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Item A review of Applied Behaviour Analysis (ABA) as a method of early intervention for foundation phase learners living with Autism in South Africa.(2023) Govender, Rivendri.; Buthelezi, Nontobeko Precious Angela.Background: Applied behaviour Analysis (ABA) is a form of intervention that is primarily used in the treatment of Autism Spectrum Disorders (ASD) and is based on the premise that behaviours are caused by external stimuli resulting in the implementation of a reward and punishment system in order to discourage or encourage behaviours. Aim: This study is aimed at evaluating the effectiveness of the Applied Behaviour Analysis model as a method of intervention for foundation phase learners who were diagnosed with ASD. Methodology: Embedded within the Theory of Learning and Development, data was collected through the analysis of secondary data retrieved from case files from The Star Academy (South Africa). The study population focussed on foundation phase learners who were diagnosed with ASD and were receiving ABA intervention as the primary method of intervention and purposive sampling was employed in the selection of the case files. Results: The findings of the study revealed that the ABA method of intervention, has an array of areas of functionality which were targeted within each domain of functioning. This allowed the child to acquire a complete repertoire of skills in a natural manner. Conclusion: This research study concludes that the Applied Behaviour Analysis method of intervention is effective in the treatment of Autism in foundation phase learners within a South African context.Item An exploration of how word choice and framing contribute to agendasetting in the reporting of gender-based violence in three KwaZulu-Natal community newspapers (November 2021 to December 2022)(2023) Mangoro, Munyaradzi.; Scott, Claire.This study primarily concerns how word choice and framing contribute to agenda-setting in reporting gender-based violence (GBV) in three KwaZulu-Natal (KZN) community newspapers from November 2021 to December 2022. Three weekly English community newspapers, namely, Zululand Observer, Maritzburg Echo and South Coast Sun, were purposively selected and provided the data for this study. The key objectives of this study were to look at descriptive and emotive words used in the GBV-related articles posted by the three publications; to determine if any changes occurred in the framing of articles during the 16 Days of Activism campaign period of November to December 2021 and November to December 2022, and to determine how word choice and framing prioritised the issue of GBV in terms of the media agenda setting. This study was guided by framing theory. A mixed-method research approach was used to collect and analyse the data. Quantitative content analysis was used to tally all GBV-related stories published during the period of study and to record all descriptive and emotive words used in these stories. Qualitative thematic analysis was used to group these words according to similarities and connotations to identify emerging themes on GBV. Because GBV is an issue that comes out of the private into the public sphere through being reported in community newspapers and other media platforms, it is important for this study to look at word choice and framing and, for this reason, initiate future debate on media responsibility when reporting on GBV. Looking at national stats-to-story-frequency and priority ratio, findings indicate that GBV was not given priority in the publications under review. Overall, 42% of all the GBV-related stories discussed in this study were posted during the two 16 Days of Activism time periods discussed. This indicates an outstanding visibility of GBV-related stories compared to the rest of the study period. Lastly, literature on GBV and the media in South Africa is very broad, but the study of word choice in the media, especially community newspapers in South Africa is yet to be thoroughly explored through research. This study acknowledges literature on analysing discourse around GBV in the South African media, that has been done by scholars such as Kulne Oparinde & Rachel Matteau Matsha, Floretta Boonzaier, Peace Kiguwa, Nechama Broodie, Amanda Gouws, Nicky Falkof and Mille Phiri, just to mention a few. The study of word choice needs attention as it is critical in understanding, significantly reducing and possibly eradicating GBV. This study suggests that the three publications need to increase the salience of GBV stories by dedicating more space to such stories weekly. Equivalency framing in the use of descriptive and emotive words is encouraged, as they are eye-catching, appealing and interesting to the readers.Item Breaking barriers: assessing the efficacy of White Paper 6 implementation in KwaDedangendlale's educational landscape and the impact of the NeuroScreen Tool.(2023) Dlamini , Anisa Samkelisiwe.; Buthelezi, Nontobeko Precious Angela.The KwaDedangendlale community (Valley of a Thousand Hills) is a notable little settlement near Botha’s Hill outside of the Hillcrest in KwaZulu-Natal in the Pinetown district. Socio-economic barriers that prevent access to high quality education are one of the main problems that South African schools, particularly those in underprivileged areas, must face. This is due to the legacy of the apartheid era that ingrained economic inequality into South African society. White Paper 6 (EWP6) is a new government policy for a single, undivided education system for all learners, including those with disabilities and barriers to learning, in the hope that inclusive education will serve as a fundamental element of a cohesive society (Donohue & Bornman, 2014, p. 2). Through informal stakeholders’ perceptions of and experiences with the NeuroScreen tool, this study aims to understand the perceived impact and value of the tool by exploring stakeholders’ experiences in the classroom and how the available resources help them help learners who are experiencing learning barriers. The study also pinpoints prior interventions, referral protocols, and networks in KwaDedangendlale, aiming to fill the gap by locating new networks and referral systems that might be used in KwaDedangendlale to help learners experiencing learning difficulties. The method used for data collection is interviewing. Semi-structured, one-on-one interviews with secondary school teachers and a member of the Department of Education (DoE) were used to collect data in order to gather opinions on the state of education in the Pinetown district and Thabela Secondary School. The data was analysed using thematic analysis. The list of mapped locations was compiled based on research on the programmes offered there and the establishments’ commitment to helping young people overcome challenges to achievement. The KwaDedangendlale community clearly exhibits a gap in referral systems and referral networks. Because of this, there has not been much growth in terms of nearby educational facilities for the village. The results showed that a lack of support services from the DoE, problems with overcrowding, and the lack of parental involvement continue to be obstacles for teachers in their implementation of EWP6 at this mainstream rural school.Item Experiences of adults who had a traumatic brain injury.(2023) Ismail , Hallima.; Mfene, Xoli Precious.A traumatic brain injury is a sudden, unprecedented injury that causes damage to the brain. Impacting an average sixty-nine million people a year, the incidence of traumatic brain injury may be described as a silent epidemic. Therefore, the objectives of this research study were to: investigate the experiences of adults who had a traumatic brain injury, to determine what changes were experienced by adults who suffered a traumatic brain injury and to explore the long-term and short-term challenges of adults who experienced a traumatic brain injury. The study utilised a qualitative research approach, with an interpretive paradigm. Additionally, an exploratory research design was implemented. Purposive sampling was employed to select eight participants for the study. Reflexive Thematic analysis was used to analyze data. The findings of the study indicated that all eight participants experienced negative alterations due to their traumatic brain injuries. The degree of negative experiences varied, and some participants indicated an interleaving of positive impacts post-injury. All participants highlighted a lack of overall awareness and understanding by the general population of their experiences and their plight. Furthermore, the findings of the study highlighted that the traumatic nature of the recovery process was especially challenging for participants, and that some turned to negative coping mechanisms to counterbalance the trauma experienced. An emergent finding of the study revealed gender differences between the seeking of emotional assistance post-injury and indicated that male traumatic brain injury survivors may likely be less inclined to seek assistance, due to the associated stigma. Further research is recommended to assess gender differences in coping with TBI and help seeking.Item Grade 7 technology teachers' topic-specific pedagogical content knowledge in teaching graphic communication.(2022) Mcambi, Zanele Sphokuhle.; Singh-Pillay, Asheena.; Mabaso, B.Graphic Communication (GC) is a universal language in the technology and engineering sector. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart et al., 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis et al., 2019). Through graphic communication skills, learners ought to be taught, by teachers, how to read, interpret, design, and draw using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice. GC is one of the content topics that teachers of technology do not find easy to teach. The National Senior Certificate (NSC) examiners and moderators’ reports for engineering graphics design, civil technology from 2016 to 2021 reflect learners’ remarkable ineptitude regarding graphic communication skills. The diagnostic reports repeatedly highlight learners’ poor performance on examination questions that test for graphic communication skills. While learners’ learning and performance is related to many factors these diagnostic reports allude to the interconnection between learners’ poor performance in GC to the teaching to which they are exposed. In technology education learners are introduced to GC in grade 7. This means that the GC learnt in grade 7 forms the platform for all other GC learning in the subsequent grades. Thus, it is quintessential to explore grade 7 technology teachers’ topic specific pedagogical content knowledge pertaining to GC. Within the South African context, technology is a relatively new subject in the curriculum, as it was introduced in 1998. Many teachers teaching technology teach out- of -field. This means they were not trained to teach technology and lack the subject matter knowledge and pedagogical knowledge needed to teach graphic communication. In response to the afore mentioned issues, this study sought to explore grade 7 technology teachers’ topic specific pedagogical content knowledge in teaching graphic communication guided by the following research questions: 1. What is grade 7 technology teachers’ subject matter knowledge on graphic communications? 2. What topic specific knowledge do grade 7 technology teachers use when teaching graphic communication? 3. Why do grade 7 teachers use their topic specific pedagogical content knowledge for teaching graphic communication in the way that they do? This qualitative study adopted a case study design, and data was collected using questionnaires and interviews. Mavhunga (2015)’s Teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) frames this study theoretically. Findings of this study revealed that teachers have three understandings of GC: GC conveys an idea or thought via drawings or sketches. GC is a technological process that learners use to do a practical assessment task when designing to communicate ideas into paper or an article. Moreover, GC is a language spoken by architects and contractors. Regarding the way they teach GC, two themes emerged, they use a hands- on approach and the talk and chalk approach. The way teachers teach is influenced by the fact that they are teaching out- of- field and the lack of professional development. Hence the findings of this study concluded with a proposal for a continuous professional teacher development program to be put in place which will assist teachers to stay on par with all the needed information and resources regarding technology and GC.Item “My life is nothing but a comedy”: madness and revenge tragedy in Todd Phillips’ Joker (2019)(2022) Akoo, Selma.; Laltha, Samiksha.This dissertation analyses the employment of madness and the revenge tragedy in the contemporary Hollywood film Joker (dir. Phillips, 2019). By focussing on the causation that leads to the protagonist’s tragic fate, I argue that the protagonist’s use of blood revenge is due to the city’s indifferent nature towards its marginalised and mentally ill citizens. Though the protagonist’s crimes cannot warrant any justification, an empathetic understanding can be bridged to the audience due to the intimate portrayal of his suffering. Madness is most certainly loaded with diverse histories and persists as an anomaly to humans. The current interpretation of madness, within the context of mental illness, greatly differs from its early understanding incorporating societal rejection of those who failed to uphold the standards of societal convention. In Joker, it is further attributed to individuality and liberation from the constraints of societal convention. My research maintains that the film deploys madness as a defensive and coping mechanism against the tyranny of societal structures, through which the protagonist emancipates his dangerous and powerful Joker persona. In addition, I analyse the portrayal of mental illness in Joker. I impartially explore the film’s rally for mental illness awareness and compare it to its damaging depiction of a violent and murderous mentally ill protagonist. The film essentially embodies both redeeming and harmful portrayals of mental illness. I henceforth assess the presence of the revenge tragedy in Joker by examining the formula of the genre’s leading precedent, The Spanish Tragedy (Kyd, [1592] 1898). The Kydian formula establishes the structure of a revenge tragedy narrative employing blood revenge as its primary method of retribution, and it is through this formula that I am able to locate and justify the presence of the revenge tragedy in Joker (dir. Phillips, 2019). Due to the cold-blooded vengeance the protagonist undertakes, I evaluate the cautionary tale around the mistreatment of the mentally ill which gave rise to the events in the film. As a result of this, my research asserts that the protagonist ultimately occupies the seat of the anti-hero despite the brutal nature of his crimes. The societal system reigns as the true villain of the film, because if it were not for the systematic marginalisation of Gotham’s disadvantaged and mentally ill citizens, as well as the callous nature of society, then the protagonist may have not walked down the dark path that he did.Item Paddy Kearney: an example of the creation and re-creation of a Christian activist over five decades=Paddy Kearney: Isibonelo sokwakhiwa nokwakhiwa kabusha Kwabashabasheki bobuKhristu emashuminyakeni ayisihlanu.(2023) Perrier, Raymond Anthony.; Denis, Philippe Marie Berthe Raoul.Abstract Paddy Kearney (1942-2018) was a well-known Christian activist operating in Durban during and after the Liberation Struggle (from 1970 until his death). He worked closely with Denis Hurley (Catholic Archbishop of Durban from 1947 to 1992) with whom he created Diakonia and in whose honour he later founded the Denis Hurley Centre. At Diakonia, Kearney brought together Christians of all denominations to work for social justice; later as Chair of the Gandhi Development Trust and the Denis Hurley Centre Trust his work broadened to include partners of all faith communities. Although he worked closely with religious leaders, Kearney had no official status as a member of clergy but he did spend 10 years in a Catholic religious order, the Marist Brothers. The thesis draws on Kearney’s own archive, the archives of the organisations to which he was linked, and interviews with 72 colleagues, friends and family members from across the decades. The documents of Vatican II are referenced extensively and also relevant secondary texts by contemporary (and where possible African) theologians. The thesis aims to show how Kearney’s ministry was shaped by the Second Vatican Council (1962-65) at which +Hurley had been a prominent participant. It is argued that Kearney’s life exemplified some of the new approaches to being Church that the Council (and +Hurley) encouraged: working with other Christians (Unitatis Redintegratio), respecting other faiths (Nostra Aetate), defining a role for lay people (Apostolicam Actuositatem), defending human rights (Dignitatis Humanae), responding to the sufferings of the world (Gaudium et Spes). While celebrating the degree to which Kearney epitomised Vatican II, the thesis shows the degree to which this had to develop over time and also highlights some ways in which Kearney did not go far enough. Nevertheless, it concludes that he provides an important model for Christian activists today. Appendices explore additional related themes such as Kearney’s links to Mahatma Gandhi and the status of +Hurley as a political priest. Kearney was also a prolific writer including the award-winning biography of +Hurley (Kearney, G Paddy. Guardian of the Light, Pietermaritzburg: UKZN, 2009); he awarded an honorary doctorate by the University of Kwa-Zulu Natal. Iqoqa UPaddy Kearney (1942-2018) wayeyisishoshovu soMkhristu esaziwayo owayesebenzela eDurban ngenkathi yoMzabalazo Wenkululeko (kusukela ngonyaka we-1970 waze wafa). Wasebenza ngokusondelana kakhulu noDenis Hurley (UMbhishobhi omkhulu wamaKhatholika kusukela ngowe-1947 kuya kowe-1992) abakha kanye naye iDiakonia okwathi ngokumhlonipha nakamuva wakha iDenis Hurley Centre. EDiakonia, uKearney wahlanganisa amaKhristu azo zonke izinhlaka ukusebenzela ubulingiswa bomphakathi; kwathi kamuva njengoSihlalo weGandhi Development Trust neDenis Hurley Centre Trust umsebenzi wakhe wasabalala wafaka ayebambisene nabo kuyo yonke imiphakathi yokholo. Nakuba asebenza ngokusondelana nabaholi bezenkolo, uKearney wayengenaso isikhundla esisemthethweni njengelungu labefundisi abagcotshiwe kodwa wasebenza iminyaka eyishumi nohlelo lokholo lwamaKhatholika, iMarist Brothers. Ucwaningo lusukela emqulwinimlando yakhe uKearney, imiqulumlando yezinhlangano ayehlobene nazo, nezinhlolokhono nabalingani bakhe abangama-72, abangani namalungu omndeni emashumininyaka amaningi. Imiqulu yaseVatican II icashunwe kakhulu nemibhalo yongoti bezenkolo yeqophelo lesibili yesimanje (lapho okuvuma khona okube ngeyase-Afrika). Ucwaningo luhlose ukukhombisa ukuthi ubufundisi bukaKearney kwakhiwa yiSecond Vetican Council (1962-65) lapho +Hurley owayengumbambiqhaza oqavile. Kuqakulwa ukuthi impilo kaKearney yayisibonelo sezinye zezindlela ezintsha zokuba yiSonto okwakukhuthazwa nguMkhandlu (+Hurley): kusetshenzwa namanye amaKhrestu (Unitatis Redintegratio), ukuhlonipha ezinye izinkolo (Nostra Aetate), ukuchaza iqhaza labantu phaqa (Apostolicam Actuositatem), ukuvikela amalungelo abantu (Dignitatis Humanae), ukuphendula ekuhluphekeni komhlaba (Gaudium et Spes). Ngenkathi sigubha izinga uKearney amela ngalo iVatican ll, ucwaningo lukhombisa izinga lokhu okwase kukhule ngalo emva kwesikhathi, futhi kuphinde kugqamise izindlela uKearney aphinda wagubeka kuzo. Naphezu-ke, luphetha ngokuthi uyimodeli emqoka yezishoshovu zobuKhrestu zanamuhla. Izengezelo zihlola izindikimba ezelekiwe nezinobuhlobo njengokuxhumana kuka +Hurley kuMahatma Gandhi nesimo sika +Hurley njengomfundisi ongowezombusazwe. UKearney wayephinde abe ngumbhali osebhale kakhulu kubalwa nombhalo webhayografi owadla ubhedu ka +Hurley (Kearney, G Paddy. Guardian of the Light, Pietermaritzburg: UKZN, 2009); wahlonishwa ngeziqu zobudokotela yiNyuvesi yaKwaZulu-Natal.Item The experiences of caregiving and the coping strategies of informal caregivers of people with major neurocognitive disorders.(2023) Manyathi, Londeka Miranda.; Mfene, Xoli Precious.Caregivers of people with major neurocognitive disorders (MNCD) experience considerable burden, which might lead to psychological difficulties. As a result of their caregiving experiences, it is important for caregivers to develop positive coping skills. This study aimed to explore the experiences and coping strategies of informal caregivers of people living with major neurocognitive disorders. Further, this study was conducted to establish if there are any support programmes available for informal caregivers of individuals with severe neurocognitive impairments. A mixed methods research approach was adopted. Nine informal caregivers were sampled through a non-probability purposive technique. Data were collected through semi-structured interviews and psychometric scales on caregiver depression, burden, and coping. Further, data were analysed using reflexive thematic analysis. Psychometric scales were scored and interpreted based on their interpretive manual. The findings suggest that informal caregivers of persons with major neurocognitive disorders endorsed more negative than positive experiences. However, they seemed to cope with the caregiving situation. More active coping strategies, such as acceptance and building resilience, mediate the negative experiences. Informal caregivers reported the availability of respite and psychosocial interventions such as those offered by the Bessie Makatini Foundation. In conclusion, it was recommended that while addressing caregiver needs and creating support interventions, support programs like those conducted by the Bessie Makatini Foundation should consider the various family dynamics.Item The impact of Coronavirus on the rural households headed by African women “breadwinners”: anthropological case study Of Mkhambathini in Kwa-Zulu Natal.(2022) Goqo, Nontokozo Fundiswa.; Kgari-Masondo, Maserole Christina.The literature surveyed for this study reveals that there is a gap in academia about studies on rural African women breadwinners’ experiences during the Coronavirus pandemic. The study was undertaken to investigate and understand the impact of Coronavirus (COVID-19) on rural African women and also to determine the strategies they used to cope during the era of the pandemic. The study employed a qualitative research method and a case study design. Guided by ethical considerations in research, semi-structured interviews were used to collect data from 30 African women between 20 to 60+ from KwaZulu Natal province, Pietermaritzburg in Mkhambathini municipality that were recruited through the purposive and snowballing sampling and the generated data is analysed thematically. The theoretical framework employed in the study is family systems theory, social capital theory, and coping theory. The symbiotic relationship of these theoretical frameworks revealed the impact of COVID-19 which is nuanced and complex on African women in rural households. Secondly, the study revealed a prevalent Eurocentric analysis of the experiences of rural communities especially rural African women who are homogenized as if their lives are static. Narratives of rural women revealed that they never felt intimidated by being breadwinners in their households. The study also revealed that the impacts were felt differently by diverse women as some experienced more hardships than others but they never gave in to marginalisation due to the impacts of the pandemic. These women worked hard and used their agency to navigate the ramifications of the pandemic by creatively starting businesses to navigate and escape the economic hardships that came with Coronavirus pandemic as many of them lost their jobs or their working hours curtailed. They also used creative financial management of the little money they received from welfare funds, businesses, or pension funds to ensure resilience during this era of the pandemic. Hence the recommendation of the thesis is the decolonisation of anthropological studies by ensuring that studies about women especially the previously colonised and poor experience social justice and are studied from within their own context and are not homogenised. The recommendations propose that economic and welfare policies responses must be immediate and consider the concerns of women.Item The meaning of struggle songs for the black female university students.(2023) Makhaye, Nomvuselelo Lorraine.; Khumalo, Richard Thabane.; Sekhesa, Thabo.This study investigates the significance of struggle songs and meaning they have for six Black female university students who sing them at the University of KwaZulu-Natal (UKZN) in Pietermaritzburg (PMB). To understand the singing of struggle songs from experiences of these university students, the study employed a qualitative methodology, interpretive phenomenological analysis (IPA). Data was collected using semi-structured interviews that were recorded and transcribed. From transcripts, IPA provides a step-by-step guide to analysis. The theoretical foundations for this study were Black feminism and the Afrocentric paradigm. Findings indicated that the meaning that the participants attach to struggle songs is that of a versatile tool through which they communicate injustices and victories. These Black female university students also saw struggle songs as a tool that unites Black people in the fight against injustices and a tool that captures Black South African history and, furthermore, defines their identity. Singing struggle songs brought about a connection with the past, fallen heroes, and the spiritual realm, as well as positive and negative emotions. The study participants revealed that Black university students, including both genders, and Black South Africans are still suffering the consequences of apartheid, like financial struggle, which has its background in apartheid policies that disadvantaged Blacks. Furthermore, Black female university students still leave in fear because of gender-based violence (GBV). They also have other unmet needs that they feel could be easily addressed but are not. These lead them to engage in the singing of struggle songs. It is suggested that addressing these issues at the university and government levels will benefit both the university and the students by reducing protests and increasing time spent in class focusing on the main purpose, which is to study.Item Understanding the impact of the digital divide and new methods of learning on humanities students at UKZN during the coronavirus pandemic.(2023) Akinlabi, Oyinkansola Oyindamola.; Pitcher, Sandra Jane.Typically, the digital divide refers to the separation between those who have access to digital information and communications technology (ICT) and those who do not (Dewan & Riggins, 2005). However, more recently, scholars and thought-leaders have acknowledged that the concept is multifaceted and should consider various socio-political factors, as well as economic ones. The University of KwaZulu-Natal (UKZN) is home to a diverse range of students of different genders, ages, socio-economic backgrounds, and racial backgrounds. The use of digital technology plays a huge role in the academic processes for students at UKZN. It is imperative that all students have access to, and are familiar with, digital technology to successfully complete their academic tasks. This became even more important in the wake of the Coronavirus pandemic, which made it necessary for most teaching and learning to be done virtually with the use of digital technology. However, just like in most communities, there is a gap between the availability of digital platforms and students’ access, and their cognitive ability to use these platforms. This research explores the experiences of UKZN Humanities students as they navigated their new level of dependency on digital technology for learning during the Coronavirus pandemic. It highlights how the digital divide has impacted their use of digital technology while learning virtually, their peculiar experiences and actions taken due to virtual learning, as well as how they compare virtual learning to contact learning.