Masters Degrees (Education Studies)

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13-18 year old school girls’ account and their experience of gender violence in a township school in Umlazi.
(2016) Ngcobo, Siyanda Charles.; Bhana, Deevia.
This study is a qualitative study that draws on an interpretive approach. The gender relational theory was used as the theoretical lens with which to view how young girls’ gendered identities are socially constructed. The purpose of this study is to explore the ways in which young girls aged 13-18 from Hope (pseudonym) Township School in Umlazi in KwaZulu- Natal, South Africa, perceive, comprehend and experience gender violence. The study examines the ways in which unequal gender power relations expose these girls to sexual violence, sexual abuse and HIV and AIDS. The study demonstrates that these girls who live in the informal settlements located near the school are vulnerable to patriarchal norms. The informal settlements from which these girls emerge are situated in lower socio-economic contexts and characterised by problematic social, economic and political issues, including high unemployment, a high crime rate, poverty, drug and substance abuse. The study is premised on the notion that all violence within the school context is gendered. This study seeks to investigate how the young girls construct their sexual identities amidst the prevailing gender violence. The findings show that some young girls are vulnerable to gender violence due to the school`s social and cultural belief systems that reinforce gender violence. The girls offer reasons for engaging in sexual practices that place them at risk, in spite of their knowledge of the dangers of sexually transmitted infections, HIV and AIDS and unplanned pregnancy. The findings also show that these young girls engage in unprotected sex with their partners due to peer pressure, and a fear of being discriminated against. The findings also demonstrate that some young girls make attempts to resist male domination by openly resisting particular stereotypical and sexist expectations of them. Moreover, the fear of contracting HIV and AIDS and teenage pregnancy acted as a deterrent with regard to some girls participating in risky sexual behaviours. The results of this research also show that parents, teachers and the surrounding school community fail to implement interventions which aim to protect young girls from all forms of gender violence. Thus, the gendered nature of girls’ vulnerability to gender violence manifests through the abuse of power by boys in school. This study found that girls are victimised both within and outside the school. It appears that boys are exempt from multiple forms of gender inequalities and sexual violence that girls are subjected to in school. This research recommends that collaboration between schools, parents and the private sector should be encouraged so that girls’ vulnerability to gender violence can be addressed. In addition, this research advocates for long term intervention plans to protect young girls against all forms of oppression in schools.
A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.
(2024) Ndlovu, Zanele Patience.; Mahadew, Ashnie.
The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.
A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A sociological study of the family influences, educational experiences and aspirations of a group of South African Indian female students at the University of Durban-Westville.
(1995) Singh, Suchitra.; Jansen, Jonathan David.
Abstract not available.
Absenteeism among secondary school pupils.
(1995) Naidoo, Karthigesan Shunmugam.; Ramphal, Anandpaul.
The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation.
Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.
(2014) Tchatchoueng, Joseph.; Kamwendo, Gregory Hankoni.; Ntombela, Sithabile Surprise.
This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three concepts comprised the framework informing the analysis of data: inclusive education, epistemological access and the concept of the Whole School approach to the development of Cognitive Academic Language Proficiency (CALP). The findings indicate that students with limited proficiency in the LoLT tend to withdraw from participating in class discussions; often refrain from seeking lecturer assistance; are likely to plagiarise during assignments; and tend to perform poorly in examinations. Overall, the six participants found support provided to students with limited English language proficiency on the Edgewood Campus of UKZN to be negatively affected by an unplanned mass-enrolment. The participants also argue that the designated support is insufficient because it is not cross disciplinary and it is not sustained beyond the first year of study.
The academic challenges facing deaf students at Durban University of Technology.
(2011) Mazoue, Patricia.; Searle, Ruth Lesley.
This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students.
Access with success: a case of students with learning disabilities at a technical and vocational education and training college.
(2019) Ndlovu, Lihle Mbalenhle; Hlalele, Dipane Joseph.
The Technical and Vocational Education and Training (TVET) sector in South Africa has been acknowledged for its capabilities necessary for skills development. However, its role in transferring these abilities to students with learning disabilities (SWLD) in an inclusive environment has not yet been made explicit. Nevertheless, the proven increase in the numbers of SWLD in TVET colleges leaves questions about issues of success after access has been granted to SWLD. Therefore, the objective of this study was to explore how SWLD access education and succeed at TVET colleges in South Africa. The study was theoretically located within the assets-based approach. It intended to establish the available assets that were utilised or underutilised by the college in addressing concerns of access and success of students with learning disabilities at a TVET college. It further utilised qualitative research methods. An interpretivist paradigm was used to understand how access with success of students with learning disabilities (SWLD) at a TVET college is perceived, understood and experienced by SWLD, hereafter). The researcher worked with six participants: three SWLD, and three TVET staff members (a head of department, an inclusive support coordinator, and a lecturer). Considering the fact that the study had only mentioned the word “students” in its topic, staff members were purposively targeted under the assumption that they interact daily with issues of SWLD to ensure smooth access and success. Data was generated through semi-structured interviews and focus-group discussions. Thematic content analysis was used to identify and record themes and subthemes within the data. The results suggested that while SWLD have learned to mobilise their internal capacities or assets, as well as other assets in and around the college, to independently achieve access with success, various impediments exist such as underutilised assets, untapped student potential, and the lack of availability of an internal inclusion policy document. The study revealed that these are unmapped assets which could address threats that were identified by participants while navigating the current situation regarding access with success at the TVET college. The study identified lecturers as assets, community involvement and coordinated efforts as important potential ways of enhancing opportunities to expand access with success at a TVET college. The need for the proper implementation of inclusive education was pointed out by the SWLD. This need emerged from the discovery that most SWLD are taught in a different setting, and have limited opportunities to enrol in their desired field of study. Furthermore, a need for economic independence was further identified, as SWLD have the same aspirations and career dreams as all other students. Lastly, the intrinsic motivation of SWLD was observed to be a key factor in their success at TVET college, as it enabled them to develop the necessary survival skills to make a successful transition to higher education. The study recommends that the TVET college provide lecturers with special pedagogical training to develop their skills and confidence in relation to teaching SWLD; that it foster more awareness within the college to minimise discriminatory attitudes; that it learns to map and mobilise assets in and around the college to address existing gaps in the education of SWLD, while waiting for external support; that it fast-paces the finalisation of the internal inclusion policy draft; and that it consider employing people with disabilities in order to develop a better understanding and implementation of inclusion.
ACE technology lecturers' and in-service teachers' understanding of the design process and its enactment in their pedagogical practice.
(2015) Mabaso, Bongeka Petunia.; Alant, Busisiwe Precious.
This thesis is an exploration of Advanced Certificate in Education (ACE) Technology lecturers’ and in-service teachers’ understanding of the design process and how it influences their pedagogical practice. Creativity, critical thinking, problem-solving capabilities and other related skills are key aspects of Technology Education. In order for Technology learners to develop these capabilities and skills they need to engage with the design process. It is in this regard that the design process is argued to be the core of technology education. Hence, it is argued that it ought to be used to structure and drive the delivery of all learning aims of the Technology subject in South African schools. Research shows that the context based and complex nature of the design process presents a huge challenge for teachers. As a result, teachers present it as a linear process, rather than an iterative process as suggested in the South African Curriculum and Assessment Policy Statement for Grades 7-9 Technology. The two research questions explored were: “What are ACE Technology lecturers’ and in-service teachers’ understanding of the design process?” and “What informs and influences Technology Education lecturers’ and in-service teachers’ understanding of the design process?” These questions were addressed through the use of a questionnaire and two focus group interviews with the ACE Technology lecturers’ and teachers’. Schön’s notions of reflection-in-action and reflection-on-action were used to trace how these ACE Technology lecturers’ and teachers’ developed their understanding of the design process. The results indicate that through the use of reflection in and on action, ACE Technology lecturers’ and teachers’ understanding of the design process broadens and changes. Reflection occurred by means of narrative, graphic presentations and participative engagement methods. W.r.t. to Research Question 1, four conceptions of the relationship between the design process and problem solving emerged which then led to the emergence of the seven ways in which the design process is understood: Conception 1: Design process is action orientated. Conception 2: Design process is not linear, but iterative. Conception 3: Design process is solution based. Conception 4: Design process is appraisal and evaluation. Conception 5: Design process is systematic. Conception 6: Design process is complex. Conception 7: Design process is context based. With regard to Research Question 2, the findings revealed two factors that influence and inform ACE lecturers’ and teachers’ understanding: a) reflection and interacting in a community of practice and b) the interface between understanding and practice. This interface is premised upon two factors which cause understanding to be transformed and confirmed during practice: (i) contextual issues and (ii) identity. In this regard, the analysis of data from this study shows that ACE technology lecturers’ and in-service teachers’ understanding of the design process not only directs their pedagogical practice but impacts on learning of Technology with respect to critical thinking, innovation and creativity.
The acquisition of reading without formal instruction.
(1994) Blignaut, Amanda D.; Farman, Robin Hylton.
Abstract available in PDF.
Addressing educational and pastoral needs of vulnerable children in the eThekwini region : a case study of two drop-in sites.
(2007) Mahlase, Zabalaza Richard.; Ntombela, Sithabile Surprise.
This study presents the findings of a qualitative case study research to explore and
Adolescent attitude to authority : a study done at Boys' Town, Tongaat.
(2003) Govender, Amutha.; Bojuwoye, Adetola Olaniyi.
The present study investigates the attitude of adolescents to authority. Thirty-eight adolescents from Boys' Town, Tongaat, participated in this study. The intention of the study was to investigate the attitude of the boys to authority and to determine whether there was a difference in attitude to authority according to grade, race, parental academic background or type of family structure that the boys had. Generally the adolescents at Boys' Town, Tongaat, viewed the mother as authoritarian and the father as authoritative/flexible. Boys in grade 6-9 viewed both mother and father as authoritative/flexible while boys in grade 10-12 viewed both mother and father as permissive. The Indian and black adolescents viewed mother and father as authoritative/flexible while the white and coloured adolescents viewed mother and father as permissive. When parents had grade 12 or less qualification both mother and father were viewed as permissive. When parents had a post-matric qualification, both mother and father were viewed as authoritative/ flexible. Adolescents from single-family households found mother to be authoritative/flexible and father to be authoritarian. Adolescents from nuclear-family households found mother to be equally permissive and authoritative/flexible and father to be permissive. Adolescents from extended-family households found mother to be permissive and father to be authoritative/flexible. Adolescents from foster families found both mother and father to be authoritative/flexible. The positive changes that were brought about in the adolescents and in their relationship with their environment during their stay at Boys' Town, Tongaat, leads to the recommendation that the behaviour modification programme and the parenting skills workshop adopted by Boys' Town, be examined and assessed with the possible consideration for implementation at South African Schools and homes.
Adult learning in a Bible study group: an Apostolic Faith Mission case study in the Bulwer rural area.
(2022) Zaca, Nondumiso Heather.; Harley, Anne.; Mbatha, Lynette Lulama.
The way in which adults learn the Bible depends on the approach that the church uses when it comes to Bible teachings. This study explored what keeps adults coming to Bible study group meetings, and what and how they learn from their involvement in the group. The study focused on the Apostolic Faith Mission (AFM) of Southern Africa in the Bulwer rural area within the Harry Gwala region of KwaZulu-Natal, South Africa. This study was located within the interpretative paradigm and used a qualitative approach. The data of the study was collected through the telephonic interviews with five participants who are active members of the AFM Bible study group in Bulwer. The study adopted Schugurensky's (2000) conceptual framework regarding the forms of informal learning and Wenger's (1998) communities of practice as its theoretical framework. The findings of the study indicate that adults joined the Bible study group to learn about God, because they are hungry for God’s Word. Members of the group believe that they learn to develop their spiritual being and to dwell in God’s Word. The data showed that the group assists its members to share information with each other, and that members believe that you cannot learn the Bible well by yourself – learning the Bible is better when you do it within a group of people. This is particularly so for the members who cannot read. Additionally, it was revealed that the leader of the group plays an important role in the group, particularly because he is responsible for reading the Bible to the group. The members feel happy coming to the Bible study meetings because they are all treated equally. The major recommendations arising from the study are that the AFM in Bulwer needs to carefully consider the scheduling of Bible study group meetings, as well as look at ways in which it can better support adults who are not literate. Keywords: Bible study group; Adult learning; Informal learning; Community of practice; Adult learner motivation
Adults in the mainstream : free primary education in the southern districts of Lesotho.
(2002) Ramaqele, Thabele.; Lyster, Elda Susan.
The United Nations Declaration of Human Rights has as one of its components and the world call to achieve education for all has led to a number of countries' introduction of Free Education. In Lesotho the call was heeded with the introduction of the Free Primary Education Programme in phases as from the year 2000. It was with the advent of the Free Primary Education Programme that a number of adults who never had formal schooling and or who had very little schooling took advantage and enrolled in the mainstream of primary education. This study therefore investigates the teaching and learning processes of adult learners in the mainstream of primary education where the curriculum is designed for the school age learners. It consists of the in-depth investigations of three primary schools in the Southern districts of Lesotho namely Moyeni Primary and Zibandayo Primary in the district of Quthing; and Naleli Primary in the district of Mohales'hoek; This study also investigates how these schools handled the education of adult learners while still not compromising the tuition of the school age learners. It also tried to find solutions as to how best the tuition of the adult learners could be handled so as to benefit them and the country as a whole.
Affected by the loss of a classmate.
(2007) Jonathan, Chantelle Unice.; De Lange, Naydene.
The HIV and AIDS pandemic that has struck worldwide has impacted not only on those whose lives it has taken but on the loved ones left behind to cope with the trauma, stigma and discrimination of the disease. HIV and AIDS presents a challenge to all, especially early adolescents whose lives, already complicated with their negotiation to adulthood, are also affected and infected by HIV and AIDS. How early adolescents cope with death is influenced by their developmental level as well as by their relationships to the deceased. Schools as secondary institutions of socialisation are charged with not only the academic development of their learners but also their physical, moral and social development as well. Schools are responsible for educating the learner in a caring school environment and educators are tasked with the added responsibility of providing pastoral care for their learners in times of distress. The inclusion of death education and policies to support learners following death becomes a necessity as the incidence of death increases. Research with regard to this study was conducted as follows:- • A literature study of available literature was done. • Qualitative research comprising the use of unstructured interviews was used to obtain data. Six participants from the class of a primary school who experienced the loss of a classmate participated in the research. Data was obtained during audio-taped interviews which were then transcribed and coded by the researcher to establish themes and categories. Conclusions were drawn from the data yielded in the research and the literature study and recommendations were made. The aim of these recommendations is to facilitate helping the Department of Education and Culture to empower educators in pastoral care and counseling who in turn will be able to assist learners in need of care.
African boys and gangs : construction of masculinities within gang cultures in a primary school in Inanda, Durban.
(2004) Maphanga, Innocent Dumisani.; Bhana, Deevia.
This thesis explores the ways in which a group of boys who belong to gangs enact their masculinity. The focus is on African boys' construction of their masculinities within gang cultures at a primary school in Inanda, Durban. The school is an exclusively African co-educational school and predominantly African teaching staff. Data collection involved qualitative methods that primarily include observation and unstructured interviews. These research tools were used to investigate the interrelatedness between violence, gangs, and masculinities. This study demonstrates that young boys in gangs enact violent masculinities which are bound up with issues of race/ethnicity, gender, class, and context in the making of young gang cultures. The performance of violent gang masculinity produced the exaggerated quality of masculine protest, in which violence is employed as a compensation for perceived weakness. This study reveals that gang of boys are enacting masculinity that is oppositional to school's authority by contravening school rules and regulations in multiple ways. This research has indicated that modes of masculinities are shaped, constrained or enabled by gang cultures. Gang boys acted out their protest masculinity in multiple ways. They are anti-school authority, anti-social and undisciplined. The study also demonstrates that there are many socio-economic and political factors that impact negatively on the school such as unemployment, poverty, and violent gang crime. The social, economic and political contexts are therefore crucially important in understanding a multiplicity of masculine identities amongst gang boys at the school under study. Schooling is an important arena where masculinities are enacted in various forms including violent (gang) masculinities. The overall conclusion stemming from the research project is that attempts to reduce violent gang masculinities in the school need to include a gender strategy that tackles gender inequality. In South Africa this could form part of the Life Skills curriculum. Much greater attention needs to be given, in the life skills curriculum and through the ethos of the school as a whole, to promote gender equality and in particular models of masculine identity not predicated on force and violence.
The African perspective on anti-social behaviour: a case study of traditional healers' perception on ancestral calling.
(2016) Kunene, Scebo Mcedi Cedusizi.; Mweli, Patrick.
The study seeks to explore the African perception towards anti-social behaviour through traditional healers as case study. The study focuses on African’s knowledge and understanding of anti-social behavior development. The causes and healing of anti-social behavior has been explained along the African’s context. Traditional healers were selected in the four regions (Hhohho, Manzini, Lubombo and Shiselweni) of Swaziland using the purposive sampling. They were five traditional healers from each region. Focus group discussions were held with traditional healers in each region and later an in-depth interview was conducted with each traditional healer. Mixed research method has been applied in the study. Both qualitative and quantitative analysis approach has been used in the research in exploring how traditional healers deal with anti-social behavior. The study concluded that traditional healers are consulted for mental disorders by members of the community. They are able to recognize some mental disorders, particularly those relating to psychosis. Their traditional healing approach is very effective; however there is a great need for improving their working environments and system of referral when then cannot deal with some other complications which comes with anti-social behavior. Traditional and Western healing interventions of anti-social behavior should complement each other.
African secondary school pupils' and their teachers' perceptions of their performance in selected schools.
(1999) Arsiradam, Prema.; Naicker, Subramunian Anand.
The concept of racially-desegregated state schooling in South Africa was officially implemented in 1991. This change to racially-mixed schooling was not without problems. There are, to date, few known studies on this theme in South Africa although there are many overseas studies. The focus of the present study is on the implications of racially-desegregated schooling for the disadvantaged African population. The study examines African secondary school pupils' and their teachers' perceptions of their performance in the context of racially-desegregated schools. It also aims to study these perceptions in the context of striving for 'equality of opportunity' in the light of current educational refonns in South Africa. This study is located in the sociology of education framework, using a symbolic interactionist approach of analysis. Six schools in the suburb of Phoenix in Durban, originally designed for the Indian population, were used. A sample of 150 pupils belonging to both the middle and working class groups in the senior and junior phases of schooling was calculated. A sample of 68 teachers who teach pupils in the sample was also chosen. Questionnaires were administered to and interviews were conducted with both teachers and pupils. Objective data was also collected in the form of pupils' examination results over a period of a year. The Chi-square test of significance was used to establish if there were differences in performances of pupils within the social groups and within the phases of schooling.
African teenage girls' understandings of sexual risk in the context of HIV and AIDS in KwaZulu-Natal.
(2016) Bhengu, Thombi Theresa.; Msibi, Thabo Perceviarence.
This study investigated black African teenage girls’ understanding of sexual risk. The focus of the study was to understand the participants’ deeper meanings attached to what they regard as sexual risk. I was interested in understanding why some black African girls engage in risky sexual behaviors and how sexual risk is linked to their gendered positioning. The study focused specifically on black African teenage girls aged between 16-18 years. This study used a qualitative approach to generate data. A case study methodology was used to conduct research in one township school at KwaMashu. Data collection consisted of focus groups and individual interviews with grade ten and eleven learners who could provide the relevant information, interest and experience pertaining to the case (Leedy & Omrod, 2005). My findings are that social constructions of femininity and masculinity play a major role in limiting girls’ sexual agency for either refusing sex or practising safe sex (Ramazanoglu & Holland, 1993). The study also revealed that some girls were coerced by their boyfriends and no protection was used. Despite the challenges faced by the girls in the study, what is positive is that there was evidence that some young girls challenged the dominant gender norms. These young girls transgressed and deconstructed gender norms which hindered their sexual agency. As a result some girls exercised sexual agency by choosing to practice safe sex, in spite of all social and cultural pressures which encountered by young women. The study used the social constructionist theory in order to understand the varying meanings that the young black African teenage girls give to sexual risk in the context of HIV and AIDS. The study suggests that support groups need to be in place in order to provide effective counseling for the girls who experience rape and coercion. Social workers must also be placed in schools in order to tackle such cases. The school and the community should work collaboratively to protect girls in such circumstances. The school has to ensure that workshops on gender equality are conducted for both boys and girls in order to equip them with the necessary skills so that they can be able to cope with gender issues.
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.

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