- Description: This document records the research and design process the author undertook during the treatise project. The project stems from the author’s interest in the architecture of opera houses and the potential for the design of a new iconic opera house in Port Elizabeth. Initial research begun with an analysis of the historical development of the opera house typology and the underlying principles of contemporary opera houses. Research was then directed towards the possibility of building a new opera house in Port Elizabeth, and what basis there might be for such a venture. This led to an exploration of urban catalyst buildings, particularly those initiating the regeneration of former industrial waterfronts. That Port Elizabeth has a notable industrial harbour, which may potentially be developed into a waterfront precinct was a key informant in choosing to formulate the project as an opera house that would be a catalyst for such a development. The vision for the building is one of beauty and grandeur. As an iconic attractor to the Port Elizabeth harbour, the opera house should delight visitors by its sculptural quality and spatial experience alongside the water’s edge. It should provide positive public space with activities that can be used by non-theatre patrons so that the building will attract large numbers of people, which will stimulate more development, in line with the theory of urban catalytic development.
- Full Text:
- Date Issued: 2016
- Authors: Davidson, Michael James
- Date: 2016
- Subjects: Theaters -- South Africa -- Port Elizabeth -- Designs and plans Centers for the performing arts -- South Africa -- Port Elizabeth , Theater architecture -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18696 , vital:28708
- Description: This document records the research and design process the author undertook during the treatise project. The project stems from the author’s interest in the architecture of opera houses and the potential for the design of a new iconic opera house in Port Elizabeth. Initial research begun with an analysis of the historical development of the opera house typology and the underlying principles of contemporary opera houses. Research was then directed towards the possibility of building a new opera house in Port Elizabeth, and what basis there might be for such a venture. This led to an exploration of urban catalyst buildings, particularly those initiating the regeneration of former industrial waterfronts. That Port Elizabeth has a notable industrial harbour, which may potentially be developed into a waterfront precinct was a key informant in choosing to formulate the project as an opera house that would be a catalyst for such a development. The vision for the building is one of beauty and grandeur. As an iconic attractor to the Port Elizabeth harbour, the opera house should delight visitors by its sculptural quality and spatial experience alongside the water’s edge. It should provide positive public space with activities that can be used by non-theatre patrons so that the building will attract large numbers of people, which will stimulate more development, in line with the theory of urban catalytic development.
- Full Text:
- Date Issued: 2016
The development of trilingual literacy in primary schools in Kenya
- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
- Full Text:
- Date Issued: 2016
- Authors: Mose, Peter N
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/815 , vital:19993
- Description: The Kenyan language in education policy contemplates development of trilingual literacy skills in pupils by the end of standard three. The purpose of this study was to determine to what extent standard three pupils were literate in their mother tongue (Ekegusii), Kiswahili, and English. The study was undertaken in the context of; a language in education policy that provides for the use of mother tongues and Kiswahili (as languages of instruction) in rural and urban schools respectively up to the end of standard three, followed by a transition to an English medium from standard four; a general negative public attitude towards mother tongue instruction; and substantial empirical evidence in support of mother tongue instruction in basic education. Cummins’ Linguistic Interdependence and Linguistic Threshold Hypotheses guided the study. Adopting a mixed methods approach, the study used direct classroom observations, face-to-face interviews, document analyses, and reading tests to obtain data. Thematic, content, and statistical approaches were used in data analysis. It was found that various stakeholders understand key aspects of the language in education policy differently. Secondly, efforts in mother tongue instruction in schools are not motivated by theoretical and empirical foundations; development efforts are hence ineffective and inadequate leaving majority of learners with below average literacy skills in their mother tongue by the end of standard three. Thirdly, teachers do not implement the language in education policy as spelt out in the relevant documents; the three languages have therefore been allocated various classroom functions. Fourthly, the factors that motivate the disregard of the language policy include the language of examinations and textbooks, and transition to standard four in which English is the language of instruction. Lastly, reading scores indicate that majority of pupils transiting to standard four do not possess adequate reading skills to enable them read to learn in a mother tongue, Kiswahili, and English. This is observed across rural, peri-urban, and urban schools. The study recommends that: The ministry of education conducts workshops to re-educate the relevant stakeholders on the meaning and significance of the language in education policy and the significance of mother tongue instruction in second language, literacy, and skill development. This should be followed by a re-classification of primary schools on the basis of linguistic homogeneity, or otherwise, to ensure the intention of the policy is achieved. This could include empowering individual schools to determine language of instruction in lower primary based on language predominance. Secondly, the ministry should provide relevant resources for mother tongues and Kiswahili to develop them as effective languages of instruction as recommended by various past education commission reports. Additionally, a bilingual course in teacher training colleges to equip primary school teachers for bilingualism and biliteracy development should be introduced; one implication of this is teachers giving notes and tests in the languages spelt out in the policy. Thirdly, the ministry should intensify inspection of schools to assess implementation of the policy. Fourthly, future studies should assess mother tongue literacies as well, since they determine the extent and success of second language acquisition and learning; and measures should be put to ensure English is adequately resourced and taught well. Finally, mother tongue instruction should be extended up to, at least, standard five.
- Full Text:
- Date Issued: 2016
The design of a digital resource centre in Motherwell, Port Elizabeth
- Authors: Bursey, Rowan
- Date: 2016
- Subjects: Community centers -- South Africa -- Port Elizabeth -- Designs and plans Community centers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/38874 , vital:35009
- Description: This treatise is centered on the design of a digital resource centre in the township of Motherwell, Port Elizabeth. The building is concerned with providing a civic space which promotes access to and effective use of digital information and communication technologies. The treatise explores the issues and methods involved in the design of a public digital resource centre. The research starts with an investigation into the nature of public space and civic facilities within a South African township context before exploring the development of the library typology and its evolution in the digital age, while exploring the issues and processes involved in the design of a civic building in a township environment. The architectural design is seen as an appropriate response to the identified architectural issues. Relevant precedents are chosen based on the nature of these issues and the context in which they are situated. The buildings are analyzed in terms of these key issues and will thereby provide an understanding of the architectural identity of the civic building archetype. An understanding of the architectural typology and an analysis of relevant precedents leads to the identification of a set of site selection criteria which can be used to select an appropriate site within the Motherwell precinct. The nature of Motherwell and the identified issues related to the selected site are then investigated in order to develop a set of informants and constraints. Specific elements which are unique to the selected site are then investigated individually while using relevant precedents to establish an appropriate response to the issues involved. An appropriate architectural response is then developed through an understanding of the physical and spatial qualities of the building typology while also responding to the specific issues related to the site.
- Full Text:
- Date Issued: 2016
- Authors: Bursey, Rowan
- Date: 2016
- Subjects: Community centers -- South Africa -- Port Elizabeth -- Designs and plans Community centers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/38874 , vital:35009
- Description: This treatise is centered on the design of a digital resource centre in the township of Motherwell, Port Elizabeth. The building is concerned with providing a civic space which promotes access to and effective use of digital information and communication technologies. The treatise explores the issues and methods involved in the design of a public digital resource centre. The research starts with an investigation into the nature of public space and civic facilities within a South African township context before exploring the development of the library typology and its evolution in the digital age, while exploring the issues and processes involved in the design of a civic building in a township environment. The architectural design is seen as an appropriate response to the identified architectural issues. Relevant precedents are chosen based on the nature of these issues and the context in which they are situated. The buildings are analyzed in terms of these key issues and will thereby provide an understanding of the architectural identity of the civic building archetype. An understanding of the architectural typology and an analysis of relevant precedents leads to the identification of a set of site selection criteria which can be used to select an appropriate site within the Motherwell precinct. The nature of Motherwell and the identified issues related to the selected site are then investigated in order to develop a set of informants and constraints. Specific elements which are unique to the selected site are then investigated individually while using relevant precedents to establish an appropriate response to the issues involved. An appropriate architectural response is then developed through an understanding of the physical and spatial qualities of the building typology while also responding to the specific issues related to the site.
- Full Text:
- Date Issued: 2016
Understanding how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching static electricity: A case study
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
Understanding how the incorporation of indigenous knowledge (IK) enables or constrains the teaching and learning of alcoholic fermentation in Life Sciences in Grade 11
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
Ways of seeing over time: the construction and imagination of ‘historic separation’ in Israeli and Palestinian cultures
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
- Full Text:
- Date Issued: 2016
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
- Full Text:
- Date Issued: 2016
Where the body ends
- Authors: Hardy, Stacy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6004 , http://hdl.handle.net/10962/d1021212
- Description: My collection of stories explores the intersection of the human body and the body of text via the tropes of disease and animality. Drawing on my experience of living with tuberculosis for many years, I attempt to write disease differently – not merely to be survived, overcome, cured, eradicated, but as something to be embraced via the Deleuzian affirmation of being worthy of what happens to us. Taking my cue from Sontag, I use a creaturely approach to writing, “an infinitely varied register of forms and tonalities for transporting the human voice into prose narrative”, emphasising the shared embodiedness of humans and animals so as to challenge the omnipotence of thought that subjugates and colonises the body as exclusively human.
- Full Text:
- Date Issued: 2016
- Authors: Hardy, Stacy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6004 , http://hdl.handle.net/10962/d1021212
- Description: My collection of stories explores the intersection of the human body and the body of text via the tropes of disease and animality. Drawing on my experience of living with tuberculosis for many years, I attempt to write disease differently – not merely to be survived, overcome, cured, eradicated, but as something to be embraced via the Deleuzian affirmation of being worthy of what happens to us. Taking my cue from Sontag, I use a creaturely approach to writing, “an infinitely varied register of forms and tonalities for transporting the human voice into prose narrative”, emphasising the shared embodiedness of humans and animals so as to challenge the omnipotence of thought that subjugates and colonises the body as exclusively human.
- Full Text:
- Date Issued: 2016
Potential effects of different salinities on the survival of the mangrove crab, Uca urvillei and its associated chemoautotrophic bacterial symbionts
- Mbobo, Tumeka https://orcid.org/0000-0002-0159-6569
- Authors: Mbobo, Tumeka https://orcid.org/0000-0002-0159-6569
- Date: 2015-06
- Subjects: Mangrove ecology http://id.loc.gov/authorities/subjects/sh85080528 , Crabs--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19225 , vital:43033
- Description: The ability of natural populations to maintain fitness is important to their long-term persistence and has further relevance in the light of climate change scenarios. Fitness is however also influenced strongly by interactions with other species of the community. It is, therefore, important to focus on how environmental change can alter key biological interactions. The present study aimed to investigate the effects of different salinity levels on one species of mangrove crab, Uca urvillei and the associated chemoautotrophic bacterial symbionts, from the Mngazana estuary, South Africa. To examine the influence of different salinities over time on the symbiotic bacterial community, salinity experiments were set up, choosing three salinity exposures (5, 20 and 35percent) and four time exposures (3, 7, 14 and 21 days). The results showed that microbial community associated with U. urvillei was generally stable throughout the three salinity treatments, while the survival of the host (crab), was influenced by high salinities, particularly after day 14. Overall, the results of this study suggest that over time, environmental salinity (35percent) has the potential to affect significantly the physiology of U. urvillei, but this might not necessarily be the case for the associated microbial communities. The modes at which the significant symbionts are transferred from mother to offspring were also investigated by analysing the bacterial profiles from eggs, ovigerous and non-ovigerous females, along with mud. The results were fairly complex, but with significant differences in the bacterial communities of eggs from mud and females. These differences were driven mostly by two dominant phyla: Actinobacteria and Proteobacteria. The presence of both these phyla throughout the categories (even though in different percentages) suggest that U. urvillei might employ a mixed mode strategy of acquiring and maintaining the bacterial symbionts. Overall, this study contributes to further understand the dynamic and complex effects of environmental Abstract ii change on symbiotic communities, with overall potential cascading repercussions to the persistence of mangrove systems. , Thesis (MSc) (Zoology) -- Faculty of Science and Agriculture, 2015
- Full Text:
- Date Issued: 2015-06
- Authors: Mbobo, Tumeka https://orcid.org/0000-0002-0159-6569
- Date: 2015-06
- Subjects: Mangrove ecology http://id.loc.gov/authorities/subjects/sh85080528 , Crabs--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19225 , vital:43033
- Description: The ability of natural populations to maintain fitness is important to their long-term persistence and has further relevance in the light of climate change scenarios. Fitness is however also influenced strongly by interactions with other species of the community. It is, therefore, important to focus on how environmental change can alter key biological interactions. The present study aimed to investigate the effects of different salinity levels on one species of mangrove crab, Uca urvillei and the associated chemoautotrophic bacterial symbionts, from the Mngazana estuary, South Africa. To examine the influence of different salinities over time on the symbiotic bacterial community, salinity experiments were set up, choosing three salinity exposures (5, 20 and 35percent) and four time exposures (3, 7, 14 and 21 days). The results showed that microbial community associated with U. urvillei was generally stable throughout the three salinity treatments, while the survival of the host (crab), was influenced by high salinities, particularly after day 14. Overall, the results of this study suggest that over time, environmental salinity (35percent) has the potential to affect significantly the physiology of U. urvillei, but this might not necessarily be the case for the associated microbial communities. The modes at which the significant symbionts are transferred from mother to offspring were also investigated by analysing the bacterial profiles from eggs, ovigerous and non-ovigerous females, along with mud. The results were fairly complex, but with significant differences in the bacterial communities of eggs from mud and females. These differences were driven mostly by two dominant phyla: Actinobacteria and Proteobacteria. The presence of both these phyla throughout the categories (even though in different percentages) suggest that U. urvillei might employ a mixed mode strategy of acquiring and maintaining the bacterial symbionts. Overall, this study contributes to further understand the dynamic and complex effects of environmental Abstract ii change on symbiotic communities, with overall potential cascading repercussions to the persistence of mangrove systems. , Thesis (MSc) (Zoology) -- Faculty of Science and Agriculture, 2015
- Full Text:
- Date Issued: 2015-06
Humanitarian intervention in conflict management in Africa: selected case study analysis of Sudan and Libya
- Authors: Muruviwa, Tapiwa Gladmore
- Date: 2015-04
- Subjects: Humanitarian intervention , Conflict management -- Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24772 , vital:63550
- Description: The study investigates the effectiveness of humanitarian intervention as a strategy in conflict management in Africa drawing from case studies in Sudan and Libya. The research utilized an interaction of both primary and secondary data sources. Primary sources used are African Union (AU) official reports, United Nations Security Council (UNSC) official reports as well as official International Commission on Intervention and State Sovereignty (ICISS) reports. Secondary sources used include journal articles, newspapers, books and other online publications. Among others, the study found out that humanitarian intervention in Sudan by the AU from 2004 until 2006 lacked the capacity and political will to effectively manage the conflict. At the same time, an analysis of the North Atlantic Treaty Organization‟s (NATO) military intervention in Libya in 2011 reveals that western-led interventions in Africa are often driven by geostrategic interests rather than the need to save people in danger. Against this backdrop, the study recommends amongst others that the AU should have a capacitated standby-force that will rapidly respond to manage conflicts in Africa. Also, UN peacekeeping operations in Africa should be coordinated by the African Union. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-04
- Authors: Muruviwa, Tapiwa Gladmore
- Date: 2015-04
- Subjects: Humanitarian intervention , Conflict management -- Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24772 , vital:63550
- Description: The study investigates the effectiveness of humanitarian intervention as a strategy in conflict management in Africa drawing from case studies in Sudan and Libya. The research utilized an interaction of both primary and secondary data sources. Primary sources used are African Union (AU) official reports, United Nations Security Council (UNSC) official reports as well as official International Commission on Intervention and State Sovereignty (ICISS) reports. Secondary sources used include journal articles, newspapers, books and other online publications. Among others, the study found out that humanitarian intervention in Sudan by the AU from 2004 until 2006 lacked the capacity and political will to effectively manage the conflict. At the same time, an analysis of the North Atlantic Treaty Organization‟s (NATO) military intervention in Libya in 2011 reveals that western-led interventions in Africa are often driven by geostrategic interests rather than the need to save people in danger. Against this backdrop, the study recommends amongst others that the AU should have a capacitated standby-force that will rapidly respond to manage conflicts in Africa. Also, UN peacekeeping operations in Africa should be coordinated by the African Union. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-04
"Why Persephone?" investigating the unique position of Persephone as a dying god(dess) offering hope for the afterlife
- Authors: Goodwin, Grant
- Date: 2015
- Subjects: Mythology, Greek , Gods, Greek , Future life , Greece -- Religious life and customs , Persephone -- (Greek deity)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3655 , http://hdl.handle.net/10962/d1017896
- Description: Persephone’s myth is unique, as it was the central narrative of one of the most prominent ancient mystery religions, and remains one of the few (certainly the most prominent) ancient Greek myths to focus on the relationship of a mother and her daughter. This unique focus must have offered her worshippers something important that they perhaps could not find elsewhere, especially as a complex and elaborate cult grew around it, transforming the divine allegory of the changing seasons or the storage of the grain beneath the earth, into a narrative offering hope for a better place in the afterlife. To understand the appeal of this myth, two aspects of her worship and mythic significance require study: the expectations of her worshippers for their own lives, to which the goddess may have been seen as a forerunner; and the mythic frameworks operating which would characterise the goddess for her worshippers. The myth, as described in The Hymn to Demeter, is initially interpreted for its literary meaning, and then set within its cultural milieu to uncover what meaning it may have had for Persephone’s worshippers, particularly in terms of marriage and death, which form the initial motivating action of the myth. From this socio-anthropological study we turn to the mythic patterns and motifs the story offers, particularly the figure of the goddess of the Underworld (primarily in the influential Mesopotamian literature), and the Dying-Rising God figure (similarly derived from the Near East). These figures, when compared to the Greek goddess, may both reveal her unique appeal, and highlight the common attractions that lie in the figures generally. By this two-part investigation, on the particular culture’s expectations and the general mythic framework she exists in, Persephone’s meaning in her native land may be uncovered and understood.
- Full Text:
- Date Issued: 2015
- Authors: Goodwin, Grant
- Date: 2015
- Subjects: Mythology, Greek , Gods, Greek , Future life , Greece -- Religious life and customs , Persephone -- (Greek deity)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3655 , http://hdl.handle.net/10962/d1017896
- Description: Persephone’s myth is unique, as it was the central narrative of one of the most prominent ancient mystery religions, and remains one of the few (certainly the most prominent) ancient Greek myths to focus on the relationship of a mother and her daughter. This unique focus must have offered her worshippers something important that they perhaps could not find elsewhere, especially as a complex and elaborate cult grew around it, transforming the divine allegory of the changing seasons or the storage of the grain beneath the earth, into a narrative offering hope for a better place in the afterlife. To understand the appeal of this myth, two aspects of her worship and mythic significance require study: the expectations of her worshippers for their own lives, to which the goddess may have been seen as a forerunner; and the mythic frameworks operating which would characterise the goddess for her worshippers. The myth, as described in The Hymn to Demeter, is initially interpreted for its literary meaning, and then set within its cultural milieu to uncover what meaning it may have had for Persephone’s worshippers, particularly in terms of marriage and death, which form the initial motivating action of the myth. From this socio-anthropological study we turn to the mythic patterns and motifs the story offers, particularly the figure of the goddess of the Underworld (primarily in the influential Mesopotamian literature), and the Dying-Rising God figure (similarly derived from the Near East). These figures, when compared to the Greek goddess, may both reveal her unique appeal, and highlight the common attractions that lie in the figures generally. By this two-part investigation, on the particular culture’s expectations and the general mythic framework she exists in, Persephone’s meaning in her native land may be uncovered and understood.
- Full Text:
- Date Issued: 2015
A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
- Full Text:
- Date Issued: 2015
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
- Full Text:
- Date Issued: 2015
A century of IsiXhosa written poetry and the ideological contest in South Africa
- Authors: Mona, Godfrey Vulindlela
- Date: 2015
- Subjects: Xhosa poetry -- History and criticism , Protest poetry, Xhosa , Ideology and literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3651 , http://hdl.handle.net/10962/d1017892
- Description: The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
- Full Text:
- Date Issued: 2015
- Authors: Mona, Godfrey Vulindlela
- Date: 2015
- Subjects: Xhosa poetry -- History and criticism , Protest poetry, Xhosa , Ideology and literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3651 , http://hdl.handle.net/10962/d1017892
- Description: The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
- Full Text:
- Date Issued: 2015
An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
- Full Text:
- Date Issued: 2015
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015