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Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item Exploring the role of the United Church of Zambia in institutional education in the public space.(2019) Zulu, Mary Mwiche.; Kumalo, Simangaliso Raymond.; Siwila, Lilian Cheelo.This study sought to explore to what extent the United Church of Zambia (hereafter the UCZ), understands its role in institutional education that is in the public space. The problem of the study was conceptualized in the background formation of the UCZ, in which it inherited an institutional education ministry that is in the public space, and is referred to as its mission schools. Despite the UCZ being in existence since 1965, the preliminary literature search revealed that there is very little, if any, literature that describes the role of the UCZ in institutional education that is in the public space. The study further problematized that what is often described of Church schools to be Christian Education falls short of the theological distinctions in the light of secular philosophies that govern public educational systems. Therefore, the study explored the interpretation of Christian education from a theological, historical and philosophical perspective to locate what the UCZ understands of its role in institutional education. The key question that this study engaged with is: “to what extent does the UCZ understand its role in institutional education that is in the public space?” The key findings of this study can be categorised into three areas; philosophical, theological and in systems theory. The UCZ lacks an institutional philosophy of education that makes its role appear ambiguous in meaning and purpose. This is shown in the understanding of its role as secular and sacred, with the grant aided schools representing the former, and the private schools the latter. In addition, despite its strong background of understanding that education is for evangelism, the trends, patterns and relationship of its education ministry indicate a lack of ethos as it depends so much on the humanistic secular philosophies that determine modern education. This has led me to conclude that the UCZ lacks a defined policy and administrative structure for its education that is in the public space. Therefore, it allows the Church to perpetuate a hegemonic theology of mission in that projects a Eurocentric model of education. As a result, the role of the UCZ is seemingly weak in terms of defining its role- identity and purpose in education that is in the public space. It is much more evident now as this study finds that the UCZ does not have a comprehensive system to manage all its educational ministry.Item Grade 7 technology teachers' topic-specific pedagogical content knowledge in teaching graphic communication.(2022) Mcambi, Zanele Sphokuhle.; Singh-Pillay, Asheena.; Mabaso, B.Graphic Communication (GC) is a universal language in the technology and engineering sector. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart et al., 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis et al., 2019). Through graphic communication skills, learners ought to be taught, by teachers, how to read, interpret, design, and draw using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice. GC is one of the content topics that teachers of technology do not find easy to teach. The National Senior Certificate (NSC) examiners and moderators’ reports for engineering graphics design, civil technology from 2016 to 2021 reflect learners’ remarkable ineptitude regarding graphic communication skills. The diagnostic reports repeatedly highlight learners’ poor performance on examination questions that test for graphic communication skills. While learners’ learning and performance is related to many factors these diagnostic reports allude to the interconnection between learners’ poor performance in GC to the teaching to which they are exposed. In technology education learners are introduced to GC in grade 7. This means that the GC learnt in grade 7 forms the platform for all other GC learning in the subsequent grades. Thus, it is quintessential to explore grade 7 technology teachers’ topic specific pedagogical content knowledge pertaining to GC. Within the South African context, technology is a relatively new subject in the curriculum, as it was introduced in 1998. Many teachers teaching technology teach out- of -field. This means they were not trained to teach technology and lack the subject matter knowledge and pedagogical knowledge needed to teach graphic communication. In response to the afore mentioned issues, this study sought to explore grade 7 technology teachers’ topic specific pedagogical content knowledge in teaching graphic communication guided by the following research questions: 1. What is grade 7 technology teachers’ subject matter knowledge on graphic communications? 2. What topic specific knowledge do grade 7 technology teachers use when teaching graphic communication? 3. Why do grade 7 teachers use their topic specific pedagogical content knowledge for teaching graphic communication in the way that they do? This qualitative study adopted a case study design, and data was collected using questionnaires and interviews. Mavhunga (2015)’s Teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) frames this study theoretically. Findings of this study revealed that teachers have three understandings of GC: GC conveys an idea or thought via drawings or sketches. GC is a technological process that learners use to do a practical assessment task when designing to communicate ideas into paper or an article. Moreover, GC is a language spoken by architects and contractors. Regarding the way they teach GC, two themes emerged, they use a hands- on approach and the talk and chalk approach. The way teachers teach is influenced by the fact that they are teaching out- of- field and the lack of professional development. Hence the findings of this study concluded with a proposal for a continuous professional teacher development program to be put in place which will assist teachers to stay on par with all the needed information and resources regarding technology and GC.Item Infusing an African-centred pesperctive into life skills education at primary school level in Kenya: a case study of the Nandi community.(2022) Magut, Amos Kiprotich.; Mkhize, Nhlanhla Jerome.The indigenous healing and care practices in Kenya were forced to go underground during colonial times and thereafter during the design and roll-out of Western-type education. Consequently, therapy in Kenyan schools is largely dominated by contemporary psychological theories that have been conceptualized from a Eurocentric framework, and their treatment utility designed for European-Americans. Healing processes that are based on this worldview are in total conflict with African indigenous understandings of the person and reality, and hence the healing processes. With many primary schools reporting an increase in delinquency, there is need to enrich counselling offered in Kenyan primary schools through tapping into the cultural resources. The nature of the indigenous African psychosocial resources, and the exact techniques involved, remain unclear and have not been given much attention. Afrocentricity provided the philosophical basis for this study. It was informed by the mixed methods research approach whereby Nandi elders through interviews and focus group discussion contributed values during the exploratory phase. The second phase involved instrument development based on findings of phase one, and the third entailed administration of the instrument to a sample (260) of school counsellors. The results indicated that Nandi people have psychosocial resources. Moreover, school counsellors have positive views of the role these resources can play. However, most counsellors have minimal or no knowledge of indigenous resources and interventions. Schools are grappling with many psychosocial challenges, which counsellors feel cultural resources can help mitigate. However, the challenge remains that most indigenous resources have not been documented. Results indicate that these challenges can be managed as there is interest among educational stakeholders to use them. Finally, the results showed that actualisation of infusion is possible if values are documented and sensitisation on their viability is made. These findings have the following implications for policy, research, theory and practice: infuse indigenous tenets in management of disruptive behaviours in schools; change policy to have mother tongue taught and tested in all primary schools; indigenous psychosocial resources and interventions be documented and the mechanisms identified to infuse them into life skills curriculum, and teachers be inducted on the tenets and efficacy of indigenous resources.Item Intertwined lives: reconstructing life after the death of my son: an autoethnography of a pastoral counsellor and mother.(2021) Sutherland, Adri Mariette.; Rakoczy, Suzan Francis.Through the Triquetra as metaphor for intertwined lives, this dissertation seeks to demonstrate how the loss of a child impacts on the personal, family and professional life of a pastoral counsellor or minister. The research question was developed from integrating my personal experience as pastoral counsellor and mother who have lost a child with the narratives of other pastoral counsellors and ministers who have lost a child. A first-hand account is thereby provided from the participants’ perspective of their experiences of grief and loss. This also provides a narrative to the academic world and other pastoral counsellors and ministers to study and evaluate. The qualitative research approaches used were autoethnography and semi-structured interviews based on questionnaires. Participants were obtained through purposive sampling, coupled with snowball sampling. To keep the voices and perspectives of the pastoral counsellors and ministers in focus, the Listening Guide of the Voice Centred Relational Method (VCRM) was used as analytical tool for the participants’ interview data. Creative Analytical Practices (CAP) was used to analyse the autoethnographic data, which consists of different texts, prose, journal entries, poetry, photos and pictures, diagrams and maps. What emerged from this research study was that the pastoral counsellors and ministers were often feeling disenfranchised, ‘being silenced’ by those around them. Participants responded by keeping feelings of grief and loss to themselves, with husband and wife often keeping their grief from one another for fear of opening each other’s wounds. Their faith in God provided comfort and a way to cope with the loss of their children. They indicate growth from the trauma of their loss when they resumed their professional lives while still working through their grief and managing their vulnerability whilst counselling and ministering. The narrative research design may provide other bereaved parents with an accessible resource and add another dimension to the current body of academic knowledge, by illuminating theory with lived experience. Writing an autoethnographic account of my grief experience as pastoral counsellor and mother who have lost her son, contributes to the body of bereavement literature. Adding the narratives of the other participants, strengthened this contributionItem Investigating the optimisation of South African university library budgets in an austerity environment.(2023) Chatikobo, Chiratidzo Nyadzai.; Hoskins, Ruth Geraldine Melonie.South African Research University Libraries (SARULs) strive to provide essential information resources to support their universities' learning, teaching, research, and community engagement functions. However, the ever-tightening library budgets reduce library resources in South Africa (SA) and worldwide. The existing optimisation strategies appear to be short-term, spontaneous, and unsustainable. There is, therefore, a need to develop long-term sustainable optimisation strategies. The purpose of this study was to investigate the optimisation of South African university library budgets in an austerity environment. In so doing, the following research objectives were pursued: firstly, to determine if austerity budgets were the only problem causing the shrinking of library resources. Secondly, this study sought to establish what optimisation strategies were in place and their sustainability. Thirdly, to investigate if the Theory of Constraints (TOC) could be used successfully to optimise SARULs’ budgets in an austerity environment. This study adopted the qualitative research approach and employed in-depth interviews to collect primary data from purposively sampled respondents through WhatsApp, Skype, and Microsoft Teams. The study’s target population consisted of 42 respondents selected from six research universities in SA according to the Carnegie Cooperation of New York (CCNY) classification. The universities were Rhodes University (RU), Stellenbosch University (SU), University of Cape Town (UCT), University of KwaZulu-Natal (UKZN), University of Pretoria (UP), and the University of the Witwatersrand (Wits). Data on the reasons for shrinking library resources and optimisation strategies were collected. Thematic content analysis was used to clarify the meaning of the qualitative data. Qualitative data collected were analysed using ATLAS ti.22. The findings of this study revealed that only paid-for resources were shrinking, while there was an information explosion on alternative Open Access (OA) resources for libraries to access. Several reasons for the shrinking of library resources and optimisation strategies were brought to the fore by the librarian and Deputy Vice-Chancellor: Research (DVC:R) respondents. It was of concern that some optimisation strategies were not long-term but aimed at short-term solutions. The study concluded that there was a need to develop long-term, sustainable optimisation strategies that would help strengthen SARULs role as a learning resource centre. The study would contribute to the body of knowledge by recommending policies and practices that would help optimise budgets. This would help decision-makers make informed decisions when supporting libraries with financial and technical assistance. Extending this study to other SA universities with different resources and experiences could be a valuable avenue for future research.Item Lecturers’ understanding and enhancement of student engagement at a higher education institution: an appreciative inquiry.(2022) Muthusamy, Nirashnee.; Hlalele, Dipane Joseph.The purpose of this study was to explore lecturers’ understanding and enhancement of student engagement at a higher education institution through an appreciative inquiry approach. This investigation was intended to unearth strategies to enhance student engagement at a higher education institution, and to understand how and why such strategies enhance student engagement. A qualitative case study was deemed to be suitable to explore lecturers’ understanding and enhancement of student engagement. The study was informed by an appreciative interpretivist paradigm in conjunction with an appreciative inquiry theoretical framework. A purposive sampling technique was applied to select participants consisting of eight lecturers who facilitate compulsory modules pertaining to the Bachelor of Education (Foundation and Intermediate Phases) programme at one higher education institution in KwaZulu-Natal. The data generation methods utilised in this study were appreciative interviews, discursive informed conversations, and an open-ended questionnaire. All participants were subjected to all three data generation methods. The study’s data generation methods were designed in accordance with the principles and phases of an appreciative inquiry (AI) which focuses on what is working, rather than what is wrong. Findings revealed that lecturers at a higher education institution understand student engagement as active participation which entails being interactive in lectures. Further, active participation involves collaboration, co-constructive relationships, interaction, and metacognition. More importantly, the study revealed strategies that encourage active participation such as immersing oneself in the module, humanising content, creating interconnectedness, using a variety of resources, being positively involved in class activities, applying content to real-life situations, utilising interactive teaching aids, ensuring thorough lecture preparation, authenticating the learning experience, creating opportunities for critical-thinking, providing quality feedback, facilitating smaller groups and tutorials, creating a supportive learning environment, encouraging work-integrated learning and innovative models, and reviewing content and pedagogical practices. The study also revealed that the enhancement of student engagement through active participation is fulfilling and linked to success. This was assisted by effective lecturer-student cooperation, application, and reflection of knowledge, practicing acceptable societal values, preparation of students for the 21st-century world-of-work, and giving positive and expeditious feedback to students. Based on the conclusions and findings, I have suggested further research on the topic but focusing on digital pedagogy that could provide further insight on student engagement. Due to Covid-19 protocols, the institution chosen for this research migrated to online learning, hence lecturers experienced challenges when engaging students on digital platforms. It is also recommended that future research explore in-depth the challenges that impede the enhancement of student engagement at higher education institutions so that barriers to learning could be eradicated.Item “My life is nothing but a comedy”: madness and revenge tragedy in Todd Phillips’ Joker (2019)(2022) Akoo, Selma.; Laltha, Samiksha.This dissertation analyses the employment of madness and the revenge tragedy in the contemporary Hollywood film Joker (dir. Phillips, 2019). By focussing on the causation that leads to the protagonist’s tragic fate, I argue that the protagonist’s use of blood revenge is due to the city’s indifferent nature towards its marginalised and mentally ill citizens. Though the protagonist’s crimes cannot warrant any justification, an empathetic understanding can be bridged to the audience due to the intimate portrayal of his suffering. Madness is most certainly loaded with diverse histories and persists as an anomaly to humans. The current interpretation of madness, within the context of mental illness, greatly differs from its early understanding incorporating societal rejection of those who failed to uphold the standards of societal convention. In Joker, it is further attributed to individuality and liberation from the constraints of societal convention. My research maintains that the film deploys madness as a defensive and coping mechanism against the tyranny of societal structures, through which the protagonist emancipates his dangerous and powerful Joker persona. In addition, I analyse the portrayal of mental illness in Joker. I impartially explore the film’s rally for mental illness awareness and compare it to its damaging depiction of a violent and murderous mentally ill protagonist. The film essentially embodies both redeeming and harmful portrayals of mental illness. I henceforth assess the presence of the revenge tragedy in Joker by examining the formula of the genre’s leading precedent, The Spanish Tragedy (Kyd, [1592] 1898). The Kydian formula establishes the structure of a revenge tragedy narrative employing blood revenge as its primary method of retribution, and it is through this formula that I am able to locate and justify the presence of the revenge tragedy in Joker (dir. Phillips, 2019). Due to the cold-blooded vengeance the protagonist undertakes, I evaluate the cautionary tale around the mistreatment of the mentally ill which gave rise to the events in the film. As a result of this, my research asserts that the protagonist ultimately occupies the seat of the anti-hero despite the brutal nature of his crimes. The societal system reigns as the true villain of the film, because if it were not for the systematic marginalisation of Gotham’s disadvantaged and mentally ill citizens, as well as the callous nature of society, then the protagonist may have not walked down the dark path that he did.Item “Navigating unchartered waters”: lived experiences of novice principals leading in deprived school contexts.(2023) Ndlovu, Nokukhanya.; Myende, Phumlani Erasmus.Moving into a leadership position can be daunting. In modern-day schools, the leadership role comes with multiple responsibilities and is attached to high levels of accountability. Arguably so, today’s principals are called CEOs as they have to lead and manage complex organisations and perform managerial, instructional, and political roles. Such an undertaking is challenging, especially for novice principals who assume this position with limited leadership experience and lack formal leadership training. Additionally, schools are located in different contexts, and the context influences leadership. Some schools are located in contexts that are conducive for those who are principals to lead and navigate leadership challenges successfully. Others are situated in contexts that are deprived. Deprived contexts are post-Apartheid geographies where numerous factors conspire to diminish the quality of life, making leading and working in these contexts more challenging compared to other contexts. Most schools in South Africa are located in deprived contexts. This means several novice principals get appointed to lead in such contexts amidst the limited training and sometimes experience in principalship. This study explored novice principals’ lived experiences of leading schools in deprived contexts through a theoretical lens that integrates sense-making, adaptive leadership, and context-responsive theories. It intended to understand the identities of novice principals (who are the principals leading schools located in the context of deprivation), how they enacted leadership, and why they lead in the ways they do. Four novice principals leading schools in deprived contexts from the province of KwaZulu-Natal were selected. Guided by the narrative methodology, which relies on storytelling and narrating to understand the complexity of human experience, life history interviews were used to generate data. From the dual analysis, namely narrative analysis and analysis of narratives, the study found that interestingly, the leadership practices of the novice principals in this study are not that different from those of other seasoned and successful principals. The practices that emerged were working collaboratively through building relationships, strengthening the instructional core, leading by example, wearing many hats by using and drawing on their multiple personal and professional identities, being active policy enactors and leading with the context in mind through a leadership of care. This suggests that novice principals do not assume their role as blank slates, whether formally trained or not. Childhood, educational, and professional experiences emerged as powerful socialising agents that cultivated leadership identities even before novice principals were appointed and were highly significant in shaping the leadership of principals. Additionally, the novice principals led in the ways they do as a response to the contextual constraints posed by the context in which they lead, demonstrating contextual awareness. This study further found that this contextual awareness arose from being socialised in a similar environment to that in which these novice principals lead. While current scholarship asserts that principals shape and are shaped by the contexts they lead, this study extends knowledge by illustrating that the novice principals have contextual literacy, which cultivates contextual awareness, guiding leadership practices. From this, we learn that novice principals are not deterred by the challenges of being new; instead, they proactively seek creative ways to empower themselves and navigate the complexities of both their new role and the deprived context. Moreover, we discover that the context of being a novice principal in a deprived setting holds distinct meanings for those who are insiders (the novice principals leading in the deprived context) compared to outsiders (such as the researcher exploring the phenomenon). The novice principals perceive themselves as transformative agents, strategically positioned to challenge systemic constraints and find innovative solutions to navigate, transform, and thrive in this challenging and prejudiced context. Their experiences and these findings challenge conventional assumptions about novice principals and provide valuable insights into their resilience and capacity to lead effectively in demanding circumstances. Iqoqa Ukuthatha isikhundla sobuholi emkhakheni wezemfundo kuletha izinselelo eziningi, ikakhulu kothishabakhulu abasengamavukana abangase bentule ukuqeqeshwa kwezobuholi namava. Ezikoleni zamanje, iqhaza likathishomkhulu selikhule ledlula imisebenzi yokulawula lafaka namagunya okulawula nawezombusazwe. Kuqakulwa ukuthi kufanele othishabakhulu babizwe ngama-CEO ngoba kufanele bahole baphathe izinhlangano eziyinkimbinkimbi. Lobu bunkimbinkimbi bungaphinda buqhutshelwe phambili yisimo salapho isikole esakhiwe khona. Ezinye izimo, njengezinobuhlwempu eSouth Africa yasemva kobandlululo, zinemithelela eminingi enomthelela wokwehlisa izingabunjalo lempilo, yenze ukuhola nokusebenza kulezi zimo kube lukhuni kakhulu uma kuqhathaniswa nezinye izimo. Iningi lezikole zaseSouth Africa zakhiwe ezimeni ezinobuhlwempu. Ukwanda kwalezi zimo nokuqokwa kothishabakhulu abangamavukana ukuthi bahole kulezi zindawo kugqamisa isidingo sokuqonda ngokujulile amava nokwenza kwabo ekuholeni. Ucwaningo luhlose ukuhlola ngosekwedlulwe kukho ngothisha abangamavukana okuholela ezimeni zobuhlwempu ngokweso lenjulalwazi edidiyela okwenza umqondo, ubuholi obuhambisanayo, nezinjulalwazi zokuhambisana nesimo. Ucwaningo lwaluhlose ukuqonda ubunjalo bothishabakhulu abangamavukana, ukuthi benza kanjani kwezobuholi, nemithelela eyakha indlela yabo yokuhola, ikakhulu umthelela wezimo zombili zobuhlwempu nesimo sobuvukana ebuholini babo. Ngokuholwa yindlela yengxoxo, ephakamisa ukuxoxwa kwezindaba ukuzuza injula yobunkimbinkimbi bamava esintu, kwaqokwa othishabakhulu abane basezikoleni zesifundazwe iKwaZulu-Natal, abaphonswa imibuzo kusetshenziswa indlelakwenza yomlando wempilo ukwakha imininingo. Imininingo yabe isihlaziywa ngokusebenzisa indlela ekabili yohlaziyongxoxo, nokuhlaziywa kwezingxoxo, okwaba nomthelela wokwakhiwa kwezindaba nezindikimba. Ucwaningo lwathola ukuthi othishabakhulu abangamavukana banobunjalo obuningi obunomthelela ebuholini babo. Lokhu kwenza akwehlukile kakhulu kulokho kothishabakhulu abanamava futhi abaphumelelayo, okukhomba ukuthi othishabakhulu abangamavukana baletha amava nemibono kwaphambilini emsebenzini yabo kunokuyiqala elwazini oluncikinciki. Amava asukela ebunganeni, kwezemfundo, nawobungcweti kwatholakala kubamba iqhaza eliqavile ekwakheni amakhono obuholi ngisho naphambi kokuqokwa kothishabakhulu abangamavukana. Nokho-ke, lolu cwaningo lunikeza injula ngokugqamisa umqondo wokufunda ngokwesimo nokuqonda nobumqoka bokwejwayezwa umsebenzi esimeni esifanayo. Kulolu cwaningo othishabakhulu abangamavukana bakhombisa izinga lokusiqonda isimo, okuyikho okwalekelela kwaphinda kwakha ubuholi babo. Bazibona beyizimbangela zenguquko, ezikwazi ukubhekana nezinselelo ezinokuhleleka zezimo zabo nokuthola izindlela ezintsha zokuguduza nokusimama kuzo.Item Paddy Kearney: an example of the creation and re-creation of a Christian activist over five decades=Paddy Kearney: Isibonelo sokwakhiwa nokwakhiwa kabusha Kwabashabasheki bobuKhristu emashuminyakeni ayisihlanu.(2023) Perrier, Raymond Anthony.; Denis, Philippe Marie Berthe Raoul.Abstract Paddy Kearney (1942-2018) was a well-known Christian activist operating in Durban during and after the Liberation Struggle (from 1970 until his death). He worked closely with Denis Hurley (Catholic Archbishop of Durban from 1947 to 1992) with whom he created Diakonia and in whose honour he later founded the Denis Hurley Centre. At Diakonia, Kearney brought together Christians of all denominations to work for social justice; later as Chair of the Gandhi Development Trust and the Denis Hurley Centre Trust his work broadened to include partners of all faith communities. Although he worked closely with religious leaders, Kearney had no official status as a member of clergy but he did spend 10 years in a Catholic religious order, the Marist Brothers. The thesis draws on Kearney’s own archive, the archives of the organisations to which he was linked, and interviews with 72 colleagues, friends and family members from across the decades. The documents of Vatican II are referenced extensively and also relevant secondary texts by contemporary (and where possible African) theologians. The thesis aims to show how Kearney’s ministry was shaped by the Second Vatican Council (1962-65) at which +Hurley had been a prominent participant. It is argued that Kearney’s life exemplified some of the new approaches to being Church that the Council (and +Hurley) encouraged: working with other Christians (Unitatis Redintegratio), respecting other faiths (Nostra Aetate), defining a role for lay people (Apostolicam Actuositatem), defending human rights (Dignitatis Humanae), responding to the sufferings of the world (Gaudium et Spes). While celebrating the degree to which Kearney epitomised Vatican II, the thesis shows the degree to which this had to develop over time and also highlights some ways in which Kearney did not go far enough. Nevertheless, it concludes that he provides an important model for Christian activists today. Appendices explore additional related themes such as Kearney’s links to Mahatma Gandhi and the status of +Hurley as a political priest. Kearney was also a prolific writer including the award-winning biography of +Hurley (Kearney, G Paddy. Guardian of the Light, Pietermaritzburg: UKZN, 2009); he awarded an honorary doctorate by the University of Kwa-Zulu Natal. Iqoqa UPaddy Kearney (1942-2018) wayeyisishoshovu soMkhristu esaziwayo owayesebenzela eDurban ngenkathi yoMzabalazo Wenkululeko (kusukela ngonyaka we-1970 waze wafa). Wasebenza ngokusondelana kakhulu noDenis Hurley (UMbhishobhi omkhulu wamaKhatholika kusukela ngowe-1947 kuya kowe-1992) abakha kanye naye iDiakonia okwathi ngokumhlonipha nakamuva wakha iDenis Hurley Centre. EDiakonia, uKearney wahlanganisa amaKhristu azo zonke izinhlaka ukusebenzela ubulingiswa bomphakathi; kwathi kamuva njengoSihlalo weGandhi Development Trust neDenis Hurley Centre Trust umsebenzi wakhe wasabalala wafaka ayebambisene nabo kuyo yonke imiphakathi yokholo. Nakuba asebenza ngokusondelana nabaholi bezenkolo, uKearney wayengenaso isikhundla esisemthethweni njengelungu labefundisi abagcotshiwe kodwa wasebenza iminyaka eyishumi nohlelo lokholo lwamaKhatholika, iMarist Brothers. Ucwaningo lusukela emqulwinimlando yakhe uKearney, imiqulumlando yezinhlangano ayehlobene nazo, nezinhlolokhono nabalingani bakhe abangama-72, abangani namalungu omndeni emashumininyaka amaningi. Imiqulu yaseVatican II icashunwe kakhulu nemibhalo yongoti bezenkolo yeqophelo lesibili yesimanje (lapho okuvuma khona okube ngeyase-Afrika). Ucwaningo luhlose ukukhombisa ukuthi ubufundisi bukaKearney kwakhiwa yiSecond Vetican Council (1962-65) lapho +Hurley owayengumbambiqhaza oqavile. Kuqakulwa ukuthi impilo kaKearney yayisibonelo sezinye zezindlela ezintsha zokuba yiSonto okwakukhuthazwa nguMkhandlu (+Hurley): kusetshenzwa namanye amaKhrestu (Unitatis Redintegratio), ukuhlonipha ezinye izinkolo (Nostra Aetate), ukuchaza iqhaza labantu phaqa (Apostolicam Actuositatem), ukuvikela amalungelo abantu (Dignitatis Humanae), ukuphendula ekuhluphekeni komhlaba (Gaudium et Spes). Ngenkathi sigubha izinga uKearney amela ngalo iVatican ll, ucwaningo lukhombisa izinga lokhu okwase kukhule ngalo emva kwesikhathi, futhi kuphinde kugqamise izindlela uKearney aphinda wagubeka kuzo. Naphezu-ke, luphetha ngokuthi uyimodeli emqoka yezishoshovu zobuKhrestu zanamuhla. Izengezelo zihlola izindikimba ezelekiwe nezinobuhlobo njengokuxhumana kuka +Hurley kuMahatma Gandhi nesimo sika +Hurley njengomfundisi ongowezombusazwe. UKearney wayephinde abe ngumbhali osebhale kakhulu kubalwa nombhalo webhayografi owadla ubhedu ka +Hurley (Kearney, G Paddy. Guardian of the Light, Pietermaritzburg: UKZN, 2009); wahlonishwa ngeziqu zobudokotela yiNyuvesi yaKwaZulu-Natal.Item Performance evaluation of service quality and user satisfaction in selected Zimbabwe university libraries.(2024) Ndinde, Shadreck.; Olasina, Gbolahan.This study examines the performance evaluation of service quality and user satisfaction in selected Zimbabwe university libraries. The study objectives were to establish reasons for the criticality of performance evaluation in university libraries, to identify the aspects of performance evaluation standards that contribute the most to service quality and user satisfaction, to examine how the service quality of libraries is affected by technologies, to assess service quality characteristics that contribute to user satisfaction, and to evaluate the decline in the usage statistics of the selected university libraries This study aimed to determine the centrality of the performance assessment of service quality and user satisfaction. The focus is on the selected institutions in Zimbabwe. The study further identifies the contextual areas affecting service quality, user satisfaction, and performance evaluation methods. It provides an opportunity to advance our knowledge of library operations and services, improve our understanding of user expectations, and enhance efficient service delivery. This is crucial in the Information Science fraternity in several ways. For instance, the theoretical perspectives of the study are intended to provide and contribute to the knowledge of performance evaluation of service quality and user satisfaction in university libraries in Zimbabwe. The study adopts the Expectation Confirmation Theory (ECT) as the theoretical lens to view the research hypotheses. It also uses a pragmatic paradigm to address the different research questions. The study also employs a combined quantitative and qualitative approach using a survey questionnaire, interviews, and observation for data collection. A survey questionnaire was administered to 1330 postgraduate library users, and semi structured interviews were conducted with nine purposively selected library managers. Qualitative data were analysed using thematic analysis, while quantitative data were analysed using the statistical package for social science (SPSS) 2021 to generate descriptive and inferential statistics to actualise the study's objectives. The reliability and validity of the instruments were ascertained through test retest reliability using Cronbach’s alpha on 30 postgraduate students from a university that was not selected. A reliability analysis was conducted on an instrument comprising 43 items. The Cronbach’s alpha showed that the questionnaire had acceptable reliability (α = 0.852). The study adhered to the ethical protocol of the University of KwaZulu Natal. The study findings established that respondents strongly felt that performance evaluation, user feedback, and user suggestions of library services are more critical to library performance and improving library services. The results revealed that library policies, procedures, and regulations affect most service quality and user satisfaction. The findings of this study showed that the use of computers has increased library performance. It was also found that physical library visits declined owing to the proliferation of technologies. The findings indicate that libraries have resources and facilities that meet users’ needs. The library staff were highly commendable. The study concludes that variables such as performance evaluation, service quality, and user satisfaction contribute to library service quality. The study also concluded that university libraries that subscribe to local and international associations and organisations develop more in their management. The selected libraries can raise their standards by becoming members of local and international associations. It was concluded that the availability of electronic resources enhances research quality by supplementing hard copies. University libraries should invest in electronic resources and ensure that they subscribe to various of these resources to increase the accessibility of their collections. The study recommended that work on performance measurement and evaluation be performed regularly. Every academic library's measurement and evaluation team must suggest proper planning for conducting performance surveys. The study also recommends that specific standards be observed to allow university libraries to use different indicators and the revised standards procedures in their operations. There was a need for collaborative efforts through national associations (ZimLA), Zimbabwe Library Consortia, and other international associations (IF LA, AFLIA and American Library Association (ALA). The study recommends that university libraries keep pace with the latest technological advancements. The study also recommends that library management create a section in the library dedicated to eliciting user needs. This study also recommends that library staff be trained and retrained on how to maintain library statistics. The findings, conclusions, and recommendations will help university libraries strengthen their systems and strategies for improving the provision of their services. More importantly, evidence based modern benchmarking tools will usher in a new dimension of managing university libraries. The study proposes a more refined model and instrument for measuring the service quality and user satisfaction of libraries. Finally, this study has the potential to improve the user experience of university libraries.Item Regional newspapers and their diverse readers: a case study of the South Coast Herald and its reception in rural, township and suburban areas.(2023) Mboyisa, Mlondolozi Cedric.; McCracken, Donal Patrick.Employing the Stuart Hall Encoding/Decoding Communication Model as a theoretical framework, the qualitative study looked into the phenomenon of regional (community) newspapers and their diverse readers, using the South Coast Herald newspaper as a case study to establish its reception in rural, township and rural areas. Furthermore, the inquiry sought to determine the approach of the newspaper to news coverage or reportage to cater for its diverse readership. The almost century old regional newspaper is located on the South Coast of KwaZulu-Natal. Areas which were the focal point of the inquiry were the rural village of Murchison, the township of Gamalakhe and the suburb of Margate. All study participants are regular readers of the newspaper. Initially, the technique for collection of data was through focus groups, with respondents selected purposively. However, due to the devastating Covid-19 pandemic and strict concomitant lockdown, the researcher had to resort to dispatching the mainly open-ended two questionnaires to both readers and editor of the South Coast Herald via e-mail. Similarly, the responses from respondents/participants were received by e-mail. The original research design envisaged that a total of 30 participants would be drawn from these three identified communities in an equitable manner of 10 from each selected place. In the end, however, the inquiry received 25 out of 30 responses. In other words, a response rate of 83.3%. There was a 100% (10/10) response rate from Gamalakhe while Margate stood at 90% (9/10) and six out of 10 (60%) of Murchison’s participants returned responses. One of the main findings shows that the overwhelming majority (67.78%) of participants feel that the South Coast Herald is blatantly biased in favour of the white readers, and to an extent, towards the Indian readership as well. Furthermore, while the newspaper insists its approach to news is premised on the concept of hyper-local news, another finding reveals that respondents aver that the South Coast Herald lacks diverse content. The majority of the participants feel that the newspaper is systematically focusing on suburban news while neglecting stories or content from rural and township areas. The inquiry proffers reflections which hopefully might serve as a catalyst to address the newspaper’s identified challenges. Furthermore, these proposals could be useful in eliminating factors which could be construed as being currently inimical to ensuring the South Coast Herald becomes a truly transformed newspaper.Item Social media activism and simulated democracies: a comparative exploration of #FeesMustFall (South Africa) and #Jallikattu protests (Tamil Nadu, India)(2024) Govender, Kameshwaran Envernathan.; Sewchurran, Anusharani.Social media's transformation into public spheres has influenced activism and shifted protests and social movements into digital spaces. The #FeesMustFall movement (2015) campaigned for free education in South Africa. #FMF was precipitated by the #RhodesMustFall movement (2015) which called for the removal of the statue of Cecil Rhodes at the University of Cape Town, which represented colonialism. #RMF called for the decolonisation of education and #FMF reiterated the same. In parallel, the #Jallikattu protests (2017) in Tamil Nadu was against the Supreme Court's ban of 'Jallikattu’ a 2000-year-old cultural sport with bulls. The protests were triggered by the cumulative grievances of the people of Tamil Nadu against India's union government. The temporal proximity, student-led activism, social media influence of the protests and the nations being post-colonial democracies invoked the interest for this inter-continental comparison of protest cultures. This study explores a unique comparison of democracies via protest movements in South Africa and India. The researcher has collected data from blogs, e-newspapers, e-magazines, online news aggregators, e-editions of mainstream media, Facebook, Twitter, YouTube, and personal interviews to compare the discourses, which emerged from both these social campaigns. A snowball sampling method and open-ended interviews were used to collect data from student protestors, university faculty, media persons and the general citizenry. Foucault's discourse analysis and Yin's explorative case study analysis were used to analyse the collected data. Gidden's structuration theory provided a theoretical lens to how colourism, police brutality, racism, casteism, sexism, centres of protests, media bias, and diaspora support affected the social movements. Baudrillard’s simulacra and simulation theory afforded further analysis of the levels of democracies in both these nations. Drawing from the above events and narratives the researcher posits a simulation of democracy in South Africa and India disrupting normative ideals.