College of Humanities

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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.
(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.
A review of Applied Behaviour Analysis (ABA) as a method of early intervention for foundation phase learners living with Autism in South Africa.
(2023) Govender, Rivendri.; Buthelezi, Nontobeko Precious Angela.
Background: Applied behaviour Analysis (ABA) is a form of intervention that is primarily used in the treatment of Autism Spectrum Disorders (ASD) and is based on the premise that behaviours are caused by external stimuli resulting in the implementation of a reward and punishment system in order to discourage or encourage behaviours. Aim: This study is aimed at evaluating the effectiveness of the Applied Behaviour Analysis model as a method of intervention for foundation phase learners who were diagnosed with ASD. Methodology: Embedded within the Theory of Learning and Development, data was collected through the analysis of secondary data retrieved from case files from The Star Academy (South Africa). The study population focussed on foundation phase learners who were diagnosed with ASD and were receiving ABA intervention as the primary method of intervention and purposive sampling was employed in the selection of the case files. Results: The findings of the study revealed that the ABA method of intervention, has an array of areas of functionality which were targeted within each domain of functioning. This allowed the child to acquire a complete repertoire of skills in a natural manner. Conclusion: This research study concludes that the Applied Behaviour Analysis method of intervention is effective in the treatment of Autism in foundation phase learners within a South African context.
A river runs through it : landscapes of learning, development and change of nontraditional workers.
(2023) Cox, Amanda Jane.; John, Vaughn Mitchell.
In the 21st century contexts in which we live, precarious work has become more prevalent. This study explored how workplace learning takes place for those of us who do not belong fully to an organisation. The need for lifelong and life-wide learning in formal, non-formal and informal ways becomes critical for non-traditional workers, who are defined as those who are not in traditional full-time employment but work on short-term contracts, often for multiple companies. This study focused on this niche group of professionals who work in alternative ways. I was drawn to conduct this study due to my own expectations and experiences about the world of work. Childhood mindsets about work being in one company and job for life were challenged and changed during my career, in which I found myself working in non-traditional ways, enjoying the flexibility that this way of working afforded me. Transformative learning theory, which is about a revision of frames of reference, was a helpful theoretical lens to explain some aspects of my career story. My unique career journey piqued my curiosity about how other non-traditional workers navigate their way into and through the world of work and how they develop as professionals in contexts of precarity. Communities of practice theory (a social learning theory) surfaced as a helpful theoretical lens to explore the learning journeys of my own and another five non-traditional workers. A narrative autoethnographic research approach and a participatory interview technique called river of life were used as the methodological roadmap to navigate my way through the study. The study explored the development of identities, the processes and sources of learning, and the implications of learning in such contexts. The findings identified the importance of lifelong and life-wide learning for non-traditional workers, culminating in the notion of careers being like living landscapes that are moving and changing as we engage in them. The important role of experience and the development of transferable skills was identified. The participants were also found to be good at managing multiplicity in their careers, working across subject areas, projects and multiple identities. Finally, an emerging culture of this type of worker was explored.
An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.
(2022) Larbi, Ernest.; Mudaly, Vimolan.
Learning geometry equips learners with cognitive skills such as visualisation, critical thinking, spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in general. However, geometry is noted to be difficult for learning as well as teaching. An investigation of this difficulty, especially with teachers, will help address its teaching and learning. The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom discourse using the commognitive lens. The study was guided by three objectives, which were to analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine thinking in solving the geometric tasks, and how these informed their classroom geometric discourse. The study aligned itself to the qualitative approach and was underpinned by the interpretivist research paradigm. Eight pre-service teachers who were second-year university students and had taken geometry as part of their programme modules, participated in the study. The study site was conveniently selected, whilst the participants were selected on purposively. Geometry worksheet (test), interview and classroom observation, were used to generate written, verbal (oral) response, and visual data in relation to the study objectives. The data was analysed using the themes of the commognitive framework. The results show that both literate and colloquial word use were found in the discourses of the pre-service teachers. Many participants in Group A used more literate words to define and explain geometric concepts and how they solved the geometry problems, than the participants in Group B, who used both literate and colloquial words. Also, the routine solution strategies of many in Group A showed more of an explorative way of thinking compared to those in Group B, who demonstrated more of a ritualised way of thinking. In addition, multiple solutions to tasks were found by many of Group A participants than those in Group B. Generally, many of the study participants demonstrated limited geometric thinking. Misconceptions were evident in the discourses of some pre-service teachers in both groups. Other key findings from the classroom observation were that, many participants in Group A demonstrated an explorative instruction that is characterised by developing learner understanding and using different kinds of visual mediators as compared to participants in Group B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching was more procedure-driven than conceptual. The study concludes that many of the PSTs possess limited geometric thinking. In addition, those who possessed good geometric thinking were more capable of engaging learners in explorative instruction compared to those with limited geometric thinking. These findings may have an influence on mathematics teacher educators’ efforts to develop teaching competence among pre-service teachers.
An exploration of Black African students’ experiences of whiteness on their Black African racial identity in a South African university.
(2024) Shozi, Masimbonge Praisegod.; Motloung, Siphiwe Maneano.
Racial identity issues have gained significant attention globally, posing ongoing challenges for individuals across different racial backgrounds in different settings, and higher education has not been an exception. Although prior research has addressed race and identity, there is a need to expand the existing literature by examining the specific dimensions of race and identity that impact students in South African higher education. This study aims to address this gap by exploring the experiences of Black African students in a South African university and their encounters with Whiteness, a key aspect of their racial identity. By focusing on the unique context of South African higher education, this research seeks to contribute to a deeper understanding of the complexities surrounding race and identity within this specific setting. The study examined the experiences of Black African students with Whiteness and its impact on their Black African racial identity within a South African university. The research aimed to explore their encounters with Whiteness, their experiences of African racial identity, and their coping mechanisms and recommendations related to issues of Whiteness and Black African racial identity challenges. Using a qualitative design and interpretive research paradigm, 15 social work students were interviewed. Interviewees included undergraduate, postgraduate Masters, and Ph.D students. To analyze the interviews thematic data analysis was employed. The findings highlighted that Black African students’ experiences with Whiteness encompass multiple dimensions and pose challenges to their adaptation, mentally, economically, socially, emotionally, and academically, within the university context. These experiences often lead to the normalization of Eurocentric standards and the suppression of their Black African racial identity. The study also underscored the interconnection between Whiteness and other social categories, such as race, class, and gender. Hence the study recognizes a need for additional research to explore the impact of the intersectional interplay between the experiences of racial issues and other social categories on Black African students within the university environment.
An exploration of how word choice and framing contribute to agendasetting in the reporting of gender-based violence in three KwaZulu-Natal community newspapers (November 2021 to December 2022)
(2023) Mangoro, Munyaradzi.; Scott, Claire.
This study primarily concerns how word choice and framing contribute to agenda-setting in reporting gender-based violence (GBV) in three KwaZulu-Natal (KZN) community newspapers from November 2021 to December 2022. Three weekly English community newspapers, namely, Zululand Observer, Maritzburg Echo and South Coast Sun, were purposively selected and provided the data for this study. The key objectives of this study were to look at descriptive and emotive words used in the GBV-related articles posted by the three publications; to determine if any changes occurred in the framing of articles during the 16 Days of Activism campaign period of November to December 2021 and November to December 2022, and to determine how word choice and framing prioritised the issue of GBV in terms of the media agenda setting. This study was guided by framing theory. A mixed-method research approach was used to collect and analyse the data. Quantitative content analysis was used to tally all GBV-related stories published during the period of study and to record all descriptive and emotive words used in these stories. Qualitative thematic analysis was used to group these words according to similarities and connotations to identify emerging themes on GBV. Because GBV is an issue that comes out of the private into the public sphere through being reported in community newspapers and other media platforms, it is important for this study to look at word choice and framing and, for this reason, initiate future debate on media responsibility when reporting on GBV. Looking at national stats-to-story-frequency and priority ratio, findings indicate that GBV was not given priority in the publications under review. Overall, 42% of all the GBV-related stories discussed in this study were posted during the two 16 Days of Activism time periods discussed. This indicates an outstanding visibility of GBV-related stories compared to the rest of the study period. Lastly, literature on GBV and the media in South Africa is very broad, but the study of word choice in the media, especially community newspapers in South Africa is yet to be thoroughly explored through research. This study acknowledges literature on analysing discourse around GBV in the South African media, that has been done by scholars such as Kulne Oparinde & Rachel Matteau Matsha, Floretta Boonzaier, Peace Kiguwa, Nechama Broodie, Amanda Gouws, Nicky Falkof and Mille Phiri, just to mention a few. The study of word choice needs attention as it is critical in understanding, significantly reducing and possibly eradicating GBV. This study suggests that the three publications need to increase the salience of GBV stories by dedicating more space to such stories weekly. Equivalency framing in the use of descriptive and emotive words is encouraged, as they are eye-catching, appealing and interesting to the readers.
An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.
(2022) Zulu, Mzwandile Wiseman.; Mudaly, Vimolan.
This interpretive qualitative study explores the use of educational technologies by preservice teachers as visualization tools during mathematics teaching at secondary schools. Sfard’s commognitive framework and Koehler and Mishra’s technological pedagogical content knowledge theoretical frameworks undergird the study. Data were collected from ten preservice mathematics teachers at a university in the province of KwaZulu-Natal, South Africa. Performance tests, semi-structured interviews, focus group discussions, and observations were employed to collect data, which was analyzed using reflexive thematic analysis. The study found that preservice teachers employed two primary visualization strategies when they engaged in mathematical problem-solving: symbolic mental visualization, which they combined with their understanding of word usage, endorsed narratives and routines to arrive at a solution; and graphic visual mediators, such as diagrams, which they sketched to contextualize the problem statement and verify they solutions and use of mathematical word usage, routines, and endorsed narratives. Participants were found to be unable to solve a mathematics problem if they had not visualized it effectively; using a graphic visual mediator to understand the problem statement did not, however, guarantee success when solving a problem. A relationship was found between the visualization techniques that the participants used in their own attempts to solve mathematical problems and the visualization techniques they used in their lesson planning and teaching of mathematics in the same content area. Participants used innovative strategies to mediate learning, including educational technologies that facilitated visual mediators to enhance learners’ engagement with concepts. Synergies were found between the elements of the commognition and TPACK frameworks as these were used in tandem to analyze data. A model was developed (C+TPACK) that integrates the key elements of these frameworks. Further research is recommended to establish the viability, credibility and generalizability of the model.
An exploration of the learners’ views on the efficacy of information communication technology in improving work performance : The case of KwaZulu-Natal Department of Health employees registered at a community learning centre in Durban.
(2024) Malinga, Charlotte Lungiswa.; Harley, Anne.; Mbatha, Lulama Nothando.
This study is situated in the context of adult education in KwaZulu-Natal, South Africa, and is framed within the national policies of the Skills Development Act No. 31 of 2008 and the Human Resource Development Strategy of South Africa 2010-2030. These policies underscore the importance of providing continuous skills development and education opportunities for adults in the labour market, particularly emphasizing the need for basic education and training. The research focuses on evaluating the views of adult learners from the Department of Health in KwaZulu-Natal regarding the efficacy of the Information and Communication Technology Adult Basic Education and Training (INCT4) programme at a local Community Learning Centre. It examines how this programme impacts their work performance and personal lives. The study employs a qualitative research design within an interpretivist paradigm. Data was gathered through semi-structured interviews with employees who had participated in the INCT4 program. This methodological approach was aimed at understanding the learners' perspectives on the skills they acquired and their application in both professional and personal contexts. The findings indicate that learners value the skills gained from the INCT4 programme highly, noting improvements in their work performance and personal life management. These skills enhanced their confidence and self-esteem, enabling them to undertake new tasks and engage more effectively in their professional roles. While the application of these skills varied across different job roles, all learners noted personal benefits, such as increased ability to use digital platforms independently. The study underscores the significance of adult education as a form of lifelong and life-wide learning. It highlights the role of self-directed learning in adult education, drawing on Knowles's theory of andragogy and Maslow's hierarchy of needs. The research contributes to the understanding of how adult education can facilitate individual and societal development and underscores the need for adult education programmes to be relevant and responsive to learners' needs. The study concludes with a call for further research into the involvement of adult learners in the planning and evaluation of educational programs and the effectiveness of various learning areas in Community Learning Centers (CLCs).
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.
Apartheid and theological education: an investigation of the theological education provided at St. Bede’s Theological College in Umtata, 1950-1992.
(2023) Kasaba, Emilio.; Denis, Philippe Marie Berthe Raoul.
The Church of England came to South Africa with British missionaries, and settlers who had a hard time with indigenous people whom they tried to evangelize. The Church grew under Robert Gray the first Bishop. Before Gray, the bishops from India managed the South African places. Bishop John William Colenso came with a follower named Henry Callaway whom he inspired to do good work among the natives. Callaway had a passion for the growth of the Church to other parts of the country. He became the first bishop in the new diocese called the Diocese of St. John, which was established in Transkei. The National Government could not allow whites to mix with blacks. The early Anglican missionaries realized the need for the growth of the church which depended on the establishment of colleges. Three theological colleges were established, St. Peter’s in Rosettenville, St. Paul’s in Grahamstown and St. Bede’s in Umtata. The first two were for whites, while St. Bede’s was specifically for native students for ministry. So, the establishment of the theological colleges was racially-based. Apartheid had a huge impact on theological education in the Anglican Church. This research looked at St. Bede’s Theological College as a case study on the separation of races in the Anglican Church of South Africa. The primary and secondary sources, used for the study are, the archives and the interviews with former students of St. Bede’s and people who had closer contact with St. Bede’s Theological College in Umtata. The aims of the study to understand the impact of apartheid, with its racial separation of people, on theological education and know more about Transkei as a homeland, whose independence was only recognized by South Africa. The used Critical Race Theory analyses race and matters around race, power, justice and equity. Participants did not observe racism in the college but rather in the effects of apartheid on the college.
Breaking barriers: assessing the efficacy of White Paper 6 implementation in KwaDedangendlale's educational landscape and the impact of the NeuroScreen Tool.
(2023) Dlamini, Anisa Samkelisiwe.; Buthelezi, Nontobeko Precious Angela.
The KwaDedangendlale community (Valley of a Thousand Hills) is a notable little settlement near Botha’s Hill outside of the Hillcrest in KwaZulu-Natal in the Pinetown district. Socio-economic barriers that prevent access to high quality education are one of the main problems that South African schools, particularly those in underprivileged areas, must face. This is due to the legacy of the apartheid era that ingrained economic inequality into South African society. White Paper 6 (EWP6) is a new government policy for a single, undivided education system for all learners, including those with disabilities and barriers to learning, in the hope that inclusive education will serve as a fundamental element of a cohesive society (Donohue & Bornman, 2014, p. 2). Through informal stakeholders’ perceptions of and experiences with the NeuroScreen tool, this study aims to understand the perceived impact and value of the tool by exploring stakeholders’ experiences in the classroom and how the available resources help them help learners who are experiencing learning barriers. The study also pinpoints prior interventions, referral protocols, and networks in KwaDedangendlale, aiming to fill the gap by locating new networks and referral systems that might be used in KwaDedangendlale to help learners experiencing learning difficulties. The method used for data collection is interviewing. Semi-structured, one-on-one interviews with secondary school teachers and a member of the Department of Education (DoE) were used to collect data in order to gather opinions on the state of education in the Pinetown district and Thabela Secondary School. The data was analysed using thematic analysis. The list of mapped locations was compiled based on research on the programmes offered there and the establishments’ commitment to helping young people overcome challenges to achievement. The KwaDedangendlale community clearly exhibits a gap in referral systems and referral networks. Because of this, there has not been much growth in terms of nearby educational facilities for the village. The results showed that a lack of support services from the DoE, problems with overcrowding, and the lack of parental involvement continue to be obstacles for teachers in their implementation of EWP6 at this mainstream rural school.
Career development narratives and experiences of post-matriculants in a disadvantaged community: a study of Douglas in the Northern Cape.
(2022) Hoorn, Caroline.; Mkhize, Nhlanhla Jerome.
Post-matriculants in disadvantaged communities such as Douglas encounter a number of career challenges. The transition to the democratic dispensation in 1994, coupled with the rapid changes in the information domain that are characteristic of post-industrial life, complicate the career development trajectories of black youth in the rural areas in particular. Legally, South Africa has moved from an apartheid to a democratic system. Although this democratic system is approximately 27 years old, the legacy of apartheid runs deep and more so in rural settings. The career development stories and experiences of black rural youth in provinces such as the Northern Cape have not been told, leading to their marginalisation. It is against this background that the current study explored the career development narratives and experiences of post-matriculants in the Douglas community in the Northern Cape. Using a qualitative, narrative approach, the researcher elicited career development stories from 23 participants in Douglas using semi-structured interviews. The study revealed that the career development narratives and experiences extracted are those filled with a mixture of a few positive experiences but mainly those of frustration, stagnation, and loss of hope resulting from the uncontrollable external environmental conditions in Douglas. Key pillars like family, teachers, some people in the community, as well as non-governmental organisations, played a critical role in enabling post-matriculants to choose and pursue careers amidst constant frustration with social, environmental, and socio-economic factors that posed serious obstacles. Another key factor that the study showed was that gender did not have any influence on the career choices of the post-matriculants. The perceptions around career choices and gender were being challenged partly by the urge to affirm equality and the constant reminder of the poverty-stricken conditions prevalent in the households. However, the constraints experienced by the post-matriculants outweighed the enablers’ needed for consistent career development. In addition, the study concluded that while the systems of influence like individual, society and environmental-societal are critical in shaping individual career pathways, individuals are pushed by a strong sense of self-concept, and self-efficacy propelled by constant resilience to emerge with successful careers even amid existing deeply entrenched structural systems designed to disadvantage black people. Lastly, the study concluded that the development of self as individuals is not done in the absence of the community or society. The study revealed a lot of attachment to society that was expressed in the future plans of Douglas’ post-matriculants should they succeed in their career pursuits. Therefore, the importance of stakeholder roles and integration within the planned strategies towards the effectiveness of career development processes and approaches would alter the career development narratives and experiences of post-matriculants and would enable them to have successful career pathways and growth.
Complexities of leading the schools in the context of COVID-19 breakout : perspectives from school management team members in East Griqualand Circuit.
(2023) Nenga, Queerida Sindiswa.; Bhengu, Thamsanqa Thulani.
The education environment in South Africa is fraught with diverse layers of complexity. The aim of this study was to investigate the complexities that School Management Team members in three primary schools in East Griqualand Circuit in the Harry Gwala District dealt with as they led schools in the context of the COVID-19 outbreak, and also to understand how they lead during times of crisis. Given the close interaction of huge numbers of people, schools were declared as high-risk places in terms of transmission. To stop the virus from spreading, the Department of Basic Education instituted severe measures. These measures were presented in the form of new policies and regulations. So, the Department of Basic Education gave some of the responsibilities of enforcing these policies and regulations to the School Management Team members. Enforcing government mandated COVID-19 regulations presented the SMT members with new challenges and complexities, over and above their regular duties. Many insurmountable problems and challenges were encountered in terms of actual situations in schools. This study was located within a qualitative research design and used semi-structured interviews in the production of data. Interviews conducted lasted between 30-60 minutes each and included probing questions which assisted to elicit further information. I conducted interviews with nine SMT members, comprising of principals, deputy principals and departmental heads. Prior to analysis, interviews were recorded and transcribed. Themes were created when data from transcriptions was coded, analysed, and categorised. The replies to the open-ended interview questions were analysed using categorisation and inductive coding to establish themes. The study’s conclusions showed that it was difficult for SMT members to enforce some of the gazetted safety regulations, due to a series of factors their schools were faced with. There was also a lack of support from stakeholders like the Department of Basic Education and parents. And one of the lessons learnt is the importance of sharing and co-construction of solutions to problems.
Developing as subject specialists in a rural school: narratives of novice teachers.
(2023) Ngcobo, Nokuphila Thobeka.; Pillay, Daisy.; Pithouse-Morgan, Kathleen Jane.
his study explored the lived stories of two novice qualified teachers who taught in a rural school in KwaZulu-Natal, South Africa. The study's primary purpose was to understand what factors influenced their lived experiences as developing subject specialists. Thus, the study did not intend to bring about change regarding the participants’ shared stories but rather gain insight into their lived experiences. I was prompted to conduct this study by my own early experiences when I first entered a rural classroom as a novice teacher and my personal motivation to develop as a subject and classroom specialist in the first three years of teaching. The study adopted a qualitative interpretivist approach, allowing the participants to be as expressive as they wished in their storied narratives. The qualitative interpretivist approach enabled me to obtain rich information, which assisted me in gaining a deep understanding of the participants’ professional lives through their shared stories as newly employed teachers in a rural school. A qualitative approach, specifically narrative inquiry, elicited thick descriptions that embraced the participants’ subjectivity. Three data-generating methods were used: journal writing, drawings of rich pictures, and an open-ended telephonic interview. These three methods enabled the participants to share their memories and to reflect on their unique personal and professional journeys towards becoming subject specialists. My analysis of the lived stories suggests that novice teachers find it relatively easier to adapt to a rural school if they have been previously exposed to such a setting. However, novice teachers can experience a cultural shock when they have to immerse themselves in a rural setting if they have never experienced it before. I found that networking within and outside the school plays a vital role in the development and growth of novice teachers. Other findings include that an ineffective mentoring culture may cause frustration among newly qualified teachers, while a well-established networking system will support and sustain them. The overall implication is that the novice teachers in this study fully understand the demands on them as developing subject specialists; they do all they can to engage in continuous development by acquiring enhanced skills, knowledge, and values from both human and online resources. My analysis of the storied narratives taught me that these novice teachers are willing to learn more about their subjects, especially if they know that they lack some content knowledge even though they are fully qualified. They appreciate networking relationships with more experienced teachers, which also enhances their personal and professional development.
Disability representation in selected Zimbabwean Chishona novels and plays=Ukuvezwa kokukhubazeka kumanoveli nemidlalo ekhethiwe yeChiShona saseZimbabwe.
(2021) Hapanyengwi, Loveness.; Nyika, Nicholus.
The issue of disability is a bone of contention in Zimbabwe and worldwide. People with disabilities (PWD) are looked down upon and are always viewed with a negative eye. Attempts have been made at both the international and national levels to address this problem. Internationally, Zimbabwe is a state party to the Convention of the Rights of People with Disabilities (CRPWD) (2006). The convention is an attempt by the United Nations (UN) to change attitudes and approaches to persons with disabilities. Locally the government of Zimbabwe in its constitution of (2013, p.10) section 83 recognises the worthiness of persons with disabilities and as such calls for their protection and dignity. Despite these efforts, nothing has come to fruition as no significant change has been realised people with disabilities continue to be marginalised. Literature has a role to play in shaping attitudes and perceptions towards disability in society and as such, there is a need to look at what it communicates about disability in case it could be a contributory factor. This study explores the depiction of disability in selected ChiShona novels and plays with a view to answering the following questions. (i) How is disability represented in selected ChiShona novels and plays within the context of Vumunhu? (ii) What factors explain the selected ChiShona novel and play authors’ perception of, and attitudes towards disability? and (iii) Why do ChiShona writers create characters with a disability? The study used Vumunhu/ Unhu/ Ubuntu as its Theoretical framework realising that Vumunhu places value on respect for human life and dignity. Hence the study sought to find out if authors recognise the worthiness of characters with disabilities as human beings in their depiction of such characters. The study sought to find out if artists create characters with disabilities with due respect and dignity as any other characters. In an effort to answer the above questions the study adopted literary analysis as a research methodology which encompassed document analysis, critical discourse analysis as well as the translation method as research methods. The research established that disability is underrepresented in most of the studied texts. This underrepresentation is reflected in the limited number of texts that discuss disability and the inadequate fictional space that is accorded characters with disabilities in the studied texts. Another major finding of the study is that the depiction of disability is largely negative and derogatory terms are used to address those with disabilities in most of the texts, an indication that the majority of authors’ depiction of disability is not in line with the principles of Vumunhu. The study demonstrated that disability and characters with disabilities are included in literary works as a literary device which contributes to the negative depiction of disability. The study also concluded that most authors parade abuses and ill-treatment of persons with disabilities without offering solutions to the abuses something which defeats their purpose of writing. The study mainly recommends that the ChiShona language that is used with regard to disabilities should be revised. Old ChiShona terms that communicate negative attitudes towards disabilities should be discarded and new terms that promote positive attitudes and that reflect respect in line with Vumunhu should be coined to replace the derogatory ones. To this end all policies on disability should be implemented absolutely and measures should be put in place to ensure that all published literary works that articulate disability issues promote positive attitudes towards disability and that characters with disabilities are accorded due respect. Iqoqa Udaba lokukhubazeka ludala ukungavumelani eZimbabwe nasemhlabeni jikelele. Abantu abakhubazekile babukelwa phansi kanti bahlala bebukwa kabi. Imizamo isiyenziwe ezingeni lasemhlabeni jikelele kanye nasezweni ukubhekana nale nkinga. Emazweni omhlaba iZimbabwe iyizwe eliyingxenye yeNgqungquthela yamaLungelo aBantu aBakhubazekile (2006). Ingqungquthela iwumzamo weNhlangano Yezizwe ukuguqula imibonokuzizwa nezindlelakubuka zabantu abakhubazekile. Ekhaya, uhulumeni waseZimbabwe eMthethosisekelweni wayo (wowezi-2013, iSigaba 83) uvuma ukufaneleka kwabantu abakhubazekile bese ekhuluma ngokuvikeleka kwabo kanye nesithunzi. Nakuba ikhona le mizamo, alukho ushintsho olubonakalayo osekufinyelelwe kulo njengoba abantu abakhubazekile beqhubeka nokushiywa ngaphandle. Imibhalo yokuziqambela inendima okumele iyiklame ekuguquleni imibonokuzizwa nemicabangokubuka ebhekiswe ekukhubazekeni emphakathini. Kunesidingo sokubuka lokho okwedluliswa yimibhalo yokuziqambela ngokukhubazeka uma kwenzeka kube yisimo esifaka isandla. Lolu cwaningo lubheka ukuvezwa kokukhubazeka emanovelini akhethiwe nemidlalo yeCiShona luhlose ukuphendula le mibuzo: Kungabe ukukhubazeka kuvezwe kanjani emanovelini akhethiwe eCiShona nemidlalo engaphansi kwengqikithi ye-Vumunhu? Yiziphi izinto ezichaza imibonomicabango yababhali bamanoveli akhethiwe eCiShona nemidlalo kanye nemibonokuzizwa ebhekiswe ekukhubazekeni? Kungani ababhali beCiShona bakha abalingiswa abanokukhubazeka? Ucwaningo lusebenzise Vumunhu, Unhu/ Ubuntu njengeNjulalwazi yocwaningo ekhombisa ukuthi i-Vumunhu igcizelela ukubaluleka kokuhlonipha impilo yomuntu kanye nesithunzi sakhe. Ngenxa yalokho ucwaningo luhlose ukuthola ukuthi kungabe ababhali bayakwazi yini ukubona ukubaluleka kwabalingiswa abakhubazekile njengabantu ekuvezeni kwabo abalingiswa balolo hlobo. Ucwaningo lwaluhlose ukuthola ukuthi amaciko akha abalingiswa abakhubazekile ngenhlonipho nesithunzi njenganoma yibaphi abanye abalingiswa. Ekuphenduleni imibuzo engenhla ucwaningo lusebenzise uhlaziyo lwemibhalo yokuziqambela njengendlelakwenza ucwaningo okufaka nokuhlaziya idokhumenti, ukuhlaziya okuchazwa amagamakusetshenziswa kanjalo nendlela yokuhumusha njengendlela yokwenza ucwaningo. Ucwaningo luthole ukuthi ukukhubazeka akuveziwe ngokwanele emibhalweni eminingi efundiwe. Lokhu kungamelwa ngokwanele kuvela enanini elinganele lemibhalo edingida ukukhubazeka kanye nebanga elifishane elinikwa abalingiswa abakhubazekile lemibhalo esuselwe ekhanda engenele emibhalweni efundiwe. Okunye okukhulu okutholwe ucwaningo ukuthi ukuvezwa kokukhubazeka kuyinto engeyinhle kanye namagama alumelayo asetshenziswa ukucokofula labo abakhubazekile emibhalweni eminingi, okuyinkomba yokuthi iningi lababhali liveza ukukhubazeka ngokungahambelani nemigomo ye-Vumunhu. Ucwaningo lukhombise ukuthi ukukhubazeka nabalingiswa abakhubazekile bafakwa emisebenzini yokuziqambela njengethuluzi lemibhalo efaka isandla ekuvezeni ukukhubazeka ngendlela embi. Ucwaningo luphinde lwaphetha ngokuthi ababhali abaningi baveza ukuhlukunyezwa nokungaphathwa kahle kwabantu abakhubazekile ngaphandle kokunika izixazululo ekuhlukunyezweni nokuyinto egxibha kwasizathu sabo sokubhala. Ucwaningo luphakamisa kakhulu ukuthi ulimi lweChiShona olusetshenziswa uma kukhulunywa ngokukhubazeka lubuyekezwe. Amagama amadala eChiShona aveza imibonokuzizwa engemihle uma kuziwa ekukhubazekeni kumele ashiywe eceleni bese kwakhiwa amagama amasha agqugquzela imibonokuzizwa emihle eveza inhlonipho ehambisana ne-Vumunhu afakwe esikhundleni salawo ehlisa isithunzi. Zonke izinqubomgomo ezimayelana nokukhubazeka kumele ziqalise ukusebenza bese kuba nemizamo okumele yenziwe ukuqinisekisa ukuthi yonke imisebenzi yokuziqambela eshicilelwe ekhuluma ngezindaba zokukhubazeka ekhuthaza imibonokuzizwa emihle uma kubukwa ukukhubazeka nokuthi abalingiswa abanokukhubazeka banikwa inhlonipho ebafanele.
Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.
(2023) Khumalo, Sabelo Mlungisi.; Shoba, Makhosazana Edith.
It is essential to explore the dynamics of implementing the mainstream English curriculum at a school for the deaf. This assists teachers to reflect and critique their practices and experiences with the aim of improving their classroom actions. It also helps to raise awareness of the natural identity of both teachers and learners at the school, with the hope of meeting individual needs and ultimately, the teaching and learning goals. This qualitative study employed the pragmatic paradigm and action research design. Seven teachers purposively sampled participated in the study six teachers of English and the school principal. The study was guided by three research questions: 1) What are the dynamics of implementing the mainstream English curriculum at the school for the deaf in Eswatini? (descriptive); 2) How do the dynamics of the mainstream English curriculum influence its implementation in the school for the deaf? (Operational); and 3) why are the dynamics of implementing the mainstream English curriculum at the school for the deaf the way they are? (philosophical). Five data-generation instruments were used namely: documents review, reflective activity, video observation, semi-structured interviews and focus group discussions. The Natural Identity Framework guided this study leading to the generation of three categories: the top-down, bottom-up, and individual dynamics. Findings revealed that there is tension between the top-down (professional) and bottom-up (societal/school) dynamics, which affects curriculum implementation at the school. This begged for the recognition of individual dynamics which seek to understand the personal “who” questions. Such dynamics are neutral; and they harmonise the tension of the two giants by combining their strengths. The individual dynamics are realised after reflecting and critiquing current practices and experiences. Such help to meet individual needs and to improve practice. Consequently, the study recommends that teachers should always reflect and critique their practices in order to identify what works in their respective school contexts. As a contribution to the body of knowledge, this study proposes the innate dynamics implementation model which recognises the natural and inborn identity of both teachers and learners as the key driver of a successful curriculum implementation.
Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.
(2022) Mohammed, Awudu Salaam.; Hlalele, Dipane Joseph.
This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.
Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.
(2021) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.
Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.
Experiences of adults who had a traumatic brain injury.
(2023) Ismail, Hallima.; Mfene, Xoli Precious.
A traumatic brain injury is a sudden, unprecedented injury that causes damage to the brain. Impacting an average sixty-nine million people a year, the incidence of traumatic brain injury may be described as a silent epidemic. Therefore, the objectives of this research study were to: investigate the experiences of adults who had a traumatic brain injury, to determine what changes were experienced by adults who suffered a traumatic brain injury and to explore the long-term and short-term challenges of adults who experienced a traumatic brain injury. The study utilised a qualitative research approach, with an interpretive paradigm. Additionally, an exploratory research design was implemented. Purposive sampling was employed to select eight participants for the study. Reflexive Thematic analysis was used to analyze data. The findings of the study indicated that all eight participants experienced negative alterations due to their traumatic brain injuries. The degree of negative experiences varied, and some participants indicated an interleaving of positive impacts post-injury. All participants highlighted a lack of overall awareness and understanding by the general population of their experiences and their plight. Furthermore, the findings of the study highlighted that the traumatic nature of the recovery process was especially challenging for participants, and that some turned to negative coping mechanisms to counterbalance the trauma experienced. An emergent finding of the study revealed gender differences between the seeking of emotional assistance post-injury and indicated that male traumatic brain injury survivors may likely be less inclined to seek assistance, due to the associated stigma. Further research is recommended to assess gender differences in coping with TBI and help seeking.

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