ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
Exploring the effects of COVID-19 on the practice of Ukuhlolwa Kwezintombi, focusing on the perspective of young women of Impendle.
(2024) Zondi, Nonjabulo Rejoice.; Nzuza, Nokwanda Yoliswa.
This qualitative study explores the impact of COVID-19 on the practice of ukuhlolwa kwezintombi (virginity testing) among young women aged 13 to 19 in Impendle, KwaZulu-Natal. Given the inclusion of minors, the study adhered to strict ethical protocols, including parental or guardian consent, participant assent, confidentiality, and the right to withdraw without consequence. The study was grounded in three theoretical frameworks, namely: Social Identity Theory, Cultural Determinism, and Social Constructivism. These theories provided a comprehensive lens through which to analyse the interplay between cultural identity, societal influences, and individual experiences.
A total of 28 participants including 12 maidens, 12 family members, and 4 inspectors were selected using purposive and snowball sampling to ensure diverse and contextually relevant perspectives. Data collection was conducted through semi-structured interviews, allowing for an in-depth exploration of participants’ views.
Thematic analysis was employed to identify key patterns and emergent themes. The findings indicate that COVID-19 significantly disrupted ukuhlolwa kwezintombi, not only halting its regular practice but also sparking debates regarding its relevance, associated health risks, and evolving role in contemporary society. While some young women perceived the absence of virginity testing during lockdowns as a form of liberation, others expressed a profound sense of cultural displacement and diminished social belonging. Furthermore, the study underscores the need for culturally sensitive health policies and inclusive dialogues that balance the preservation of tradition with the protection of young women’s rights. By contributing to broader discussions on the intersection of cultural practices, public health, and individual autonomy, this research provides valuable insights into the evolving dynamics of cultural identity in the post-pandemic era.
Fusaric acid alters global N6- methyladenosine RNA methylation and PI3K/AKT signalling in U87MG cells.
(2024) Matadin, Mcaylin.; Ghazi, Terisha.
Mycotoxins are a global concern due to the extensive damage and loss they cause in the agricultural sector. Mycotoxins are transferred from animal feed into animal-derived consumables,such as eggs, milk and meat presenting a danger to humans. The picolinic acid derivative Fusaric acid (FA), produced by various species of Fusarium, poses a significant risk to both animal and human health because of its toxicological effects on various tissues. It is noted for its unusually potent phytotoxicity in plants and shows prevalence in causing hepatotoxicity, genotoxicity and nephrotoxicity in humans. However, the effects on arguably the most important organ in the human body, the brain, remains incompletely understood. The study set out to investigate the cytotoxic effects of FA on U87MG human glioblastoma cells by monitoring alterations in global m6A RNA methylation as well as gene and/or protein expression levels of the m6A complex and the PI3K/Akt pathway. Methods comprised of (i) culture of U87MG cells; (ii) MTT assay (IC50: 180 μg/ml FA, 24 hrs) which was then used for subsequent treatments; (iii) ELISA; (iv) qRT-PCR (quantify mRNA expression of METTL3, METTL14, YTHDF1, YTHDF2, YTHDF3, FTO, WTAP, YTHDC1, YTHDC2, ALKBH5, BDNF and CREB); (v) western blot (protein expression of BDNF, P-AKT, PCREB and PI3K). FA caused an upregulation (2.1059-fold; p = 0.0150) of global m6A RNA methylation in U87MG cells relative to the control. FA caused a downregulation of mRNA expression for METTL3 (0.2605-fold; p = 0.0007); METTL14 (0.4137-fold; p = 0.0068); WTAP (0.2740-fold; p = 0.0004); YTHDF1 (0.7170-fold; p = 0.0793); YTHDF2 (0.6269-fold; p = 0.0224); YTHDC1 (0.9867-fold; p = 0.0008); YTHDC2 (0.0570-fold; p = 0.0003); FTO (0.4534-fold; p = 0.0039); ALKBH5 (0.0066-fold; p = 0.0004); BDNF (0.0106-fold; p = 0.0006) and CREB (0.9172- fold; p = 0.0003). However, YTHDF3 (1.335-fold; p = 0.0647) was upregulated. FA increased protein expression of BDNF (1,205-fold; p = 0.0173) and P-CREB (1.5537-fold; p = 0.0002) and decreased protein expression of PI3K (0.8411-fold; p = 0.0346) and P-Akt (0.8274-fold; p = 0.0614). The observed increase in global m6A, despite downregulation of ‘writers’ and ‘erasers’ underscores a complex interplay of compensatory mechanisms resulting from FA exposure. The differential expression of m6A ‘readers’, particularly the upregulation of YTHDF3 and downregulation of YTHDF1/2 and YTHDC1/2, suggests selective stabilization of survival-related transcripts to counteract FA-induced neurotoxicity. FA exposure resulted in the upregulation of BDNF and P-CREB protein levels which indicates a compensatory mechanism aimed at preserving neuroprotective signalling despite transcriptional repression. PI3K and P-AKT were downregulated indicating a suppression of growth and survival pathways which are potentially linked to oxidative stress and energy conservation under toxic stress.
Thymoquinone triggers DNA hypomethylation in human colorectal adenocarcinoma (CACO-2) cells.
(2024) Mangerah, Aaliyah.; Chuturgoon, Anil Amichund.; Ghazi, Terisha.
DNA hypermethylation is a frequent feature of colorectal cancer, where it has been linked to the silencing of tumour suppressor genes and cancer progression. Thymoquinone (TQ) is a bioactive compound found in black cumin (Nigella sativa), and displays promising anti-cancer effects; however, its epigenetic effect in colorectal cancer is uncertain. This study investigated the impact of TQ on global DNA methylation in the human colorectal adenocarcinoma (Caco- 2) cell line. Caco-2 cells were cultured and treated with TQ for 24 hours. The MTT assay was conducted to assess cell viability and obtain an IC50. Global DNA methylation was quantified using an ELISA kit. Changes in mRNA expression of DNMT1, DNMT3a, DNMT3b, UHRF1, MBD2, TET1, TET2, TET3, and miR-29b were determined with qPCR. Changes in DNMT1,DNMT3a, DNMT3b, and MBD2 protein expression were assessed by Western blotting or ELISA. TQ dose-dependently decreased cell viability and yielded an IC50 of 504 μM. TQ brought about global DNA hypomethylation (p < 0.005) in Caco-2 cells. TQ reduced mRNA expression of DNMT1 (p < 0.05), DNMT3a (p < 0.05), and DNMT3b (p < 0.005), as well as UHRF1 (p < 0.05) and MBD2 (p < 0.05). TQ increased TET1 (p < 0.05), TET2 (p < 0.05), and TET3 mRNA expression (p < 0.005). MiR-29b expression was also increased (p < 0.05). TQalso reduced protein expression of DNMT1 (p < 0.0001), DNMT3a (p < 0.0001), DNMT3b (p< 0.05) and MBD2 (p < 0.005). Together, these results suggest that TQ induced global DNA hypomethylation in Caco-2 cells by down-regulating DNMT1, DNMT3a, DNMT3b, UHRF1,and MBD2, and up-regulating TET1-3 and miR-29b expression. This highlights the potential of TQ as a promising anti-cancer agent.
Critical discourse analysis of the representation of companies in accounting textbooks for grade 12 learners in South Africa.
(2023) Juggath, Brishani.; Mahlomaholo, Makeresemese Rosy.
This research investigation delves into the portrayal of commercial companies in South Africa’s Grade 12 Accounting textbooks, acknowledging the significant influence of these educational materials on the perspectives and understanding of future accounting and business professionals. The representation of companies in these textbooks carries noteworthy consequences, as it can perpetuate biases, ideologies, and discourses that mould learners' perceptions and readiness for careers in the accounting and business sectors. Utilising Critical Discourse Analysis (CDA), this study critically examines Grade 12 Accounting textbooks, employing the methodologies of both Fairclough's CDA and Van Dijk's CDA. CDA is a methodological approach that investigates the relationship between language and power in texts. Fairclough's model emphasises the interplay between text, discourse practice, and sociocultural practice, analysing how discourse shapes and is shaped by society. Van Dijk's approach focuses on the cognitive structures and social contexts that influence discourse production and comprehension, particularly how ideologies are reproduced through text. By integrating these methodologies, the study aims to provide a comprehensive analysis of how companies are represented in accounting textbooks. The Huckins model is applied to explore intertextual relationships with broader accounting and business discourses. The primary objectives encompass the identification of dominant discourses, ideologies, power dynamics, and cognitive structures that underlie the representation of companies in these textbooks. Educational texts often serve as vehicles for dominant ideologies, subtly embedding particular worldviews and power relations. Analysing these texts through CDA allows for the identification of underlying discourses and power dynamics that may influence learners' perceptions of corporate entities and business ethics. Examining intertextual relationships highlights whether South African Grade 12 Accounting textbooks align with or deviate from established industry discourses. The ramifications of this research extend to the domains of education, curriculum development, and the broader discourse surrounding accounting and business disciplines. By shedding light on the representation of companies in Grade 12 Accounting textbooks, this study establishes a foundation for a more balanced, equitable, and comprehensive education, ultimately influencing the perspectives and actions of future professionals and leaders in the field. The findings reveal that Grade 12 Accounting textbooks focus on profit-driven, neoliberal ideologies, emphasising corporate efficiency and financial growth while neglecting ethics, sustainability, and diverse business models like small businesses and cooperatives. This bias promotes large corporations and limits learners' critical thinking about societal and ethical issues. Although aligned with global standards like International Financial Reporting Standards (IFRS), the textbooks lack South African context, underrepresenting topics such as corporate governance and ethical dilemmas. To address these gaps, recommendations include incorporating ethics, sustainability, diverse business models, and localised examples, while fostering critical thinking about societal impacts and power dynamics. These changes aim to create more balanced, inclusive materials that prepare learners for ethical decision-making and a social conscious understanding of business. Finally, adopting a critical pedagogical approach will enable learners to question embedded ideologies and prepare for ethical decision-making in their future careers.
Primary school teachers’ stories of acknowledgement and their personal and professional identities.
(2025) Vorajee, Khadija.; Ramrathan, Prevanand.
This study on Primary School Teachers’ Stories of Acknowledgement and Their Personal and Professional Identities explores the narratives of primary school teachers in relation to their lived experiences of Teacher Acknowledgement and the way in which it shapes their personal and professional selves. This leads to the underpinning research question: What are teachers’ lived experiences of acknowledgement in primary schools? Set against the backdrop of a narrative inquiry approach, the study is framed by Axel Honneth’s (1995) theory of recognition, and is further supported by discourse analysis and semiotics as theories to understand how recognition or the lack thereof is ensconced within everyday school contexts. The South African primary school setting, where various structural and social factors influence the teachers’ experiences of recognition and identity, provides the location within which the study is based. Employing a qualitative approach and an interpretivist paradigm, a purposive sample of four level one teachers from the greater Durban area of Verulam and Ottawa, engaged, via online and in-person interactions in arts-based activities, selecting either letter-writing, collage inquiry or object inquiry, followed by unstructured interviews to uncover their narrative realities about Teacher Acknowledgement. Narrative analysis, followed by analysis of the narratives itself served as the data analysis method employed. The stories revealed that acknowledgement, or its absence, significantly shaped their personal and teacher self, their ideas of belonging and their proficiency in work practices. Recognition by various stakeholders such as teachers, learners, management and within broader community circles manifested as integral to teachers’ sense of self. In contrast, stories of misrecognition gave way to emotional instability, feelings of low self-worth, and an erosion of the teacher’s professional roles. The study reveals that teachers’ identities are not fixed, but fluid-like and constantly evolving and moulded by relational and discursive engagements. It also focuses on emotional investments that mirror the yearning for recognition in sites wherein acknowledgement is largely unreliable or non-existent. In highlighting the teacher’s voice and their storied experiences of acknowledgement, the study paves the way for continuous discussions on the formation of teacher personal and professional identity, teacher well-being and the inferences surrounding recognition in schools. The findings argue towards systemic movements about how recognition is engaged within the school context, implying that authentic acknowledgement is not merely an ethical essentiality but a formal imperative for teacher retention and a call for a complete educational overhaul.