Browsing by Author "Anderson, Bronwynne Mardia."

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African township high school boys' articulations of masculinity, sexuality and sexual risk in the age of HIV / AIDS.
(2012) Ngubane, Sibusiso Siphesihle.; Anderson, Bronwynne Mardia.
The aim of this study was to explore African high school boys' articulations of masculinity, the meanings they give to their sexuality and risky sexual behaviours in the age of HIV/AIDS. The study focused on finding out what explanations boys offer for engaging in risky and unsafe sexual practices. The study used qualitative research in the form of focus group discussions and individual interviews. Seven African high school boys aged 16 turning 17 were the source of data. The findings show that some boys engage in unprotected sex, while others indicated that unprotected sex is risky. This study argues that the risky sexual behaviours that boys engage in are closely related to their constructions of masculinity. It also found that the meanings boys give to their sexuality are also influenced by external factors whereby they imitate what their peers do in order to gain acknowledgement from them and the society. Alcohol is a key factor promoting unsafe sexual practices, while social networks, such as Facebook and Mixit, are used by boys to share sex videos and pictures, thus exposing them to too much sex. With regards to implications, this study shows that the notion of being a real man is something that most boys want to achieve. Being a real man is tantamount to being courageous enough to engage in risky practices.
African urban high school girls' constructions of sexuality and sexual risk.
(2013) Rugburthial, Nirvasha.; Anderson, Bronwynne Mardia.
This study investigated how a group of African high school girls attending an urban high school construct their sexual identities and how their particular constructions are related to their engagement in risky sexual behaviours. This particular study formed part of a larger project entitled: 16 Turning 17: Young people, gender and sexuality in the context of AIDS. This qualitative study brings together the various ways in which a group of young African girls construct their sexuality. This study recognizes how the construction of sexuality is negotiated, understood and enacted. It has created a platform for these young girls to voice their perceptions, understandings, behaviours and experiences that influence their sexualities. A social constructionist perspective was used to understand how these young African girls construct themselves and others as sexual subjects and how social processes and actions feed their understandings of sexuality and in the engagement in sexual risk. The findings in the study illustrate both the ways in which male power operates to police and regulate young female sexualities as well as the ways in which this group of girls develop resistance against gender power and exercise a certain degree of sexual agency. The findings suggest the variegated perceptions of sexuality and sexual risk highlighting these young African girls’ ability both to endure and to challenge the constraining gender norms and roles that society has embedded in their context. The study offers recommendations for school curricula to be structured in a manner that raises awareness about sexuality and encourages safe sex practices. This study recommends that learner awareness not only be raised in subjects such as Life Sciences and Life Orientation but through involvement in awareness campaigns, through workshops and through organised youth networks. Within the different grades at school such awareness-raising should highlight aspects of HIV/AIDS, homosexuality, teen pregnancy, safe and unsafe sex practices etc. Such measures would assist young people with an opportunity to interact and learn with their peers about sensitive topics. Peer groups and networks formed at school or through community efforts are proposed that would increase young people’s confidence levels. For example, young homosexual girls are encouraged to form peer groups that this could offer each other emotional support and build resistance against others who discriminate against homosexuality.
'Coloured' boys in 'trouble' : an ethnographic investigation into the constructions of coloured working-class masculinities in high school in Wentworth, Durban.
(2009) Anderson, Bronwynne Mardia.; Bhana, Deevia.
The construction of sexual and gendered identities amongst coloured school girls.
(2011) Firmin, Cleo Rose.; Bhana, Deevia.; Anderson, Bronwynne Mardia.
This study aims to explore how young coloured girls, aged 16-17, give meaning to sexuality. Coloured girls’ are often marginalised in South African research and debate around gender and sexuality. This study focuses on coloured girls in two different social and economic contexts in Durban. The one context is Wentworth which remains a predominantly coloured working class area. The other is a middle class former white area in Glenwood Durban. The study draws on qualitative research using interview methods to focus on eight girls in these two areas. Three of the girls emerged from Glenwood whilst five others live in Wentworth. The aim of the study was to understand the ways in which class impacted on their meanings of sexuality. Gender, race and class are intertwined social constructs which assist in the formulation of sexual identities. This study investigated the similarities and differences between the two groups of coloured girls. They differed in relation to: their mindsets regarding everyday life, for example the girls from Glenwood interacted with boys from all four racial groups and had a better understanding of their different cultures. The girls from Wentworth found boys from racial groups other than coloured more attractive due to lack of knowledge of them. Thus the girls from Glenwood were open to multi-racial relationships whilst the girls from Wentworth were afraid to do so, as they would be subject to ridicule from the community. In Wentworth ones status is defined by clothing, cash and cars and in order for these young girls to be successful in this community they must affiliate themselves with boys/men who can provide such things; even if they come at a high price. In this study the girls were similar in that they all wanted to be independent, wanted to finish school, find good jobs, and buy their own cars, thus we see the feminine agency of coloured girls from two different socio-economic contexts.
Gender and sexual risk amongst young Africans in the KwaMakhutha township, in KwaZulu-Natal.
(2011) Mirindi, Mushagalusa Marcel.; Bhana, Deevia.; Anderson, Bronwynne Mardia.
This study sets out to examine understandings of gender and sexual risks amongst young Africans in the KwaMakhutha township, in KwaZulu-Natal. Young Africans between the ages of 16 to 17 years old were interviewed to ascertain what they perceive to be risky sexual behaviour and why young people engage in such activities. The study also aimed to understand whether young people understood the negative consequences of risky behaviour. Such insight from young peoples' perspectives is very helpful in understanding what schools can do to prevent risk taking activities especially in the context of AIDS. KwaZulu-Natal is the epicentre of the AIDS pandemic in South Africa and young people between the ages of 15-24 are very vulnerable with young women facing disproportionate vulnerability. A qualitative research method was used in this study and ten in-depth interviews were conducted in one of the high schools in the KwaMakutha Township, outside Durban. The study finds that gender inequalities is central in understanding sexual risk and constructions of masculinity and femininity reproduce sexual and gender relations of power where young women remain vulnerable. Schools should take the voices of young people seriously and address gender inequalities as a key area of intervention.
Gender and sexuality in the context of HIV and AIDS: sexual risk and sexual agency amongst coloured high school girls in Durban.
(2012) Gopaldass, Sherri-Lee.; Anderson, Bronwynne Mardia.
This qualitative study is an exploration of the sexual subjectivities of a group of Coloured high school girls aged 16-17. These girls emerge from both working and middle class backgrounds in the former Coloured suburb of Sydenham in Durban. The study sought to understand what the Coloured girls in this study regard as risky sexual behaviour, what types of risky sexual behaviours they engage in, as well as how they both accommodate and resist male power, with regard to their sexual attitudes and practices. Gender-power and poststructuralist theories were used to show how gender and (male) power are implicated in sexual risk. The findings show that these Coloured girls accommodate, challenge and resist persisting gender norms, traditional sex roles and racial stereotypes. Focus group and individual interviewing techniques elicited responses that show the variegated sexual identities and evidence of sexual agency crafted in their attempts to assert themselves as young women who are able to subvert discourses of male sexual privilege and power. The findings also illuminate how many of the girls in this study demonstrate a certain amount of agency, where they are able to negotiate safe sex practices with their partners. Such resistance and agency has important implications for sexual decision making and girls’ empowerment. Findings of this study were used to develop strategies in order to raise greater HIV and AIDS awareness, encourage safer sex practices as well as build more caring, loving and cohesive relationships.
Gender power and gender based violence: learners’ narratives of gender violence in an Umlazi high school in KwaZulu-Natal.
(2019) Biyela, Nokubonga Phumelele.; Anderson, Bronwynne Mardia.
[ENGLISH ABSTRACT] This is a qualitative study that is located within the interpretivist paradigm. This study explores Goodness High School (pseudonym) learners‘ understandings of gender power and gender based violence through their narratives. Goodness High is located in Umlazi Township, KwaZulu-Natal. The gender relational theory which draws on gender power as an analytical lens was used to analyse participants‘ understandings, exposure to and experiences of gender based violence and the role which is played by social processes that promote gender based violence and power relations in school. The structured questionnaires and semi-structured individual interviews were instrumental in the study and it aimed to generate relevant data from the participants. Convenient and purposive sampling was used as a means to identify and select participants. The findings from the study revealed that high school boys and girls do not fully comprehend gender based violence and society often normalises acts of violence against girls and women as well as non-normative sexualities. It is clear that community violence seeps into and is reproduced in the school milieu. Society has double standards when it comes to violence perpetuated by men and women or boys and girls as society refuses to see men as anything but perpetrators of gender based violence and views women as the victims of gender based violence. However, as the study shows, violence can also be perpetrated by females. The study also revealed that patriarchy plays a huge role in normalising violence against girls. The study found that the dress code of girls was used to justify the violence perpetrated against them and that the perpetrators of violence mainly use strength and intimidation as a means of keeping their victims from reporting gender based violence. The data also revealed that teachers play a role in encouraging gender based violence through the administration of corporal punishment in school as well verbally abusing learners. The study recommends educating learners about gender based violence as well as including sexual violence in the curriculum. The study also recommends awareness campaigns in society to educate all individuals of a society in order to eradicate gender based violence in schools. The study also recommends training teachers so they would be able to help learners who have experienced gender based violence in schools, and lastly it advocates for surveillance mechanisms to be installed in and around the school so no incidents of gender based violence can be left unattended, or so they can be dealt with accordingly. Key words: Gender based violence, gender power, hegemonic masculinity, femininity, patriarchy, social constructs. [ZULU ABSTRACT] Lolu ucwaningo lubuka kakhulu izifundo ezitholakala kwiparadayimu yokutolika. Lolu cwaningo luhlola ukuqonda kwabafundi baseGoodness High School (ipseudonym) kwamandla obulili kanye nodlame olususelwa ebulilini ngokulandisa kwabo. IGoodness High isikole samabanga aphezulu elokishini laseMlazi, KwaZulu-Natali. Injulalwazi yombono ohlobene nobulili isebenzisa amandla ebulilini njenge nhlolo yokuhlaziya , iphinde isetshenziselwa ukuhlaziya ukuqonda kwabahlanganyeli bocwaningo mayelana ngokuhlolwa ngakho maqondana nodlame olususelwa ebulinini kanye nendima edlalwa izinqubo zenhlalo ezikhuthaza udlame olususelwa ebulilini kanye nobudlelwano bamandla esikoleni. Amaphepha emibuzo ahlelekile kanye nenhlolokhono yomuntu ngamunye ezibekiwe kwaba neqhaza ocwaningweni, nokuhloswe ukukhipha imininingwane efanele ngalo, evela kubahlanganyeli. Isampula elula yenhloso isetshenziswe njengendlela yokukhetha abahlanganyeli. Okutholakele kulolu cwaningo kuveze ukuthi abafana namantombazane asezikoleni eziphakeme ababuqondi ngokuphelele ubudlova obukhungathe ubulili futhi umphakathi awubasekeli ngendlela efanele abantu abahlukunyezwayo. Uvumela izenzo zodlame olubhekiswe kumantombazaneni nabesifazane kanye nezobulili ezingekho emthethweni. Kuyacaca ukuthi udlame lomphakathi luyangena futhi luphindwe lubhebhetheke kakhulu emaklasini. Umphakathi unezindingo eziphindwe kabili uma kukhulunywa ngodlame olwenziwa ngabesilisa nabesifazane / abafana namantombazane njengoba umphakathi wenqaba ukubona amadoda njenganoma yini ngaphandle kwalokhu abahlukumeza udlame olusekelwe ebulilini futhi babheka abesifazane njengezisulu zodlame olusekelwe ebulilini. Ucwangingo luphinde lwaveza ukuthi udlame lungaphinde lubhethekiswe nangabesifazane. Lolu cwaningo luveze nokuthi inzalamizi idlala indima enkulu ekulweni nobudlova kumantombazane. Lolu cwaningo luthole ukuthi indlela yokugqoka yamantombazane isetshenziswa njengezindlela zokucacisa udlame olubhekiswe kubo nokuthi izimbangi zodlame zisebenzisa amandla nokusabisa njengendlela yokugcina izisulu zabo zingabiki udlame olususelwe ebulilini. Iminininigo yocwaningo iveze ukuthi othisha nabo badlala indima ekugqugqulezeni udlame lobulili ngokusebenzisa isijeziso senduku esikoleni kanjalo nokuhlukumeza abafundi. Lolu cwaningo luphakamisa ukuba ukufundisa abafundi ngodlame olususelwa kubulili kanye nokubandakanya nodlame lwezocansi kwikharikhulamu. Lolu cwaningo luphinde futhi luncome imikhankaso yokuqwashisa emphakathini njengendlela yokufundisa bonke abantu bomphakathi njengendlela yokuqeda udlame olususelwa ebulilini ezikoleni. Lolu cwaningo luphinde lincome ukuqeqeshwa kothisha ukuze bakwazi ukusiza abafundi abake babhekana nodlame olususelwa ebulilini ezikoleni futhi ekugcineni lugqugquzela ukuthi kusetshenziswe izindlela zokubhekisisa ezikoleni cishe kuzo zonke izikole ukuze kungabi nezigameko zodlame olubhekiswe kwabesifazane ezingabhekana nazo ngokufanele. Amagama agqamile: Ubudlova obususelwa kobulili, amandla wobulili, ubudoda be-hegemonic, ubufazi, inzalo, izinhlaka zomphakathi
Gender power and sexuality : Basotho High School boys' responses to risky sexual behaviour.
(2012) Lebona, Mampoi.; Anderson, Bronwynne Mardia.
This study explores young men understandings of, and engagement in, risky sexual behaviours. The group of young men the study focuses on is in a high school in Lesotho. They are aged between 16 and 17 years. The motivation for the study is that, despite a series of campaigns designed to increase awareness and knowledge associated with sexually transmitted diseases, especially HIV/AIDS, young boys in Lesotho continue to engage in risky sexual behaviours and practices. It is in this context that the purpose of the study was to investigate how gender power is intimately tied in with meanings young men in Lesotho attach to sexuality. The related aspect investigated in this study, furthermore, was to investigate ways in which gender power operates, and ultimately contribute into boys’ and girls’ risky sexual behaviours that make them vulnerable to the HIV/AIDS pandemic. The study employs qualitative research methods to achieve these aims and, accordingly, utilises focus group and individual interviews, with six purposively selected high school boys as research instruments. The findings reveal that, while some boys engage in risky sexual practices, others express determination to practice safe sex. Thus, the study reveals that despite the fact that some boys are engaged in unsafe sexual practises and multiple sexual partners in heterosexual relationships to comply with the notion of masculinity and societal expectations of MANHOOD, others are beginning to question such attitudes. There is therefore multiple and varied perspectives on this issue among the small sample selected for this study.
Male and female students’ understandings and experiences of gender-based violence on a university campus residence in KwaZulu-Natal.
(2019) Naidu, Charnell Ruby.; Anderson, Bronwynne Mardia.
ENGLISH ABSTRACT Using qualitative research, this study explored the understandings, exposure to and experiences of gender-based violence of males and femalesat a University of KwaZulu-Natal campus residence. The study is located within the interpretivist paradigm,as it set out to obtain deeper insight and understandings into the pervasivenessof gender-based violence at the campus. The data collection method utilised in the study was semi-structured interviews with 15 male and 15 female participants. Findings were developed through the use of thematic analysis, within an eclectic theoretical framework. The findings are first that gender-based violence is highly prevalent at the university campus residences. Gender-based violence manifests in various ways; these include physical, sexual, emotional, financial and structural abuse. The findings reveal that patriarchy promotes gender oppression in all avenues of society, resulting in male university students using it to justify their use of violence against females and non-conforming genders. The socialisation process of males and females results in unequal power relations in ways that simultaneously rendered males powerful and females powerless. The study found that alcohol and drug parties on campus exacerbated gender-based violence. The study also found that first year students were more vulnerable to transactional sex and rape at campus residences and homophobic violence is rife on campus residences. Lastly, the findings illustrate that the cultural acceptance of gender-based violence serves not only to normalise it but that it also perpetuates this social ill at university campus residences. Based on the findings, the study offers some suggestions and recommendations that all the relevant stakeholders could consider and implement in an effort to reduce gender-based violence at the university residences. These include education, curriculum changes, policy implementation, security upgrades and structured reporting mechanisms. ZULU ABSTRACT Kusetshenziswe indlela yocwaningo lapho kubhekwa khona izimpendulo emibuzweni efana nokuthi kungani nokuthi kwenzeka kanjani ukuthi abantu baziphathe ngendlela abaziphatha ngayo. Lesifundo sibheka kabanzi indlela yokucabanga kwabesilisa nabesifazane, kuphenywa kabanzi izimo ezithinta udlame lwangezobulili ngaphakathi ezindaweni zokuhlala KwiNyuvesi yaKwaZulu Natali. Isifundo singesivulekile njengoba inhloso kungukuthola kabanzi nokuqonda ngokujulile imbangela yokwanda okungaka kodlame lwangokobulili kulesi sikhungo. Ukuqoqwa kolwazi kulesi sifundo kusetshenziswe le evulelekile. Le engalandeli uhla lwemibuzo nezimpendulo. Kuba ingxoxo evulelekile lapho lowo obuzwayo ethola ithuba lokukhuluma akhuleleke ngesihloko. Kuxoxiswane nabesilisa abayishumi nesihlanu ngokunjalo nabesifazane abayishumi nesihlanu (15) ababambe iqhaza kulo lolu cwaningo. Ulwazi olutholakele lucutshungulwe kusetshenziswa indlela yokubheka okufanayo okuqhamukile ocwaningweni naleyo evulelekile engagxilile ohlakeni olulodwa. Imiphumela ebalulekile iveze ukuthi ukuhlukumeza ngokobulili ngaphakathi esikhungweni semfundo ephakeme kudla lubi. Udlame lwangokobulili luvela ngezindlela ezahlukene, ngingabala ukushaya, ngokocansi, ngokomoya, ngokwezezimali nalapho abantu besuke bengeke bakwazi ukuzivikela ngenxa yemithetho ebekiwe. Imiphumela yocwaningo iphinde yaveza ukuthi imithetho ebekwe uhulumeni ukuthi indoda ayiphikiswa kwekushoyo ingenye yezinto ezicindezelayo ngokobulili kuyo yonke imiphakathu, okuholele ekutheni abafundi besilisa emanyuvesi bakusebenzise lokhu ukuzivikela ekuhlukumezeni abesifazane nalabo bolulili obungaqondile kobubodwa. Indlela yokuxhumana phakathi kwabesilisa nabesifazane iholele esimeni sokungalingani ngokwamandla ekuzwaneni ngendlela yokuthi njalo abesilisa yibo abathathwa njengabanamandla kuthi abesifazane bona bangabi yilutho emiphakathini. Ucwaningo luveze ukuthi imicimbi lapho kudliwa utshwala nezidakamizwa ngaphakathi esikhungweni yiko okubhebhethekisa loludlame. Ucwaningo luphinde lwaveza ukuthi abafundi bonyaka wokuqala yibo abahlaseleka kakhulu kwizimo lapho kulalwa nabo ngoba bethenjiswe okuthile bazithole sebedlwenguleka ngaphakathi ezindaweni zokuhlala esikhungweni nezima lapho becwaswa ngokwesimo sobulili babo. Okokugcina, imiphumela yocwaningo iveza kabanzi ukuthi isiko aligcini nje ngokubeka isimo sokuhlukumeza ngokobulili kube into ejwayelekile noma engeyona inkinga kodwa kunaloko iyakuqhubela phambili ngaphakathi ezindaweni zokuhlala kuzo izikhungo. Ngokwalemiphumela etholakele, ucwaningo luveze izincomo ezithile neziphakamiso ukuthi zonke izinhlaka azibambe iqhaza emizamweni yokunciphisa udlame lwangokobulili ngaphakathi ezindaweni zokuhlala esikhungweni semfundo ephakeme. Lokhu kubala umnyango wezemfundo, ukushintshwa kwendlela yokufunda nokufundisa, ukubekwa kwemithetho, ukuthuthukiswa kwezokuphepha nezindlela zokubika loludlame.
Masculinity and sexuality : investigating risky sexual behaviours amongst high school boys in Umlazi.
(2012) Mthembu, Pretty.; Anderson, Bronwynne Mardia.
In this paper I address the problem of risky sexual behaviours among boys between 16 and 17 in an Umlazi high school, KwaZulu-Natal, South Africa. The main question, which I address, is what boys in an Umlazi high school consider as risky sexual behaviour. My central thesis in addressing this question is exploring the boys’ risky sexual behaviours in an Umlazi high school in order to understand their risky sexual behaviours which can lead to HIV and AIDS infection. My aims and purpose in this essay are thus to understand the boys meaning of risky sexual behaviour, why do these boys in the study engage themselves in risky sexual behaviors and how does the social constructions impact on risky sexual behaviours of boys in an Umlazi high school. The research context of this study is in the domain of masculinity and sexuality. I start from premise that masculinity and sexuality are dynamic and fluid assuming that their risky sexual behaviours are the result of social construction of masculinities and sexualities. I used the qualitative methods in order to understand their world and their meaning of risky sexual behaviours. My results showed that the society shaped the boys meaning of masculinity and sexuality, their identity of being boys and attitudes towards sex and being a boy. In addition to that these boys were urging to be the boys that their society know and expect, they did not want to be different or act differently to what the society consider normal of which there is a price of being alienated or subordinated and ostracized if a boy perform alternative masculinity and sexuality and these constructions affects the girls and young women as they are expected to be permissive. Furthermore the boys aspirations in this study were geared by powerful males such as the President of South Africa in his openly polygamous relationships and they revealed that they promote polygamy which is the culture of the Zulus, so they are already practicing it by having multiple partners which they take as their prerogative as boys. In short, this paper addresses the problem of risky sexual behaviours among boys in a selected Umlazi high school by the group interview held in the research site in order to understand the boys meaning of risky sexual behaviours in an Umlazi high school. Furthermore the study explores what boys consider risky sexual behaviours, their reasons to engage themselves in risky sexual behaviours and the impact of the social construction of masculinity and sexuality.
Negotiating sexuality : challenges facing young African schoogirls [i.e. schoolgirls] in the era of HIV and AIDS.
(2012) Zwane, Pinky Ntombizonke.; Anderson, Bronwynne Mardia.
This study explores the meanings that young African schoolgirls aged 16 turning 17 from a high school in Umlazi, Durban give to their sexual identities. Using qualitative research methods in the form of semi-structured open-ended interviews and focus group discussions, their understandings of sex, sexuality and sexual risk were explored. The aim was to investigate why these young girls expose themselves to risk by engaging in unprotected sex, in spite of sex education and many interventions and campaigns related to Human Immune- Deficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) infections' awareness which these girls receive in school. Poverty, unemployment and crime plague this community and it is within this context that these girls make sense of their sexual identities. The main findings of this study are that these young girls resist being placed in a subordinate position and the patriarchal system which the society and boys attempt to impose. Furthermore, most of these girls come from broken families where grandparents have a responsibility to sustain the family. In the process, girls expose themselves to sexual risk as they become vulnerable to peer pressure. Girls' response to their challenges with regards to sexual identity is to act like boys, have multiple partners, and dump the boys who demand sexual favours. In response, this study aims to enlighten the girls regarding the dangers inherent in their behaviour and to assist them with safer ways of assuming 'girl power'. Girl power implies that girls are empowered with skills to be self confidence, be confident with themselves by protecting themselves from sexual infections and to take informed decisions as they negotiate their sexualities. The findings reveal that girls reject the patriarchy that subordinates them and are now taking a position of girl power. I conclude that, in assuming their power over boys, these young girls want to behave like boys and have multiple partners which put them at risk.
Teachers’ perceptions and attitudes towards same-sex desiring learners in one urban single-sex high school in KwaZulu-Natal.
(2021) Ngcobo, Sinenhlanhla.; Anderson, Bronwynne Mardia.
Same-sex desiring learners face unique and complex challenges within the school environment where negative perceptions, heteronormativity and homophobia makes it difficult for them to have a normal schooling experience. The study explored high school teachers` understandings, perceptions and attitudes towards same-sex desiring learners in an urban single-sex school. The researcher used a qualitative approach located within the interpretivist paradigm to collect data. The qualitative approach was also used in order to understand how the teachers navigate their teaching and the strategies that they use to include same-sex desiring learners. The social constructionist theory enabled the researcher to explore the variegated attitudes and perceptions that teachers have and how their social backgrounds namely their culture, race, class, religion and age have contributed to their perceptions. The data was collected using photo-elicitation and semi-structured individual interviews which enabled the participants to express their perceptions and attitudes regarding same-sex desiring learners. The interviews were conducted with 17 participants who teach at a selected urban single-sex high school in KwaZulu-Natal. Results of the study revealed that many of the teachers lacked awareness and understanding of the human rights of same-sex desiring learners that are enshrined in the South African constitution and Bill of Rights. The study also revealed how cultural and religious beliefs contribute largely to the lack of tolerance and acceptance of same-sex desiring learners. Societal constructions of femininity and masculinity contributes to the ways in which these teachers perceive same-sex desiring learners and their attitudes towards the learners. Although the teachers may not openly be homophobic to the learners the study revealed that many of these teachers are covertly homophobic which influences how they navigate their teaching, and how they include and exclude learners inside and outside the classroom. Recommendations in the study included educating teachers, more particularly at undergraduate level about same-sex desiring learners so that they are informed and will challenge the socially constructed perceptions and attitudes they may have before entering into a schooling environment. Developing an inclusive curriculum which speaks to gender and sexual diversity and developing policies that protect same-sex desiring learners was also recommended.
University students’ understandings, experiences and exposure to intimate partner violence in a University campus residence in KwaZulu-Natal Province.
(2021) Dipnarain, Simla.; Anderson, Bronwynne Mardia.
(English) This qualitative study within an interpretive paradigm explored undergraduate and postgraduate university students’ understandings, experiences and exposure to Intimate Partner Violence (IPV) while living in a university campus residence in KwaZulu-Natal Province. Remote data collection methods such as telephone and Whatsapp voice calls were used to conduct individual, semi-structured interviews with open-ended questions in adherence to the research protocols of the COVID -19 pandemic. Gender Relational and Social Constructionism theories were used as analytical lenses to interpret the data. The themes that emerged from this study highlighted the key findings and found persistent patriarchal cultures, substance abuse, coercive sexual behaviours, transactional relationships, inadequately trained law enforcement officials and corrupt university student representatives to have contributed to the high levels of IPV in the university campus residence. Intergenerational violence, cultural and social norms hinging on unequal gender power relations also played a role in placing the well-being of heterosexual women and subordinate non-normative gender partners at risk. Although the high level of IPV against heterosexual females and students in non-normative gender relationships was of concern in this study, it would be worthy to note that there was an element of agency, albeit limited, in resisting this phenomenon. The first recommendation that emanated from the findings of this study was that the university should initiate educational awareness programmes to highlight the seriousness of IPV. The second recommendation was that university policy and practice should correlate for students who transgressed the rules and regulations of the institution.(isiZulu) Lolucwaningo olwenziwe ngendlela ejulile, lubheka ukuqonda kwabafundi, ulwazi abanalo (experience), nokuthinteka (exposure) kwabo wubudlelwano babantu obuphathelene nezothando bube bunodlame (Intimate Partner Violence (IPV)) kuwona wonke amazinga okufunda kwenye yamagatsha (campus) enyuvesi eKwaZulu-Natal. Ulwazi luqoqwe ngokushayelana ucingo, nokusebenzisa ubuchwepheshe obubizwa nge-WhatsApp. Lapha kwakwenziwa udliwanondlebe, kukhulunywa nomuntu ngamunye; imibuzo yayivulelekile, inikeza owayephendula ithuba lokunaba (open-ended). Lendlela yokuqoqa ulwazi yayihambisana nemigomo ebekiwe yokuvikeleka ukuthelelana ngegciwane icorona, le esisabalale umhlaba wonke. Kwasetshenziswa ubuchule obuchaza kabanzi ngobudlelwano obususelwa ebulilini (Gender-based theories) ukuhlaziya kahle nokuqonda ulwazi. Lububuchule baziwa nge Gender Relational and Social Constructionism theories. Izingqikithi (themes) ezavela zaqhakambisa okwatholakala, kona okwaveza ukuqhubeka nenkolelo yokuthi izinto kufanele zenziwe ngendlela evuna abesilisa, (patriarchal cultures), nokusetshenziswa kwezidakamizwa, ukusetshenziswa kodlame uma kukhulunya ngezinto ezithinta ucansi, ubudlelwano obuthinta ubulili obubodwa, nobuthinta ubudlelwano nobulili ngendlela engajwayelekile, okukhohlakala kwabaholi babafundi, konke lokhu kwaholela ezingeni eliphezulu le IPV. Ucwaningo luphinde lwaveza ukuthi lelizinga laphinde lanyuswa ukungaqeqesheki ngokwanele kwabasebenzi abaphethe ezokuphepha nemthetho kuleligatsha. Kuphinde kwavela ukuthi imikhuba yasemphakathini, nesuselwa emasikweni, nesimo esenziwa ukungalingani ngokobulili okuholela ekungalinganini kwamandla, nodlame olususelwa ekungalinganini okususelwa eminyakeni abantu abanayo, konke lokhu kube nomthelela kuloludlame olubizwa nge IPV kuleligatsha lapho ezempilo, ukuphepha kwabafundi besifazane, nalabo ubulili babo abusibona obejwayelekile, kujwayelekile ukuthi babe yizisulu zaloludlame. Izinga eliphezulu lalodlame olubhekiswe kwabesifazane abaziphathisa okwamadoda, kanye nabafundi abasobudlelwaneni nalabo bobulili obufana nobabo, kwaba izinto ezakhathaza lowo owayecwaninga. Kufanele futhi kwaziwe ukuthi kwakukhona labo ababelwisana naloludlame, noma imzamo yabo ingabanga nemiphumela engako. Isiphakamiso sokuqala esivela kulolucwaningo ukuthi inyuvesi kufanele ibe nezinhlelo zokufundisa ngobungozi baloludlame, Isiphakamiso sesibile ukuthi umugomo wenyuvesi, nokwenza kufanele kusebenzisane ukuze kunqandwe lababafundi abaphula imithetho yesikhungo.
Violent masculinities: a case study of violence among high school boys in Umlazi, KwaZulu-Natal.
(2019) Mdladla, Nombulelo Yvonne.; Anderson, Bronwynne Mardia.
This study explores how a group of boys in grades 9 and 12 at an Umlazi high school construct their masculinities in often violent ways. The school is located in a poverty-stricken community. The theory of masculinities is employed as a lens through which to explore both the perceptions of the participants regarding violence and the way they construct their masculinities, which often lead to various forms of violence. The mixed research approach was adopted, utilising questionnaires and individual interviews to generate data. The findings of the study reveal that the participants have different perceptions of violence. The research further reveals that some of these boys construct their masculinities in situations where corporal punishment is sanctioned, and they bully boys who do not adhere to their notions of hegemonic masculinity and others they perceive as being homosexual. The relationship between hegemonic masculinity and violent behaviour is evident in the data showing boys who assume power and subordinating both other less powerful boys and girls. The findings show that violence is located within conflicting notions of masculinity. It is also evident that there are certain spaces in the school where violence predominantly occurs. This is constructed as normal behaviour, however, there are instances of boys who display non-violent behaviours and attempt to resolve conflict. This suggests that coming from a violent background does not automatically reproduce violent behaviours, or that boys from more peaceful backgrounds might not necessarily be nonviolent. Implications for the study are documented from the voices of the participants. The research concludes that violence in schools, particularly among boys, is a huge social problem. It also demonstrates that gender-based violence is problematic and that it should be dealt with. This study therefore recommends intervention strategies to be designed and implemented by the school management team, teachers, learners, parents and the school governing body, so as to promote a more peaceful and violence-free environment. Awareness campaigns are examples of strategies that can be employed to combat gender-based violence at the school.