ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
Artificial womb technology in Africa: evaluating the ethico-cultural implications from a Zulu indigenous perspective.
(2025) Mthwane, Samkelisiwe Luyanda.; Okyere-Manu, Beatrice Dedaa.
This study examines the ethical and cultural challenges posed by Artificial Womb Technology(AWT) through the lens of Zulu Indigenous thought, using the framework of Isintuism. The study outlines that AWT, by transferring gestation from the human body to an artificial environment, contributes to various challenges to core Zulu values. The technology disrupts the sacred role of the mother, interferes with ancestral rituals essential for establishing lineage and personhood, and commodifies the natural processes of life. The study concludes that the Artificial Womb Technology has potential biomedical advantages, however the technology poses challenges to the spiritual and communal foundations of Zulu identity, necessitating a cautious approach guided by African ethical principles.
Exploring teachers’ understanding of outcomes-based forms of pedagogy used in the foundation phase.
(2024) Ntshangase, Mpumelelo Carol.; Khoza, Simon Bhekumuzi.; Mthembu, Andreas Siphiwe Bheki.
The South African schooling system emphasizes the foundation phase, from grade R to grade 3, as it introduces learners to formal learning and develops writing, communication, and critical thinking skills. However, teachers in this phase often lack understanding of Outcomes-Based Forms of Pedagogy (OBFP), making it difficult for learners to acquire necessary skills. The introduction of new curriculums has negatively impacted teachers, as they are unsure how to implement them, influenced by their content knowledge, experience, and the lack of preparation and resources. Therefore, this dissertation presents the qualitative case study of nine foundation phase teachers from a single school in a semi- rural area of KwaNyuswa. This study was conducted with the main purpose of exploring teachers understanding of outcomes-based forms of pedagogy used in the foundation phase. The study utilised the qualitative case-study design and the interpretivist paradigm. Data were generated through the use of document anaylsis, classroom observation and one-on-one semistructured interviews. The three research methods were used in order to ensure the process of triangulation during the exploration of teachers’ understanding of OBFP. The purposive sampling was used to select the foundation phase teachers to be part of this study. The research questions played an important role in guiding the study to review the relevant literature on teachers’ understanding of OBFP. This study used Cultural Historical Activity Theory as a theoretical analysis. In order to ensure trustworthiness in the study dependability, confirmability, credibility, and transferability were implemented in this study. Further to this, ethical issues were also considered such as consent letters, anonymity and withdrawals The findings revealed that teachers’ pedagogical knowledge in terms of Outcome-Based Forms of Pedagogy however they lack practical knowledge or implementing OBFP in the classroom. There is a gap between teachers’ understanding of OBFP (theory) and implementing OBFP (practical) in the classroom. As a result, teachers are not aware of strategies of implementing and using Curriculum differentiation in order to accommodate learners’ differences. The findings revealed that teachers had a limited understanding of what Outcomes-Based Forms of Pedagogy meant however, teachers tried to properly implement it with some challenges with the purpose of accommodating all the learners needs and abilities in the foundation phase. The study further highlighted the influence of teachers’ experiences on teaching and learning and learner performance as a result thereof. In this study, I argue that there are various contributing factors that influence teachers’ understanding of OBFP namely; teaching, learning, and teaching practices as well as ever-changing educational policies. I am of the opinion that these should be addressed in order to improve teachers’ understanding of OBFP.
The effect of patulin on oxidative stress and global DNA methylation in C57BL/6 mice hearts.
(2024) Radebe, Noxolo Laurah.; Ghazi, Terisha.; Chuturgoon, Anil Amichund.
Mycotoxins are chemical compounds produced by fungi that, when ingested, induce a variety of diseases including hepatotoxicity, nephrotoxicity, gastrointestinal toxicity, neurotoxicity, and immunotoxicity. Patulin (PAT) is a common mycotoxin produced by Penicillium, Aspergillus, and Byssochlamys fungal species, and is commonly found in apples and its products. Researchers have reported that consumption of PAT-contaminated foods causes nephrotoxicity and hepatotoxicity; however, its effects on the heart are unknown. Following reports that PAT causes oxidative stress and epigenetic changes, this study assessed if PAT induces oxidative stress and global DNA methylation in C57BL/6 mice hearts. Methods included: (i) ten mice treatment with PAT (2,5mg/kg) and PBS (0,1M) for 24hr, five mice per treatment group, (ii) thiobarbturic acid reactive substances (TBARS) assay (lipid peroxidation), (iii) quantitative polymerase chain reaction (gene expression of kelch-like ECH-associated protein 1 (Keap1), nuclear factor erythroid 2-related factor 2 (Nrf2), glutathione peroxidase (GPx), superoxide dismutase 2 (SOD2), catalase (CAT), methyl-CpG binding domain protein 2 (MBD2), DNA methyltransferases (DNMT1, DNMT3A, DNMT3B), (iv) western blot (protein expression of Nrf2, SOD2, CAT, MBD2, DNMT3A and DNMT1), (v) enzyme-linked immunosorbent assay (global DNA methylation levels). PAT caused an induction of oxidative stress as indicated by the significant increase in malondialdehyde (MDA) levels (0.52-fold, p = 0.005). PAT significantly increased gene expression of Nrf2 (1.20-fold, p=0.049), GPx (1.20-fold, p = 0.028), SOD2 (1.40-fold, p = 0.042) and CAT (0.90-fold, p = 0.038); and significantly decreased gene expression of keap1 (1.10-fold, p = 0.007). PAT increased expression of Nrf2 protein, significantly (0.64-fold, p = 0.005), SOD2 (2.40-fold, p = 0.020), and CAT (1.88-fold, p = 0.004). Additionally, PAT suppressed the gene expression of DNMT3A (0.41-fold, p = 0,0001) and MBD2 (0.45-fold, p = 0,0001) and increased the gene expression of DNMT1 (1.48-fold, p = 0,02) and DNMT3B (1.62-fold, p = 0,04). PAT increased the protein expression of DNMT1 (0.68-fold, p=0.029); and significantly decreased the protein expression of MBD2 (0.48-fold, p=0.008) and DNMT3A (0.50-fold, p = 0.0001). The alterations in DNMTs and MBD2 led to PAT-induced global DNA hypermethylation (1.72-fold, p = 0,02). In conclusion, PAT induced oxidative stress and global DNA hypermethylation in C57BL/6 mice hearts and is toxic to the heart.
An analysis of errors made by learners in solving linear equations at grade 9 level in South Africa.
(2024) Gasa, S’phamandla Robert.; Bansilal, Sarah.
The South African and Curriculum Assessment Policy Statements (CAPS) document, for the General Education and Training Phase (GET) Mathematics Grades 7 – 9 (2011) shows that learning of algebra permeates secondary school mathematics. As a result, for learners to achieve success in mathematics in secondary school, they need to become proficient at algebra, particularly in solving linear equations. It is thus imperative for mathematics educators to identify areas where learners have difficulty understanding and applying their knowledge to solving linear equations. This study aims to explore the common errors made by Grade 9 learners in solving linear equations, and to interrogate possible reasons for these errors. 155 Learners from high schools in the Ntuzuma area of KwaZulu–Natal, South Africa, participated in the study. A qualitative research approach was used to analyse errors in solving linear equations. This was followed by the qualitative phase, in which a 12-item activity sheet was administered to 155 learners. Learners’ common errors were identified and grouped according to error type. Learners were then selected to participate in semi-structured interviews, based on identified common errors. The interviews focused on those errors with a view to establishing the possible reasons for making them. The study identified six common errors in solving linear equations which are : Based on these findings, it is recommended that further research be done to examine the extent to which current teaching approaches affect students’ error formulation, as well as teachers’ pedagogical content knowledge in teaching linear equations. Furthermore, in teaching linear equations, greater attention should be given to cognitive shifts required by learners in solving equations with letters on both sides of the equal sign.
Survivors of sexual violence in selected academic institutions in Zimbabwe: narratives of resilience and recovery.
(2024) Zebron, Shupikai.; Naidoo, Jaqueline Theresa.; Muthukrishna, Anbanithi.
The study explores how female student survivors of sexual violence trauma construct their journeys of resilience and recovery. The study adopted the critical paradigm and a narrative approach to examine the narratives of resilience and recovery from sexual violence trauma by female students in selected tertiary institutions in Zimbabwe. The landscape of sexual violence underpins the background and rationale for this study. This study aimed to explore the narratives of the experiences of sexual violence and how these female student sexual violence survivors navigated their journeys of resilience and recovery. Narrative interviews and poetry were used to generate data. Snowball sampling was used to select eleven female students from six tertiary institutions in Zimbabwe, who had survived sexual violence trauma. The theoretical framework drew on Relational Cultural Theory, underpinned by the concepts of connections and disconnections, mutuality, and growth-fostering relationships, and the four theses of Feminist Standpoint Theory: situated knowledge, epistemic advantage, strong objectivity and power relations. A key finding that emerged was that participants’ narratives revealed conflicting discourses of fate versus agency. The study also highlighted complexities of oppression, resistance, and empowerment. In addition, the study found that sexual violence was influenced by sustaining ecologies and spatial environment. Findings shed light on the notion of the ‘Open cheque’ syndrome which symbolised the harm that a culture of sexual entitlement poses to heterosexual relationships. Another finding was that survivors of sexual violence depended on networks of friends and trust as support systems. The study found that survivors experienced diverse forms of social capital in their journeys of resilience and recovery. The significant role of agency in the resilience and recovery of sexual violence was also highlighted in this study. Findings of this study revealed that recovery of sexual violence is a complex, non-linear journey or process. This study contributes new knowledge to the fields of counselling and social justice, and to the fields of resilience and recovery of sexual violence. Society benefits from this study in various ways that include raising awareness for survivors to break the silence, thus, leading to advocacy for understanding their experiences non-judgementally. The study also informs policy and practice hence promoting social change and justice while improving the mental health and well-being of the survivors. The study recommends that future research on sexual violence should concentrate on a homogenous variable, for instance, survivors of rape or child sexual abuse, or incest instead of studying sexual violence broadly. Further research could explore how familial relationships are valued in this ethnic group in order to find ways of changing some practices that are harmful to the female child in such cultural groups.