The bastards of Euripides: illegitimacy in the Hippolytus, the Andromache, and the Ion
- Sülter, James Nicholas Edwin
- Authors: Sülter, James Nicholas Edwin
- Date: 2021-10-29
- Subjects: Euripides , Euripides Criticism and interpretation , Euripides. Hippolytus , Euripides. Andromache , Euripides. Ion , Illegitimacy in literature , Tragedy History and criticism , Citizenship in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190030 , vital:44957
- Description: The Pericles Citizenship Law of 451 made citizenship contingent on an individual man having Athenian blood on both his father and mother’s side. Men with foreign mothers were denied any rights to the key institutions that conferred Athenian belonging, such as deme and phratry membership, as well as, of course, citizenship. When, however, the Peloponnesian War began in 431, the population of Athenian citizens was quickly diminished by military conflict and plague and they sought a solution to repopulate their numbers with as little change to the original law as possible. The result was an amendment in 429 allowing citizens with no living legitimate (γνήσιοι) heirs to legitimise their bastards (νόθοι) in their place. A year after this, Euripides wrote the Hippolytus, a play that deals very closely with the issues of bastardy, bastards’ place in the polis and the oikos, and their treatment by those who are legitimate. As the war went on, he proceeded to produce two other plays containing bastard characters, the Andromache (c.425) and the Ion (c.413), in which he similarly explored the consequences of illegitimacy. In all three plays his attitude towards bastards is overwhelmingly sympathetic and the way he chooses to present their situations suggests his disagreement with the arrogance and antipathy that continued to push many of these often very worthy individuals to the fringes of society. This thesis seeks to examine Euripides’ presentation of bastards through a close reading of the relevant texts, in order to understand how the plays reacted to the contemporary circumstances of and what comments they are making. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sülter, James Nicholas Edwin
- Date: 2021-10-29
- Subjects: Euripides , Euripides Criticism and interpretation , Euripides. Hippolytus , Euripides. Andromache , Euripides. Ion , Illegitimacy in literature , Tragedy History and criticism , Citizenship in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190030 , vital:44957
- Description: The Pericles Citizenship Law of 451 made citizenship contingent on an individual man having Athenian blood on both his father and mother’s side. Men with foreign mothers were denied any rights to the key institutions that conferred Athenian belonging, such as deme and phratry membership, as well as, of course, citizenship. When, however, the Peloponnesian War began in 431, the population of Athenian citizens was quickly diminished by military conflict and plague and they sought a solution to repopulate their numbers with as little change to the original law as possible. The result was an amendment in 429 allowing citizens with no living legitimate (γνήσιοι) heirs to legitimise their bastards (νόθοι) in their place. A year after this, Euripides wrote the Hippolytus, a play that deals very closely with the issues of bastardy, bastards’ place in the polis and the oikos, and their treatment by those who are legitimate. As the war went on, he proceeded to produce two other plays containing bastard characters, the Andromache (c.425) and the Ion (c.413), in which he similarly explored the consequences of illegitimacy. In all three plays his attitude towards bastards is overwhelmingly sympathetic and the way he chooses to present their situations suggests his disagreement with the arrogance and antipathy that continued to push many of these often very worthy individuals to the fringes of society. This thesis seeks to examine Euripides’ presentation of bastards through a close reading of the relevant texts, in order to understand how the plays reacted to the contemporary circumstances of and what comments they are making. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
The prominence of choral music in the search for, and preservation of, an African identity: A study focusing on the role of choral composers in the formation of black nationalism during and after the colonial era in South Africa
- Authors: Nelani, Athenkosi
- Date: 2021-10-29
- Subjects: Choral music South Africa , Choral singing South Africa , Black people Race identity South Africa , Black nationalism South Africa , Composers, Black South Africa , Amakwaya
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190965 , vital:45045
- Description: In South Africa, choral music has been prominent in schools, churches, and community choirs since the 19th century. However, the majority of South Africans know little of the history of indigenous choral music. This study investigates the origins of South African indigenous choral music, its canonic figures, and their contribution to this genre in promoting an African identity among the indigenous people of South Africa. Using the methodological lens of historical ethnomusicology, this thesis explores the genesis of choral music in South Africa. Choral music was introduced to the region when it was first colonised by the Dutch East India Company in 1652. Missionaries established institutions in the villages of the local people and translated the Bible and hymn books into the local languages. These actions had lasting consequences for music, and choral singing was greatly advanced. In addition, in this work early composers of South African indigenous choral music are recognised in an effort to establish a choral canon. Three definitive choral periods are recognised, namely those of the first-generation, second-generation, and post-colonial composers. Using this historical framework, this thesis investigates the social and political influence these composers had on African identity during the liberation struggles in the late colonial era and during the early apartheid period. The history and compositions of the composers are discussed, including how they used their compositions as political tools and as mouthpieces to communicate societal issues of concern to the indigenous people during and after the colonial era. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nelani, Athenkosi
- Date: 2021-10-29
- Subjects: Choral music South Africa , Choral singing South Africa , Black people Race identity South Africa , Black nationalism South Africa , Composers, Black South Africa , Amakwaya
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190965 , vital:45045
- Description: In South Africa, choral music has been prominent in schools, churches, and community choirs since the 19th century. However, the majority of South Africans know little of the history of indigenous choral music. This study investigates the origins of South African indigenous choral music, its canonic figures, and their contribution to this genre in promoting an African identity among the indigenous people of South Africa. Using the methodological lens of historical ethnomusicology, this thesis explores the genesis of choral music in South Africa. Choral music was introduced to the region when it was first colonised by the Dutch East India Company in 1652. Missionaries established institutions in the villages of the local people and translated the Bible and hymn books into the local languages. These actions had lasting consequences for music, and choral singing was greatly advanced. In addition, in this work early composers of South African indigenous choral music are recognised in an effort to establish a choral canon. Three definitive choral periods are recognised, namely those of the first-generation, second-generation, and post-colonial composers. Using this historical framework, this thesis investigates the social and political influence these composers had on African identity during the liberation struggles in the late colonial era and during the early apartheid period. The history and compositions of the composers are discussed, including how they used their compositions as political tools and as mouthpieces to communicate societal issues of concern to the indigenous people during and after the colonial era. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2021
- Full Text:
- Date Issued: 2021-10-29
Thrice-born Dionysos: an analysis of the birth narrative of Dionysos in Nonnos of Panopolis’ Dionysiaca
- Authors: Mackay, Danielle Louize
- Date: 2021-10-29
- Subjects: Dionysus (Greek deity) , Zeus (Greek deity) , Nonnus, of Panopolis , Mythology, Greek , Epic poetry , Birth (Philosophy) in literature , Late antiquity , Bacchus
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192235 , vital:45209
- Description: The following paper aims to analyse lines 660 – 774 of Euripides’ Bacchae paying close attention to the representation of the bacchants in the account given to Pentheus by the herdsman.1 Accompanying the translation is a brief commentary further elaborated and discussed in the paper below. The purpose of this paper is to investigate how the Theban women are portrayed in the hills outside of Thebes and the implications this might for the inherent conception of the supposed structure of the polis and the oikos. Dionysos’ arrival in Thebes hails a systematic disruption of the social order of the Theban polis. His presence causes an inverting of all that is familiar to the Thebans, the unknown becomes known and the known reveals itself as unknown. Euripides’ Bacchae was first performed at the City Dionysia in 405 BCE, in the year after the tragedian’s death. The play dramatises the arrival of the god Dionysos to Thebes to exact vengeance on those responsible for his mother’s death and to establish his mysteries there (line 24f & 47f). Before one can begin any analysis of the text, it is important to establish the context established by the play, as this context is important to a fuller understanding of the text. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mackay, Danielle Louize
- Date: 2021-10-29
- Subjects: Dionysus (Greek deity) , Zeus (Greek deity) , Nonnus, of Panopolis , Mythology, Greek , Epic poetry , Birth (Philosophy) in literature , Late antiquity , Bacchus
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192235 , vital:45209
- Description: The following paper aims to analyse lines 660 – 774 of Euripides’ Bacchae paying close attention to the representation of the bacchants in the account given to Pentheus by the herdsman.1 Accompanying the translation is a brief commentary further elaborated and discussed in the paper below. The purpose of this paper is to investigate how the Theban women are portrayed in the hills outside of Thebes and the implications this might for the inherent conception of the supposed structure of the polis and the oikos. Dionysos’ arrival in Thebes hails a systematic disruption of the social order of the Theban polis. His presence causes an inverting of all that is familiar to the Thebans, the unknown becomes known and the known reveals itself as unknown. Euripides’ Bacchae was first performed at the City Dionysia in 405 BCE, in the year after the tragedian’s death. The play dramatises the arrival of the god Dionysos to Thebes to exact vengeance on those responsible for his mother’s death and to establish his mysteries there (line 24f & 47f). Before one can begin any analysis of the text, it is important to establish the context established by the play, as this context is important to a fuller understanding of the text. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
“Willing victims”: a study of Zimbabwean migrant workers in the citrus industry of the Sundays River Valley, Eastern Cape
- Authors: Maisiri, Brandon James
- Date: 2021-10-29
- Subjects: Migrant agricultural laborers South Africa Sundays River (Eastern Cape) , Foreign workers, Zimbabwean South Africa Sundays River (Eastern Cape) , Citrus fruit industry South Africa Sundays River (Eastern Cape) , Job creation South Africa Sundays River (Eastern Cape) , Work environment South Africa Sundays River (Eastern Cape) , Agricultural wages Social aspects South Africa Sundays River (Eastern Cape) , Marginality, Social South Africa Sundays River (Eastern Cape) , Migrant agricultural laborers Legal status, laws, etc South Africa , Global Value Chains , International Labour Organisation's Decent Work Agenda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190657 , vital:45015
- Description: The citrus fruit industry is a large, lucrative industry on the global market. South Africa's citrus fruit industry competes globally and is firmly intergraded into the citrus global value chain (GVC). Sunday River's Valley (SRV) in the Eastern Cape is a powerhouse citrus producer in South Africa. This dissertation interrogates the impact of the citrus value chain on Zimbabwean unskilled immigrant farmworkers in the SRV, positioned at the bottom of the value chain. Mainstream global chain literature, which adopts a neo-liberal approach to development, assumes that businesses in the global south stand to benefit from integrating into global chains. This line of thinking also assumes that, by virtue of the suppliers’ experiencing economic upgrading, farm owners’ employees may experience social upgrading. The idea of social upgrading stems from the International Labour Organisation's Decent Work Agenda, which promotes workers' rights and conditions globally. In the agricultural sector, there is a growing trend of producers (in the global south) employing undocumented immigrant farmworkers. Free market economists perceive these immigrants' employment in the agricultural value chain as a progressive step for immigrants to step out of poverty. This study employs a qualitative research method to analyse social upgrading for immigrant workers in the citrus GVC. This is done by examining the selected workers' working and living conditions against the key pillars of the Decent Work Agenda. Using the critical GVC framework and a Marxist orientation, this study seeks to show that the use of migrant (especially undocumented) labour in the agricultural value chains is not empowering immigrants in the global south but is essentially a strategy of securing cheap and docile labour for profit maximization. While this can be said for local South African workers as well, the migrant workforce is peculiar as their fragile citizenship in South Africa makes them a less resistant labour force to farm owners labour law violations. This study's findings validate this contention, as they show that immigrants employed in the citrus industry in the Eastern Cape are subjected to several Decent Work deficits. The findings also show that these immigrants have no access to mechanisms of empowerment and are barely surviving from their earnings. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Maisiri, Brandon James
- Date: 2021-10-29
- Subjects: Migrant agricultural laborers South Africa Sundays River (Eastern Cape) , Foreign workers, Zimbabwean South Africa Sundays River (Eastern Cape) , Citrus fruit industry South Africa Sundays River (Eastern Cape) , Job creation South Africa Sundays River (Eastern Cape) , Work environment South Africa Sundays River (Eastern Cape) , Agricultural wages Social aspects South Africa Sundays River (Eastern Cape) , Marginality, Social South Africa Sundays River (Eastern Cape) , Migrant agricultural laborers Legal status, laws, etc South Africa , Global Value Chains , International Labour Organisation's Decent Work Agenda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190657 , vital:45015
- Description: The citrus fruit industry is a large, lucrative industry on the global market. South Africa's citrus fruit industry competes globally and is firmly intergraded into the citrus global value chain (GVC). Sunday River's Valley (SRV) in the Eastern Cape is a powerhouse citrus producer in South Africa. This dissertation interrogates the impact of the citrus value chain on Zimbabwean unskilled immigrant farmworkers in the SRV, positioned at the bottom of the value chain. Mainstream global chain literature, which adopts a neo-liberal approach to development, assumes that businesses in the global south stand to benefit from integrating into global chains. This line of thinking also assumes that, by virtue of the suppliers’ experiencing economic upgrading, farm owners’ employees may experience social upgrading. The idea of social upgrading stems from the International Labour Organisation's Decent Work Agenda, which promotes workers' rights and conditions globally. In the agricultural sector, there is a growing trend of producers (in the global south) employing undocumented immigrant farmworkers. Free market economists perceive these immigrants' employment in the agricultural value chain as a progressive step for immigrants to step out of poverty. This study employs a qualitative research method to analyse social upgrading for immigrant workers in the citrus GVC. This is done by examining the selected workers' working and living conditions against the key pillars of the Decent Work Agenda. Using the critical GVC framework and a Marxist orientation, this study seeks to show that the use of migrant (especially undocumented) labour in the agricultural value chains is not empowering immigrants in the global south but is essentially a strategy of securing cheap and docile labour for profit maximization. While this can be said for local South African workers as well, the migrant workforce is peculiar as their fragile citizenship in South Africa makes them a less resistant labour force to farm owners labour law violations. This study's findings validate this contention, as they show that immigrants employed in the citrus industry in the Eastern Cape are subjected to several Decent Work deficits. The findings also show that these immigrants have no access to mechanisms of empowerment and are barely surviving from their earnings. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Scaffolding argumentative writing through Reading to Learn (RtL) pedagogy: a case study of three grade 11 English second language teachers in Namibia
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
The synthesis and characterisation of Sn(IV) porphyrin derivatives and their potential application in anti-cancer and antimicrobial photodynamic therapy
- Authors: Dingiswayo, Somila
- Date: 2021-10
- Subjects: Porphyrins , Photochemotherapy , Cancer Photochemotherapy , Active oxygen Physiological effect , Aromaticity (Chemistry) , Tetrapyrroles , Magnetic circular dichroism , Corroles , Chlorins , Photodynamic antimicrobial chemotherapy (PACT)
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/188843 , vital:44791
- Description: In photodynamic therapy (PDT), the activation of light-sensitive drugs in tumour cells produces reactive singlet oxygen species, which cause tumour destruction through a cascade of biochemical reactions. Over the years, the wavelength of activation has been shown to be a critical factor in the penetration of light. Hence the properties of photosensitiser dyes in this context shape their ability to treat deep-seated tumours. In this study, the synthesis, structural characterisation and photophysicochemical properties of a series of Sn(IV) porphyrins with meso-methylthiophenyl rings that have been prepared to study their PDT and photodynamic antimicrobial chemotherapy (PACT) activity properties are reported. The series of Sn(IV) complexes is comprised of a porphyrin (1-Sn), a corrole (2-Sn), a chlorin (3-Sn) and an N-confused porphyrin (4-Sn). Herein, the low symmetry Sn(IV) porphyrin derivatives are shown to have excellent singlet oxygen generation capabilities, and lifetimes of the triplet excited states were in the microsecond range. For example, 4-Sn had a singlet oxygen quantum yield (ФΔ) and an excited triplet state lifetime (τT) of 0.88 and 27 μs, respectively. The complexes were studied using UV-visible and magnetic circular dichroism (MCD) spectroscopies. Interestingly, the positive-to-negative sign sequences of the Faraday B0 terms of 2-Sn and 3-Sn reveal that the structural modifications involved break the degeneracy of the MOs derived from the 1eg* LUMO of the porphyrin 1-Sn. In contrast, a conventional negative-to-positive sign sequence is observed for 4-Sn, since the confusion of a pyrrole moiety also results in a large separation of the 1a1u and 1a2u MOs of the porphyrin 1-Sn that are derived from the HOMO of a C16H162−parent hydrocarbon perimeter. The trends in the electronic structures of the Sn(IV) complexes were further investigated through a series of time-dependent density functional theory calculations, so that the suitability of the different types of complex for use in singlet oxygen applications could be further explored. During in vitro photodynamic antimicrobial chemotherapy (PACT) studies, chlorin derivative 3-Sn had the highest activity towards S. aureus and E. coli with log10 reductions of 10.5 and 8.74, respectively. The unusually high activity of 3-Sn against E.coli suggests that the interaction of neutral photosensitisers with gram-negativebacteria is more complex than previously understood. Anti-cancer PDT studies demonstrated that the photosensitisers had negligible dark cytotoxicity. Upon photoirradiation, the Sn(IV) complexes consistently exhibited IC50 values lower than 15 μM against MCF-7 adenocarcinoma cells. An IC50 value of 1.4 μM for 4-Sn after activation at the deep-red region of the spectrum demonstrates that complexes of this type merit further in-depth investigation. The results provide evidence that the low-symmetry Sn(IV) chlorins and N-confused porphyrins merit further in-depth study for use in singlet oxygen applications. , Thesis (MSc) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Dingiswayo, Somila
- Date: 2021-10
- Subjects: Porphyrins , Photochemotherapy , Cancer Photochemotherapy , Active oxygen Physiological effect , Aromaticity (Chemistry) , Tetrapyrroles , Magnetic circular dichroism , Corroles , Chlorins , Photodynamic antimicrobial chemotherapy (PACT)
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/188843 , vital:44791
- Description: In photodynamic therapy (PDT), the activation of light-sensitive drugs in tumour cells produces reactive singlet oxygen species, which cause tumour destruction through a cascade of biochemical reactions. Over the years, the wavelength of activation has been shown to be a critical factor in the penetration of light. Hence the properties of photosensitiser dyes in this context shape their ability to treat deep-seated tumours. In this study, the synthesis, structural characterisation and photophysicochemical properties of a series of Sn(IV) porphyrins with meso-methylthiophenyl rings that have been prepared to study their PDT and photodynamic antimicrobial chemotherapy (PACT) activity properties are reported. The series of Sn(IV) complexes is comprised of a porphyrin (1-Sn), a corrole (2-Sn), a chlorin (3-Sn) and an N-confused porphyrin (4-Sn). Herein, the low symmetry Sn(IV) porphyrin derivatives are shown to have excellent singlet oxygen generation capabilities, and lifetimes of the triplet excited states were in the microsecond range. For example, 4-Sn had a singlet oxygen quantum yield (ФΔ) and an excited triplet state lifetime (τT) of 0.88 and 27 μs, respectively. The complexes were studied using UV-visible and magnetic circular dichroism (MCD) spectroscopies. Interestingly, the positive-to-negative sign sequences of the Faraday B0 terms of 2-Sn and 3-Sn reveal that the structural modifications involved break the degeneracy of the MOs derived from the 1eg* LUMO of the porphyrin 1-Sn. In contrast, a conventional negative-to-positive sign sequence is observed for 4-Sn, since the confusion of a pyrrole moiety also results in a large separation of the 1a1u and 1a2u MOs of the porphyrin 1-Sn that are derived from the HOMO of a C16H162−parent hydrocarbon perimeter. The trends in the electronic structures of the Sn(IV) complexes were further investigated through a series of time-dependent density functional theory calculations, so that the suitability of the different types of complex for use in singlet oxygen applications could be further explored. During in vitro photodynamic antimicrobial chemotherapy (PACT) studies, chlorin derivative 3-Sn had the highest activity towards S. aureus and E. coli with log10 reductions of 10.5 and 8.74, respectively. The unusually high activity of 3-Sn against E.coli suggests that the interaction of neutral photosensitisers with gram-negativebacteria is more complex than previously understood. Anti-cancer PDT studies demonstrated that the photosensitisers had negligible dark cytotoxicity. Upon photoirradiation, the Sn(IV) complexes consistently exhibited IC50 values lower than 15 μM against MCF-7 adenocarcinoma cells. An IC50 value of 1.4 μM for 4-Sn after activation at the deep-red region of the spectrum demonstrates that complexes of this type merit further in-depth investigation. The results provide evidence that the low-symmetry Sn(IV) chlorins and N-confused porphyrins merit further in-depth study for use in singlet oxygen applications. , Thesis (MSc) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10
The escalation of gender war within post-colonial South African society: an interrogation of beauty’s gift by Sindiwe Magona, happiness is a four-letter word by Cynthia Jele and black widow society by Angela Makholwa
- Authors: Goremusandu, Tania
- Date: 2021-09
- Subjects: Women and literature -- Africa , Women in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21927 , vital:51843
- Description: The critical analysis of gender war in the African context is not a new venture but it is rather a significant discussion to the development of gender and feminist theories. The primary focus of this study is to investigate the limitations to empowerment that African women face at the hands of a post-colonial patriarchal society like South Africa, exacerbated by the oppression and subjugation employed by patriarchal and cultural norms. Thus, the research provides a comparative analysis of three contemporary novels by award winning South African women writers in African literature: Sindiwe Magona, Cynthia Jele and Angela Makholwa. These three dedicated women writers examine the different ways in which African patriarchy and culture oppress professional, educated women. Their work portray gender and / or female oppression and the stereotypes experienced by African women in the context of post-colonial, heavily patriarchal South African society. Therefore, this study interrogates the experience of South African women, as explored in the texts, revealing the literary expressions of gender oppression as well as the possibilities of empowerment. In addition, the texts are analysed through the lens of the Feminist literary criticism theory, Gender studies and African feminism. Through the examination offered by these theories, the study focuses on the experiences of South African women, as expressed by the female characters in the selected texts, through a critical analysis of female oppression and resistance and on the idea that gender is constructed socially and culturally in the African context. As this project reveals, the problem arising within post-colonial South African society is that women are still oppressed and are seen as passive and submissive. As a result, patriarchal perspectives combined with women’s economic dependence on men, make reaching self-actualization a challenging and even terrifying experience, and is often impossible for most women to achieve. Thus, there is a need to understand the experiences of these women so that effective and culturally sensitive interventions can be implemented. The emergence of these renowned female South African writers together with the emancipation of African countries from colonial supremacy has opened a space for women to compensate for and correct the stereotyped female images in African literature and in post-colonial societies. Most contemporary African writers such as Chimamanda Ngozi Adichie, Tsitsi Dangarembga, Neshani Andreas, Sindiwe Magona, Cynthia Jele and Angela Makholwa have shown that women are seeking empowerment and liberation. Therefore, this study seeks to highlight such experiences through its critical interrogation of the writings of selected South African women writers and the exploration of their gender-based themes in order to inform and or inspire women empowerment. It is intended to broaden and encourage further academic discussion in the fields of Feminism literary criticism, Gender studies and African feminism as well as women’s literature within the African context. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
- Authors: Goremusandu, Tania
- Date: 2021-09
- Subjects: Women and literature -- Africa , Women in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21927 , vital:51843
- Description: The critical analysis of gender war in the African context is not a new venture but it is rather a significant discussion to the development of gender and feminist theories. The primary focus of this study is to investigate the limitations to empowerment that African women face at the hands of a post-colonial patriarchal society like South Africa, exacerbated by the oppression and subjugation employed by patriarchal and cultural norms. Thus, the research provides a comparative analysis of three contemporary novels by award winning South African women writers in African literature: Sindiwe Magona, Cynthia Jele and Angela Makholwa. These three dedicated women writers examine the different ways in which African patriarchy and culture oppress professional, educated women. Their work portray gender and / or female oppression and the stereotypes experienced by African women in the context of post-colonial, heavily patriarchal South African society. Therefore, this study interrogates the experience of South African women, as explored in the texts, revealing the literary expressions of gender oppression as well as the possibilities of empowerment. In addition, the texts are analysed through the lens of the Feminist literary criticism theory, Gender studies and African feminism. Through the examination offered by these theories, the study focuses on the experiences of South African women, as expressed by the female characters in the selected texts, through a critical analysis of female oppression and resistance and on the idea that gender is constructed socially and culturally in the African context. As this project reveals, the problem arising within post-colonial South African society is that women are still oppressed and are seen as passive and submissive. As a result, patriarchal perspectives combined with women’s economic dependence on men, make reaching self-actualization a challenging and even terrifying experience, and is often impossible for most women to achieve. Thus, there is a need to understand the experiences of these women so that effective and culturally sensitive interventions can be implemented. The emergence of these renowned female South African writers together with the emancipation of African countries from colonial supremacy has opened a space for women to compensate for and correct the stereotyped female images in African literature and in post-colonial societies. Most contemporary African writers such as Chimamanda Ngozi Adichie, Tsitsi Dangarembga, Neshani Andreas, Sindiwe Magona, Cynthia Jele and Angela Makholwa have shown that women are seeking empowerment and liberation. Therefore, this study seeks to highlight such experiences through its critical interrogation of the writings of selected South African women writers and the exploration of their gender-based themes in order to inform and or inspire women empowerment. It is intended to broaden and encourage further academic discussion in the fields of Feminism literary criticism, Gender studies and African feminism as well as women’s literature within the African context. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
A double-edged sword : the minimum wage and agrarian labour in the Eastern Cape, South Africa, 2003–2014
- Authors: Naidoo, Lalitha
- Date: 2021-04
- Subjects: Minimum wage -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape , Labor laws and legislation -- South Africa , Agricultural wages -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape -- Social conditions , Agricultural laborers -- Legal status, laws, etc. -- South Africa -- Eastern Cape , Agricultural laws and legislation -- South Africa -- Eastern Cape , Work environment -- South Africa -- Eastern Cape , Economics -- Sociological aspects , South Africa -- Politics and government -- 1994-
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177111 , vital:42791 , 10.21504/10962/177115
- Description: Statutory wage setting and the extension of labour laws to the South African agrarian labour market are path-breaking events that altered the unilateral power which agrarian employers had, under apartheid, to set low wages and harsh employment conditions. Yet, economic sociologists have shown little interest in the agrarian minimum wage in South Africa. Consequently, little to no sociological perspectives are available on the way in which statutory wages shape the setting of actual agrarian wages, employment conditions, labour relations and working and living conditions. At the same time, economic sociology’s neglect of agrarian minimum wages perpetuates the dominance of economics in minimum wage research, as well as the narrow cost-benefit analysis, and firm and employer-centric focus, deployed by both opponents of minimum wages in the neoclassical economics camp and supporters in the heterodox economics camp. The firm-centric focus also applies to the few labour relations scholars who focus on minimum wages. As a result, a wide body of empirical information is available and concentrated in the Global North, on low-waged, urban-based firms’ employment and labour relations strategies with the occasioning of minimum wage laws, with scant to non-existing information on rural-based workers’ experiences in the Global South, at least in the case of South Africa. This thesis addresses the lacuna in existing research, specifically by concentrating on agrarian workers’ narratives of the outcomes of minimum wages on actual wages and conditions, and experiences at the site of production and in the sphere of expanded social reproduction. The conceptual framework of the thesis is rooted in a critical realist meta-theory which directs inquiry towards the search for underlying causes of events with a sensitivity to the interaction of structure and agency, so as to develop explanations of events, which in turn encourage emancipatory thought and praxis. Within this framework, a political economy perspective of the agrarian minimum wage is charted, founded on an inter-disciplinary approach that incorporates economic sociology perspectives, which view markets as socio-political constructs, alongside a Marxist analysis of wages and the distinction between the value of labour and the value of labour power. Also relevant are segmentation labour market models where the focus is on segmentation in labour supply, demand and regulation, and institutional economics that highlights labour’s weak bargaining power in low-waged labour markets. Based on this analytical perspective, the South African agrarian minimum wage is seen as a necessary intervention stemming from post-apartheid uneven neoliberal restructuring processes, to address extremely low agrarian wages that pose threats to the ongoing generation of agrarian labour power. Low agrarian wages are located in unequal power relations in the workplace and are embedded in the totality of the low-waged agrarian labour market, composed of particular features in the supply-side of the labour market (the sphere of social reproduction of labour), the demand-side of the labour market (the site of production), and the forces of regulation (the labour relations regime). The thesis explores new ways of conceptualising minimum wages in the South African context, placing emphasis on the local agrarian labour market, and it highlights the agency of agrarian labour by revealing their struggles, working life and living conditions. In so doing, the research expands inquiry beyond economic “impact” at the level of the firm/employer to examine: (a) workers’ employment trends before and after the minimum wage was introduced, (b) the extent of changes in working and living conditions and labour relations, (c) the scope for workers in animating changes and their struggles and challenges, and (d) shifts in actual wages in relation to prescribed wage rates. Focussing on the aforementioned aspects represents an attempt in this thesis to build on themes, raised in heterodox economics studies, of minimum wages and their relationship to the social devaluation of low-waged work, inequalities in bargaining power, and justice. Based on a stratified sample of workers that included, among other variables, sex, geographical area and agricultural sub-sectors, original data was collected through 52 in-depth interviews, two focus group interviews (comprised of 10 workers), and 501 surveyed workers. The research did not find widespread job losses when minimum wages were introduced, as per neoclassical economics’ predictions. Nor did it find transitions from low- to high-road approaches in employment strategies and labour relations, as claimed by certain heterodox economists. Instead, the findings at the sites of production corroborate the uneven, mixed and contradictory findings of applied heterodox minimum wage studies on employment strategies, labour relations and wage settings. In this light, it is concluded that the agrarian minimum wage had layered outcomes for workers based on key findings, which include: (a) the minimum wage became the maximum wage as actual wages increased and clustered at the prescribed wage rate; (b) a level of gender wage parity close to the level of the prevailing prescribed minimum wage was found, but an overall gendered pattern to low-waged employment surfaced and manifested differently at sub-sector and enterprise levels; (c) though no changes were found in the way work was organised and how workers executed their tasks alongside no fundamental changes in the social relations of production, statutory minimum wages and limitations on working hours did reduce the hours of work and the existence of unpaid overtime work in certain sub-sectors such as livestock and dairy workplaces, through worker and employer initiatives (yet, at the same time, work intensification in compressed working hours appeared in the sample in other worksites, for example citrus workplaces); (d) authoritarian labour relations existed in varying depths and forms, based on sub-sector and enterprise characteristics, which shaped the propensity and scope for worker action; and (e) the layered outcomes of the agrarian minimum wage were felt at the site of social reproduction, where it brought a measure of relief for sampled workers; however, it was chronically inadequate to allow workers to meet their subsistence needs comprehensively. The research findings also highlight sub-sectoral complexities in changing employment and labour relations strategies from low- to high-road approaches in the agrarian sector. The layered outcomes of minimum wages for agrarian workers stems from the combined and uneven amalgamation of pre-existing and new conditions and relations consequent to neoliberalising processes in the agrarian political economy as well as the low minimum wage-setting. The thesis thus argues that the mixed outcomes reflect the layered character of the minimum wage as a conversion factor, which in turn equates to a layered notion of justice. This is because, on the one hand, the minimum wage ameliorates the plight of agrarian labour but, on the other hand, and given the bulwark of authoritarianism, pre-existing conditions and neoliberalising processes, the collective vulnerabilities in the agrarian labour market have expanded and may be intensifying. The agrarian minimum wage acts as a double-edged sword in contexts of mixed and layered outcomes for agrarian labour. A layered perspective of the conversion factor of a minimum wage exposes the possibilities and limitations of statutory wages as a conversion factor, based on context, and identifies the limits and possibilities for worker mobilisation and action. In the case of this research, the agrarian minimum wage deals in limited fashion with the value of labour power because of the initial and subsequent low settings; the minimum wage does not deal with class exploitation and the value of labour, although it sets the frame for instigating basic labour standards. The implications of a layered conversion potential of low minimum wage-settings are profound for conceptualising, theorising and researching the link between statutory wages and justice, with respect to the value of labour power and the value of labour. Future research on the minimum wage based on a Marxist reading of wages and located in real labour markets, strengthens heterodox approaches by deepening theories on the relationship between statutory wages, justice and production. , Thesis (PhD) -- Faculty of Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Naidoo, Lalitha
- Date: 2021-04
- Subjects: Minimum wage -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape , Labor laws and legislation -- South Africa , Agricultural wages -- South Africa -- Eastern Cape , Agricultural laborers -- South Africa -- Eastern Cape -- Social conditions , Agricultural laborers -- Legal status, laws, etc. -- South Africa -- Eastern Cape , Agricultural laws and legislation -- South Africa -- Eastern Cape , Work environment -- South Africa -- Eastern Cape , Economics -- Sociological aspects , South Africa -- Politics and government -- 1994-
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177111 , vital:42791 , 10.21504/10962/177115
- Description: Statutory wage setting and the extension of labour laws to the South African agrarian labour market are path-breaking events that altered the unilateral power which agrarian employers had, under apartheid, to set low wages and harsh employment conditions. Yet, economic sociologists have shown little interest in the agrarian minimum wage in South Africa. Consequently, little to no sociological perspectives are available on the way in which statutory wages shape the setting of actual agrarian wages, employment conditions, labour relations and working and living conditions. At the same time, economic sociology’s neglect of agrarian minimum wages perpetuates the dominance of economics in minimum wage research, as well as the narrow cost-benefit analysis, and firm and employer-centric focus, deployed by both opponents of minimum wages in the neoclassical economics camp and supporters in the heterodox economics camp. The firm-centric focus also applies to the few labour relations scholars who focus on minimum wages. As a result, a wide body of empirical information is available and concentrated in the Global North, on low-waged, urban-based firms’ employment and labour relations strategies with the occasioning of minimum wage laws, with scant to non-existing information on rural-based workers’ experiences in the Global South, at least in the case of South Africa. This thesis addresses the lacuna in existing research, specifically by concentrating on agrarian workers’ narratives of the outcomes of minimum wages on actual wages and conditions, and experiences at the site of production and in the sphere of expanded social reproduction. The conceptual framework of the thesis is rooted in a critical realist meta-theory which directs inquiry towards the search for underlying causes of events with a sensitivity to the interaction of structure and agency, so as to develop explanations of events, which in turn encourage emancipatory thought and praxis. Within this framework, a political economy perspective of the agrarian minimum wage is charted, founded on an inter-disciplinary approach that incorporates economic sociology perspectives, which view markets as socio-political constructs, alongside a Marxist analysis of wages and the distinction between the value of labour and the value of labour power. Also relevant are segmentation labour market models where the focus is on segmentation in labour supply, demand and regulation, and institutional economics that highlights labour’s weak bargaining power in low-waged labour markets. Based on this analytical perspective, the South African agrarian minimum wage is seen as a necessary intervention stemming from post-apartheid uneven neoliberal restructuring processes, to address extremely low agrarian wages that pose threats to the ongoing generation of agrarian labour power. Low agrarian wages are located in unequal power relations in the workplace and are embedded in the totality of the low-waged agrarian labour market, composed of particular features in the supply-side of the labour market (the sphere of social reproduction of labour), the demand-side of the labour market (the site of production), and the forces of regulation (the labour relations regime). The thesis explores new ways of conceptualising minimum wages in the South African context, placing emphasis on the local agrarian labour market, and it highlights the agency of agrarian labour by revealing their struggles, working life and living conditions. In so doing, the research expands inquiry beyond economic “impact” at the level of the firm/employer to examine: (a) workers’ employment trends before and after the minimum wage was introduced, (b) the extent of changes in working and living conditions and labour relations, (c) the scope for workers in animating changes and their struggles and challenges, and (d) shifts in actual wages in relation to prescribed wage rates. Focussing on the aforementioned aspects represents an attempt in this thesis to build on themes, raised in heterodox economics studies, of minimum wages and their relationship to the social devaluation of low-waged work, inequalities in bargaining power, and justice. Based on a stratified sample of workers that included, among other variables, sex, geographical area and agricultural sub-sectors, original data was collected through 52 in-depth interviews, two focus group interviews (comprised of 10 workers), and 501 surveyed workers. The research did not find widespread job losses when minimum wages were introduced, as per neoclassical economics’ predictions. Nor did it find transitions from low- to high-road approaches in employment strategies and labour relations, as claimed by certain heterodox economists. Instead, the findings at the sites of production corroborate the uneven, mixed and contradictory findings of applied heterodox minimum wage studies on employment strategies, labour relations and wage settings. In this light, it is concluded that the agrarian minimum wage had layered outcomes for workers based on key findings, which include: (a) the minimum wage became the maximum wage as actual wages increased and clustered at the prescribed wage rate; (b) a level of gender wage parity close to the level of the prevailing prescribed minimum wage was found, but an overall gendered pattern to low-waged employment surfaced and manifested differently at sub-sector and enterprise levels; (c) though no changes were found in the way work was organised and how workers executed their tasks alongside no fundamental changes in the social relations of production, statutory minimum wages and limitations on working hours did reduce the hours of work and the existence of unpaid overtime work in certain sub-sectors such as livestock and dairy workplaces, through worker and employer initiatives (yet, at the same time, work intensification in compressed working hours appeared in the sample in other worksites, for example citrus workplaces); (d) authoritarian labour relations existed in varying depths and forms, based on sub-sector and enterprise characteristics, which shaped the propensity and scope for worker action; and (e) the layered outcomes of the agrarian minimum wage were felt at the site of social reproduction, where it brought a measure of relief for sampled workers; however, it was chronically inadequate to allow workers to meet their subsistence needs comprehensively. The research findings also highlight sub-sectoral complexities in changing employment and labour relations strategies from low- to high-road approaches in the agrarian sector. The layered outcomes of minimum wages for agrarian workers stems from the combined and uneven amalgamation of pre-existing and new conditions and relations consequent to neoliberalising processes in the agrarian political economy as well as the low minimum wage-setting. The thesis thus argues that the mixed outcomes reflect the layered character of the minimum wage as a conversion factor, which in turn equates to a layered notion of justice. This is because, on the one hand, the minimum wage ameliorates the plight of agrarian labour but, on the other hand, and given the bulwark of authoritarianism, pre-existing conditions and neoliberalising processes, the collective vulnerabilities in the agrarian labour market have expanded and may be intensifying. The agrarian minimum wage acts as a double-edged sword in contexts of mixed and layered outcomes for agrarian labour. A layered perspective of the conversion factor of a minimum wage exposes the possibilities and limitations of statutory wages as a conversion factor, based on context, and identifies the limits and possibilities for worker mobilisation and action. In the case of this research, the agrarian minimum wage deals in limited fashion with the value of labour power because of the initial and subsequent low settings; the minimum wage does not deal with class exploitation and the value of labour, although it sets the frame for instigating basic labour standards. The implications of a layered conversion potential of low minimum wage-settings are profound for conceptualising, theorising and researching the link between statutory wages and justice, with respect to the value of labour power and the value of labour. Future research on the minimum wage based on a Marxist reading of wages and located in real labour markets, strengthens heterodox approaches by deepening theories on the relationship between statutory wages, justice and production. , Thesis (PhD) -- Faculty of Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) South Africa Makhanda , HIV infections South Africa Makhanda , College students Health and hygiene South Africa Makhanda , Universities and colleges South Africa Makhanda Employees Health and hygiene , Stigma (Social psychology) , AIDS (Disease) Social aspects South Africa Makhanda , HIV infections Social aspects South Africa Makhanda , AIDS (Disease) Psychological aspects , HIV infections Psychological aspects , Health counseling South Africa Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Tsope, Lindiwe
- Date: 2021-04
- Subjects: AIDS (Disease) South Africa Makhanda , HIV infections South Africa Makhanda , College students Health and hygiene South Africa Makhanda , Universities and colleges South Africa Makhanda Employees Health and hygiene , Stigma (Social psychology) , AIDS (Disease) Social aspects South Africa Makhanda , HIV infections Social aspects South Africa Makhanda , AIDS (Disease) Psychological aspects , HIV infections Psychological aspects , Health counseling South Africa Makhanda , Discourse analysis, Narrative
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/176894 , vital:42769 , 10.21504/10962/176894
- Description: A narrative study of students’ and staff’s experiences of living with HIV and AIDS at Rhodes University Research on HIV and AIDS in university settings, especially research exploring the experience of living with the disease, has been minimal. As a response to the knowledge and research gaps, this thesis is a qualitative study involving students and staff living with HIV (LWH) and accessing treatment (ART) at the Rhodes University Health Care Centre. This study explored the personal and social symbolisms as well as meanings attached to living with HIV, through in-depth interviews with ten students and staff living with HIV, all purposively sampled and recruited through the Rhodes University Health Care Centre. Using social constructionism, symbolic interactionism and the theory of biographical disruption, the narratives revealed a positive and inspirational side of living with HIV and AIDS – especially emphasizing that PLWHA do not have to surrender to the deadly narrative of the disease. It became evident that stigma, both internal and external, largely influences illness narratives. Furthermore, the study revealed the social reconstruction of life narratives both in order to understand the illness in terms of past social experiences and to reaffirm the impression that life has a course and the self has a purpose. All participants found that accessing treatment from the Rhodes University Health Care Centre positively influenced their experiences of adherence and reconstruction of narratives. The study indicates that HIV-related interventions in place at the university need to pay more attention to the psychosocial needs of PLWH, involvement of PWLH, as well as keeping up with the continuously changing global HIV narrative. The study argues for more attention to in-depth experiences and personal narratives in HIV and AIDS, and PLWHA education at Rhodes University. , Thesis (PhD) -- Humanities, Department of Sociology, 2021
- Full Text:
- Date Issued: 2021-04
A problematisation of Afrikaner identity subject positions as found in the coverage of contemporary Afrikaans music in HUISGENOOT magazine discourse
- Authors: Hughes, Lestie
- Date: 2021-04
- Subjects: Afrikaners -- South Africa -- Music -- History and criticism , Multimedia (Art)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/52558 , vital:43686
- Description: Through the lens of Foucauldian genealogy, this thesis problematises the subject positions towards Afrikaner identity reflected in contemporary Afrikaans songs covered by Huisgenoot magazine. Such a genealogical exploration thematises the games of truth underpinning the formation of Huisgenoot, highlights its role in solidifying white Afrikaner Nationalist discourse of apartheid, observes its more populist, profit-oriented approach from the 1970s onwards and considers the residual echoing of its former discursive orientation. The song analysis of selected Afrikaans songs/music videos covered in Huisgenoot is guided by the semiotics of Nicholas Cook, such that it frames the analytical question of how such music is driven by conformance, contest and complementation between multi-media elements in ways that make meaning possible. Accordingly, this methodology resonates with the non-essentialising focus of Foucauldian problematisation, premised on critical resistance that makes new responses simultaneously possible. The self-reflexive autoethnographical approach employed, entailing the author’s dialogical engagement with her own ‘Afrikaner self’, similarly facilitates the dynamic interplay between multiplicities. Correlatively, on the one hand, more ‘closed’ and more ‘open’ Afrikaner identity positions reflected within the songs are analysed, as well as seemingly ‘reconciliatory’ / collaborative’ musical manifestations which ultimately revert back to more ‘closed’ identity constructs. But on the other hand, observation of adherence to a ‘white-black’ dichotomy within songs that manifest more ‘closed’ identity positions also leads to consideration of the parallels between the goals of white Afrikaner Nationalism and the current Decolonisation narrative, which is informed by Black Consciousness thought and generated by the ‘Colonisation of a Special Kind’ ANC policy. Both such Decolonisation rhetoric and the countering rhetoric of the Neo-Afrikaner Protest Movement (NAP) are thus identified as metanarratives, underpinned by a ‘white-black’ dichotomy. In this regard, while Huisgenoot’s predisposition towards songs manifesting more ‘closed’ Afrikaner identity positions is considered in terms of its aforementioned profit-oriented endeavour to appeal to its ostensible primary readership, an encouraging increase in coverage of coloured artists is both noted and occasionally seen to overlap with its coverage of songs manifesting more ‘open’ Afrikaner identity positions. Among the latter one may – again in Foucauldian terms – differentiate between songs focussed on an engagement in cross-cultural relations of power, and songs intent on shattering states of domination of power blocks, often through shocking juxtaposition of disparate elements. These more violently dismantling endeavours, it is argued, comprise examples of Foucauldian transversal struggles, although their coverage in Huisgenoot is also attributed to their shock value and/or record sales, rather than their transformational potential. Furthermore, such Huisgenoot coverage is also seen to place more transformationally oriented artists at risk of media ‘domestication’, with its concomitant inhibiting of creativity. Finally, the researcher’s commitment to creative problematisation of her own Afrikaner identity, coupled with acknowledgement of her inescapable textual entrapment, culminates in her acceptance of the continual flux characterising dialogical power relations, before she – in accordance with the Foucauldian methodology employed – presents all ‘conclusions’ in a non-dictatorial spirit of ‘truth creation’, desirous of continual self/other dialogue. , Thesis (PhD) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Hughes, Lestie
- Date: 2021-04
- Subjects: Afrikaners -- South Africa -- Music -- History and criticism , Multimedia (Art)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/52558 , vital:43686
- Description: Through the lens of Foucauldian genealogy, this thesis problematises the subject positions towards Afrikaner identity reflected in contemporary Afrikaans songs covered by Huisgenoot magazine. Such a genealogical exploration thematises the games of truth underpinning the formation of Huisgenoot, highlights its role in solidifying white Afrikaner Nationalist discourse of apartheid, observes its more populist, profit-oriented approach from the 1970s onwards and considers the residual echoing of its former discursive orientation. The song analysis of selected Afrikaans songs/music videos covered in Huisgenoot is guided by the semiotics of Nicholas Cook, such that it frames the analytical question of how such music is driven by conformance, contest and complementation between multi-media elements in ways that make meaning possible. Accordingly, this methodology resonates with the non-essentialising focus of Foucauldian problematisation, premised on critical resistance that makes new responses simultaneously possible. The self-reflexive autoethnographical approach employed, entailing the author’s dialogical engagement with her own ‘Afrikaner self’, similarly facilitates the dynamic interplay between multiplicities. Correlatively, on the one hand, more ‘closed’ and more ‘open’ Afrikaner identity positions reflected within the songs are analysed, as well as seemingly ‘reconciliatory’ / collaborative’ musical manifestations which ultimately revert back to more ‘closed’ identity constructs. But on the other hand, observation of adherence to a ‘white-black’ dichotomy within songs that manifest more ‘closed’ identity positions also leads to consideration of the parallels between the goals of white Afrikaner Nationalism and the current Decolonisation narrative, which is informed by Black Consciousness thought and generated by the ‘Colonisation of a Special Kind’ ANC policy. Both such Decolonisation rhetoric and the countering rhetoric of the Neo-Afrikaner Protest Movement (NAP) are thus identified as metanarratives, underpinned by a ‘white-black’ dichotomy. In this regard, while Huisgenoot’s predisposition towards songs manifesting more ‘closed’ Afrikaner identity positions is considered in terms of its aforementioned profit-oriented endeavour to appeal to its ostensible primary readership, an encouraging increase in coverage of coloured artists is both noted and occasionally seen to overlap with its coverage of songs manifesting more ‘open’ Afrikaner identity positions. Among the latter one may – again in Foucauldian terms – differentiate between songs focussed on an engagement in cross-cultural relations of power, and songs intent on shattering states of domination of power blocks, often through shocking juxtaposition of disparate elements. These more violently dismantling endeavours, it is argued, comprise examples of Foucauldian transversal struggles, although their coverage in Huisgenoot is also attributed to their shock value and/or record sales, rather than their transformational potential. Furthermore, such Huisgenoot coverage is also seen to place more transformationally oriented artists at risk of media ‘domestication’, with its concomitant inhibiting of creativity. Finally, the researcher’s commitment to creative problematisation of her own Afrikaner identity, coupled with acknowledgement of her inescapable textual entrapment, culminates in her acceptance of the continual flux characterising dialogical power relations, before she – in accordance with the Foucauldian methodology employed – presents all ‘conclusions’ in a non-dictatorial spirit of ‘truth creation’, desirous of continual self/other dialogue. , Thesis (PhD) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Bongani Ndodana-Breen’s compositional style and techniques: piano case study in Rituals for Forgotten Faces
- Authors: Julies, Jason
- Date: 2021-04
- Subjects: Composers, Black -- South Africa , Hymns, Xhosa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52897 , vital:44320
- Description: Bongani Ndodana-Breen is a South African born Xhosa composer trained in Western Classical music and composition. His music is a reflection of his Xhosa heritage, and is internationally recognised. While there have been discussions of Ndodana-Breen’s individual works, the current available literature does not sufficiently investigate his compositional style. This treatise aims to address this. To determine Ndodana-Breen’s compositional style, the techniques and practices he uses in his works are investigated. This is achieved by deconstructing the compositional elements, and musical techniques and practices he employs in his compositions. They are then investigated through the use of thematic analysis and fragmentation, and are viewed through the lens of polystylism and postcolonialism. Ndodana-Breen’s composition Rituals for Forgotten Faces is used as a case study. The results of this investigation show that Ndodana-Breen, through the use of strong rhythms, light textures and simplicity in writing, creates a unique Africanness in his compositions. This Africanness overcomes the Eurocentric sound traditionally found in Western Classical composition. Furthermore, these findings suggest a hybridity of polystylistic elements found in Ndodana-Breen’s music, that could potentially be found in the works of other African musicians that are trained in Western Classical composition. On this basis, this study paves the way for further study of African composers and their works. , Thesis (MMus) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Julies, Jason
- Date: 2021-04
- Subjects: Composers, Black -- South Africa , Hymns, Xhosa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52897 , vital:44320
- Description: Bongani Ndodana-Breen is a South African born Xhosa composer trained in Western Classical music and composition. His music is a reflection of his Xhosa heritage, and is internationally recognised. While there have been discussions of Ndodana-Breen’s individual works, the current available literature does not sufficiently investigate his compositional style. This treatise aims to address this. To determine Ndodana-Breen’s compositional style, the techniques and practices he uses in his works are investigated. This is achieved by deconstructing the compositional elements, and musical techniques and practices he employs in his compositions. They are then investigated through the use of thematic analysis and fragmentation, and are viewed through the lens of polystylism and postcolonialism. Ndodana-Breen’s composition Rituals for Forgotten Faces is used as a case study. The results of this investigation show that Ndodana-Breen, through the use of strong rhythms, light textures and simplicity in writing, creates a unique Africanness in his compositions. This Africanness overcomes the Eurocentric sound traditionally found in Western Classical composition. Furthermore, these findings suggest a hybridity of polystylistic elements found in Ndodana-Breen’s music, that could potentially be found in the works of other African musicians that are trained in Western Classical composition. On this basis, this study paves the way for further study of African composers and their works. , Thesis (MMus) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Exploring Social Learning within the Context of Community-Based Farming : Implications for Farmers’ Agency and Capabilities
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in Idutywa Education District
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mzendana, Tembela Rosemary
- Date: 2021-04
- Subjects: Reading (Primary) , Reading comprehension
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20119 , vital:45281
- Description: Learners’ low literacy achievements with regard to reading and writing in early schooling in South Africa remain a concern, particularly in the Foundation Phase. With regard to reading, amongst other things, Foundation Phase learners have been found to be “barking” at the text. That is an indication that they are struggling with achieving and grasping the main goal and purpose of reading, which is comprehension. In this dissertation, I explore the reading strategies teachers utilise in their grade 3 classrooms when teaching IsiXhosa and English. Participants for this study were grade 3 teachers from 2 different public schools in Idutywa District and grade 3 learners from 2 different public schools in Idutywa district. This qualitative study thus sought to investigate Grade 3 teachers’ strategies for developing learners’ reading comprehension skills in bilingual classrooms in two schools in the Idutywa Education District. Data was generated through semi-structured interviews. Amongst other issues, findings of the study revealed the following: participants reported valuing reading as an important skill that learners need to acquire academic success. Teachers demonstrated some understanding of how reading lessons are sequenced and paced. This study, thus, recommends that if learners are to acquire bilingual reading comprehension skills, both target languages should be valued and teachers be equipped on how to use these languages as resources in the classroom. , Thesis (MEd.) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-04
Main thesis title map: subtitle if needed. If no subtitle follow instructions in manual
- Last name, First name (remember to update the ORCID)
- Authors: Last name, First name (remember to update the ORCID)
- Date: 2021-04
- Subjects: 1 inch = 200 yards 30.5595° S, 22.9375° E , Grahamstown (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa History 1836-1909 Maps
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26230 , vital:64989
- Description: Abstract text. , Thesis (MA) -- Faculty of Humanities, Journalsim and Media Studies, 2021
- Full Text:
- Authors: Last name, First name (remember to update the ORCID)
- Date: 2021-04
- Subjects: 1 inch = 200 yards 30.5595° S, 22.9375° E , Grahamstown (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa History 1836-1909 Maps
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26230 , vital:64989
- Description: Abstract text. , Thesis (MA) -- Faculty of Humanities, Journalsim and Media Studies, 2021
- Full Text:
Salt in my footsteps
- Authors: Radebe, Mxolisi Vusumuzi
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African fiction (English) -- 21st century
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178201 , vital:42920
- Description: My thesis is a collection of poems which focus on human experiences related to my background. I grew up in a countryside village, freely experiencing nature in unrestricted walks to the rivers and mountains; communal living instilled in me the humanitarian values which I uphold to the present. I use short and long lyrical prose poems to bring life and humanise the untold or unexpressed stories of my community. My use of simple everyday language and clear, concrete but surprising images that resonate with deeper meanings and emotions is influenced by Seitlhamo Motsapi’s poems, especially his collection of poems titled earthstepper/the ocean is very shallow and Mxolisi Nyezwa’s poetry book, Song Trials. Spanish poems in English translations by the 20th century Spanish poets: Blas de Otero, Juan Roman Jimenez and Federico Garcia Lorca, published in the book titled Roots and Wings have had a huge impact on my construction of images. I also draw from the free-form and narrative prose poetry experiments of poets: Mangaliso Buzani, vangile gantsho and Ivy Alvarez. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Radebe, Mxolisi Vusumuzi
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African fiction (English) -- 21st century
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178201 , vital:42920
- Description: My thesis is a collection of poems which focus on human experiences related to my background. I grew up in a countryside village, freely experiencing nature in unrestricted walks to the rivers and mountains; communal living instilled in me the humanitarian values which I uphold to the present. I use short and long lyrical prose poems to bring life and humanise the untold or unexpressed stories of my community. My use of simple everyday language and clear, concrete but surprising images that resonate with deeper meanings and emotions is influenced by Seitlhamo Motsapi’s poems, especially his collection of poems titled earthstepper/the ocean is very shallow and Mxolisi Nyezwa’s poetry book, Song Trials. Spanish poems in English translations by the 20th century Spanish poets: Blas de Otero, Juan Roman Jimenez and Federico Garcia Lorca, published in the book titled Roots and Wings have had a huge impact on my construction of images. I also draw from the free-form and narrative prose poetry experiments of poets: Mangaliso Buzani, vangile gantsho and Ivy Alvarez. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-04
The development of grade one teachers’ mathematics and pedagogical content knowledge through participation in a collaborative intervention
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
The role of open government data in the repurposing of land administration in postapartheid South Africa : an exploration
- Authors: Manona, Siyabulela Sobantu
- Date: 2021-04
- Subjects: Transparency in government -- South Africa , Land reform -- South Africa , Qualitative research -- Methodology , Postcolonialism -- South Africa , Post-apartheid era -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994- , South Africa -- Politics and government -- 1994- , Open Government Data (OGD)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178397 , vital:42936 , 10.21504/10962/178397
- Description: Almost three decades after the official end of the apartheid, South Africa has been on a sturdy path that is characterised by deepening spatial economic inequalities. A plethora of policy instruments unleashed since 1994 had not only failed to stem the tide of poverty and inequality, but had deepened them. As part of this, South Africa’s most ambitious social engineering programme – land reform -- had disappointing outcomes. Premised on a view that these apartheid continuities were embedded in South Africa’s land administration system – which was incoherent and fragmented and requiring a systemic overhaul -- the study sought to explore the potential role of Open Government Data (OGD) in the repurposing of land administration system in the post-apartheid South Africa. To achieve this goal, the study was guided by the following objectives: to explore the ontology and the state of land governance and administration in the context of the post-apartheid South Africa; to undertake an evaluation or assessment of South Africa’s land data ecosystem; and to explore the potential role of OGD in the repurposing of land administration system in the postapartheid of South Africa. This study was steeped in qualitative research methods, underpinned by primary and secondary literature review. While the study was primarily pitched on a national scale – the combination of the systems and multiple scales approaches – yielded results which dislodges solutions that are required outside of the domain of a single state. This is one glaring example of land governance complexities that straddle beyond national scale – specifically in respect of new policy trajectories on trans-national boundaries and governance of water resources. Based on the holistic ontology of land, this study concludes that land administration and land governance overarching conceptual orientation -- concerned with land use decisions made by humans at various scales from a praxis and policy perspective –constitute two sides of the same coin, the former steeped towards practice and the latter steeped towards policy. Drawing from decolonial theories the study concludes that land does not only have multiple dimensions, but it also has multiple meanings, in a manner that calls for an ontological shift away from the western ontology, towards an inclusive and holistic conceptualisation. Historiography that is anchored in de-colonial thinking of South Africa’s land governance helps us understand how and why – colonial/apartheid norms acrimoniously found their way into the post-apartheid order -- the post-apartheid institutions of modernity rest on the same hierarchies of identities, classification and pathologisation. The study concludes that, while the colonial/apartheid administration may be gone, it’s underlying power matrices continue -- i.e. capitalism/European/patriachal/white – in a manner which explains the continuities of South Africa’s spatial inequalities and the associated economic inequalities. The organising principle for land relations (including opportunities) continues to be underpinned by gender, race and class, in ways that expose the mythical dimensions of the 'post-apartheid' underbelly. While identifying the need for homogenisation and rationalistion of colonial, apartheid and post-apartheid institutions (on a national scale) that is insufficient for the transformation of the colonial situation of what is in essence a part of the global system, the study advocates for the ‘repurposing of land governance and administration’ – underpinned by de-colonial thinking. Repurposing is seen as political imaginary that would entail uncoupling thought processes and praxis from the colonial matrices of power. The study goes on to conclude that there is a definite role for Open Government Data in repurposing of land administration in the post-apartheid South Africa – as a necessary, though in and of it’s own it is an insufficient condition to achieve that ideal -- but presents an opportunity to enhance transdisciplinarity approaches and efficiencies in internal government functioning and evidence-based decision making and policy formulation processes. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Manona, Siyabulela Sobantu
- Date: 2021-04
- Subjects: Transparency in government -- South Africa , Land reform -- South Africa , Qualitative research -- Methodology , Postcolonialism -- South Africa , Post-apartheid era -- South Africa , South Africa -- Economic conditions -- 1991- , South Africa -- Social conditions -- 1994- , South Africa -- Politics and government -- 1994- , Open Government Data (OGD)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178397 , vital:42936 , 10.21504/10962/178397
- Description: Almost three decades after the official end of the apartheid, South Africa has been on a sturdy path that is characterised by deepening spatial economic inequalities. A plethora of policy instruments unleashed since 1994 had not only failed to stem the tide of poverty and inequality, but had deepened them. As part of this, South Africa’s most ambitious social engineering programme – land reform -- had disappointing outcomes. Premised on a view that these apartheid continuities were embedded in South Africa’s land administration system – which was incoherent and fragmented and requiring a systemic overhaul -- the study sought to explore the potential role of Open Government Data (OGD) in the repurposing of land administration system in the post-apartheid South Africa. To achieve this goal, the study was guided by the following objectives: to explore the ontology and the state of land governance and administration in the context of the post-apartheid South Africa; to undertake an evaluation or assessment of South Africa’s land data ecosystem; and to explore the potential role of OGD in the repurposing of land administration system in the postapartheid of South Africa. This study was steeped in qualitative research methods, underpinned by primary and secondary literature review. While the study was primarily pitched on a national scale – the combination of the systems and multiple scales approaches – yielded results which dislodges solutions that are required outside of the domain of a single state. This is one glaring example of land governance complexities that straddle beyond national scale – specifically in respect of new policy trajectories on trans-national boundaries and governance of water resources. Based on the holistic ontology of land, this study concludes that land administration and land governance overarching conceptual orientation -- concerned with land use decisions made by humans at various scales from a praxis and policy perspective –constitute two sides of the same coin, the former steeped towards practice and the latter steeped towards policy. Drawing from decolonial theories the study concludes that land does not only have multiple dimensions, but it also has multiple meanings, in a manner that calls for an ontological shift away from the western ontology, towards an inclusive and holistic conceptualisation. Historiography that is anchored in de-colonial thinking of South Africa’s land governance helps us understand how and why – colonial/apartheid norms acrimoniously found their way into the post-apartheid order -- the post-apartheid institutions of modernity rest on the same hierarchies of identities, classification and pathologisation. The study concludes that, while the colonial/apartheid administration may be gone, it’s underlying power matrices continue -- i.e. capitalism/European/patriachal/white – in a manner which explains the continuities of South Africa’s spatial inequalities and the associated economic inequalities. The organising principle for land relations (including opportunities) continues to be underpinned by gender, race and class, in ways that expose the mythical dimensions of the 'post-apartheid' underbelly. While identifying the need for homogenisation and rationalistion of colonial, apartheid and post-apartheid institutions (on a national scale) that is insufficient for the transformation of the colonial situation of what is in essence a part of the global system, the study advocates for the ‘repurposing of land governance and administration’ – underpinned by de-colonial thinking. Repurposing is seen as political imaginary that would entail uncoupling thought processes and praxis from the colonial matrices of power. The study goes on to conclude that there is a definite role for Open Government Data in repurposing of land administration in the post-apartheid South Africa – as a necessary, though in and of it’s own it is an insufficient condition to achieve that ideal -- but presents an opportunity to enhance transdisciplinarity approaches and efficiencies in internal government functioning and evidence-based decision making and policy formulation processes. , Thesis (PhD) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-04
A multiple case study exploration into community members’ ecopsychological responses to environmental degradation in South Africa
- Authors: Barnwell, Garret
- Date: 2021-03
- Subjects: Environmental psychology -- South Africa , Environmental degradation -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/54892 , vital:48377
- Description: The psychological impact of environmental degradation in South Africa and its impact on communities’ relationships to the natural world is an understudied area. This study’s main aim was to explore community members’ reactions and responses to different forms of environmental degradation in South Africa by analysing two case studies: Rustenburg in the North West province and Limpopo province’s Vhembe District. The qualitative case studies relied on emplaced individual and focus group interviews. The findings from this study are presented in this doctoral thesis by publication. The first case study of Rustenburg in the North West’s platinum mining belt was selected due to the extractive industry’s historical impact on the natural environment, which is interlinked with the identity and heritage of host mining communities who could be considered land and environmental defenders. Two publications have been published on this case study. The first article, Critical reflections from South Africa: Using the Power Threat Meaning Framework to place climate-related distress in its socio-political context, was published in the British Psychology Society’s Clinical Psychology Forum Special Issue: Psychology and the Climate and Environmental Crisis in August 2020 and provides a critical reflection on psychological distress in Rustenburg, and questions whether popular terms used, such as “climate anxieties”, are useful for communities confronted by ecological crises. The paper concludes that there is danger in the dehistoricisation and medicalisation of distress that is rooted in climate, land and environmental injustices. The paper sets the scene for papers to follow that examine the interrelationship between place attachments and psychological responses to environmental degradation associated with slow violence. The second article, ’Nothing green can grow without being on the land’: Mine-affected communities’ psychological experiences of ecological degradation and resistance in Rustenburg, South Africa, was published in Community Psychology in Global Perspective Special Issue: Communities reclaiming power and social justice in the face of climate change and presents a broad overview of psychological responses to ecological degradation associated with environmental injustices. The paper suggests that psychological distress is attributed to environmental injustices. Furthermore, the process of place severing – the psychological threats, harms and disruptions to place-based dialogues – contributes to distress experienced in extractive settings. The two articles in this case study concluded by demonstrating how community resistance plays a part in addressing cumulative ecological harms and restoring the ancestral relationship with place. The second case study in the Vhembe District was selected due to the community’s psycho-spiritual connection to the sacred sites in the area and the histories of environmental degradation in the area. Article three, ‘Mupo is life’: Intergenerational community identity and safeguarding of sacred natural sites is in press in the journal Ecopsychology. The paper found that place plays a role in shaping and transferring intergenerational community identities. Furthermore, Zwifho shape worldviews about Mupo, i.e. all of existence, that underpin land and environmental defenders’ responses to environmental degradation and place severing. The fourth article, “Restoring roots”: Lived experiences of place severing and dialogical resurgence associated with deforestation and land dispossession in Limpopo province, South Africa, is under review by AWRY: Journal of Critical Psychology. The article demonstrates that place severing is rooted in histories of colonialism and that distress is related to losses and cumulative ecological harm. Furthermore, the article shows how decolonial dialogical resurgence responds to the mechanisms that drive place severing. The fifth and final publication, Grounding community psychology in ecopsychosocial accompaniment, is a chapter that explores opportunities for community psychologists to accompany others, specifically in relationship with people who have experienced displacement and environmental justice struggles. Collectively, these four articles and book chapter present the first publications of a larger research study that spans two South African case studies and that should yield several more publications. These publications draw on critical psychologies, including decolonial theory, liberation psychology, critical community psychology and radical ecopsychology. Within this thesis, the journal articles and book chapter are consolidated by an overarching discussion chapter that situates these five publications within the context of existing literature, and describes how existing theory and methodology have been advanced. The study demonstrates the interconnectedness between histories of colonialism, land injustices and environmental degradation that contribute to intergenerational psychological distress. Grassroots community organising groups play a critical role in addressing the resulting cumulative environmental harms through place-based resistance and dialogical resurgence. Moreover, the study suggests that critical psychologies have important roles to play in supporting land and environmental justice struggles through critical research, evaluations and assessments, and litigation. , Thesis (PhD) -- Faculty of Business and Economic Sciences, 2021
- Full Text:
- Date Issued: 2021-03
- Authors: Barnwell, Garret
- Date: 2021-03
- Subjects: Environmental psychology -- South Africa , Environmental degradation -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/54892 , vital:48377
- Description: The psychological impact of environmental degradation in South Africa and its impact on communities’ relationships to the natural world is an understudied area. This study’s main aim was to explore community members’ reactions and responses to different forms of environmental degradation in South Africa by analysing two case studies: Rustenburg in the North West province and Limpopo province’s Vhembe District. The qualitative case studies relied on emplaced individual and focus group interviews. The findings from this study are presented in this doctoral thesis by publication. The first case study of Rustenburg in the North West’s platinum mining belt was selected due to the extractive industry’s historical impact on the natural environment, which is interlinked with the identity and heritage of host mining communities who could be considered land and environmental defenders. Two publications have been published on this case study. The first article, Critical reflections from South Africa: Using the Power Threat Meaning Framework to place climate-related distress in its socio-political context, was published in the British Psychology Society’s Clinical Psychology Forum Special Issue: Psychology and the Climate and Environmental Crisis in August 2020 and provides a critical reflection on psychological distress in Rustenburg, and questions whether popular terms used, such as “climate anxieties”, are useful for communities confronted by ecological crises. The paper concludes that there is danger in the dehistoricisation and medicalisation of distress that is rooted in climate, land and environmental injustices. The paper sets the scene for papers to follow that examine the interrelationship between place attachments and psychological responses to environmental degradation associated with slow violence. The second article, ’Nothing green can grow without being on the land’: Mine-affected communities’ psychological experiences of ecological degradation and resistance in Rustenburg, South Africa, was published in Community Psychology in Global Perspective Special Issue: Communities reclaiming power and social justice in the face of climate change and presents a broad overview of psychological responses to ecological degradation associated with environmental injustices. The paper suggests that psychological distress is attributed to environmental injustices. Furthermore, the process of place severing – the psychological threats, harms and disruptions to place-based dialogues – contributes to distress experienced in extractive settings. The two articles in this case study concluded by demonstrating how community resistance plays a part in addressing cumulative ecological harms and restoring the ancestral relationship with place. The second case study in the Vhembe District was selected due to the community’s psycho-spiritual connection to the sacred sites in the area and the histories of environmental degradation in the area. Article three, ‘Mupo is life’: Intergenerational community identity and safeguarding of sacred natural sites is in press in the journal Ecopsychology. The paper found that place plays a role in shaping and transferring intergenerational community identities. Furthermore, Zwifho shape worldviews about Mupo, i.e. all of existence, that underpin land and environmental defenders’ responses to environmental degradation and place severing. The fourth article, “Restoring roots”: Lived experiences of place severing and dialogical resurgence associated with deforestation and land dispossession in Limpopo province, South Africa, is under review by AWRY: Journal of Critical Psychology. The article demonstrates that place severing is rooted in histories of colonialism and that distress is related to losses and cumulative ecological harm. Furthermore, the article shows how decolonial dialogical resurgence responds to the mechanisms that drive place severing. The fifth and final publication, Grounding community psychology in ecopsychosocial accompaniment, is a chapter that explores opportunities for community psychologists to accompany others, specifically in relationship with people who have experienced displacement and environmental justice struggles. Collectively, these four articles and book chapter present the first publications of a larger research study that spans two South African case studies and that should yield several more publications. These publications draw on critical psychologies, including decolonial theory, liberation psychology, critical community psychology and radical ecopsychology. Within this thesis, the journal articles and book chapter are consolidated by an overarching discussion chapter that situates these five publications within the context of existing literature, and describes how existing theory and methodology have been advanced. The study demonstrates the interconnectedness between histories of colonialism, land injustices and environmental degradation that contribute to intergenerational psychological distress. Grassroots community organising groups play a critical role in addressing the resulting cumulative environmental harms through place-based resistance and dialogical resurgence. Moreover, the study suggests that critical psychologies have important roles to play in supporting land and environmental justice struggles through critical research, evaluations and assessments, and litigation. , Thesis (PhD) -- Faculty of Business and Economic Sciences, 2021
- Full Text:
- Date Issued: 2021-03