Research Articles (Criminology and Forensic Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7768

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Darker shades of brown: managing race relations culture among military police in South Africa.
(2024-03) Akpan, Udoh James.; Steyn, Jéan.; Mkhize, Sazelo Michael.; Sihlobo, Mfuneko Merriman.
This study investigates the intricate connections between race and police culture, exploring how solidarity, isolation, and cynicism vary among military police officers in South Africa: Blacks and Whites. Adopting a quantitative approach, the research examines how racial identity shapes officers' experiences within the force, potentially influencing their sense of belonging, professional detachment, and disillusionment. Using a survey format, the researcher employed a non-experimental ex post facto (cross-sectional) design. This study employs descriptive analysis to describe characteristics that exist within different variables. The study established in general that SANDF MPOs have attitudes in support of police culture themes of solidarity and isolation but do not have a police culture of cynicism according to race variables. However, the study also finds that, in more than half of the SANDF MPOs, the respondents evinced attitudes in support of the police culture theme of cynicism. Statistically significant differences, differences of kind, and differences of degree were found in relation to all race categorical dependent variables (Blacks and Whites). The study provides an empirical peek into military police culture, allows for comparisons between public police culture and military police culture, and contributes novel knowledge to broader police culture in general.
Effectiveness of audio-visual aids in the teaching of listening comprehension in Government Day Secondary School, Gwagwalada, Nigeria.
(2024-12) Adeyiga, Abisoye Adedoyin.; Akpan, Udoh James.; Mkhize, Sazelo Michael.
This study examined the effectiveness of audio-visual aids in the teaching of listening comprehension in Government Day Secondary Schools, Gwagwalada, Abuja. The quasi-experimental design was adopted. Three research objectives, questions, and hypotheses were raised to guide the study. The population comprised all the 630 SS2 students in Government Day Secondary School, Gwagwalada, Abuja, Nigeria. One hundred (100) students were sampled for the study. The Students’ Listening Comprehension Test (SLICOT) was used as the instrument, and the instrument was pilot-tested with a reliability index value of 0.75. The chi-square was used to test the hypotheses. The research revealed that there is significant difference between the performance of students taught with audio-visual aids and those taught without the aids in the three levels of listening comprehension: literal, inferential, and critical. The study concluded that audio-visual aids help in the teaching and performance of students in listening comprehension. The study, therefore, recommended that audio-visual aids such as radio, cassette, flash card, speaker, television, projector, and other audio-visual materials should be made adequate and accessible for the effective teaching and learning of listening comprehension in secondary schools during the teaching and learning period.
Empathy, remorse, and restoration of dignity contributing to reduced recidivism: assessing the role of restorative justice in promoting offender rehabilitation and reintegration in Durban.
(2024-11) Mpofu, Zandile Faith.; Mkhize, Sazelo Michael.; Akpan, Udoh James.
This study aims to determine whether restorative justice (RJ) programmes can help reduce recidivism and facilitate the effective reintegration of offenders into society by encouraging empathy, regret, and the restoration of their dignity. The research investigates the lived experiences of key informants and community members in Cato Manor, South Africa, using a qualitative methodology approach. The significance of restorative justice (RJ) programmes in fostering possibilities for regret among offenders and a feeling of community connection was demonstrated using thematic analysis. These results support the Social Bond Theory (SBT) and Reintegrative Shaming Theory (RST), indicating that restorative justice (RJ) can promote accountability and lower recidivism rates. Families must take an active role in helping offenders get back on track and reintegrate into society through therapy and support services. To guarantee the efficacy of RJ programmes and to ensure that they address the unique requirements of the community, the study highlights that there is a necessity of involving community members in their design and evaluation. RJ programmes can provide a route to a more efficient and compassionate judicial system by emphasising communication, healing, and reintegration; this will ultimately lead to safer and more equitable societies. The study’s conclusions advocate for a comprehensive strategy to lower recidivism, one that includes active community involvement in RJ efforts, family assistance, focused interventions, and career counselling for ex-offenders.
Examining fake news on WhatsApp messaging in the political ecology of Ado-Ekiti and Akure, South-West Nigeria.
(2024-12) Akpan, Udoh James.; Mkhize, Sazelo Michael.; Adeyiga, Abisoye Adedoyin.; Ojolo, Tolulope Lembola.; Hosea, Patrick Olayiwola.
WhatsApp is a major communication and social media tool in Ado-Ekiti and Akure, Southwest Nigeria, and it is popular in the urban and rural areas. All ages and groups use the digital platform to disseminate information. Aside words, it has attractive features like photographs, voice notes and videos, and that has increased its wide used. However, the political class and their supporters have also exploited these benefits to spread misleading information. Fake news has become a phenomenon in Nigeria, and the carriers of this fake news have mobilised WhatsApp with all its attendant features for smear campaign and to spread the so-called fake news against their opponents. This is rife in Ado-Ekiti and Akure. This study investigates the dangers of using WhatsApp digital platform to spread fake news. The study adopted a qualitative approach and a random sampling method to recruit and conduct semi-structured interviews with male and female residents of the twin-cities of Ado-Ekiti and Akure that are above 18 years. The study concluded that the government will have to strengthen digital media laws by instituting an independent body that will regulate and prosecute people who use the platform to cause damages to people, especially their political opponents, thereby protect the public from being assaulted with fake and misleading information that has consequences.
Exploring family communication as a strategy to counter misinformation about COVID-19 and vaccine hesitancy in Durban, South Africa.
(2024-12) Akpan, Udoh James.; Mkhize, Sazelo Michael.
The global pandemic of coronavirus disease (COVID-19) is unprecedented in scale and speed and has literally changed urban and rural behaviours in various countries and the global economy. The world became aware of COVID-19 in January 2020 as a concerning, though a limited outbreak of pneumonia in Wuhan, China. The first cases were noted on 26 December 2019 and the World Health Organisation (WHO) was notified by 31 December of the same year. On 30 January 2020, WHO declared Covid-19 as a public health emergency of global concern. The impact of the disease was unique in different families, and these differences can be attributed to religious beliefs, cultural disposition, family values, norms, level of education, and health infrastructure. However, one of the main challenges in South Africa was communicating the impact of the virus through different health communication and public health programs articulated by government to inform and educate the citizens. The challenges range from cultural challenges to infomedics, to vaccine hesitancy. The paper, using secondary data and a case study approach, concludes that health providers, together with community leaders, need to adopt the concept of family communication, and encourage family bond building and cohesion through deliberate intervention programs in Durban as a major strategy. The paper also concludes that the media and curriculum developers in school should focus on promoting and teaching the importance of family cohesion as this will enhance trust, and simplified communication approach that can be expended in addressing the issues around the COVID-19.
Exploring the authenticity and adaptation of instructional materials in English as a Foreign Language (EFL) classrooms.
(Journal of African Languages and Literary Studies (JoALLS), 2024-04) Adeyiga, Abisoye Adedoyin.; Akpan, Udoh James.; Mkhize, Sazelo Michael.; Daramola, Iyanunioluwa Oluwatobi.
This paper explored the concepts of authenticity and adaptation of instructional materials in English as a Foreign Language (EFL) classrooms. The authenticity of instructional materials is a major and often overlooked factor in foreign language teaching. However, the adaptation of instructional materials is the process of adapting existing materials to a particular language learning context. The aim of this paper was to examine the benefits and limitations of both approaches. From an analysis of various theoretical approaches, it was found that there is an advantage to using both approaches when teaching English as a Foreign Language (EFL). Materials should be authentic to the language and culture of the language in question, while at the same time taking into account certain considerations such as the students’ language proficiency level and the specific context of the class. The adaptation of materials should not lead to over-simplification, and both approaches should be used to ensure that the materials are appropriate for the learning context. In conclusion, the paper argued that both authentic and adapted materials have their advantages and disadvantages, and that an optimal solution is to strike a balance between the two approaches. It is important for language teachers to be mindful of the need to use materials that are both authentic to the language and culture, while at the same time taking into account the specific needs of the class. This paper has provided a brief overview of how authenticity and adaptation of instructional materials in EFL classrooms can be effectively managed.
Historical overview of pandemic in Africa and the implication of its interception on education.
(2024-03) Akinmolayan, Emmanuel Seun.; Nwokedi, Peace Ginika.; Chetty, Magavani Kantha.; Akpan, Udoh James.
Education, an essential need of every society, has been undergoing constant transformation. Over the years, its modes of knowledge-sharing have undergone various evolutions and adaptations. The recent outbreak of COVID-19 arguably marked the latest stage in this evolutionary process, raising awareness of the digital era in African education. Considering the impact of the different disruptions to education and they have has transformed pedagogies and other socialisation processes, this paper explores the different stages of educational evolution and its impact on teaching and learning. It also employed the Cultural Historical Activity Theory (thereafter, CHAT) as the theoretical framework to appraise the evolution of education in Africa. In addition, the paper also adopted a desktop research method to examine the different phases of education in Africa, from the indigenous system(s) of education to the online learning system. The conclusion reached recommends that government and policymakers should be better prepared and trained in the event of any subsequent or emerging disruption(s) to education.
How far is the East from the West? The role of social media and crisis communication approach in unifying the Igbo and Yoruba ethnic groups in the political landscape in southern Nigeria: a review of issues around pre-1960, 1967-1970; 2014 and 2023 elections.
(2024) Akpan, Udoh James.; Mkhize, Sazelo Michael.; Usadolo, Sam Erevbenagie.
The political climate of southern Nigeria is examined in this concept paper along with the ongoing conflicts between the Igbo and Yoruba ethnic groups. The question "How far is the east from the west?" serves as a metaphor to highlight the historical and current obstacles to Igbo-Yoruba unification, reviewing the issues around pre-1960, 1967-1970; 2014 and 2023 elections. The paper explored the complicated history of these groups, including the effects of colonialism, their unique pre-colonial beginnings, and their common battles throughout the liberation fight, employing a methodical literature review. It subsequently looked at particular tense times, such as the Nigerian Civil War, and how these old differences still affect politics now, as shown by the results of recent elections. Beyond historical interpretation, the study suggested a fresh strategy for promoting Igbo-Yoruba unity. Based on the Situational Crisis Communication Theory (SCCT), it made the case that social media may be a potent instrument for fostering cooperation and understanding when used wisely. Instead of focusing on the political elite, which is seen as a source of conflict, the study highlighted the vital role that dependable community leaders play. It suggested that apolitical stakeholders from both regions collaborate to plan and carry out intentional programmes that support socio-economic integration between the Igbo and Yoruba and encourage public discourse on common issues to cultivate a narrative of cooperation through social media. These stakeholders include traditional/cultural leaders, religious figures, women's groups, and academics. Using the SCCT paradigm and empowering these esteemed leaders, this study suggested a way to close the historical and current gaps between the Igbo and the Yoruba. Within the political environment of southern Nigeria, the "East" and "West" can get closer to a future of mutual respect and prosperity by using social media to shift narratives and promote cooperation.
Leadership disposition in African conflict areas and women inclusion in post-conflict resolution and peacebuilding: a comparative study of Nigeria, South Africa, Ethiopia, and Liberia.
(2024-12) Akpan, Udoh James.; Ishabiyi, Anthonia Omotola.; Mkhize, Sazelo Michael.; Jali, Londiwe Sinenhlanhla.; Adeyiga, Abisoye Adedoyin.
Persistent conflicts across Africa highlight the importance of effective leadership and inclusivity in peacebuilding efforts. This comparative study examines leadership disposition and women's inclusion in post-conflict resolution within four African nations: Nigeria, South Africa, Ethiopia, and Liberia. The paper draws on a comprehensive analysis of historical trends, gendered power dynamics, and the influence of prevailing masculinities on conflict and leadership. It investigates challenges and opportunities faced by women in mediation, peace negotiations, and post-conflict reconstruction processes. By shedding light on commonalities and nuances across these diverse settings, the study explores the barriers that hinder women's full participation and identifies the factors that empower women to become agents of positive change. The findings offer valuable insights for policymakers, advocates, and community leaders seeking to strengthen inclusive leadership models and leverage women's unique contributions to fostering sustainable peace and stability in conflict-affected regions throughout Africa.
Reviewing literature, theories and approaches of the influence of Christian evangelical activities in Nigeria and South Africa.
(2024-12) Akpan, Udoh James.; Adebayo, Rufus Olufemi.; Mkhize, Sazelo Michael.
This study investigated the complex effects of Christian evangelism in South Africa and Nigeria. The paper challengedmodernisation theories that predict a fall in religion with development by using liberation theology and deprivation theory to analyse the social implications and attraction of evangelical groups. Although these movements provide a sense of community and social support in areas with low government services and poverty, liberation theology offers a critical perspective on the "prosperity gospel" and how it could conflict with social justice. Drawing on contemporary literature, the study tried to go beyond basic narratives by investigating the social, economic, political, and gendered components of evangelicalism's effect. The goal of the paperwas to have a comprehensive understanding of the long-term effects of these movements on Nigeria and South Africa by examining how they engage with current systems and address social justice issues on contemporary issues such as prosperity gospel, and gender. The paper concluded that it is important for evangelical Christians to employ scriptures asa language of communication review how they engage with current social structures, and address social justice issues so that evangelical missions, activities, and evangelism will be impactful.
The complexity of women’s roles in Boko Haram terrorist activities in North-East, Nigeria.
(2024) Akpan, Udoh James.; Adeyiga, Abisoye Adedoyin.; Mkhize, Sazelo Michael.; Ishabiyi, Anthonia Omotola.; Abisoye Adedoyin.; Sazelo Michael.; Anthonia Omotola.
This concept paper examined the multifaceted roles of women in the Boko Haram insurgency in North-East Nigeria. Drawing on social movement theory and gender and power dynamics theory, the paper explored how women are both victims and perpetrators of Boko Haram's violence. It highlighted the ways in which women are influenced by the group's ideology and the challenges they face in resisting its control. The paper also discussed the importance of addressing the needs of women who have been affected by Boko Haram and promoting gender equality in the region. Addressing the challenges faced by women in Boko Haram requires a multifaceted approach that recognises the diverse experiences and needs of women within the insurgency. This includes providing support to women who have been abducted or forced into marriage, promoting gender equality within Boko Haram and addressing the root causes of the insurgency. By implementing these recommendations, it is possible to address the complex challenges posed by Boko Haram and to build a more just and equitable society in North-East Nigeria.
The effect of community policing forums within Glenmore and Umbilo communities in Durban, South Africa.
(2024-12) Mkhize, Sazelo Michael.; Snyman, Zipho Nomsasa.; Akpan, Udoh James.
This study explores the value and effectiveness of Community Policing Forums (CPFs) in Glenmore and Umbilo communities, in Durban, South Africa. Drawing upon both Broken Windows Theory (BWT) and Social Disorganisation Theory (SDT), the research investigates diverse community and CPF member perspectives through a qualitative approach. Findings reveal variations in CPF awareness, with some participants demonstrating strong knowledge while others lacking familiarity. This disparity aligns with the potential "information disorder" suggested by BWT and social fragmentation identified by SDT. The study highlights the importance of multi-pronged communication strategies, including social media, local media, and posters, to bridge awareness gaps and foster broader engagement. However, acknowledging SDT's insights, the research emphasises tailoring communication to reach diverse segments and address potential digital divides. Beyond awareness, the study underscores the need for deeper collaboration between communities and police, addressing root causes of crime, and empowering residents to participate in safety efforts actively. By moving beyond the limitations of BWT and embracing the holistic perspectives offered by SDT, CPFs can contribute to sustainable solutions for safer and more inclusive communities.
Towards decolonisation of primary school education in South Africa.
(South African Journal of Childhood Education, 2024-06) Akinmolayan, Emmanuel Seun.; Hingston, Claudine Anita Cassandra. ; Akpan, Udoh James.; Arise, Omolola Ayobamidele.
Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans. Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa. Setting: This article centres around South African Primary schools. Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study. Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation. Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans. Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.

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