Browsing by Author "Siwela, Sanele."

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A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks.
An exploratory case study of the experiences of students with disabilities at a TVET college : factors that facilitate or impede their access and success.
(2017) Siwela, Sanele.; Rule, Peter Neville.
This exploratory case study was aimed at investigating the experiences of students with disabilities at a Technical Vocational Education and Training (TVET) College, and in particular factors that facilitate or impede their access and success. The case comprised a group of six students with physical and/or visual impairments. The study was framed within a social model of disability and an inclusive approach to education. A qualitative research methodology was utilized within a critical paradigm. Interviews, life histories, mapping and transect walks were used as methods of collecting data and to gain a better understanding of the case. Thematic content analysis was undertaken to identify and record themes within the data. This revealed implicit and explicit ideas within the data. The main findings were organized into three emergent themes of othering, academic ableism and poverty which were constituted by several minor themes. The study found that students’ personal attitudes such as self-determination, self-advocacy, being positive and intrinsic motivation were good enablers for learning whilst parental and lecturer support was also found to facilitate success. Physical, economic, social and epistemic barriers hindered access and success. These findings were illustrative of forms of oppression and marginalization of an ableist TVET College. Students with disabilities were expected to learn like their able-bodied peers without assistive devices. The environment also prevented them from getting around and gaining access into buildings. There were constructions of students with impairments as “other.” They were devalued and disempowered. Participants identified negative attitudes of peers as the greatest barrier to their learning experiences. The study recommends that the TVET college implement inclusive education through the provision of accessible materials, funding, lecturer training, accessible buildings, flexible curriculum, providing resources and developing inclusive attitudes among both staff and students.