Theses and dissertations (Arts and Design)

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The role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classrooms
(2023-11) Zulu, Sibongile; Brijlall, Deonarian; Thamae, Mamothibe
The study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.
Decoding government publications : a reception study of the Metro Ezasegagasini
(2024) Payet, Charmel Nikita; Usadolo, Sam Erevbenagie; Ngubane, Zwakele
The government is responsible for transparently communicating with the public about its work. To fulfil this mandate, the eThekwini Municipality distributes the bi-weekly Metro Ezasegagasini publication as a communication tool, with almost similar content to community newspapers. Community newspapers have survived the decline in newspapers as their news coverage is of interest and focused on the communities they cover. This study explored how readers of the Metro Ezasegagasini decode the content and the influence this may have on how they perceive the municipality. The Theory of Reception was used as the analytic lens in the study because the theory focuses on the way an audience decodes text. A qualitative research approach was adopted because this study aimed to gain insight from the readers’ experiences with the metro publication. Data was collected from three focus groups in rural, township, and urban settings. A thematic research approach was used to analyse the data by identifying, analysing, and then reporting on themes. The study found that the Metro Ezasegagasini was fulfilling its role of educating and informing the public about developments in the city. It also emerged that the different backgrounds of participants impact how readers interact with the text and whether they view it as a credible source of information. Participants from the township and rural areas adopted a more favourable position to the publication, while participants from the urban community were more critical of the content. The study also found that participants enjoyed reading the publication because of its strong community focus. Another issue that emerged during the study was the accessibility and distribution of the publication, with many readers highlighting the lack of easy access to the publication.
Investigating attitudes of student teachers towards using corporal punishment in Eastern Cape schools
(2023-10) Ngubane, Nontuthuzelo Nonkosi; Land, Sandra; Mabade, Avhurengwi Samson
The study investigated attitudes of student teachers towards using corporal punishment in Eastern Cape schools where the practice continues even though it became illegal in 1996. Qualitative and quantitative research methods were used with purposive sampling. The study was based on the 2021 final year Postgraduate Certificate in Education (PGCE) students who were about to start teaching. A mixed method approach was used, adopting three data collection methods: an online questionnaire, focus groups, and semi-structured interviews. Bronfenbrenner’s ecological systems theory complemented by the theory of planned behaviour provided the theoretical framework for this study. These theories allowed the researcher to look at how various social contexts impact and influence an individual’s attitudes and practices. Findings showed that student teachers experience a dilemma towards using corporal punishment as a discipline strategy due to various factors such as school context, student teacher personality traits, power relations between the students and teachers who mentored them and the quality of training at institutional level. Furthermore, findings showed that understanding attitudes of student teachers towards using corporal punishment as a discipline strategy despite the ban is a complex issue. 75,5 % of the student teachers are sure of the value of using corporal punishment despite its illegality and have continued using it during teaching practice. Some student teachers are in a dilemma in seeing corporal punishment as necessary and a last resort discipline strategy. 24,6% of the student teachers indicated having a negative attitude towards using corporal punishment. Based on the evidence shown the study concludes that some student teachers are going to use corporal punishment, some may use it, therefore it is likely for corporal punishment to be used by student teachers despite the ban.
Physical sciences teacher attributions to their pedagogical practice and how they influence their professional growth in Umzinyathi District Secondary Schools
(2023) Shumba, Christopher; Mukeredzi, Tabitha; Thamae, Mamothibe
Science subjects are critical for any country’s economy and South Africa is no exception. The MeerKAT radio station in the Northern Cape, Southern Africa Large Telescope in Sutherland, Northern Cape (largest optical telescope in the Southern hemisphere), and South African Laboratories for Accelerator Based Sciences in the Western Cape are clear testimony of Physical Sciences’ contribution to the South African economy. South Africa’s Department of Basic Education (2003) stresses that sciences not only prepare learners for economic activity, critical thinking, and problem solving, but also channel them towards applied sciences, medical and engineering fields (Collins and Calhoun 2014; Parker 2017). Thus, sciences set the precedence for success as a stepping stone into prestigious occupations. However, this may only happen if their teachers possess appropriate attributions. Attributions are key to classroom pedagogical practice and learner achievement as they influence teacher pedagogic strategies, choice of materials, content and learner activities. Literature abounds on Physical Sciences teachers, however, questions around their attributions to their pedagogies, have not been adequately investigated. Thus, developing an in-depth understanding of Physical Sciences teacher attributions to their pedagogical practice is vital. This study explored Grade 12 Physical Sciences teacher attributions to their pedagogical practices and how these attributions shape their professional growth. Through a multiple-site case study within an interpretive paradigm, data were generated from 16 purposively sampled Physical Sciences teachers in selected rural, township and urban secondary schools in KwaZulu-Natal, UMzinyathi district, through face-to-face interviews, document reviews and lesson observations. Data were transcribed and manually analysed through an eight-step open coding process. Two theories – Weiner’s (2005) causal attribution theory and Bell and Gilbert’s (1996) Aspects of Professional Learning – enabled unpacking, understanding, and explaining the data. Findings indicate that Physical Sciences teachers attributed their pedagogical practices to both internal and external factors. The teachers attributed pedagogical practices to their internal, unstable and controllable attributions related to professional knowledge (pedagogical and subject content knowledge), which they could manipulate. External and uncontrollable attributions to their pedagogy related to learner ability, infrastructural and material under-resourcing (which forced them to ‘make-do’), learner attitudes and family background. Findings also revealed that Physical Sciences teacher attributions related to networking, improvisation and innovation influenced their professional growth in pedagogical knowledge and practices, pedagogical content knowledge, as well as context and curriculum knowledge. While the Physical Sciences teachers experienced professional growth, severe under-resourcing in rural schools studied limited their growth. Given the ‘make do’ frame of mind that teachers adopted, this has a bearing on the teaching and learning of Physical Sciences. This study suggests a need for resource support. In relation to the theoretical framework, Weiner’s Attribution theory and Bell and Gilbert’s Aspects of Professional Learning theory in combination make a useful lens to understand attributions to pedagogical practice and teacher professional growth. What I found was that attribution theory on its own was inadequate for understanding attributions and their influence on professional growth. I needed a theoretical way to understand, describe, and analyse data to establish how these attributions influence teacher professional growth. Consequently, Bell and Gilbert’s (1996) theory was adopted. This thesis, therefore, suggests a need for more comprehensive research into the nature of Physical Sciences teacher attributions in their pedagogy and their influence on professional growth, drawing on this combined framework and developing it further to determine its applicability beyond this particular inquiry.
I love Turtles! A Visual art practice-based exploration of the emergent endangered sea turtles of the KwaZulu-Natal Coast
(2024-08) Human, Nicolaas Cloete; Chapman, Michael; Wade, Jean Philippe
The study aims to explore and portray awareness of the endangered sea turtles on the east coast of southern Africa. The approach proceeds by way of considering environmental contexts, both societal and artistic, against which I place my own paintings, together with my reflection on the motif of the sea turtle. I explore salient points of the social context, which may be broadly classified as the ‘Anthropocene’ debate. The discussion of the Anthropocene and the selective examination of activist ecological artworks may be described as qualitative in their assessment and evaluation of the academic literature in the field. Similarly, qualitative is the description of my field work in the intervention of scientists and practitioners in the lives of the east coast turtles. When I turn to my own paintings, the method is that of practice-based research: as a way of artistic production of an aesthetic object, the production accompanied by my placing of the paintings within a broad ‘history’ of the genre while, at the same time, I reflect upon my practice. How might my paintings question, or even attempt to bridge, an ontological division between the human and the non-human world, as associated with the Anthropocene?
Visualising the oral and performative heritage of Ghanaian culinary arts
(2024-08) Faniyan, Betty; Olalere, Folasayo Enoch; Gaede, Rolf Joachim
The Fantes, whose territories constitute the Central Region of Ghana, are reputed for their culinary ingenuity. Being the first point of contact with the Europeans in presentday Ghana, the culinary heritage of the Fantes of Komenda-Edina-Eguafo-Abrem (KEEA) municipality offers an interesting testament to the resilience of culture amidst acculturation. This study explores the potential of digital technology to visualise the oral heritage of the traditional culinary arts for digital preservation. The study isframed by the indigenous standpoint theory and draws upon the 7Cs model of digital preservation of indigenous knowledge developed by Maasz et al. (2020) to co- create the knowledge of the traditional culinary heritage from the standpoint of one specific generation of the knowledge holders. The fieldwork component of the study employed ethnography for an immersive experience of the culinary heritage being co-created. Using a purposive sampling technique, data was collected from experienced and respected knowledge holders of the traditional culinary heritage to ensure the authenticity and ownership of the outcome of the study. By repositioning the knowledge holder as co-creator and employing photography as a documentary tool, a fuller account of the culinary heritage is generated to offer a culturally respectful and accurate representation of the cherished traditions and practices that are orally transmitted and performed daily at home in the third decade of the 21st century. The study underscores the relevance of photo documentation to visualize both the tangible and intangible aspects of cultural heritage for digital preservation. The elements that constitute the notion of authenticity of culinary heritage are identified and the means of maintaining culinary identity in the face of acculturations are highlighted. As a new contribution to knowledge, a revised model for the digitalization of culinary heritage is proposed to offer holistic documentation of a community’s lived experiences and collective memory.
The psychosocial effects of poverty on the academic performance of secondary school learners from child-headed households in Manicaland Province, Zimbabwe
(2023-11) Chidhumo, Vincent; Abraham, Jose; Kufakunesu, Moses
ABSTRACT This phenomenological study, which was based on an interpretive research paradigm, was conducted in Zimbabwe's Chimanimani District in the Manicaland Province with the purpose of examining the psychosocial effects of poverty on the academic performance of secondary school learners from child-headed homes. The psychological theory of Erikson and the ecological systems theory of Bronfenbrenner were used as the theoretical frameworks. Data collection methods included focus groups, interviews, and document analysis. Participants were carefully chosen, and there were 32 secondary school learners, teachers, administrators, and members of the School Development Committees. In the data analysis, themes and content were looked at. The study established that a large number of learners from child-headed homes lacked access to a healthy diet, high-quality education, school uniforms, fees, knowledgeable staff, resources, and support from the school, which had a detrimental effect on their health as well as their psychological growth and academic success. It is suggested that stakeholders help kids from childheaded homes to lessen the psychosocial effects of poverty on their academic performance based on the findings of the current study. To help learners from low-income households, the government ought to prioritize financing for BEAM expansion. The Ministry of Higher and Tertiary Education, Science and Technology Development must examine the curriculum offered by teachers' colleges to train guidance and counseling school instructors. The Ministry of Primary and Secondary Education should adequately staff and resource the School Psychological Services in order for it to effectively fulfill its mandate of treating learners with psychological, social, and emotional issues. In addition, school administrators should give priority to incomegenerating initiatives that would help disadvantaged populations, particularly learners from families with secondary school learners. The study created a diamond child-headed home intervention model based on the literature review and research findings, which can be used in the development and implementation of programs to address the welfare and educational help of learners from child-headed households.
Effectiveness of digital technology in ideation : a case of Ghanaian graphic design students
(2024-08) Ametordzi, Sylvanus; Olalere, Folasayo Enoch; Essel, Harry Barton
This study explores how digital technology can be effectively utilized to enhance graphic design ideation among graphic design students in two selected Ghanaian universities. The study also seeks to create awareness about the need to integrate digital technologies into graphic design ideation and to develop a model for effective digital ideation. Areas explored by the research questions in the study include how graphic design ideas are generated by design students in Ghana; how digital technologies affect design output by examining the various technologies used by the design students in the design ideation process; and the perceptions of graphic design students about the use of digital technologies during ideation. The study assumes the constructivist and interpretivist paradigm on the premise that the use of digital technology in design ideation among students has to do with students with varying design experiences, backgrounds, and environments based on their interaction with design tools. Phenomenology and case study approaches were used to interrogate students to have an indepth understanding of the effectiveness of digital technology utilization in the ideation process. Twenty-eight (28) participants, made up of twenty- four students and four lecturers were selected from the Graphic Design Departments of two Ghanaian universities for the study. Purposive and random sampling were adopted for the selection of the participants. Findings indicated that students from the selected universities predominantly used a combination of the pencil and paper approach and digital technology in design ideation. During ideation, they conducted research on design briefs they received; embarked on mind mapping; engaged in brainstorming; created ideas with pencil and paper; selected some of the pencil ideas and illustrated them digitally in computer software; and evaluated the ideas for final selection. The design students relied heavily on the internet during the ideation process. The digital devices used by the design students included laptops, smartphones, tablets and digital cameras. Despite the divergent views expressed by the participants about the use of digital technology for ideation, the majority of them believed that the integration of pencil and digital technology is the ideal approach for design ideation. They considered technology very relevant, especially in increasing idea counts (quantity of ideas generated) that lead to creative ideation outputs. Overall, the students had a positive attitude about the use of digital devices; however, quite a few of them did not have the necessary skills in using vector software needed for design idea creation simply because they were not taught how to use the software or were not compelled to use the software in design ideation. Based on these findings of the study, the Digital Design Ideation Model, which outlines the steps to follow for effectiveness in digital idea development, was developed. The development of the model was typically influenced by the findings in the study and was based on design practices discovered in the review of the literature related to this study.
Social context and the use of technology in teaching African languages : a case study of public universities in KwaZulu-Natal
(2024-03-27) Adedokun, Theophilus Adedayo; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie
This study uses the concepts of Bourdieu’s sociological theory to investigate factors influencing technology use in teaching African languages. The study contends that language lecturers’ choices in teaching with technology were affected by the social phenomena of the field in which they operate. By adopting Bourdieu’s concepts of habitus, capital, and field, the study offers a multi pronged approach to understanding the complex nature of the relationship between practices of individuals and social structures. A thematic textual analysis was used to investigate the attitudes of lecturers who taught African languages in selected public universities in KwaZulu-Natal, South Africa. The analysis reveals a mutually reinforcing relationship between individuals who operate in the teaching field and their behavioural attitudes towards using technology in teaching African languages. The study contributes to understanding how individuals and groups navigate different social and cultural contexts and how they could use their resources to the advantage of their fields. In addition, the study showed how agents actively try to shape their current teaching practices and adopt new approaches while subtly resisting external pressures that conflict with the practical realities of their field and their audience (students). The results of the interviews indicate that individuals' behaviours were influenced by the forces of the field where they operated, external factors and their habitus. This study recommends that policymakers collaborate with stakeholders like communities, governments, institutions, and lecturers to ensure technology development for teaching African languages yields desirable results. It also suggests African countries create an enabling environment for African languages to thrive, and future research adopts an integrated approach examining various factors influencing technology use in language teaching.
The depiction of reality in a 360-degree video documentary versus a conventional 16by9 video documentary : a focus group comparative study of two independently made video documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal
(2024) Singh, Niresh; Wade, Jean-Philippe; Frankish, Tarryn
The popularity of virtual reality technologies [VR] has prompted numerous news organisations and filmmakers to embrace the 360-degree video format for immersive journalism. Consequently, there have been many studies on audience reception in VR and its use in immersive journalism. Nevertheless, research investigating the comparative “reality” depicted in immersive journalism content remains scarce. This study compares the depiction of reality in two ten minutes independently produced documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal. One shot in the traditional video format and the other in the 360-degree video format. Both videos were screened to two expert focus groups, one a group of academic experts and the other a group of professional television journalists, to discuss the perceived reality depicted in the videos. The result of this case study suggests that the 360-degree video version is a more accurate depiction of the reality in the settlement. The Exploratory nature of the format, the Extra Information on offer, the Sense of Presence, and the Sense of Place the 360-degree format created enhanced its Depiction of Reality. The intrinsic nature of the 360-degree video format by virtue of the long, deep focus shots it creates, and the way 360-degree videos are put together profoundly reflect the work of the seminal theorists of cinematic realism, namely, Andre Bazin (2004), Siegfried Kracauer (1997) and John Grierson (1998). According to the findings of this study, when considering 360-degree video within the framework of traditional film theories, it becomes evident that there is no unique concept of realism exclusive to 360-degree video. Rather, the principles that render 360-degree video realistic are the same as those that contribute to realism in traditional film. While this study is limited to its specific case and employs a relatively small sample size, the results are significant. It provides a direct comparison of the two formats by experts and suggests that the 360-degree format has the potential to depict the reality of a situation more accurately, positioning the technology as a powerful tool for immersive journalism.
Teachers’ readiness towards the integration of information and communications technology into teaching and learning : a case of engineering graphics and design in uMgungundlovu District, KwaZulu-Natal
(2023-06) Mlambo, Philani Brian; Maeko, Mogale S. A.; Khoza, S. D.; Maeko, Mogale Simon Albert; Khoza, Samuel Dumazi
The infusion of Information and Communications Technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. One of the factors is the migration of the world to the Fourth Industrial Revolution (4IR) and another factor is the recent outbreak of COVID-19. This change has necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning. Hence, this study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in teaching and learning in uMgungundlovu secondary schools. To carry out the objectives of this study an interpretivism paradigm was employed. The study also employed qualitative approach to collect data. The investigation comprised of 9 teachers and convenience sampling was used to select the participants. Interviews and classroom observations were used as data collection methods. These methods were adapted from the Technological Pedagogical Content Knowledge (TPACK) framework that was used to underpin the study. Data gathered from interviews was subjected to thematic analysis and data gathered from classroom observations was reported descriptively. The findings of this study discovered that EGD teachers in uMgungundlovu District are ready to infuse ICT into teaching and learning as they indicated that ICT integration in EGD lessons is very essential but there are few challenges like the shortage of ICT resources that are proving to be a stumbling block. The study recommends that the Department of Basic Education (DBE) should provide teachers with training so that those teachers who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE should also provide schools with equipment such as laptops, projectors, whiteboards, AutoCAD, and tablets that EGD teachers would use to incorporate ICT into teaching and learning as it has been proven that abstract concepts are best studied using technology.
A sustainable livelihoods analysis of two community partnerships in Lesotho
(2023-08-09) Makheta, Mankopane Violet; Preece, Julia; Mukeredzi, Tabitha Grace
This study investigated two community partnerships in Lesotho, focusing on how they sustained themselves for improved livelihoods. It explored the ways in which the partnerships of Matelile Tajane Community Development Trust (MTCDT) and Jire Provides Cooperative (JPC) operated in order to improve their livelihoods and address poverty. The study in particular aimed at assessing the extent to which the partnerships followed the Lesotho Government’s smart partnership principles of trust and reciprocity, networking and sharing a common goal. These principles resonated with social capital concepts which are a strong feature in the sustainable livelihoods framework, as advocated by the UK Department for International Development. The sustainable livelihoods framework (SLF) and the social capital theories were therefore used to guide the analysis of the study. This study was an instrumental comparative case study design using a qualitative approach and interpretative paradigm. Purposive sampling of 45 participants was used. The participants were the partnership members of the MTCDT and the JPC, community members staying close to the partnerships, community leaders, and service provision officers within the areas of Ha Seeiso and Masianokeng. Multiple data collection sources were used. These were the transect walk, focus group discussion, interviews, observation and documentary analysis. Data collected through interviews was used to triangulate the primary data from other sources. This was done in order to verify the collected information. A content analysis method was used through engaging inductive and deductive approaches to analysing data. The findings revealed that the larger partnership, MTCDT, used linking and bridging social capital to network and access resources, assist and support vulnerable groups like the orphans, HIV and AIDS affected people with their requirements. The smaller partnership, JPC, focused more on bonding social capital to expand its relationships to family members so that they could assist each other. To a lesser extent it developed linking social capital networks to assist the disadvantaged groups to access services like medical check-ups and issuing of national identification cards. The findings highlighted that the partnership which was able to utilise more linking social capital was better able to diversify and sustain livelihoods compared to the smaller bonding social capital partnership. In addition the MTDCT emphasised that the role of self- determination in achieving goals was an important asset in itself. The sustainable livelihoods literature did not appear to examine the role of self-determination or the different forms of social capital in this way or link it significantly to lifelong learning. However, a significant finding across both partnerships was that the element of trust in relation to financial interactions proved inadequate in both case studies. This meant that while the foundations for social capital were evident they were not fully utilised. There were also vulnerabilities which both partnerships were unable to overcome, such as unemployment which contributed to community youths becoming drunkards. One recommendation, therefore, was that smart partnerships should focus on a broader and more diversified range of social capital networks. A second recommendation was that considerable education and training work needed to be done to improve the understanding of how financial trustworthiness must form the basis for reciprocity. The four De Lors (1996) pillars of lifelong learning, which include the pillar learning to live together, were deemed to be relevant here. Recommendations for training included management of partnerships, dialogue, communication skills and conflict management. A second pillar, learning to do, was also relevant because it enhanced the partnerships’ skills for income generation. Such training could include sand-stone mining for the MTCDT, while the JPC required knowledge of broiler production and how to produce animal feeds.
Exploring foundation phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal school
(2023-08-09) Mthiyane, Thokozani Sivikele; Rajah, S. S.; Mago, Stephen
The transmission of African philosophy is a crucial responsibility within African indigenous education from the community perspective. Furthermore, the valuing of indigenous knowledge and the heritage of indigenous people is a stated principle of the National Curriculum Statement (NCS) in South Africa. This study explored the case of Foundation Phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal primary school. In particular, the study explored teachers’ practices, as leaders, in the infusion of Ubuntu values, attitudes and behaviour that are synonymous with an African philosophy of education within a homogenous African indigenous rural community. Data was generated from semi-structured interviews, focus group discussions and document analyses. Foundation Phase teachers, parents and community elders participated in the study to answer the main research questions. The study was enhanced by using a theoretical framework for teacher leadership that delineated the zones wherein teachers’ practices were investigated. The framework elaborated on their roles in teaching and learning, pedagogy, curriculum development, leading in-service education, assisting other teachers, participating in whole school development, and collaborating with neighbouring schools in the community. Since Ubuntu has varying nuances of meaning and practices within different indigenous communities, the study included the local community's voice on the authentic meaning and practices of Ubuntu. The study employed a single case study methodology involving teachers from a typical rural primary school in KwaZulu Natal. A qualitative, interpretive approach was adopted to understand and interpret teachers’ practices of infusing Ubuntu. Purposive and snowball sampling allowed the researcher to access suitable school and community informants, respectively. Since indigenous education draws meanings and practices of its philosophy from the ‘voice’ of the local indigenous community, the study first sought to gain insight into Ubuntu from indigenous knowledge holders in the community. Interestingly, it was found that community understanding of Ubuntu concurred with that of the literature. Notably, it was also found that the teachers’ understanding and practices of Ubuntu resonated with the local community's. This was an important finding since teachers who promote the values or principles of Ubuntu need to be spiritually connected to Ubuntu to inspire learners to sustain this philosophy for generations to come. The study’s key finding was that rural Foundation Phase teachers endeavoured to promote indigenous philosophy and culture embedded in an African worldview of Ubuntu. Although teachers did not set out to explicitly enculturate Ubuntu, they were engaged in various practices, including being exemplars of Ubuntu, indigenous pedagogy and cultural events that helped to infuse Ubuntu philosophy. These practices were part of their interpretations of traditional African culture and values. However, the lack of collaboration with indigenous knowledge holders in the different zones of teachers’ practices presented a lost opportunity for teachers to lead in the infusion of authentic indigenous wisdom into children’s education. In terms of how they experienced their practices, it was found that social problems that affected learners’ receptiveness and the prevalence of young parents who have opposing influences presented a challenge to teachers’ efforts. Curriculum and administrative constraints also burdened teachers who did not find a supportive framework for infusing African philosophy of education into their formal professional practices. A recommendation from the study is a proposed new framework for rural teacher leadership in infusing African philosophy of education into the classroom. The model extends the teacher leadership framework to include parents, elders and indigenous knowledge holders from the local community. Additional practices that explicitly infuse African indigenous educational philosophy, pedagogy, and methodology are included. The study further contributes significantly to new knowledge of the status of the enactment of the principle of valuing indigenous knowledge and African education philosophy. The study’s findings, drawn from the local community on the meanings and practices of Ubuntu, contribute to the field of indigenous knowledge systems
The caring practices, coping mechanisms and learning experiences of elderly caregivers of adolescent AIDS orphans in one residential area in Harare : implications for adult education in Zimbabwe
(2023-08-09) Paradzai, Angeline; Mukeredzi, Tabitha Grace; Preece, Julia
Recent studies (Kidman and Thurman 2014; Zvinavashe et al. 2015) have established caregiving in an HIV/AIDS context as a burden; however, the caring practices, coping mechanisms and learning experiences of the elderly caregivers of adolescent AIDS orphans have not been well documented. Being an elderly caregiver in this situation brings difficulties as far as the whole caring for an adolescent is concerned (Omotoso 2007; Zaky 2016). This phenomenology research, whose dictates derive from the interpretivist paradigm and the qualitative approach, drew on a sample of twenty elderly caregivers. Snowball sampling, a subdivision of the purposive sampling method, within the non-probability type of sampling, was adopted. The study implemented a qualitative approach, where in-depth one-on-one interviews, observations of the home environments and focus group discussions were used for data generation. Data analysis utilised the six steps of Creswell (2014). Transformative Learning Theory (TLT) (Mezirow 2009), as well as the three models of the Transactional Model of Stress and Coping (TMSC) (Lazarus and Folkman 1984) were the theoretical lenses embraced for the study. With regard to the nature of caring practice what emerged was that the process involved nurturing character development of the orphans. Approaches for character development were modelling adolescent behaviour, talking to and working with them, task delegation, and encouraging church attendance, among others. Provision of basic needs such as food, shelter, school fees and assistance from extended families were also evident as additional caring practices. Challenges faced in the caring practices were of a social, financial and psychological nature. In terms of coping, the more pronounced approaches were problem-centred and emotion-centred coping, with maladaptive coping having been minimally utilised. Coping strategies involved seeking counselling, cutting meal sizes and frequencies of eating the meals, and assistance from their extended families. The elderly carers indicated deficiencies in knowledge of how to look after adolescent AIDS orphans and, also, the resources to use during their care. The new insights emerging from the study were that caring was age-sensitive and collaborative, bringing caregiver, clinic, school, community and extended family together. Elderly caregivers are now bound by the legal orientation in orphan care. Ways of knowing about these insights by the participants were primarily experiential – that is, learning as the processes unfolded. Nevertheless, print and electronic media, and observation also emerged. Educational implications are drawn on a number of issues, such as the need to conscientise caregivers on legal requirements, modern ways of child rearing, imparting entrepreneurial skills as the caregivers had no regular incomes and caregiving in a traditional thoughtful manner. The elderly caregivers went through eight of the ten stages of the Mezirow theory in their learning, leaving out stages three and four which deal with a sense of alienation and relating discontent to others respectively. Not experiencing these two stages may be attributed to stigma and discrimination often associated with HIV/AIDS issues, so they were less likely to disclose their concerns as a means of further learning. Elderly caregivers seemed to lack information on caring for the young in view of AIDS, as well as material resources. Failures of caregivers to join relevant groups like support groups seem to suggest denial of the HIV/AIDS situation they find themselves in. It is recommended that adult educational programmes be designed to reduce stigma and discrimination among the elderly living in HIV/AIDS circumstances
Generating ‘happiness’ : a semiotic and thematic analysis on experiences of consumption and media marketing strategies for Inanda parents
(2023-08-09) Mbili, Sindisiwe Sweetness; Frankish, Tarryn; Kethro, Philippa
This dissertation explored ways that parents in Inanda perceive and manage media messages and consumer choices within the generational demands to keep their children happy. Using the interpretive approach, the study looked at semiotic and general thematic analyses to understand the messages that parents respond to when raising young people in this township. The researcher also addressed the dynamic relationships that exist between consumer actions and how parenting takes place in the 21st Century. The study also pursued the main research problem of how the media plays a role in shaping consumer patterns among parents and it also explored the driving force behind Inanda parents’ consumption patterns in trying to create a ‘better’ world for their children by means of buying them material things. To address this, the researcher applied Arnould and Thompson’s (2005) consumer culture theory that looks at a form of material culture that is often driven by the market for consumers to attain a certain lifestyle. The secondary theory is McLuhan’s (1964) communication theory which upholds that the audience is a vital part of the communication process. The two theories are used to better understand how signs and symbols are communicated to consumers via the media, resulting in consumption culture. Using purposive sampling, the researcher conducted face-to-face interviews which were semi structured around the main research questions, with questions that are open-ended for probing purposes (See Appendix C) to critically analyse the effects and influence media marketing strategies have on how consumers receive and perceive these messages. Additionally, photographs of children (with permission from their parents) were used (with children’s faces blurred out) as part of data collection. The messages that are passed on to potential consumers through the media are usually in a form of signs and symbols and to better comprehend the main objective of this dissertation the use of semiotic and general thematic analyses put the researcher in a favourable position to decode, analyse, interpret, organise and define data in line with the view that semiotics is the study of signs and symbols in works of art (Ferreira 2007), while general thematic can be used to make sense of collective or mutual meanings and experiences by concentrating on context through present data (Braun and Clarke 2012). This project moved towards an understanding that media has the power to persuade young people into believing that happiness comes at a price and that their lives will only be perfect if they buy the latest products on the market (Klein 2000).
The use of graphic design materials as a resource to address the issue of literacy acquisition in rural schools of the Eastern Cape
(2014-01) Somlenze, Mzomhle; Pratt, Deirdre Denise
Currently, literacy acquisition is one of the major problems facing South African education. Despite tremendous efforts made to deal with this problem over the past few years, literacy acquisition remains a major challenge in South African schools particularly for those schools in rural areas. These problems are caused predominantly by poor infrastructure, lack of good reading habits, inadequate support of literacy activities and illiteracy at home. It is the position of this study that literacy acquisition programmes should expand beyond traditional methodologies by making use of visual strategies such as this one, as in different cases, the use of visual images proved more effective; for example in health campaigns. This dissertation, then, sets out to investigate how graphic design materials could be used as a resource in an attempt to address the issue of literacy acquisition in rural schools of the Eastern Cape. This was achieved by studying how learners responded to the use of graphic design materials which were designed specifically for this investigation; it could then be seen how the learner’s responses to these materials might affect the acquisition of literacy. An in-depth investigation with the Grade Six learners from three rural schools (two from the Eastern Cape and one from KwaZulu Natal) was conducted as part of a phenomenological research process to provide variations and comparable research outcomes, and was carried out from within both the emic and etic viewpoints. This meant that the researcher was privy to both the participants’ world (from his own childhood background in the Eastern Cape) and his (more recently acquired) researcher’s point of view. Findings include a reflection on learner’s experiences as well as on the context or the conditions of the learners’ everyday lives. The goal was to focus on participant’s experiences as they experienced them in their lived world. The research outcomes are discussed in terms of how the current schooling conditions affect literacy acquisition in rural schools, and, to counter this, what effect learners’ responses to the visual images, in particular, might have on literacy acquisition. In all these three schools, the study suggested that the use of these graphic design materials has amongst other things, made reading fun and easy to understand. This study concludes by reflecting on the research outcomes and offering suggestions as to how graphic design materials could be used to address some of the problem identified by this investigation. It is thought that the originality of the research lies in the starting point and focus of literacy acquisition being the visual aspect of storytelling, rather than the verbal, and in moving from the visual to the verbal, using narrative as the bridge exploiting the connection between the two.
The ‘blend’ in blended learning : establishing a balance between face-to-face and online learning in a pattern making and garment construction class
(2020-04-07) Kirby, Luhandra; Cavanagh, Michaella; Pratt, Deirdre Denise
This study explored the use of blended learning in a fashion design class, working within the constructivist orientation with a mixed methods case study and using a sequential exploratory approach in order to focus on the effectiveness of the blended learning design and how it is experienced by the participants. The case study was based on a group of second year fashion design students from a private design institution in South Africa, for the combined subject, pattern making and garment construction. The purpose of this research was to investigate the ways in which face-to-face learning and online learning could best be blended to facilitate instruction in this particular class. The study focused on establishing what combination of online and face-to-face delivery could be seen to be most effective in achieving the project learning outcomes within the time and resource constraints available for the combined pattern making and garment construction subject. A blended learning curriculum model (Huang, Ma and Zhang, 2008) was used to assist in preparation for the blended learning programme, with online learning delivery being effected by means of Google Classroom, the learning management system recommended by the private design institution. The sequential exploratory approach involved two projects, so that insights gained from the first project could be applied to modify the blended learning design for the second project, if and as required. Quantitative data were used to establish a baseline of students’ prior understanding of blended learning, pattern making and garment construction processes. Qualitative data were collected in the form of interviews, questionnaires and observations, allowing for a descriptive understanding of how students as well as the lecturer (who was the researcher) experienced the blended learning classroom, and how effective that blend was in achieving the desired learning outcomes; opportunities were also offered for reflection. The results revealed that, not only did blended learning delivery need to be applied in a developmental way, with ongoing adjustments to accommodate best teaching/learning practice, but also that different fashion ‘briefs’ (that is, the tasks involved) might require modifications to the blended learning delivery design. This suggests that there is no ideal ‘blend’ in blended learning, but that, like other forms of learning, it is exploratory, tentative and constantly evolving. It is hoped that this study will offer insights into how face-to-face and online learning can be combined to best facilitate the learning process in this particular case, where practical assistance with students’ individual design projects traditionally requires a large amount of the instructional time available. As many vocational university subjects have similar time and resource constraints, particularly in facilitating practical application of theory at a professional standard, it is also hoped that, to some extent, the results will be generalizable to other disciplines.
An exploration of the applicability of graphic facilitation for ideation in tertiary institutions in South Africa : an action research study of second-year graphic design students at Durban University of Technology
(2023-03-01) Chiwandamira, Tendai Rogers; Carey, Piers Christian; Chitanana, Lockias
This study investigated how graphic facilitation could be applied in a tertiary graphic design setting to help students improve their ideation process. Graphic facilitation is a technique used to rapidly develop and capture innovative ideas or solve problems amongst groups in a workshop. The study aimed to develop and recommend a more successful ideation process that could be adopted by second-year graphic design students in order to reduce cases of plagiarism. The study drew on a theoretical framework that combined the Social Constructivism theory (Zone of Proximal Development, scaffolding), the Emmert and Donaghy communication model, Petty’s model of creativity and the associative theory of creativity. A qualitative action research methodology was employed within an interpretive paradigm. Data was gathered by means of semi-structured interviews and observation of graphic design students and lecturing staff at a graphic design department in a South African tertiary institution. The results of each cycle informed the following cycle. The initial cycle examined previous applications of graphic facilitation, with a pilot study simultaneously conducted on how students are currently ideating their projects, and pre-testing of the interview questions. Cycle 2 consisted of a graphic facilitation workshop informed by the findings of the initial cycle; and cycle 3 was an iteration of cycle 2, but refined based on the findings of that cycle. The inconclusive results highlight students' lack of comprehension of graphic design terminology, and hence non-development of critical thinking. Despite the research constraints imposed by the COVID-19 pandemic in 2020, some students improved their ideation process by enhancing their critical thinking. This suggests that graphic facilitation could be adopted to enable students to be less prone to plagiarism.
Analysing Instagram pages of South African fashion models with Vitiligo using multimodal communication for a practice-based study
(2023-03-01) Sarupdeo, Emilia; Mchunu, Khaya Jean; Rapeane-Mathonsi, Maleshoane
An increase in fashion models with vitiligo are observed from the sharing of representations of themselves and the skin condition on multimodal forms of communication on social media platforms, notably Instagram. The study is located in fashion and focuses on vitiligo that has been widely discussed in the medical field. Vitiligo is a skin condition where the deterioration of melanocyte cells lead to white patches that present in various areas of the body (Vallerand et.al 2019: 1371). The significance of this study is to understand the representations led by fashion models with vitiligo and to join them by using my profession as a fashion designer with vitiligo to shift the beauty narrative through inclusivity and raising awareness about the skin condition. The study is framed by a multimodal discourse analysis and specifically a four-step analytical process of modal transfer (Kress 2000 and 2010). This frame is used to focus on how fashion models with vitiligo use multimodal communication in the form of photographs, captions, and hashtags to communicate themselves, as people with vitiligo through their public Instagram pages. This form of communication is argued to be their practice of challenging and expanding accepted notions of beauty. An analysis is followed by a practical component framed by Sullivan’s (2010) and Skains (2018: 86) creative practice as research. The study results show how the models have represented themselves and their skin condition. Some posts touch on themes that seek to shift the narrative and expand notions of beauty. They share perspectives on inclusivity and diversity, self-love, self-affirmation, body-positivity, perceptions of the gaze, and what should not be regarded as fashion trends. Optimism expressed by such themes resulted as psychological healing and promotes good mental health towards the incurable skin condition. I designed a body of fashion artefacts for this practice-based study as my contribution to using fashion as communication to shed light on vitiligo and body positivity. A new Instagram page has been created to display the practical collection through my own use of multimodal communication. This process has resulted in 6 fashion artefacts that use hashtags as titles to speak about vitiligo. The fashion artefact collection celebrates inclusivity and diversity, depicts the types of formation which vitiligo presents in, and concludes by perceiving all as beauties, expressed in both in practice and theory.
A feminist study into the field experiences of female SABC reporters
(2023-03-01) Govender, Genevieve; Frankish, Tarryn; Muringa, Tigere
This study aimed to explore and describe the field experiences of female radio reporters at the South African Broadcasting Corporation (SABC) from a feminist perspective; to ascertain if sexism and harassment is experienced, and if so, in what ways. The study also aimed to determine whether or not patriarchy underpins interactions with newsmakers while reporting, and if so, to what degree. Numerous studies have been undertaken turning the lens into newsrooms and media organisations with regards to gender transformation. While more women have become part of the new machinery post democracy, studies have shown that these women still face staggering incidents of sexism and patriarchy, creating for them glass ceilings that prevent their upward progression towards news management. Studies further indicate that sexism and patriarchy are often nuances and embedded into daily newsroom interactions. Significantly, researchers argue that the problem is a societal issue manifesting within the news industry. The study therefore explores the field experiences of female reporters in relation to patriarchy and sexism. This research was a feminist study, which employed a qualitative approach with a critical theory paradigm. The sample consisted of eleven (11) female reporters employed within the South African Broadcasting Corporation, given the extensive reach of the public broadcaster and the multiple beats covered by the radio employees. The findings of this study detail multiple layers of discrimination and harassment experienced by female radio reporters within the SABC when engaging with newsmakers. Evidenced in the research is the manner in which entrenched societal and cultural values limit and influence the productivity of the reporters and in some instances, impede their freedom to effectively tell the story. Aside from the documented glass ceilings that stunt the upward progression of female reporters, the study posits the existence of invisible walls that stymie their transversal advancement within their designated scope of reporting.

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