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Item 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.Item 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.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 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.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 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).Item 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.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 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.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 practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.(2022) Mlondo, Precious Nondumiso.; Bhengu, Thamsanqua Thulani.Abstract available in PDF.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 Female principals’ leadership experiences in rural schools in KwaZulu-Natal.(2024) Mutula, Dorah Lyaka.; Martin , Melanie Yvette.; Amin , Nyna.Women face multiple challenges in accessing and participating in educational leadership, and this remains a problem and compelling issue for research. This study aimed to explore female principals’ leadership experiences in six selected public primary rural schools in the KwaZulu-Natal Province in South Africa. To understand women's leadership experiences, the study examined their biographies, early learning, and school experiences as leaders. An intersectional lens was employed to understand women’s multiple challenges encountered in educational leadership based on an interlocking system that shapes the interpersonal, organisational, and structural aspects of their experiences. This reflects Collin’s (2000) assertion that cultural, structural, and interpersonal domains are intertwined, collectively shaping gender dynamics.A qualitative approach with a narrative inquiry design was applied, and six female principals were purposively selected from rural schools. The data was collated using semi-structured interviews, a focus group discussion, and photographs and analysed using content analysis. The findings reveal that women experience multiple challenges in the form of gender stereotypes, discrimination, prejudices, bias, rejection, and infantilisation. Women’s biography, early learning, and school experiences shape and influence how women lead. The study concludes that the nature of women’s leadership experiences is linked to multiple factors, situations, and events; thus, it is personal and complex, and rural women must overcome and surpass the challenges through resilience and supportive environments. The study has implications for leadership structures, women leaders, and policymakers.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 contribution
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