Browsing by Author "Sader, Saajidha Bibi."

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A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa = Uhlaziyo lwenjulalwazi yemvunamanina yamava abafundi abathandana nobulili obufana nobabo ezikhungeni zemfundo ephakeme nezokufundela umsebenzi KwaZulu-Natali, eNingizimu Afrika.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks. Iqoqa. Kunocwaningo olungenele mayelana nezimpilo zabaFundi abaMnyama abathanda nobobulili obufana nobabo mayelana nokungena kwabo ezikhungweni zemfundo ephakeme, ukuphumulela kwabo ezikhungweni zemfundo ephakeme kanye nezimpilo zabo kanye babafundisi babo basezikhungweni eziphakeme Kanye namava abo nabafundisi nabanye abafundi abafunda nabo, ikakhulukazi phakathi ezimweni zasemaKolishi okufundela imfundo yamakhono kanye nokuqeqeshelwa imisebenzi (TVET). Ukwesweleka kocwaningo olubambekayo ngempilo yokufunda kanye nenhlalo yabafundi abaMnyama abathandana nobulili obufana nobabo sekushiye igebe ekuqondakaleni kokuthi kuhlangana kanjani ububona benhlalo ekubeni nomthelela emfundweni engale kwamabanga aphezulu kanye nempilo yalapho abaqeqeshwa khona. Ukubhekana naleli gebe olwazini, ngiphenye impilo kwezemfundo kanye nenhlalo yabafundi abayisithupha abaMnyama abathandana nobulili obufana nobabo ekolishi lase-TVET eMgungundlovu, esiFundazweni saKwaZulu-Natali, eNingizimu Afrika. Lolu cwaningombhalo lulandele indlelakwenza yenjulalwazi ehlanganisa konke, ngokusebenzisa indlelakubuka ephikisana nokuqonela yase-Afrika ka-Oyeronke Oyèwùmí kanye nomsebenzi kaNonjulalwazi wenjulalwazi yokuqonelwa ngokweMvunamanina, uMaria Lugones.Ngibuye ngacaphuna imiqondomsuka esemqoka yezincithabuchopho zabaMnyama ezingoNonjulalwazi oPatricia Hill-Collins kanye noBell Hooks – uma ngikhetha, ukuqonda kwabo inhlanganisela yengxenye yempilo. Ngisebenzise lezi zinhlaka ukuqakulisa ngokuphikisana nemithelela eqhubekayo yobuqonela obedlule kanye nesikhathi sobandlululo okubonakala kuvela esikweni lwezikhungo zamakolishi angama-TVET eNingizimu Afrka. Lolu cwaningo ngempilo yabesifazane lulandele indlela yocwaningo yobunjalobotho futhi lusebenzise uphenyo lwezingxoxo ezinezibonakaliso. Imininingo yaqoqwa kusetshenziswa izingxoxo ezisakuhleleka, izwi eliqoshiwe, amajenali okuqophela ukubuyekezwa kokuqoshiwe kanye namaqoqo azocwaningwa. Ubunkondlo basetshenziswa njengensizakusebenza yokuqoqa imininingo. Ukuhlaziywa kwemininingo kuhlanganise kokubili izingxoxo ezinezibonakaliso kanye nokuhlaziya izingxoxo. Imiphumela yaveza ubulili obamukelekile besikhungo kanye nokungangeneki kwezemfundo kubafundi abamnyama abathandana nobulili obufana nobabo kuleli kolishi lase-TVET nokuphazamise ukuzibandakanya kwabo ekufundeni kanye nempumelelo, okuholela ekwahlulekeni ezifundweni, ukungayi esikoleni kanye nokuyeka phakathi nendawo. Ukungenelela kwezemfundo kuqondakala kulo mqingo njengesimo esiyizinhlaka ezahlukehlukene okubalwa kuso ukwaqwashiseka ngokwamukeleka ngokubhalisa, ezezimali, imizimba yabo, ezenhlalo, imikhakha yemisebenzi kanye nezinhlaka zolwazi. Okuvumela ukufunda ekolishi kubalwa kukho amasu omuntu ngamunye (esebenzisa imigudu yakhe) kanye namasu amakolishi angawasebenzisa. Lokhu kubalwa njengokwelekelelwa okuqinile kwabafundisi basezikhungweni eziphezulu okuba nomthelela ekuzibandakanyeni kwabafundi abathandana nobulili obufana nobabo eklasini kanye nasempumelelweni yabo ekufundeni kwabo. iii Ukuhlangana nabanye bobulili obuguquliwe abavulelekile ngobubona bobulili babo kwaba okunye okuvumela ukufunda, njengoba kwakunikeza laba bafundi umuzwa wokwamukeleka. Ukuvunyelwa ngezezimali ukukwazi ukuthi bangene ekolishi futhi bafunde kwakukhona ngendlela yesibonelelo sezimali zika-NSFAS, okwakubhekelela izindleko zokufunda kwabo kanye nokubhekelela izidingo zemindeni yabo. Yize sekukhona ukuthuthuka okukhulu emkhakheni wase-TVET mayelana nokungena ngokubhalisa kanye nokwelekelwa ngezimali kwabafundi, ukunakekelwa ngosizo lokwezengqondo kubafundi abaphuma emiphakathini emincane kusasweleka. Lolu cwaningo luphakamisa ukuthi uMnyango wezeMfundo ePhakeme uqalise ukungenelela ngosizo lozwelululekwa ngokwezengqondo ukubhekana nomthelela ongemuhle ngokwezengqondo ngempilo yabafundi aba-LGBTQ+ endaweni yesikhungo esiphakeme, okubalwa kukho nokuqukethwe kokufunda kanye nemigomo yesikhungo. Izakhiwo ezintsha zekolishi kumele zifake kuzo izindlu zangasese ezizimele ezi-3-5 ukunikezela ukuzikhethela kwabanye abangazizwa bekhululekile ukungena ezindlini zangasese ezikhona.
An investigation of Grade 11 teachers’ experiences of teaching English First Additional Language (EFAL) literature: a decolonial perspective.
(2024) Shazi, Xolile Duchess.; Sader, Saajidha Bibi.
This study explored the teaching experiences of six English First Additional Language (EFAL) teachers teaching literature to Grade 11 learners at two semi-rural schools in KwaZulu-Natal, South Africa. A decolonial conceptual framework was used as the lens to understand participants’ experiences. A qualitative research approach guided by the transformative paradigm as well as a narrative enquiry research methodology were used. Data was generated using individual interviews, focus group interviews and classroom observations. Content analysis was used to generate themes. The study discovered that although the Department of Basic Education (DBE) in South Africa has identified decolonisation of the curriculum as a major goal, study participants said they have never heard about it in their capacity as educators. There is no decolonisation of the curriculum training available to teachers. The study also discovered that teacher education in South African universities needs to increase both the pedagogical and subject expertise of instructors in EFAL literature. Participants also mentioned that apartheid was a major focus in the English First Additional Language (EFAL) literature curriculum. The study discovered that by not teaching African learners about indigenous knowledge, African learners are differentiated. Additionally, the best ways, according to the teachers, to teach EFAL literature are through expressive pedagogical approaches. The contextual elements that offered a persistent impediment to understanding EFAL literature included overcrowding. The results of this study will assist in raising curriculum developers' understanding of the importance of EFAL literature in achieving a decolonised literature.
An investigation of teachers' experiences of screening, identification, assessment, and support of learners with learning barriers in a mainstream school.
(2023) Mhlongo, Margaret Nombulelo.; Sader, Saajidha Bibi.
Inclusive education has become a global concern (Walton & Engelbrecht, 2022). This study sought to investigate teachers’ experiences of the implementation of the Policy on Screening, Identification, Assessment and Support within a mainstream schooling context. The study was a qualitative study located within the interpretive paradigm. The data to respond to the key research questions of the study was generated through in-depth semi-structured interviews, focus group interviews as well as document analysis. The participants for the study were purposely selected from three primary schools in the Circuit of Mahlabathini, Zululand District, KwaZulu Natal Province. The participants were from the schools which were implementing the Policy on SIAS. All the participants had a minimum of six years in the field of education. The findings of the study revealed that the teachers had a good understanding of inclusive education, as contained in Education White Paper 6 and the Policy on Screening, Identification, Assessment and Support. The teachers reported a range of challenges they experienced in the implementation of the Policy on Screening, Identification, Assessment and Support. However, findings revealed that the teachers used their agency to navigate challenges to ensure that their learners who were experiencing barriers to learning were supported. The findings point to the fact that the effective implementation of the Policy on Screening, Identification, Assessment and Support is at the core of the efforts of the basic education sector to build an inclusive education and training system. From a social rights perspective, this presents a mechanism for redressing past imbalances, enfranchising the disenfranchised and ensuring equitable access to education for all.
A feminist analysis of women academics' experiences of restructuring in a South African University.
(2014) Sader, Saajidha Bibi.; Wedekind, Volker Ralf.; Moletsane, Relebohile.
Given the changes in South African Higher Education in the context of globalization and the tension over the nature and role of higher education in social, political and economic transformation, the question arises: How has South African Higher Education been positioned in this global arena to respond to local and global pressures? More importantly, if South African universities are to play a significant role in transformation, then they ought to be places that uphold and promote the goals of social justice, namely full and equal participation for all. The broad focus of this study was the relationship between gender and higher education restructuring and the implications thereof for gender equity. This study therefore aimed to investigate how women academics were experiencing institutional restructuring in the context of national higher education reform and globalization and the implications thereof for gender equity. Using theoretical constructs drawn from feminist standpoint theory and methodology, and my own autobiography and experiences, I conducted in-depth narrative interviews with fourteen women academics in the university. Investigating gender inequality and inequity in the context of higher education reform necessitates studying the characteristics of the restructured university as a social system and its relation to individual behaviour. Standpoint feminist theory allows for the interrogation of individual and intentional action in the context of structural constraints in terms of race, class and gender. The research site for this investigation was the University of KwaZulu-Natal (UKZN). Given my experiences as a woman academic in a restructured university and my position as a researcher/participant, it made sense to use UKZN as the site for my research. There were two key reasons for selecting this as my research site: the restructuring of the university as a result of the wider transformation in higher education in South Africa; the formation of UKZN from and the merger of two universities in the province, one a historically white institution (HWI) and the other a historically black institution (HBI). I drew on Nancy Fraser‟s (2008) three-dimensional theory of justice to make sense of women academics experiences of higher education restructuring and its implications for how we understand and address gender and social injustice in the current context of globalization. The study found that participants experienced tensions in assuming an academic identity. Factors such as their temporary status, the lack of respect afforded to them within the institution and within their disciplines, their lack of a standing in a discipline as well as their perceived lack of expertise and research significantly influenced their construction of themselves as academics. The prevailing dominant masculine discourse and ethos served to reinforce feelings of inadequacy and inferiority further entrenching the ambivalence participants experienced in assuming an academic identity. For them, assuming an academic identity is an emotionally laden experience, influenced by the values they attach to their work and the emotional investment they make to teaching and learning. They perceived the university executive, in its corporatization of the university and its adoption of new managerial policies and practices to have privileged profits and not people. They saw this as compromising the purpose and role of universities. Participants experienced development of institutional policies and accompanying practices as exclusionary. Decentralization has resulted in an increase in administrative and bureaucratic work for academics. They experienced the emergent corporate culture as hostile, alienating and destructive; believing that it has eroded academic autonomy and collegiality: and saw this as negatively impacting on staff morale which left staff feeling excluded, marginalized, and alienated. For participants, their growing sense of alienation from the institution is the result of incongruence between their personal and professional values and the university‟s corporate values. As women, they value teaching, their students who they do not see as clients, their colleagues and collegial ways of working, not competition for rewards. They value the production and dissemination of knowledge for the betterment of society and do not see it as a commodity. Increased workloads, fewer resources, larger classes, semesterization and modularization, greater administrative responsibilities have resulted in greater constraints and less control for academics over their work. Career advancement is now closely tied to quantitative indices of value and worth which define an academic in the corporate university, which further alienates women from their academic work and the institution. For these women academics, collegiality and collaboration not competition, individuality not individualism, the process not the product is what counts, not the counting of what one does. This study concludes that the reinforcement of male dominated approaches, so prevalent in universities not only threatens equity gains, it leads to greater inequity in terms of misrecognition. Like other research findings, this research has demonstrated that the corporatization of the university and the prevailing masculine culture of new managerialism are set, to once again privilege men and disadvantage women (Metcalfe and Slaughter, 2008) thereby entrenching maldistristribution and misrecognition in relation to gender. According to Metcalfe and Slaughter (2008), women are advancing in their careers in the context of academic capitalism, but a celebration of their success ignores the majority of women who have not achieved similar gains, because of they have not adapted to fit the individualistic, competitive, market-based criteria now used to reward academic staff, which denies them parity of participation.
Geographies of access and participation: narratives of first year students receiving financial aid.
(2016) Gabela, Nombuso Patience.; Sader, Saajidha Bibi.
After the dismantling of the apartheid laws which divided South Africa as a nation, the country became a democratic one entitling all citizens the right to education. The South African government has made it a mission to ensure that education is accessible to all its citizens (Freedom Charter, 1955; Constitution of the Republic of South Africa, 1996; National Commission on Higher Education, 1996; National Student Financial Aid Scheme [NSFAS], 1999; Department of Education, 2001). Post-apartheid education legislation and policies, supported by the values of democracy, equity, quality and the expansion of educational opportunities for all, has resulted in increased numbers of South African youth accessing higher education. While there has been a significant increase in the number of previously disadvantaged students in higher education such as poor, black, and female students, South African universities still have a low retention and poor graduation rates. This research study set out to investigate the higher education experiences of five first year university students who had gained access through financial aid. The study was conducted in one university in the province of KwaZulu-Natal, a province with a large rural population. It is a qualitative narrative inquiry, which adopted a critical stance using Bourdieu’s concepts of capital, field and habitus as well as the concept of geographies of youth. As a narrative inquiry the study, through the use of participatory methods, privileged participants’ experiences and acknowledged their agency in the research process. Data was collected by means of in-depth individual interviews, a focus group discussion as well as a mapping exercise with selected participants. The same data was then analyzed by reading it thoroughly in search of the key ideas emerging. Subsequently the data was then coded, that is, a word or a phrase was used, for example, decision to proceed to university in order to organize the collected data. This study revealed that even though there were other contributing factors, funding was the main factor influencing students’ access to and participation in higher education. Finance whether from guardians or sponsors gave the students the opportunity to enter into this institution in order for them to pursue their careers. Lack of finance meant that they could not take control of their lives, in other words, they could not make informed decisions regarding their future. According to the study, gaining access to higher education is not a simple task if you are a student from a disadvantaged family as the registration fee is merely an entry fee but it does not guarantee participation in the university culture. Other academic factors that influence access to the curriculum and participation include the challenge of learning in a second language, unfamiliarity with assessment strategies and practices, the lack of technological and academic literacy as well as the lack of resources to support effective teaching and learning. Non-academic influences such as the lack of and poor student housing also impacted on students’ participation and achievements in this institution. In terms of the university’s intervention to assist students, this study found that even though students were struggling academically, there were support programs provided for them as a platform to catch up with the rest of the students. However, the university’s budget constraints meant that these tutorial classes had to be cancelled which greatly impacted on the overall performance of the participants. Due to the financially, academically and socio-culturally related dynamics experienced by students from disadvantaged backgrounds, it can be concluded that more research should be carried out in South African HEIs to further examine the experiences of such students to explore the gap between higher education policies and practices.
Geographies of career aspirations: narratives of rural teen parents.
(2017) Kheswa, Nana Joyce.; Martin, Melanie Yvette.; Sader, Saajidha Bibi.
The rights of pregnant and parenting learners have recently taken centre stage, with the recent provisions in the South African Schools Act (Act 84 of 1996) and court judgments outlawing practices that discriminate against pregnant and parenting learners. These developments have been significant in that they have allowed space for teen parents to return to schools after pregnancy to pursue their career aspirations. This study sought to understand career aspirations of teen parents, the contextual factors that enabled and/or restricted the realisation of such aspirations and how teen parents navigated and negotiated these contextual factors in their efforts to pursue their career aspirations. The research questions were explored using in-depth semi-structured interviews, focus group discussions and photovoice. The participants in the study were seven (7) teen parents (i.e. two teen fathers and five teen mothers), aged between 17 and 23, who were currently doing Grade 12 in a secondary school in Ingwe Municipality, Harry Gwala District, KwaZulu-Natal. This study was guided by and framed within the theory of New Childhood Studies, which is a sub-field of Children’s Geographies and critical theory. The rationale for deploying this framework was to position teen parents as active social actors in the construction of their own lives. The findings of the study revealed that all the teen parents who participated in the study had some form of career aspirations, even though they were sometimes uncertain about their ultimate choice. Their career choices had largely been influenced by their experiences of socio-economic deprivation in their communities. This included poor service delivery in both schooling and community spaces, which prevented teen parents from exploring available career opportunities outside of their context. The construction of teenage pregnancy as moral deviance gave rise to a catalogue of challenges for teen parents’ pursuance of their career aspirations. However, three factors, namely, understanding the importance of obtaining an education; a supportive family; and personal experience of the difficulties facing their own community, stood out as sources of inspiration for teen parents to return to school and to continue with their studies. The findings point to the fact that the inclusion of pregnant and parenting teenagers is a significant step towards the protection of the uninhibited enjoyment of the right to a basic education. Given the disadvantaged educational, social, economic and employment background of rural teen parents, career development skills should be incorporated in education to enable them to pursue careers that will assist them to achieve economic independence and become full participants in society.
The geographies of environmental education: narratives of high school learners' ecological awareness.
Ndlovu, Emmanuel.; Sader, Saajidha Bibi.
Rural areas in South Africa are one of the most fragile ecosystems, one in which the slightest imbalance in physical or social attributes or increased stress on the environment can result in ecological disruptions viz. the loss of biodiversity and land degradation. Thus the call for new trends and ideas where every individual regardless of age, level of education and economic status, would actively participate in protecting the environment from total collapse. Accordingly, the focus of this research was to delve into high school learners’ experiences, understanding and awareness of environmental issues in the province of KwaZulu-Natal. The study sought to explore the learners’ knowledge and understanding of socio-spatial justice dimensions as spatial justice is often taken for granted if injustices are committed against the poor and socially marginalized. The concept of children’s geographies, an area of study in human geography that focuses on the experiential spaces and places of children’s lives guided this study. In order to gain a true understanding of learners’ knowledge on environmental issues, a qualitative approach was utilized and the study was a narrative inquiry. The study was done at a rural secondary school 80kilometres north-west of Durban at Mophela Area, a predominantly poor community. The participants were six students aged between 15-18 years in grades 10, 11 and 12. Data was generated through interviews and two participatory research methods viz. photo voice and a transect walk. The findings revealed that learners have been made aware of environmental issues through environmental education at school and that they were aware that these environmental problems would adversely affect their environment if left unchecked. The narratives of the study revealed that experiential learning was necessary to bring about a greater understanding of the environment and that people from impoverished communities found themselves exposed to unhealthy environments. In addition, the results revealed that local study group networks were available; augmenting the efforts of the school. The study also interestingly enough revealed that despite exposure to environmental dis-utilities and hazards, and what they perceive to be discrimination and alienation by the government participants successfully navigated these negatives and were able to forge ahead and aim for higher and better academic results.
An investigation of grade 10 and 11 boys' perceptions of gender, gender equality and sexism in a secondary school.
(2011) Joseph, Cyril.; Sader, Saajidha Bibi.
Gender inequality, gender oppression and sexism are a violation of human rights. Gender inequality and sexism is a consequence of the power imbalance between men and women. A significant body of research exists on gender and education. Research on gender equality has commonly focused on boys and education, academic performance, masculinity studies, as well as identity formation of adolescent boys. With the emphasis on gender equality and the curriculum implementation, my interest was evoked in terms of engaging boys to achieve gender equality. Given that any work towards social justice requires working with both the oppressed and the oppressor to raise consciousness, identify and name oppression, improve and change attitudes and beliefs, much research on gender oppression and sexism has focused on girls’ experiences. In order to engage men and boys, we need to understand their perceptions of gender, gender equality and sexism and the extent to which they resist or entrench hegemonic masculinity and patriarchal positioning. While many studies focus on women and women’s movements to achieve gender equality, this study acknowledges the significant role that men and boys can play in achieving gender equality. Understanding boys’ perceptions and attitudes towards women and girls is crucial in adopting strategies to interrupt gender oppression. My aim in this study was therefore to investigate the attitudes, beliefs and perceptions of young men regarding gender, gender equality and sexism. Focusing on the role that men and boys can play in the achievement of gender equality will not only benefit women and girls, as well as men and boys, but also contribute effectively to the achievement of human rights and the promotion of democracy. I have adopted a qualitative approach to obtain a rich interpretation and description of the young men’s perceptions. This study concluded that while the majority of participants aligned themselves with the dominant discourse of masculinity, there were the minority divergent voices that valued alternative forms of masculinity. They valued equality for women and girls, and challenged both cultural and traditional norms, indicating a desire to relate to women and girls in non-oppressive ways. These voices need to be encouraged as a viable strategy to promote gender equality.
An investigation of the changing roles and responsibilities of educators in middle management in the context of education reform in secondary schools.
(2009) Hina, Ellah Hendriatta Ziningi.; Sader, Saajidha Bibi.; Green, Whitfield.
Since 1994, South African education has experienced major educational reforms that have resulted in a shift in the management and administration of schools. These educational reforms have had remarkable impact on the management of schools. The purpose of the current study was to investigate the perceptions of Head of Departments – (HODs) on the effects of educational reforms linked to globalisation on the professional lives and work of educators serving in the middle management positions at secondary schools. The study focused on the effects of educational reforms on the roles and responsibilities of educators serving in middle management positions in secondary schools in Pietermaritzburg. It was located within the critical paradigm, which aims at interrogating power relations and underlying forces that shape the dynamics of educational institutions in South Africa. It drew on contrasting views of social justice to analyse the educator’s experience. The neo-liberal construct of social justice and critical construction of social justice were used. The study was an exploratory case study that used focus group interviews and semi-structured in-depth interview methods as qualitative methods of data collection. Thematic analysis has been used to analyse data that has been collected. The globalisation theories and themes were used as lenses for data interpretation. Eight secondary schools middle managers (HODs) managing Mathematics and Physical Science from schools in Pietermaritzburg District participated in the study. Schools selected represented the racial, social, gender, economic and linguistic diversity of the province. The findings suggested that the effects of education policies influenced by neo-liberal globalisation have redefined the roles and responsibilities in ways that minimize the HODs autonomy and lead to the deskilling of educators who have been trained to perform their duties successfully and efficiently. The new education policies have coerced the educators including HODs to become ‘skills technicians’ degrading them as autonomous professionals. The neo-liberal policies exploited the HODs by coercing them to do both administrative work whilst being responsible for curriculum leadership. The HODs experienced dialectical tensions between allegiances to the subject (curriculum leadership) versus administrative role.
An investigation of the post-school educational experiences of black, poor students with disabilities in one Technical and Vocational Education and Training (TVET) College in KwaZulu-Natal (KZN).
(2023) Nkosi, Thabani Comfort.; Sader, Saajidha Bibi.
Section 29 of the Constitution of the Republic of South Africa (1996) emphasises that the state "must make gradually available and accessible" the right to higher education by reasonable methods. Despite wide pledges indicated in policies and legislation addressing the needs of formerly disadvantaged students with disabilities, the literature from the field of social justice education reveals that many of them continue to experience problems in higher education. This study aimed to explore the post-school educational experiences of Black students with disabilities from low socio-economic backgrounds at one Technical and Vocational Education and Training (TVET) College in Northern KwaZulu-Natal (KZN). The study further aimed to investigate the factors that facilitate or impede their participation and success, as well as how they navigate these factors. A qualitative narrative approach was employed to explore seven students’ personal and college experiences from diverse rural District Municipalities. In-depth, semi structured narrative interviews, together with photo-voice, was used to generate data that explored their positioning. Three main themes emerged from the analysis which revealed elements that either restrict or promote the experience of access, participation, and success of students with disabilities. These are academic, sociocultural, and access. According to information obtained from the seven students, these three areas have a significant impact on how the majority of the TVET College's students with disabilities perceive their educational experience. A thorough investigation into the experiences of students with disabilities revealed that factors such as their social position, class status, the college's infrastructure, peers and faculty support, self-motivation, the college's proximity, the influence of their families or friends, the nature of the curriculum, and the attitudes of peers or /and college staff toward their disabilities all played a role in whether they had a positive or negative experience at TVET college. The significant impact of these findings is that… Findings reveal that the college must implement measures that facilitate [inclusive] experiences [for] students with disabilities. The findings also reveal what helps them navigate these impeding factors is their self-motivation.
Narratives of female principals’ leadership experiences of teacher development in the rural uMzinyathi District in KwaZulu- Natal.
(2023) Mkhize, Vusimuzi Wilcan.; Sader, Saajidha Bibi.
This study investigated black female principal’s leadership experiences of supporting teacher development in the rural uMzinyathi District in Kwazulu-Natal. A narrative inquiry methodology was used to explore principal’s lived experiences in rural schools in relation to supporting teacher professional development. Five black female principals form schools in the disadvantaged UMzinyathi District in the Tugela Ferry area, KwaZulu- Natal were selected as participants for this study. In-depth semi-structured interviews were conducted to elicit principal’s narratives of their experiences of supporting teacher professional development. Data generated was analyzed thematically. The findings revealed that to participants, being a school principal entails more than just influencing, regulating, and supporting the school or possessing specific traits. It also entails being aware of challenges and being prepared to overcome a variety of hurdles that they may experience. Findings revealed that whilst principals understood teacher professional development and the need to support this, they often faced challenges and non-cooperation by the teachers, which they perceived to be related to their gender. In addition, the study found that despite the barriers they experienced, female principals in the study demonstrated resilience as leaders who found ways to mitigate the barriers they experienced in their leadership roles. This study also identified the need to create more supportive platforms for female principals to reduce contextual factors that contribute to women's difficulties in their leadership practices. The main recommendation from this study is that principals in rural schools should be supported by the Department of Education, the school governing body, parents and the community and in fulfilling their responsibility to support teacher professional development, more especially in rural contexts given the challenges that characterize rural schooling.
Social geographies of participation and success: narratives of six students in a technical vocational and educational training (TVET) college in Northern KwaZulu-Natal.
(2019) Nzembe, Alois.; Sader, Saajidha Bibi.
Challenges pertaining to social geographies of participation and success among students from low socio-economic backgrounds have been a bone of contention and areas of intense academic contestation in post-apartheid and democratic South Africa. Academics have tried to unravel variables, which impede or promote participation and success among students from low socio-economic backgrounds, with a special focus on constructing policy models, which cater for a socio-legal and academic needs of disadvantaged students. It is against this background that a study of social geographies of participation and success in a TVET college in Northern KwaZulu-Natal was conducted. This was a qualitative study, located in the critical paradigm, which aimed at analysing students’ social geographies of access, participation and success in a public College in Northern KwaZulu-Natal. The study was undertaken through the development and understanding of the experiences of six students in a TVET college in KwaZulu-Natal province. Research data was collected through one-on-one semi-structured interviews, which were transcribed, coded and finally categorised into themes, which the researcher used during the process of data analysis. Document analysis was also used to find out students’ participation and success rates in the TVET College. To establish students’ level of involvement and achievement in the TVET College, the researcher used attendance registers to find out the number of students who enrolled for Information Technology, Education and Development and Financial Management cohorts at levels NCV level 2, 3 and 4. An analysis of the number of students who enrolled for NCV level 2, 3 and 4 revealed that there was a marked difference between the number of students who registered for education and training programmes at NCV level 2 and those who registered for the same programmes at level 3 and 4. In short, the number of students who registered for NCV level 2 programmes was higher than the number of returning students at NCV level 3 and 4. A comparative analysis of the reasons why students experience reduced and extraordinary academic outcomes at NCV level 2 showed that the students’ lack of preparation for the NCV programme, attitudes of scholars towards their college work, poor attendance by both students and lecturers, lack of inspiration in the majority of students who register for NCV level 2, pleasant relationships between the students and lecturers, a good educational context in the relevant curriculum subjects, self-inspiration on the part of the student all contributed to either reduced or higher academic outcomes by students in the TVET college under study.
Teachers’ perceptions of effective teaching and learning in poor primary schools in the uMgungundlovu district.
(2023) Zuma, Zanele Prisca.; Sader, Saajidha Bibi.
All South African children have a right to access teaching and learning with equal educational opportunities and adequate teaching and learning resources. As much as all children have this right, a number of rural schools are faced with challenges as rural schools are characterized with inequalities and inequities in relation to teaching and learning resources. This study examines teacher perceptions of effective teaching and learning in poor rural schools in two schools in the uMgungundlovu District. The focus of this study was to explore and understand teachers’ perceptions of the factors that influence effective teaching and learning in their schools as well as the ways in which they negotiate the barriers to effective teaching and learning. It seeks to construct an understanding of effective teaching and learning in poor rural primary schools in relation to Sens’s (1999) Capability Approach (cited in Rajapakse, 2016). Sen’s (1999) Capability Approach was used as a framework for understanding. Working within the critical paradigm, this study aimed to understand, interrogate and critique issues of oppression and inequality in the schooling system. The case study research style was used as the study aimed to gain in-depth understating of teacher perceptions of effective teaching and learning in poor primary schools. Purposive sampling was used in two state primary schools in the uMgungundlovu district. Data was collected using semi-structured interviews with five teachers teaching in the two schools which were the research sites. These teachers were interviewed individually. Using this data collection method allowed the researcher to generate rich data in relation to participants’ understanding of effective teaching and learning drawing on their experiences of teaching in poor rural schools. Thematic analysis was used to analyse data as the study collected qualitative data in the form of words. Findings of this study suggest that rural schools are still characterised with inequalities and inequities in relation to resources, teacher shortages leading to ineffective teaching and learning and poor education outcomes. Teachers in rural schools are faced with a number of challenges which hinder them to produce effective teaching and learning. As much as they are faced with these challenges, they try their best to negotiate these challenges and strive to produce effective teaching and learning. To help teachers in poor rural schools be able to provide effective teaching and learning, they need to be provided with the support and resources they need. They also have to be constantly trained and motivated. When they have this support and motivation, they will become effective teachers who will be able to motivate and engage all learners in their teaching effectively, helping them to reach their full potential.
Transitioning from school to work: a narrative inquiry of the experiences of out-of school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality.
(2024) Mkhize, Gugulethu Thokozile.; Sader, Saajidha Bibi.
A narrative enquiry was conducted to explore the experiences of out-of-school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality of South Africa. Semi-structured interviews and a focus group interview were used to obtain the data for this study. The study adopted a qualitative research approach, located within a critical research paradigm. Six participants who were former learners at Newton Pre-Vocational School were selected for the study; their ages ranged from 19 to 25. Findings revealed that although participants reported that their schooling experience at Newton Pre-Vocational School was much better than their primary schooling, 5 of the 6 participants felt that the Technical Occupation Curriculum used at the school did not prepare them adequately for adulthood and for their chosen field of work. In addition, as the programme was not recognised, the certificate that they earned from Newton did not open doors for them when they applied for jobs. The study found that 5 of the 6 of the participants had attempted more than once to obtain employment. Participants described companies as lacking understanding of their disability; as a result, they experienced prejudice and discrimination. This contributed negatively to participants already compromised mental wellbeing. The societal contribution to their mental state cannot be underestimated. It is imperative that stakeholders at all levels of society—parents, schools, the basic and higher education departments, the employment sector and department of Social Development—cooperate closely to support learners with special education needs to be able to transition successfully from school to the world of work and to contribute economically and socially. Further research exploring how stakeholders can support people living with disabilities—especially individuals with mild to moderate intellectual disabilities—as they transition from schooling to employment, is necessary.
Violence against teachers: an investigation of teachers’ experiences of school-based violence in the Umzinyathi District, KwaZulu-Natal.
(2022) Sithole, Thinasi Phelele.; Sader, Saajidha Bibi.
Protecting learners from harm as well as promoting a safe and caring environment for learners are imbedded in teachers’ core duty of providing learners with an enabling teaching and learning environment (Segalo & Rambuda, 2018). However, with teachers experiencing violence at the hands of learners, the teachers’ duty to care for learners and create safe learning spaces has been significantly compromised. This study sought to investigate the teachers’ experiences of school-based violence of selected teachers in the Umzinyathi District, province of KwaZulu-Natal. A qualitative, narrative research approach, located within the critical paradigm, was used to address the aim and objectives of the study. The data to respond to the key research questions of the study was generated through conflict mapping and focus group interviews with the selected teachers. The participants of the study were five (two male and three female) teachers from two rural secondary schools, who were selected through purposive sampling. The data generated were analysed using thematic analysis. The study found that school-based violence perpetrated by learners against teachers was the most common form of violence, with institutional, interpersonal, and structural factors contributing to its prevalence. It also revealed that the experiences of violence make teachers feel unsafe and negatively affect their relationships with learners. The findings pointed to the fact that the development of safe schools was a collective responsibility, requiring the involvement of a range of stakeholders. The findings of the study point to the fact that school-based violence against teachers is cancer to the education system. Thus, the perpetration of school-based violence against teachers by learners will see the demise of the South African education system if left unchecked. There is, therefore, an urgent need to address school-based violence and redirect the path of young people to that which will empower them to contribute to a socially just and peaceful society.