Browsing by Author "Jacobs, Suhana."

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Bullying in physical and cyber spaces: experiences of young adult survivors in the digital age=Ukuchokoloza mathupha kanye nokusezinkundleni-kuxhumana: ukadebona wezisulu zabakhulakhulile eminyakeni yezobubuchwepheshe.
(2023) Jacobs, Suhana.; John, Vaughn Mitchell.
Bullying has become a serious problem for young people all over the world. Using action research within the critical paradigm, this qualitative study examines the experiences of young adult survivors of both physical and cyber bullying. Against a backdrop of rapid technological advances in social media communication and the blurring of physical and virtual bullying contexts, survivors provide poignant insights into how they grapple with the psycho-social impacts of their experiences. These impacts include pain, poor self-image, fear, loneliness, and feelings of dehumanisation. The study reveals that filmed incidents of physical bullying posted on social media tethers the physical realm to cyber space creating shifts and extensions along the dimensions of content, space, time, and participants. One of the unique contributions of this study is a discussion on the interlocking nature of the four dimensions of extension which gives rise to the concept of extended bullying. The exploration of these multiple extensions provides insights into a particular and complex form of bullying across physical and cyber spaces and how to develop educational interventions in response. The research design, supported by the theoretical insights of Paulo Freire, Bradley Evans, and Henry Giroux, provides a framework for knowledge production through partnerships that involved reflection, sustained dialogue, and creative action with survivors, youth and teachers. While revealing how pervasive and damaging extended bullying is, the study also exposes how psycho-social impacts are only fully recognised and understood when the phenomenon of bullying is viewed through the prism of multidimensional extensions. The study emphasises the need to balance rigorous scholarship with the promotion of democratic social change. Iqoqa Ukuchokoloza sekuphenduke inkinga yangempela kubantu abasebasha emhlabeni jikelele. Ngokusebenzisa ucwaningo-simo ngaphansi kwe-critical pharadayimu, lolu cwaningo oluyikhwalithethivu luhlola ukadebona wezisulu ezikhulakhulile okwenzeke mathupha nasezinkundleni-kuxhumana. Phezu kokuthuthuka ngesivinini kwezobuchwephesha kwezinkundla-kuxhumana kanye nokungacaci kahle kukanzikandaweni kwalokhu kuchokoloza, izisulu zethula imizwa yazo ngababhekene nakho. Lokhu kumbandakanya ubuhlungu, ukudicileleka kwesithunzi sabo, ukwesaba, umzwangedwa kanye kokuhlambalazeka. Ucwaningo luveza ukuthi izigameko eziqoshiwe zokuchokoloza bukhoma ezifakwa ezinkundleni-kuxhumana zixhumene nochungechunge lwezigameko zokuchokoloza ezinkundleni-kuxhumana okuhlobanisa unzikandaweni, isikhathi kanye nababambiqhaza. Okunye okuwumnikelo walolu cwaningo ukuxoxa ngokuxhumana kwezinto ezine ezakha ikhonsepthi yokuchokoloza okuwuchungechunge. Ukuhlolwa kwalezi zinto kwenza kube nomfanekiso ocacile ngokuchokoloza okubukhoma nokutholakala ezinkundleni-kuxhumana nokubhekana nokuthuthukisa amacebo okubhekana nakho. Izindlela zokucwaninga ezisetshenzisiwe zeyame enjulalwazini ka-Paulo Freire, Bradley Evans, no Henry Giroux, ukwakha uhlaka oluzokhiqiza ulwazi ngokubambisana ekubukeni okuvelayo, ingxoxo eqhubekayo kanye nezixazilulo eziphathekayo kanye nezisulu, abantu abasha kanye nothisha. Kuphinde kuvele ukukhohlakala kanye nokulimaza okwenziwa ukuchokoloza, ucwaningo luphinde luveze umonakalo owenzeka ngokwengqondo uma ukuchokoloza kubukwa ngeso le-prism of multidimensional extensions. Ucwaningo lugcizelela ukubaluleka kokuqoqa ulwazi olunzulu kwezemfundo ngalesi sihlava ngenhloso yokuthuthukisa ukubusa kwentando yeningi kanye nezinguquko emphakathini.
The Thokozani support groups' contribution to community learning : five life histories around a case.
(2006) Jacobs, Suhana.; Rule, Peter Neville.
The generation and preservation of community knowledge have emerged as key factors in how rural communities deal with the consequences and ramifications of HIV/AIDS. Community-Based Organisations (CBOs) are responding to the disease and have a significant role to play in strengthening community education. The Thokozani Support Group is a community-based organisation (CBO) operating in Richmond, KwaZulu-Natal, a rural town that was once the backdrop of a bitter and bloody political war. The town is now characterised by high levels of unemployment, widespread poverty and a spiralling HIV/AIDS epidemic. Many of Thokozani's members are people living with AIDS and they undertake volunteer community work involving outreach and education as well as home-based care. This research takes the form of a case study with its focus on the Thokozani Support Group's contribution to community learning. Anchored in a qualitative paradigm, the case study is bimodal in that it utilises both the life history and photovoice methodologies. The data, gathered from semi-structured in-depth interviews as well as participant interpretations of photovoice material, is approached and examined against the conceptual framework of community learning theories as espoused by Foley (1999) and Wenger (1998), and, in particular, examines issues and concepts including communities of practice, learning in social action, informal, non-formal and incidental learning. The research outcome provides a detailed understanding of how the Thokozani Support Group contributes to community learning in Richmond, which feeds into the broader discourse on the role and challenges faced by rural CBOs responding to the HIV/AIDS epidemic.