College of Humanities

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1 Enoch in Jude and in the EOTC "Canon" : developing an adequate insight in second temple literature (STL) in the various Ethiopian churches for a better understanding of each other and for the promotion of ecumenism and mutual cooperation.
(2015) Asale, Bruk Ayele.; Decock, Paul Bernard.
The Epistle of Jude not only used 1 Enoch and some Second Temple Literature as authoritative Scripture, but also it has been significantly influenced by it. Until it disappeared from the Church since the fifth and sixth centuries, except the Ethiopian Orthodox Tewahedo Church, 1 Enoch has been used as authoritative Scripture among many Jewish and Christian communities. Unlike any other church, the EOTC is the Church that has preserved the text in Ge’ez in its entirety and made 1 Enoch part of its canon, which is unique both in its concept and extent. As part of its Scriptures, which has been received as early as the reception of Christianity itself, 1 Enoch has significantly influenced the EOTC directly and other Ethiopian churches indirectly. However, the unifying factor of the Scriptures and the positive role 1 Enoch and other STL would have played, have been misunderstood as a source of differences among Ethiopian churches. This misunderstanding arises from the neglect and misrepresentation of the concept and extent of the canon of the EOTC by the western scholarship, which is permeated Ethiopian Evangelicalism. So, the central question this thesis asks is: Why do the Ethiopian Churches, Orthodox and Evangelicals, who have the Scriptures in common, who are considered as Trinitarian churches and who have been shaped and influenced by 1 Enoch, hold strongly opposing views on the STL in general and on 1 Enoch in particular? The tripolar African contextual approach, complement by the history of reception approach, and an ecumenical appreciative approach, is the best framework to this study. The tripolar African contextual approach helps us to see this from an African/Ethiopian context, against the western approach which tends to assume that all contexts as the same. Whereas the history of reception approach helps us to frame the reception history of both the Scriptures and Christianity to Ethiopia, the ecumenical appreciative approach directs us to positive impacts in cooperation and unity. The findings suggest that (1) the concept of the canon of the EOTC refers more to the “rule of faith” understanding than a “list of books”. (2) 1 Enoch has an impact in shaping the ancient Ethiopian literature, culture, theology, spirituality, chronography and popular religious practices. (3) With all the possible interpretive differences, the Scriptures have more of a unifying than a dividing effect in the Ethiopian churches, and if other dividing elements are adequately and properly addressed, they can play a positive role in ecumenical unity. (4) Ecumenical unity is indispensable for all Ethiopian churches not only to tackle the challenges of the twenty-first century, but also for their very existence. It is suggested that these findings should be taken positively and seriously for a better future of both citizens and churches in Ethiopia.
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.
The 1949 Durban riots : a community in conflict.
(1983) Kirk, S. L.; Warhurst, Philip R.
No abstract available.
The 1990 reforms and the alternative media in South Africa.
(Sonolux., 1991) Louw, Paul Eric.; Tomaselli, Keyan Gray.
The alternative press, which contributed so much to the struggle against apartheid in the 1980s; found itself unprepared for a new role in the freer media environment after the lifting of the State of Emergency in February 1990. P Eric, Louw, and Keyan Tomaselli report on the financial, organisational and political difficulties now threatening the existence of the alternative press in South Africa.
The 2010 FIFA World Cup and the use of the housing asset for income generation : ǂb a case study of the eThekwini Municipality.
(2013) Goorbhare, Orisha.; Myeni, Wonderboy Vincent.
South Africa was presented with the unique opportunity of hosting the first 2010 FIFA World Cup (FWC) on African soil. This unique opportunity further extended itself to the non-hotel accommodation providers, as it was the first time in history that FIFA agreed to accredit non-hotel accommodation providers for the tournament. The research intended to examine the extent of the use of the housing asset to generate income from the 2010 FWC. The study was conducted in the municipal area of eThekwini Municipality (Durban), South Africa. The case study areas consisted of the lower-middle income, upper-middle income and high-income areas of Umbilo, Manor Gardens and Durban North respectively. The data collection method used in the study areas was a household survey with 30 respondents. The respondents were from the high-income area of Durban North, upper middle-income area of Manor Gardens and lower-middle income area of Umbilo. Interviews were conducted to collect data from financial institutions. Data was collected from conventional and non-conventional financial institutions. The findings of the study revealed that the extent to which the housing asset was used to generate income from the 2010 FWC was not high or considerable. This was due to many home-based enterprise (HBE) owners stating that FIFA would stand to benefit largely from the 2010 FWC, with no institutional support for HBE owners to benefit from government. It was also found that conventional and non-conventional financial institutions were not willing to provide financial assistance to HBE owners specifically for generating income from the 2010 FIFA World Cup, due to the short duration of the event. In conclusion, it was recommended that instruments to drive the implementation of the policies be deployed, to create an enabling environment for the small business sector to grow at a household level. A policy should be developed in eThekwini Municipality that standardises the land use management applications and zoning for accommodation providers and HBEs in line with the eThekwini Municipality’s drive to be the ‘Events Capital of Africa’. Intervention from government at all levels is required to ensure that the HBEs in the small business sector benefit from mega-events such as the 2010 FWC.
The 21st century student : an exploration into the evolution of teaching and learning practices required in a generation of digital change.
(2014) Kemm-Stols, Lyndall.; Searle, Ruth Lesley.
The 21st Century is an ever changing context with rapid developments in technology affecting the manner in which we live, communicate and engage with the globe. These developments have contributed to creating categories of individuals who can be labelled as “Digital Natives,” who have grown up surrounded by technology and are comfortable using digital tools, and in contrast “Digital Immigrants,” those who have had to learn how to use technological tools, such as smartphones, wireless internet or laptops, in order to function in the current context. This is bound to affect teaching and learning strategies within the Higher Education sector, as generally “Digital Immigrants” will be facilitating “Digital Natives.” The need to understand how “Digital Natives,” process information, how technology is integrated into their studies is important in discovering the most effective teaching and learning strategies in order to fulfil 21st Century Higher Education outcomes. The study is situated within the local context of the Applied Arts, an area which has had less exposure than other disciplines. It is based in a private higher education institution, where access to digital tools and resources is prominent. The research method is largely qualitative in nature and involves the use of focus group discussions, reflective journaling and in class observations using a case study of ten active participants. The data is then categorised and analysed using a suggested framework, which combines the theory of Connectivism and Vygotsky‟s Zone of Proximal Development. The study is concluded with teaching and learning recommendations specific to Digital Natives as identified within the group of participants in the study.
3D visualization skills incorporation into an undergraduate biology course.
(1999) Osodo, Joseph.; Amory, Alan M.; Graham-Jolly, Michael.
Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course.
A 'forbidden zone' sexual attraction in psychotherapy.
(1999) Stevenson, Irene Rosemary.; Wassenaar, Douglas Richard.
Therapist-client sexual involvement has been shown to have damaging effects on clients, therapists and the mental health professions. As sexual attraction necessarily precedes sexual involvement, the incidence, experience and management of sexual attraction to clients was investigated in a sample of 485 South African clinical psychologists (return rate 23%). Evaluation of training and attitudes to sexual involvement with current and former clients and to other forms of touch in therapy were also investigated. Survey data from 111 psychologists reveal that 63.1% (79.1% of men and 52.9% of women) have been sexually attracted to clients, at least on occasion, while 97.1% have never become sexually involved with a client. Most (61.4%) do not feel anxious, guilty or uncomfortable about the attraction, although more women (50%) than men (26.5%) do. More than half (58.2%) felt that their sexual attraction had benefited the therapy process, while 76.1% believed that it had never been harmful. Men reported significantly more frequent benefit than women. In managing their sexual attraction, 60.8% sought support from supervisors, peers and their own therapists, while 31.9% worked through the feelings on their own. Ethical practice and welfare of clients were more important reasons for refraining from acting on sexual attraction than fear of legal or professional censure. Ethics codes consulted reflect the lack of nationally endorsed guidelines. Almost half (45.7%) had received no education about therapists' sexual attraction to clients, while only 10.6% had received adequate education. Education about the ethics of therapist-client sexual involvement was rated as significantly more adequate than training about therapists' sexual attraction to clients. Most (74.2%) said that their training was useful in helping them to make informed decisions about sexual involvement with clients. The majority (92.5%) felt that education on these issues should be a required part of training for clinical psychologists. Sexual involvement with former clients was considered less unethical than with current clients (65.2% vs 98.9%). 55.9% believe that there are circumstances in which sexual involvement with former clients might not be unethical, particularly depending on time since termination. Appropriate time between termination of therapy and sexual involvement ranged from immediately (1.8%) to never (44.1 %). Certain forms of touch are considered ethical, although attitudes varied depending on context and form. A handshake was rated to be always ethical by 66.3%, while 83.2% believe kissing is never ethical. There was lack of consensus about hugging and holding hands. Implications of findings and directions for future research are discussed.
A case study of a workplace training programme and how it relates to the national qualifications framework and skills development.
(2002) Ramnath, Bashnee Yonna.; Lyster, Elda Susan.
This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization.
A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
A case study of the rise and decline of Arabic in the further education and training phase in selected KwaZulu-Natal muslim schools.
(2023) Dawood, Shaukat; Campbell,, Bridgette.
The rise of Arabic in Kwazulu-Natal is related to the relentless efforts of disenfranchised migrant Muslims who arrived in 1860. They believed a holistic Islamic identity requires balancing Islamic traditions and Academic excellence. Thus, Arabic was included as a school subject to further augment the Muslim school approach in 1975. However, in a period of unequal and segregated Apartheid education, Arabic faced numerous challenges to survive as a school subject. Likewise, post-Apartheid desegregation and the abrogation of state-aided Muslim schools resulted in the proliferation of Muslim schools and the migration of Arabic from public and state-aided to Independent Muslim schools. Concomitantly, Muslim schools pledged at the 1996 Islamisation Conference in Cape Town to renew the early Muslim school approach and transform them into enclaves of incubating an Islamic ethos via Islamic traditions. Despite the conference endorsing Arabic as an integrative component of Islamic traditions, from around 2006, Arabic as a school subject began its decline in South African Muslim schools. This study attempts to unravel the rise and decline of Arabic in KwaZulu-Natal schools, focusing on selected Muslim schools.
A cause to unravel the role of criminologists in compiling pre-sentence report: a South African perspective.
(Taylor and Francis, 2020) Diko, Bongolethu.; Olofinbiyi, Sogo Angel.; Steyn, Jéan.
A sizeable number of individuals, including members of the criminal justice system, have limited knowledge of the value of criminologists’ proficiency to compile an intensive pre-sentence report. To fill in this gap and gain an in-depth understanding of how criminologists can contribute as active participants in the criminal court, a qualitative research paradigm involving one-on-one in-depth interviews was employed to collect the data information that was required for the study. The findings strongly suggest that criminologists, who are currently functioning peripherally in the CJS, can be employed to exert greater influence on the compilation of PSRs, not only in the Durban High Court but also across a diverse range of contemporary global societies. More elaborately, the study has adequately demonstrated that the professionalization of criminologists should not only be restricted to research and scholastic endeavours.
A Christian ethical approach to economic globalization : an alternative to Samir Amin's humanism and Hans Küng's global ethic and its implications in the Burundian context.
(2001) Ntibagirirwa, Symphorien.; Nurnberger, Klaus Bilfried.
Economic globalization is a relatively recent phenomenon which has become familiar nowadays both in theory and practice. By definition, economic globalization is a transnational phenomenon characteristic of the post-industrial era and whose driving forces are respectively the recent technological innovations (as its engine), media of communication (information technology) as its facilitator, and political liberalism as its underlying political ideology, particularly after the collapse of doctrinaire socialism and the disintegration of the Soviet Union and its satellites. The phenomenon of economic globalization is ambiguous. It is a symbol of promise for some, yet a symbol of threat and alienation for others. It has both positive and negative effects. In effect, we can appreciate the dividends of economic globalization as they are evident in the growth of international trade, a tendency to universalize liberal democracy as a result of the failure of socialism and its command economy, an apparent international solidarity, economic prosperity as well as the triumph of the market economy. On the negative side, we cannot be blind to the obvious growing marginalization of the poor countries and the poor within countries, the demise of the nation-state coupled with social and political instability, inequality and social injustices between and within countries, ecological degradation and moral decadence due to blind interests in the market and maximization of profit. However, the negative effects seem to weigh more than the positive ones. This raises the question of how to respond to economic globalization. Two responses are analysed and critiqued in this dissertation. The first response, that of Samir Amin, comes from a Neo-Marxist perspective. Amin suggests a reversal of economic globalization altogether. This reversal consists in the reconsideration of the international socialism whereby each state should be allowed to negotiate the terms of interdependence with other states (poly-centrism). The second response is that of Hans Kung, who suggests a global ethic that could give economic globalization a human face. This economy with a human face is an "Aristotelian mean" economy; a kind of economy which is between the welfare state and neo-capitalism. The content of this global ethic supposed to underlie this economy is a set of values drawn from most of the religious traditions of the world. My contention is that neither Amin's international socialism nor Kung's global ethic constitute a satisfactory challenge to the power of the market and profit that are the main motive of economic globalization. Amin's international socialism is unrealistic and unreliable, particularly in this time when Marxist socialism has failed economically and has shown itself unpopular and unhelpful in practice. Kung's idea of global ethic is a powerful suggestion. Nevertheless it lacks a conceptual foundation which would redeem it from the risk of being a mere ethical contract. This conceptual framework should be an alternative to that of the Smithian homo oeconomicus that informs today's economy. The present economic order evolves around the neoclassical narrow understanding of the human being as homo oeconomicus. Thus, if we are to provide an ethic for the phenomenon of economic globalization, we have to build it on a concept that goes beyond the economic man. Such a concept should be an answer to the following double question: What/who are we, and how should we live given what/who we are? The concept that seems to best answer these questions is the concept of imago Dei as relational, central to the Judeo-Christian anthropology. The social, political and ecological implications of imago Dei as relational should help us to reconstruct the human community as the context of moral values, empower the state as the natural society that can work in partnership with the Church as the family of God, and finally consider those values that can help us to consider the enviromnent as something that is not at the disposal of human domination and overexploitation. The ethic of imago Dei as reIational is applied to the Burundian context as its testing ground. With the ethic of imago Dei as relational, the growth of the international trade should benefit the poor instead of marginalizing them, political liberalism would not lead to disorder which the profit seekers exploit to the detriment of the state, solidarity would imply equality and social justice as well as environmental care, and moral values would recover their priority over market judgment in which everything is referred to in terms of commodity. The implications of such an ordering are the following: the humanization of foreign aid and humanitarian service, the orientation of economic investment towards human promotion and not only for profit, a shift from self-enrichment minded political leadership to a leadership open to socio-economic empowerment of the poor as well as environmental care.
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 comparative study of collocation methods for the numerical solution of differential equations.
(2008) Kajotoni, Margaret Modupe.; Parumasur, Nabendra.; Singh, Pravin.
The collocation method for solving ordinary differential equations is examined. A detailed comparison with other weighted residual methods is made. The orthogonal collocation method is compared to the collocation method and the advantage of the former is illustrated. The sensitivity of the orthogonal collocation method to different parameters is studied. Orthogonal collocation on finite elements is used to solve an ordinary differential equation and its superiority over the orthogonal collocation method is shown. The orthogonal collocation on finite elements is also used to solve a partial differential equation from chemical kinetics. The results agree remarkably with those from the literature.
A criminological inquiry into life insurance fraud in KwaZulu-Natal: an exploratory study.
(2023) Mthethwa, Nomathamsanqa.; Mkhize, Sazelo Michael.
Abstract available in PDF.
A critical discernment of the image of God amongst the Black, urban, isiXhosa speaking Catholics within the Catholic Archdiocese of Cape Town, in relation to other sources of sacred power, in a context of on-going change.
(2024) Goldie, Pierre.; Decock, Paul Bernard.
With view to a deeper appreciation of how the Xhosa Catholics within the Archdiocese of Cape Town have assimilated Catholicism, the thesis delimits this compound objective to the way in which the image of God has been appropriated by the urban amaXhosa, in relation to other sources of sacred power, a manageable scope for this paper. Pauw (1975) presents research on how the Xhosa have adopted Christianity, assisted by a substantial team of research assistants. Some Catholic researchers have contributed to religious-cultural analyses of indigenous Catholics in South Africa, but there is a research deficiency within the Cape Town environs due in part to the relatively smaller proportion of Black Catholics within this Archdiocese. These numbers have grown substantially with on-going migration from country to city. A qualitative questionnaire has been utilised as part of an interpretative phenomenological analysis to explore the image of God held by the Xhosa Catholics supplemented with a comprehensive literature review. The research discovers that there are a range of contenders for sacred power with which to cope with existential issues, not only ‘God’. Also, God exists no longer as a distant, awesome deity, represented as such in African Tradition. He now dominates the religious consciousness of the people. The ancestors have been displaced from their formerly dominant role but are still perceived as significant dispensers of sacred power. Christ’s image as God is overshadowed and he does not appear to command a pre-eminent, authoritative relationship with the congregants. The ancestors generally invite more deliberation than Christ. This depreciation of the Christ image critically undermines the Easter mystery, for the Catholic Church the pivotal episode of revelation. Catholic parishioners also patronise other sources of sacred power. The research results generally concur with literature, concluding that the qualitative impact of Christianity is found wanting. Lack of cultural awareness, and imperfect evangelization account for the partial realization of Christian mission. The Holy Spirit too has only been partially appropriated. Results highlight a significant Christological shortcoming, even crisis. Tlhagale (2018) adjudicates indigenous Christians to be closer to ATR than to Christianity. Strategies are proposed to address the challenges.
A critical enquiry into the socio-philosophical trends of Aurobindo's integral philosophy and Marx's philosophical communism.
(1988) Nayagar, Pragashen.; Naidoo, T.; Zangenberg, F.
No abstract available.
A critical exploration of student integration and attrition of Black African undergraduate students from selected South African universities.
(2023) Cele, Siyanda Mluleki Kenneth.; Gaillard, Gaillard.
Access to South African Higher Education Institutions (HEIs) has significantly increased; however, success and graduation rates continue to decrease, especially amongst Black African students. Moreover, Black African youths entering university do so against the backdrop of extreme inequalities characterising their schooling backgrounds, class and economic resources. Such inequalities have had a large impact on these students’ decision to drop out of university. Literature relating to Black African students’ experiences of integration and attrition at South African universities is sorely missing. In addition to this, the institutions of higher learning are struggling to find a proper remedy to mitigate student dropout. Hence, it is this gap that the present study sought to fill by developing a new model that can be used by universities to retain Black African students in South Africa’s HEIs. The present study adopted the qualitative approach and the critical paradigm. Secondary data was obtained from a larger study of education and emancipation, documenting the university experiences of students from eight diverse universities in South Africa. The data were collected through in-depth interviews with 66 Black African students. In the present study, data were thematically analysed. The theoretical framework that informed data analysis is Tinto’s Student Integration Model (SIM). The interviews that were conducted with the participants produced rich and thick data indicating that the success of Black African students in South African universities is impeded by such factors as language, poor economic background, unsupportive family background, racial discrimination, gender stereotypes, and discrimination. Most participants mentioned that the medium of instruction used at universities, such as English and Afrikaans hindered their success. The findings suggest that high school education inadequately prepares Black African students for university. Furthermore, financial challenges, gender discrimination, homophobia and racism were found to be significant obstacles hindering most participants from studying at university. Informed by these findings as well as the review of extent literature, this thesis proposes a model that will assist universities to minimise dropout rates amongst Black African students. This model obligates institutions of higher learning to put students’ backgrounds at the forefront in every decision that they undertake to maximise the social and academic integration of students and consequently decrease attrition.
A critical perspective on racial integration in a secondary school in KwaZulu-Natal : dots and dashes : patterns of co-existence.
(2005) Nasaree, L.; Ramrathan, Prevanand.
The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education.

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