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Exploring science educators’ reproduction and subversion of gender stereotyping in a college of education in Nigeria.
(2021) Allu, Daniel Asilika.; Govender, Nadaraj.; James, Angela.
The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.
Mathematical modelling of the Ebola virus disease.
(2024) Abdalla, Suliman Jamiel Mohamed.; Govinder, Keshlan Sathasiva.; Chirove, Faraimunashe.
Despite the numerous modelling efforts to advise public health physicians to understand
the dynamics of the Ebola virus disease (EVD) and control its spread, the disease
continued to spread in Africa. In the current thesis, we systematically review previous
EVD models. Further, we develop novel mathematical models to explore two important
problems during the 2018-2020 Kivu outbreak: the impact of geographically targeted
vaccinations (GTVs) and the interplay between the attacks on Ebola treatment centres
(ETCs) and the spread of EVD. In our systematic review, we identify many limitations in
the modelling literature and provide brief suggestions for future work. Our modelling
findings underscore the importance of considering GTVs in areas with high infections. In
particular, we find that implementing GTVs in regions with high infections so that the
total vaccinations are increased by 60% decreases the cumulative cases by 15%. On the
other hand, we need to increase the vaccinations to more than 1000% to achieve the 15%
decrease in EVD cases if we implement GTVs in areas with low infections. On the
impact of the attacks on ETCs, we find that due to the attacks on ETCs, the cumulative
cases increased by more than 17% during the 2018-2020 Kivu outbreak. We also find that
when 10% of the hospitalised individuals flee the attacks on ETCs after spending only
three days under treatment, the cumulative cases increased by more than 30% even if
these individuals all returned to the ETCs three days later. On the other hand, if only half
of these individuals returned to ETCs for treatment, the cumulative cases increase by
approximately 50%. Further, when these patients spend one more day in the community,
after which they all return to ETCs, the cumulative cases rise by an additional 10%.
Global sensitivity analysis also confirmed these findings. To conclude, our literature
systematic review is used to identify many critical factors which were overlooked in
previous EVD models. Our modelling findings show that the attacks on ETCs can be
destructive to the efforts of EVD response teams. Hence, it is important for
decision-makers to tackle the reasons for community distrust and address the roots of the
hostility towards ETCs. We also find that GTVs can be used to contain the spread of EVD when ring vaccinations, contact tracing and antiviral treatments cannot successfully control the spread of EVD.
A study into prospective changes in consumer behaviour and buying patterns of graduate millennials due to COVID-19 in South Africa.
(2021) Lakman, Ushir.; Pelser, Theunis Gert.
The purpose this study is to determine the prospective changes in consumer
behaviour and buying patterns of graduate millennials post COVID 19 in South Africa.
To this end, a quantitative research project has been undertaken. Primary data was
collected via a survey.
Several theories were discussed such as consumer behaviour models, the buy
decision process and dynamic consumer journey to gain a better understanding of the
research that was conducted. Additionally, technology adoption models such as the
TRA, TPB, TAM, ETAM and in particular MOCA is discusses as the study is seeking
to determine behavioural movement toward online purchasing because of the
pandemic.
Research was conducted on the pandemic as well as the economy of South Africa as
these are important consideration when conducting a study on consumer behaviour.
This study seeks to contribute to the existing knowledge on technology adoption and
consumer behaviour, particularly to determine whether the switch to online purchases
during the pandemic is a permanent development or just as a result of consumers
being forced to due to the pandemic.
These findings may prove valuable to retailers and developers. It could provide a new
lens with which to inform their marketing decision as well as development plans for the
future.
Traditional governance structures and uptake of housing allocation policy in eThekwini Municipality.
(2023) Lengolo, Mahlomola Cyprian.; Ngcoya, Mvuselelo.
This research study examines traditional governance structures in the eThekwini Municipality
and its uptake on their housing allocation policy and policy feedback. It further explores how
the dual governance system impacts on state subsidised housing allocation within the
eThekwini Municipality particularly in traditional authority areas. The delivery of houses has
become a highly politicised mandate with some beneficiaries sidelined due to their political
affiliations. Policies are developed to guide service delivery initiatives however the question
of proper consultation with the relevant stakeholders has been raised extensively in recent times
with some key stakeholders lamenting that they have been left out of service delivery initiatives
that are affecting their constituencies. Document analysis on the existing traditional governance
literature, municipal administration and policy feedback was necessary to draw views on how
traditional structures of government implement a policy that they did not formulate, a principle
that they feel is contrary to the democratic values of South Africa and an infringement of their
rights as enshrined in the Constitution of the Republic of South Africa. This study utilized
primary and secondary data collection methods targeting traditional leaders, municipal
officials, Ward Councillors, and residents to draw conclusive analysis. Primary data was
collected using semi-structured interviews from 20 participants.
Findings from the study show that while traditional leaders and Ward Councilors sounded
reconciliatory about working with each other for the benefit of service delivery, however city
officials made it clear that the housing allocation process has become a political havoc.
Research findings also highlighted that service delivery beneficiaries are caught up in this
policy conflict and there is not much that they can do. Traditional Leaders emphasised that they
are not willing to give up their roles as indigenous leaders further stating that unlike
Councillors, they are not appointed or voted on five-year terms. As a result of, balance of
power sharing equilibrium needs to be struck soon especially in areas under Traditional
Authorities. The effects of this policy conflict between the municipality and traditional
governance structures on low-cost housing provision has exacerbated the already dire housing
allocation process in traditional authority areas located in the outskirts of the eThekwini
Municipality.
An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.
(2022) Larbi, Ernest.; Mudaly, Vimolan.
Abstract five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking,
spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in
general. However, geometry is noted to be difficult for learning as well as teaching. An
investigation of this difficulty, especially with teachers, will help address its teaching and learning.
The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom
discourse using the commognitive lens. The study was guided by three objectives, which were to
analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine
thinking in solving the geometric tasks, and how these informed their classroom geometric
discourse. The study aligned itself to the qualitative approach and was underpinned by the
interpretivist research paradigm. Eight pre-service teachers who were second-year university
students and had taken geometry as part of their programme modules, participated in the study.
The study site was conveniently selected, whilst the participants were selected on purposively.
Geometry worksheet (test), interview and classroom observation, were used to generate written,
verbal (oral) response, and visual data in relation to the study objectives. The data was analysed
using the themes of the commognitive framework. The results show that both literate and
colloquial word use were found in the discourses of the pre-service teachers. Many participants in
Group A used more literate words to define and explain geometric concepts and how they solved
the geometry problems, than the participants in Group B, who used both literate and colloquial
words. Also, the routine solution strategies of many in Group A showed more of an explorative
way of thinking compared to those in Group B, who demonstrated more of a ritualised way of
thinking. In addition, multiple solutions to tasks were found by many of Group A participants than
those in Group B. Generally, many of the study participants demonstrated limited geometric
thinking. Misconceptions were evident in the discourses of some pre-service teachers in both
groups. Other key findings from the classroom observation were that, many participants in Group
A demonstrated an explorative instruction that is characterised by developing learner
understanding and using different kinds of visual mediators as compared to participants in Group
B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching
was more procedure-driven than conceptual. The study concludes that many of the PSTs possess
limited geometric thinking. In addition, those who possessed good geometric thinking were more
capable of engaging learners in explorative instruction compared to those with limited geometric
thinking. These findings may have an influence on mathematics teacher educators’ efforts to
develop teaching competence among pre-service teachers.