Browsing by Author "Nkosi, Promise Makhosazane."

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Experiences of grade 12 educators in teaching auditing aspect of the accounting curriculum in Burlington circuit of Umlazi district.
(2015) Msomi, Xolisile Adelaide.; Nkosi, Promise Makhosazane.
The process of curriculum development within the context of changing curriculum can result to multiple experiences for educators. This is particularly true for educators responsible for implementing the auditing aspect of the curriculum. There is evidence that effects of changing any curriculum play a vital role in the educators’ quality of teaching and consequently their leaners’ performance (Kelly, 2004). Such is the situation of the grade 12 accounting educators at the Burlington circuit of the Umlazi district of KwaZulu-Natal. In spite of the changes of the accounting curriculum, these educators have successfully managed to produce remarkable results at the National Senior Certificate level; depicting their quality in implementation. The aim of the study was thus to understand how these grade 12 accounting educators have experienced the change in the accounting curriculum considering their learner’s consistent and outstanding performance. To realise the aim of the study, the researcher used a qualitative research approach within an interpretivist paradigm. Data was generated through semi-structured interviews from seven educators with a minimum of fifteen years of teaching experience. The logic in sampling was that through the participants’ experiences curriculum implementation would be best understood specifically in a context were learner performance have been continually outstanding. The findings revealed that, these educators have used various methods in adapting to the change in the curriculum of accounting subject. The main reason identified was participants’ resilience in adapting to the poor disseminate strategy. Notable complains being insufficient time and the absence of content knowledge. Among other strategies, self-study was identified as the main adaptation strategy used by the participants to upgrade their content knowledge. Glimpses of dilemma ware also noticed in understanding the intended objectives of the auditing aspect in the curriculum. Institutional support was generally low but for the quintile 5 schools. The researcher recommended that a similar study be carried out using a quantitative approach to accommodate the view of participants outside the Burlington circuit for a more generalizable understanding of the Umlazi district. In addition, the relationship between curriculum dissemination and implementation should be studied to understand their impact on learner performance in the accounting curriculum.
Exploring teachers' attitudes towards parental involvement in a township primary school in Pinetown District.
(2014) Majozi, Rachel Thandi.; Nkosi, Promise Makhosazane.
This study explores the attitudes of teachers towards involving parents in their children’s learning. The aim of the study is to identify the attitudes of teachers, and to understand why teachers have the attitudes they have towards parental involvement. The location of the study was a township primary school in the Pinetown District in KwaZulu-Natal. The literature revealed that parental involvement has a positive impact to learners’ academic achievements. This study sought to ascertain an understanding of teachers’ attitude towards the involvement of parents in their children’s learning. Data were generated through semi-structured interviews. Purposive sampling was used in the selection of the participants, which were eight teachers. The study adopted an interpretive qualitative approach to closely interact with the participants to gain more insight and understanding of teachers’ attitudes. The items of the data were analysed into meaningful themes using Miles and Hubert thematic approaches. Interpretations were noted and added to the research conclusion. The findings indicated that teachers’ attitudes are important for developing a welcoming environment for parents to be involved in their children’s learning. Parents and teachers need to work as partners in order to develop learners’ full potential. Teachers have a positive attitude towards involving parents in their children’s learning which ultimately benefitted their children. However, the barriers they encounter hinder implementation of parental involvement in said township primary school. Findings also indicated that communicating effectively is essential for a good parent teacher relationship. It was recommended that establishing of positive attitudes by teachers could improve successful learning in a school environment. Parents need to be guided on how they could become more involved in their children’s learning. Moreover, schools should employ parent centred practices, where the assistance of parents to be involved in their children’s learning is welcomed and acceptable.
"Ingcwaba lentombi lisemzini" : a socio-cultural and gendered construction of ukuthwala among the Zulu people in selected rural areas of KwaZulu-Natal.
(2011) Nkosi, Promise Makhosazane.; Buthelezi, Thabisile M.
Ukuthwala evokes emotive responses, with those who either support or oppose the practice. This is an area of human interaction that has remained outside of the public arena as a result of social transformation, which made people think it had totally disappeared, but it has increasingly come under public scrutiny in post-1994 South Africa due to the forced ukuthwala (bride abduction) of young women aged 12-16 years. Ukuthwala has also resulted in public debate due to bride abductions which are viewed as against the young women's consent, but not much has been done to investigate the practice of ukuthwala among the Zulus living in rural areas of KwaZulu-Natal (KZN) in post-1994 South Africa and the impact this has on the social lives of the thwalwa'd women. Therefore, this study investigates the reasons for the practice of ukuthwala by the Zulu males who reside in Bergville, Zwelibomvu and KwaNgcolosi, and explores the social meanings of ukuthwala. The study is interdisciplinary in nature and adopts qualitative methods of data collection. Themes emanating from the research findings are analysed in relation to the theoretical framework. An analysis is undertaken of some of the gendered constructions related to ukuthwala and sexual identity relating to ukuthwala as perceived by Zulu men and women residing in selected areas. The processes involved in ukuthwala practice for the thwalwa'd woman and the abductor are examined in order to establish the context for the study and to extrapolate the processes in order to reflect on the meaning of ukuthwala. Drawing from its historical context, and using feminists’ theories and Young’s theory of oppression, the study argues that ukuthwala is a customary practice that has no evidence of criminality, as women involved collude in the practice to solve a problem relating to love relationships. However, the study identifies the illegal practice of abduction or ubugebengu (criminality); in the words of participants, that is being practiced in the name of ukuthwala. This study highlights the ongoing debate as to whether ukuthwala may be practised as a means to open up the marriage negotiation process, and concludes that both men and women understand ukuthwala as a Zulu custom which opens up marriage negotiation process. Accordingly, ukuthwala in this traditional form is understood as not violating the rights of young women and children. However, the manner in which it is currently practiced by some men in some communities it exposes young women and children to harmful practices, similar to forced abduction and this was referred to as ubugebengu (criminality), which violates women’s rights and was condemned by all. Communities are not yet empowered to manage these situations. Like many other Zulu cultural practices, information about ukuthwala has been mostly conveyed through the word of mouth and the original intentions at times have thus been distorted. This study encountered the challenge that the South African laws fail to ensure that the abuse of ukuthwala is firstly eradicated and secondly that there are criminal sanctions for the violation. Ukuthwala is a Zulu custom that opens up a space for women’s agency where they can decide to marry a man they choose and end the relationship they do not want. In this way the women are able to command the men whom they love, and who have resources and therefore are also powerful to act in a way the woman wants with regard to initiating negotiations for the marriage. However, it can also be viewed as a Zulu custom carried out by powerful men who have resources and therefore can pay ilobolo (bride wealth), as a power display directed at other men who happen to be their competitors. On the other hand, forced abduction is carried out by emasculated men and is a power display directed at women. The study also conceives of ukuthwala as a cultural practice, and as a social construction that is gendered; it adopts zero tolerance to the abduction of young women. The study suggests that if all stakeholders work together through the process of collaboration, interventions are possible and criminals can be sanctioned. The study recommends further research of issues pertaining to culture, sex, sexuality, gender, masculinities and ukuthwala, in order to support an intervention into the socialisation of boys, to help them in making informed decisions before engaging in ukuthwala.
Ukwaluka/ukusoka : a gender analysis of the symbolism of male circumcision as perceived by amaXhosa men and women in Clermont.
(2005) Nkosi, Promise Makhosazane.; Reddy, Vasu.
Male circumcision evokes emotive responses with those who either support or oppose the practice. It is an area of human interaction that has remained outside the public arena as a result of cultural taboos, but has increasingly come under public scrutiny due to the deaths of young boys as a result of unhygienic circumcision. Some taboos raise the spectre of death over anybody who dares to divulge the secrets of the ritual to outsiders. Male circumcision has resulted in public debates due to death and fatalities of some boys who undergo the ritual, but not much has been done to investigate the impact that male circumcision has on the social lives of the circumcised living in urban areas. This study investigates some of the reasons for the practice of traditional male initiation rituals by amaXhosa males who reside in Clermont-KwaDabeka (Durban); and explores, analyses and assesses the social meaning and effects of male circumcision. An analysis is offered about some of the gendered constructions related to sexual pleasure as an effect of male circumcision as perceived by Xhosa men and women living in Clermont-KwaDabeka. The processes involved in circumcision rites for the circumciser and the circumcised are examined in order to establish the context for the study and to extrapolate the processes in order to reflect on the meaning of the ritual. The study highlights the ongoing debate as to whether circumcision may be practiced as a health intervention strategy, and suggests that male circumcision has no impact on the sexual pleasure experienced by women, and concludes that female orgasm (s) is a problematic issue that needs further investigation. The study also conceives male circumcision as a cultural practice, and as a social construction that is gendered. The study recommends further interrogation of the issues pertaining to culture, sex, sexuality, gender, masculinities and male circumcision in order that this will serve as an intervention towards socialization of boys, and help them in making informed decisions before undergoing initiation.