ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
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Teachers’ experiences of teaching grade 8 technology in overcrowded classes.
(2025) Netshongolwe, Goitsemang Annah.; Sokhulu, Lerato Hlengiwe.
Teaching of Technology covers both theory and practical aspects of learning. Due to overcrowded classes in some contexts like South Africa, the classes lack space, which impacts the teaching and learning process. Teachers are often limited in their capacity to facilitate learning and their mobility within the classroom. The purpose of the study was to explore teachers’ experiences in teaching Technology in overcrowded classes. The focus of the study was on grade 8 Technology teachers from public secondary schools in the Gauteng North District. The study adopted a qualitative research approach in which a case study design was employed. The data was generated using semi-structured interviews with participating teachers and classroom observations. Findings of the study revealed that teachers had both positive and negative experiences to share. As part of the positive experiences, participating teachers maintained enthusiasm using strategies such as rotational learning, making enough space and time for learning. They also engaged learners with practical work, and created songs that explained the Technology practical terms, so that learning can be fun. This enthusiasm fuelled their motivation to keep their lessons interesting and enjoyable for learners. Alluding to the negative experiences, participants shared that there was some ill-discipline behaviour in their overcrowded classes, low academic performances, and managing assessments was also problematic. However, they received support from the school and their subject departments to address these challenges. The study recommends that teachers who manage overcrowded classes and struggle with maintaining order and discipline may consider dividing the class into two groups and teaching them rotationally, as this strategy proved effective for participants in the study. Additionally, assigning duties and tasks to disruptive learners can help keep them engaged and focused on the instruction.
The colonial conquest of Identity: exploring silence, memory, and narrative agency as resistance in Shani Mootoo’s Cereus Blooms at Night (1996)
(2025) Sanjeevy, Serusha.; Scott, Claire.
This dissertation explores the enduring impact of trauma, originating from colonial violence, on identity and memory within the postcolonial Caribbean context through a close reading of Shani Mootoo’s Cereus Blooms at Night (1996). It investigates how colonial violence, namely narrative erasure and silencing extends beyond political subjugation to inscribe itself onto personal identities and collective memory, leaving psychological scars that persist long after formal independence. Central to this study is how memory operates as a repository of trauma and as a means of narrative agency and resistance, and how silence could potentially enable the affirmation of identities which have been historically erased by colonial discourse. By focusing on characters from the novel like Mala and Chandin Ramchandin, the analysis reveals how Chandin’s internalised colonial mimicry forms part of a larger cycle of domestic violence and abuse which mirrors violent colonial hierarchies. Mala’s silence and psychological fragmentation also serve as an allegory for the erasure of postcolonial identities as her trauma manifests both in the withdrawal of language and societal neglect. This dissertation employs an interdisciplinary theoretical framework, drawing on postcolonial theory, trauma theory, memory studies and research on silence in literature, engaging with scholars such as Edward Said, Homi Bhabha, Gayatri Spivak, Maurice Halbwachs, Cathy Caruth and Charles Glicksberg. The study examines how various narrative techniques including non-linear narration, narrative ambiguity and polyphonic narration mirror the fragmented nature of memory and facilitates a counter-discursive space where silenced voices emerge. By situating Cereus Blooms at Night (1996) in a much broader Caribbean literary canon, the project aims to demonstrate how Mootoo subverts traditional binaries surrounding victimhood and agency, public and private as well as natural versus unnatural identities. Finally, the dissertation contends that memory and silence, despite their inscrutable and fractured nature, are capable of functioning as powerful tools for resistance and identity reclamation, urging postcolonial identities to renegotiate their personal narratives and collective histories that have for so long been silenced. At large, this project contributes to ongoing dialogue around how postcolonial literature grapples with memory, silence and trauma as key factors in the reconstitution of identity.
Initiatives to support small, medium, and micro enterprises to survive load shedding in KwaZulu-Natal, South Africa.
(2025) Nxele, Philani Kwenzakwakhe.; Muzindutsi, Paul-Francois.; Mvunabandi, Jean Damascene.
Load shedding in South Africa severely disrupts SMMEs, many of which lack the financial capacity to invest in backup power solutions. This leads to business disruptions, financial losses, and even closures. As a result, jobs are lost, and the economy suffers, making it harder for small businesses to remain stable, grow, and contribute to long-term economic development. It is therefore crucial to explore the support mechanisms available to SMMEs during load shedding. The research is structured around three main objectives: (1) to determine the strategies and initiatives in place to help SMMEs cope with power outages, (2) to investigate the financial assistance provided by both the public and private sectors to alleviate the impact of load shedding on these businesses, and (3) to examine the factors that influence the decision-making processes of government and private sector institutions when it comes to financing SMMEs during such crises. Through semi-structured interviews conducted with four groups of participants: representatives from financial institutions, government agencies, industry experts, and SMME owners, the study identified several key findings. Initiatives such as information sharing and networking, capacity building and skills training, as well as stakeholder engagement and collaboration, have shown some success. However, their overall impact remains limited, as these initiatives often fail to address real-time operational challenges, particularly in rural areas. In terms of financial support, both the public and private sectors have introduced affordable and flexible financing options, along with specialized energy funds tailored for SMMEs. Despite these efforts, the uptake of these financial products has been relatively low. Key factors influencing financial decisions include business stability, growth potential, compliance, and South African ownership. The findings highlight the need for deeper trust and more tailored solutions to better meet SMMEs' needs.
An overlooked minority: Intimate Partner Violence (IPV) on men in Pretoria, South Africa.
(2024) Msomi, Blessing Jabulani.; Maharaj, Pranitha.
Intimate partner violence against women is well documented, while for decades very little research
has been done on intimate partner violence against men in Africa and particularly in South Africa.
This study sought to study men’s experiences of this phenomenon and to develop policy guidelines
to support male victims of intimate partner violence perpetrated by their female partners. In order to
better intimate partner violence against men the study draws on both qualitative and quantitative data.
The study used a mix of methods to shed insights on this phenomenon. The qualitative data was
gathered through in-depth interviews with men who once experienced abuse by their intimate partners
while the quantitative data was gathered through a survey. The quantitative study came from a sample
of 350 men, aged between 18 to 60 years, using a survey probability sampling method. The study
also sampled 10 men between the ages of 18-50 years who were the victims of IPV and four key
informants who are working for SAMAG. Ten men who were victims of IPV were identified using
purposive sampling through SAMAG organisation because the researcher did not know the victims.
In addition, the study conducted an in-depth literature review and document analysis which formed
part of the qualitative content analysis. The specific objectives of this study are to ascertain the types
and extent of intimate partner violence against men as well as factors facilitating and inhibiting
violence against men in intimate relationships.
To understand intimate partner violence the theoretical framework that underpinned the study was
the social construction theory, the theory of planned behaviour, the social learning theory and the
feminist theory. According to this theories, human reality is greatly influenced, understood, and
experienced through cultural, behaviours and social norms. This constructed realities generally sets
parameters on notions of biology, gender, sexuality and behaviours.
The study revealed that men could not differentiate between gender-based violence and intimate
partner violence. Men did not associate themselves with these concepts let alone being the victim of
abuse. It was also revealed that women are as abusive as men and they used all types of abuse to
control their partners. The findings also revealed that females were likely to inflict physical injuries
on their male partners. The study revealed that the few men who reported cases of abuse by their
intimate partners ended up being not believed by those they trusted with their secret, inevitably
becoming a joke in the community. It was revealed that society was not empathetic to men victims
of IPV, but always supported women, believing that men cannot be the victims of IPV. Intimate
partner violence towards men is a problem that society can be able solve, only if society’s perceptiontowards male victims of IPV can change. For society to solve the issue of intimate partner violence
towards men, men require attention and help with recognising abuse earlier so they can cope with the
consequences of abuse more effectively. To address the issues that are faced by men, South Africa
must have intervention programmes special designed for male victims of IPV. This will ensure that
male victims of IPV will be able to talk about their abuse openly and appropriate intervention are
designed for men. There must be training programmes for frontline professionals (e.g. police officers,
health care workers and non-governmental organisations working on IPV/ GBV issues) and
communities at large. There must also be national public awareness campaigns about men abuse and
these campaigns must be led by men. Media campaigns should be held to increase awareness of IPV
against men and educate society of female-to-male IPV which is equally important. South African
government policy on gender-based violence should also include men as they are also the victims of
IPV. The patriarchal society in which this nation is founded and socialisation and gender roles in the
society make it difficult for men to report abuse hence the culprits are never punished. The study
revealed that all GBV institutions managed by the government, services and support were tailor-made
for women only while men were on their own. Men felt that they do not have rights in the country.
In other words, men felt that there were no government institutions that protect abused men from their
abusive intimate partners and nothing that protects men from their women intimate partners. The most
crucial avoidance coping strategies spelled out were training of a range of stakeholders for raising
awareness of this problem. Society needs education on men abuse; and also, a programme for female
perpetrators educating women on men abuse. The study revealed that the reporting of IPV incidents
was biased against men and all the government initiative to address the issues on abuse were designed
for women only while male victims of abuse were left behind. There is a need for more attention to
be focused on the effects of IPV on men. This study will contribute to the limited body of knowledge
on IPV against men in South Africa and it will also contribute to the new insights that men are not
comfortable to be associated with being the victims of IPV. The study findings will also contribute to
the new discourse that men are also victims of IPV and women are also perpetrators of IPV. The
study findings will contribute to the discourse that men should also be recognised and acknowledged
as victims of intimate partner violence and men should also be provided with IPV services like women
and these services should be designed to meet the needs of men.
Exploring the challenges of learning transformations of trigonometric functions by senior phase mathematics preservice teachers at a KwaZulu-Natal University.
(2025) Youbi, Francis.; Bansilal, Sarah.
This study investigates the conceptual and procedural challenges that senior phase mathematics preservice teachers (PSTs) encounter in understanding and applying the transformations of trigonometric functions, within the context of a higher education institution in KwaZulu-Natal, South Africa. Grounded in a qualitative research design, the study involved 125 first-year PSTs who participated in a diagnostic assessment consisting of Eight analytical tasks focused on trigonometric graphs and functions. In addition, semi-structured interviews were conducted with a purposive sample of five participants to gain deeper insights into their reasoning processes and conceptual misunderstandings. Findings reveal a consistent pattern of difficulties and misconceptions among the PSTs in relation to core concepts such as amplitude, period, phase shift, and vertical shift. Many participants exhibited significant struggles in identifying and interpreting these features within graphical representations, particularly when asked to apply transformations such as vertical and horizontal shifts, reflections, and scaling. Furthermore, a prevalent issue was the misapplication of trigonometric identities, which resulted in errors when simplifying expressions or solving equations. A lack of fluency in transitioning between different representations, such as moving from algebraic equations to their corresponding graphs, or vice versa, further highlighted conceptual fragmentation in the PSTs’ understanding.
Additional challenges included confusion in converting between radians and degrees, errors in determining the correct direction and magnitude of phase shifts, and difficulties in simplifying complex trigonometric expressions. These issues suggest that many PSTs are still operating at a procedural rather than a conceptual level, relying heavily on rote memorization without fully grasping the underlying principles of function behaviour and transformation. The implications of the study point to a need for significant pedagogical reform in the way trigonometric concepts are taught in teacher preparation programmes. Specifically, there is a need for instructional strategies that are both visual and interactive, incorporating tools such as dynamic graphing software, manipulatives, and contextualized problems that bridge abstract mathematics with real-world applications. Emphasizing multiple representations and encouraging metacognitive reflection may also foster deeper learning and retention. Recommendations for future research include exploring the impact of targeted instructional interventions, such as inquiry-based learning, collaborative problemsolving, and the integration of educational technology, on improving PSTs’ conceptual mastery of trigonometric transformations. By equipping future teachers with stronger foundational understanding and pedagogical content knowledge, this research seeks to contribute to broader efforts in revitalizing mathematics education and enhancing student outcomes at the senior phase level and beyond.