Critical analysis of the role played by izidlalo zabafazi in amaXhosa women’s psycho-socio health
- Authors: Wayise, Siphenkosi
- Date: 2023-00
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10913 , vital:75665
- Description: African tribes have found that traditional songs are one of the most crucial factors in fostering cohesion, solidarity and communication between physical and non-physical entities as well as knowledge of culture and cultural activities. Traditional women's songs, or izidlalo zabafazi, are amongst the most potent tools utilized by the AmaXhosa tribe. Women mostly use these songs to communicate their emotions about various situations. Before Westernization had an impact, women used izidlalo zabafazi to talk about and deal with terrible times and challenging circumstances, such as verbal, emotional, physical and all other forms of abuse experienced by them. This indicates that these songs were especially important in providing a platform for women to express themselves by singing, acting and reacting to their many struggles. Since women today also experience many difficulties, particularly those that have an emotional impact on them, this prompted the researcher to investigate whether the significance of these songs can be exposed as a traditional platform where women can express themselves about their marital matters and be viewed as traditional therapeutic systems to be used by AmaXhosa women even in our day and age. The study employs two theoretical frameworks to accomplish this investigation: the psychoanalytic theory, which examines the psychological effects of izidlalo zabafazi on amaXhosa women; and the African feminism theory, which emphasizes the equalization of power and authority between the sexes and asserts that women should not be subservient to men and that they have a voice, even in patriarchal societies. Using a textual analysis approach, a selection of songs from various available sources, including books, papers, YouTube, tik-tok and Facebook, have been examined. Their therapeutic effect has unraveled the influence on the psychological well-being of women. The study indicates that it is highly effective in promoting mental recuperation, especially for adherents of izidlalo zabafazi. This has led to the notion that izidlalo zabafazi have an impact on the psychological well-being of amaXhosa women. , Thesis (Masters) -- Faculty of Law, Humanities and Social Science, 2023
- Full Text:
- Authors: Wayise, Siphenkosi
- Date: 2023-00
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10913 , vital:75665
- Description: African tribes have found that traditional songs are one of the most crucial factors in fostering cohesion, solidarity and communication between physical and non-physical entities as well as knowledge of culture and cultural activities. Traditional women's songs, or izidlalo zabafazi, are amongst the most potent tools utilized by the AmaXhosa tribe. Women mostly use these songs to communicate their emotions about various situations. Before Westernization had an impact, women used izidlalo zabafazi to talk about and deal with terrible times and challenging circumstances, such as verbal, emotional, physical and all other forms of abuse experienced by them. This indicates that these songs were especially important in providing a platform for women to express themselves by singing, acting and reacting to their many struggles. Since women today also experience many difficulties, particularly those that have an emotional impact on them, this prompted the researcher to investigate whether the significance of these songs can be exposed as a traditional platform where women can express themselves about their marital matters and be viewed as traditional therapeutic systems to be used by AmaXhosa women even in our day and age. The study employs two theoretical frameworks to accomplish this investigation: the psychoanalytic theory, which examines the psychological effects of izidlalo zabafazi on amaXhosa women; and the African feminism theory, which emphasizes the equalization of power and authority between the sexes and asserts that women should not be subservient to men and that they have a voice, even in patriarchal societies. Using a textual analysis approach, a selection of songs from various available sources, including books, papers, YouTube, tik-tok and Facebook, have been examined. Their therapeutic effect has unraveled the influence on the psychological well-being of women. The study indicates that it is highly effective in promoting mental recuperation, especially for adherents of izidlalo zabafazi. This has led to the notion that izidlalo zabafazi have an impact on the psychological well-being of amaXhosa women. , Thesis (Masters) -- Faculty of Law, Humanities and Social Science, 2023
- Full Text:
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:
- 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:
Geometry Proficiency Of Grade 11 Learners In Alfred Nzo Education District, Eastern Cape Province, South Africa
- Qwele, Benedicta Nonstikelelo
- Authors: Qwele, Benedicta Nonstikelelo
- Date: 2020-11
- Subjects: Special education--Geometry
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6660 , vital:47201
- Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Authors: Qwele, Benedicta Nonstikelelo
- Date: 2020-11
- Subjects: Special education--Geometry
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6660 , vital:47201
- Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
Moralising female identity in Cameroon in the 1990s: female prostitution and the song “you gu cry”
- Authors: Enongene Mirabeau Sone
- Date: 2014
- Subjects: Misse Ngoh; females; identity; prostitution; Cameroon; modernity; music
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2672 , vital:42313
- Description: Between the 1970s and early 1980s, when Cameroon was still at the juncture of promising social plenitude, popular music genres like Makossa were a mere auditory art instead of a profit-making activity as we have in Cameroon today. Popular music at that time was simply “music for the ears”, meant to produce emotional sounds, pleasant to listen to. Bars, night clubs and streets were common environs where dancing took place as the physical expression of pleasure from music. The explosion of early music such as Makossa did not match the precarious marketable opportunities at that time. As a result, music appeared as a hobby, and not because singers derived income from its production. The themes focused on varying social experiences and problems, from love and emotional pathos to (im)morality. As such, one is tempted to assert that singers hardly expressed demur or outright lampoonery against public transgressions such as corruption, prostitution or swindling, as is the case nowadays. The themes were far less what we find in contemporary Cameroonian literate culture, namely cinema, media and popular music. This paper focuses on Misse Ngoh’s popular song titled “you gu cry” as a medium of social reform through the beguiling fantasies of a female archetype, Mary, in Cameroon in the nineties. The paper contends that though this song produces laughter, rendering it a humorous piece with potential enough to entertain, the same humour turns out serious, handling prostitution and women involved in this activity in a very negative way. This is achieved when Misse Ngoh, using his female archetype Mary, constructs a problematic image of females in the Cameroon urban sphere. Taking these into consideration, Cameroon popular music as seen from Misse Ngoh’s “you gu cry” takes on a different significance. Finally, in the iconography of Mary, this paper sets out to explore the agency of females who were baffled within the intricacies of urban life and modernity in the nineties. It examines the challenges of the new urban spaces (as notorious corners of prostitution) that such women chose.
- Full Text:
- Authors: Enongene Mirabeau Sone
- Date: 2014
- Subjects: Misse Ngoh; females; identity; prostitution; Cameroon; modernity; music
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2672 , vital:42313
- Description: Between the 1970s and early 1980s, when Cameroon was still at the juncture of promising social plenitude, popular music genres like Makossa were a mere auditory art instead of a profit-making activity as we have in Cameroon today. Popular music at that time was simply “music for the ears”, meant to produce emotional sounds, pleasant to listen to. Bars, night clubs and streets were common environs where dancing took place as the physical expression of pleasure from music. The explosion of early music such as Makossa did not match the precarious marketable opportunities at that time. As a result, music appeared as a hobby, and not because singers derived income from its production. The themes focused on varying social experiences and problems, from love and emotional pathos to (im)morality. As such, one is tempted to assert that singers hardly expressed demur or outright lampoonery against public transgressions such as corruption, prostitution or swindling, as is the case nowadays. The themes were far less what we find in contemporary Cameroonian literate culture, namely cinema, media and popular music. This paper focuses on Misse Ngoh’s popular song titled “you gu cry” as a medium of social reform through the beguiling fantasies of a female archetype, Mary, in Cameroon in the nineties. The paper contends that though this song produces laughter, rendering it a humorous piece with potential enough to entertain, the same humour turns out serious, handling prostitution and women involved in this activity in a very negative way. This is achieved when Misse Ngoh, using his female archetype Mary, constructs a problematic image of females in the Cameroon urban sphere. Taking these into consideration, Cameroon popular music as seen from Misse Ngoh’s “you gu cry” takes on a different significance. Finally, in the iconography of Mary, this paper sets out to explore the agency of females who were baffled within the intricacies of urban life and modernity in the nineties. It examines the challenges of the new urban spaces (as notorious corners of prostitution) that such women chose.
- Full Text:
Gender and affirmative action in South Africa: A case study on women empowerment in the Department of Education in Mthatha district offices.: subtitle if needed. If no subtitle follow instructions in manual
- Authors: Mbatani, Mziwekaya Eric
- Date: 2012-09
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3207 , vital:43188
- Description: Abstract The main objective of this study has been to investigate the implementation of the affirmative action on the basis of gender balancing in the Department of Education in Mthatha District offices. The affirmative action policy is the program that seeks to remedy the past discrimination ideologies like on the bases of race and gender. Gender discrimination seemed to be the worst kind of discrimination in the past. Even within the same race, there are gender biases as well as within the same classes, women are treated differently. Some women are experiencing the impact of racial discrimination and class discrimination which puts women secondary of their same racial or same class male counterpart. Some men are experiencing only racial discrimination alone while others are experiencing class discrimination. Women serve the most severe discrimination of them all in the entire country of South Africa. Affirmative action has been used as a tool to eradicate all forms of discrimination. Hence its implementation needs to be evaluated to determine its impact on the eradication of discrimination, more especially sex discrimination. Evaluation has been made possible with the help of affirmative action measures which stipulate most of the principles of the affirmative action directed especially to the employers the gender balancing in the workplace is done with the aim of empowering and advancing women as their right according to gender equality. Women are experiencing the worst kind of social injustice have ever been practiced round the globe. Every woman is experiencing gender discrimination. Even in the rich family women are treated secondary by their male counterpart throughout their history of their living. In actual fact the presence of women in these family units is to help men help the men to have boys who will takeover the patriarchal duties assigned to every men as socialize to think and behave as the head of the families. If the family does not have boys who will later changed to be men, that family previously does run the risk of loosing the rights every households have where there are men. These girls to overcome the barriers of not having men and loose the right mention above they will marry men who will protect the right of their family. Previously, the family that did not have male will run the risk also of being robbed of their land and accused of black magic and the girls being raped. Some of the things that used to happen in the past are happening right now. Although women are promised the full dignity they deserve but some of the worst things that often happen to them in the past are still happening presently owing to the lack of political will to change the patriarchal system which is undermining the full dignity women deserve. This is viewed by Marxist feminists as being caused by the economic mode of production presently operating ‘capitalism’. The Marxist feminist suggests that there shall be no social justice if capitalism is still in place. Therefore they suggested that the only thing to eradicate is to eradicate the present form of production. The liberal feminist claim that the cause of the situation women found themselves is the unequal distribution of resource between men and women. Therefore they advocated that there should be equal rights between men and women as well as equal distribution of resources to men and women. Women must be empowered politically so as to have the equal voice like men. They must emanicipate themselves from the bondages of patriarchal ideologies. Women are just biological different from men but have equal mental capabilities as that of men. The equals should be treated equal and the unequals should be treated unequal. The differences we have should not be made as bases for treating others as unequal. The resources in our societies should be distributed equal among the demographics we have in our societies. The population of the country matters in terms of the countries prestige in terms of economic power. The more the population the country has the more powerful the country will be. In actual fact, the more productive the population of the country is the more productive the country will be. However, the less the productive the population of the country is, the lesser the productivity the country will be. Hence women should also be empowered economically. , Thesis (MMED) -- Faculty of HUMANITIES, SOCIAL SCIENCES and LAW, 2012
- Full Text:
- Authors: Mbatani, Mziwekaya Eric
- Date: 2012-09
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3207 , vital:43188
- Description: Abstract The main objective of this study has been to investigate the implementation of the affirmative action on the basis of gender balancing in the Department of Education in Mthatha District offices. The affirmative action policy is the program that seeks to remedy the past discrimination ideologies like on the bases of race and gender. Gender discrimination seemed to be the worst kind of discrimination in the past. Even within the same race, there are gender biases as well as within the same classes, women are treated differently. Some women are experiencing the impact of racial discrimination and class discrimination which puts women secondary of their same racial or same class male counterpart. Some men are experiencing only racial discrimination alone while others are experiencing class discrimination. Women serve the most severe discrimination of them all in the entire country of South Africa. Affirmative action has been used as a tool to eradicate all forms of discrimination. Hence its implementation needs to be evaluated to determine its impact on the eradication of discrimination, more especially sex discrimination. Evaluation has been made possible with the help of affirmative action measures which stipulate most of the principles of the affirmative action directed especially to the employers the gender balancing in the workplace is done with the aim of empowering and advancing women as their right according to gender equality. Women are experiencing the worst kind of social injustice have ever been practiced round the globe. Every woman is experiencing gender discrimination. Even in the rich family women are treated secondary by their male counterpart throughout their history of their living. In actual fact the presence of women in these family units is to help men help the men to have boys who will takeover the patriarchal duties assigned to every men as socialize to think and behave as the head of the families. If the family does not have boys who will later changed to be men, that family previously does run the risk of loosing the rights every households have where there are men. These girls to overcome the barriers of not having men and loose the right mention above they will marry men who will protect the right of their family. Previously, the family that did not have male will run the risk also of being robbed of their land and accused of black magic and the girls being raped. Some of the things that used to happen in the past are happening right now. Although women are promised the full dignity they deserve but some of the worst things that often happen to them in the past are still happening presently owing to the lack of political will to change the patriarchal system which is undermining the full dignity women deserve. This is viewed by Marxist feminists as being caused by the economic mode of production presently operating ‘capitalism’. The Marxist feminist suggests that there shall be no social justice if capitalism is still in place. Therefore they suggested that the only thing to eradicate is to eradicate the present form of production. The liberal feminist claim that the cause of the situation women found themselves is the unequal distribution of resource between men and women. Therefore they advocated that there should be equal rights between men and women as well as equal distribution of resources to men and women. Women must be empowered politically so as to have the equal voice like men. They must emanicipate themselves from the bondages of patriarchal ideologies. Women are just biological different from men but have equal mental capabilities as that of men. The equals should be treated equal and the unequals should be treated unequal. The differences we have should not be made as bases for treating others as unequal. The resources in our societies should be distributed equal among the demographics we have in our societies. The population of the country matters in terms of the countries prestige in terms of economic power. The more the population the country has the more powerful the country will be. In actual fact, the more productive the population of the country is the more productive the country will be. However, the less the productive the population of the country is, the lesser the productivity the country will be. Hence women should also be empowered economically. , Thesis (MMED) -- Faculty of HUMANITIES, SOCIAL SCIENCES and LAW, 2012
- Full Text:
- «
- ‹
- 1
- ›
- »