A psycho-educational programme to facilitate the mental health of adolescent girls who are victims of verbal bullying
- Authors: Jacobs, Ruwayda
- Date: 2012
- Subjects: Teenage girls -- Mental health -- South Africa , Psychoanalysis , Bullying
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9946 , http://hdl.handle.net/10948/d1014579
- Description: Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying. Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.
- Full Text:
- Date Issued: 2012
- Authors: Jacobs, Ruwayda
- Date: 2012
- Subjects: Teenage girls -- Mental health -- South Africa , Psychoanalysis , Bullying
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9946 , http://hdl.handle.net/10948/d1014579
- Description: Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying. Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.
- Full Text:
- Date Issued: 2012
A psychoanalytic hermeneutic investigation of destructive narcissism
- Authors: De Wit, Estelle
- Date: 2013-06-04 , 2004
- Subjects: Narcissism Narcissism -- Treatment Psychoanalysis Death instinct Ego (Psychology) Self psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3180 , http://hdl.handle.net/10962/d1008055
- Description: The purpose of this research was to investigate the clinical phenomenon of destructive narcissism. Contemporary Kleinian and neo-Kleinian theoretical perspectives provided the interpretative perspective on the complexities of inaccessible personalities and subtle forms of internal destructiveness. Four research questions were formulated to interrogate the individual and collective experiences of three male patients whose internal worlds seem to be governed by rigid intrapychic structures organized around the dictatorship of a constellation of seemingly impenetrable defensive strategies. These questions were as follows: 1. What emotional states, actions and experiences of self and others characterize the clinical phenomenon designed as destructive narcissism and distinguish it from other forms of character pathology? 2. What early developmental experiences and relationships may have pre-disposed individuals to the development of this type of character pathology? 3. How are the psychodynamic processes of destructive narcissism structured and configured in the psychotherapeutic process and progress? 4. What are the transference/countertransference psychotherapeutic manifestations of the psychodynamics of destructive narcissism? The illustrative-didactic case study method was utilized to discuss pertinent aspects of each patient. This included their early developmental histories, inter- and intrapersonal relationships, their current mental state, defensive strategies and their stated reasons for commencing psychotherapy. In addition, the structure of the psychotherapeutic process with these patients was reviewed in depth. Various psychic and personality features, as unveiled through this process were discussed, as well as the implications of these for the therapeutic endeavor. The features chosen for discussion were: Firstly, the constellation of the internal object world, the capacity for symbolic thought and defensive organizations. Secondly, therapeutic ambivalence, which made psychotherapy untenable, was explored in conjunction with transference/countertransference issues. Thirdly, the shadow sides of psychotherapeutic change with these patients were considered and the issues of therapeutic failure and other treatment possibilities were examined. It was concluded that there need be an important shift with regard to the psychotherapeutic goals for those patients whose condition may be chronic, and for whom it appears that psychotherapy is of little benefit. In essence, the intent of psychotherapy with these patients is to reach the healthy sane patient of the patient within the pathological organization. Attempts to unravel the perverse gratification and protection derived from the domination of the narcissistic structure may not be enough, and the patient's collusion with the internal destructive gang should also be exposed. If this can be achieved, the patient may come to accept the existence of a part of himself as truly destructive. This, in turn, cannot be disowned, therefore the patient has to live with it. Thus, in destructive narcissism, the challenge for the therapist is the extremely difficult task of disentangling the patient's pain from the idealization of internal destructiveness. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
- Authors: De Wit, Estelle
- Date: 2013-06-04 , 2004
- Subjects: Narcissism Narcissism -- Treatment Psychoanalysis Death instinct Ego (Psychology) Self psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3180 , http://hdl.handle.net/10962/d1008055
- Description: The purpose of this research was to investigate the clinical phenomenon of destructive narcissism. Contemporary Kleinian and neo-Kleinian theoretical perspectives provided the interpretative perspective on the complexities of inaccessible personalities and subtle forms of internal destructiveness. Four research questions were formulated to interrogate the individual and collective experiences of three male patients whose internal worlds seem to be governed by rigid intrapychic structures organized around the dictatorship of a constellation of seemingly impenetrable defensive strategies. These questions were as follows: 1. What emotional states, actions and experiences of self and others characterize the clinical phenomenon designed as destructive narcissism and distinguish it from other forms of character pathology? 2. What early developmental experiences and relationships may have pre-disposed individuals to the development of this type of character pathology? 3. How are the psychodynamic processes of destructive narcissism structured and configured in the psychotherapeutic process and progress? 4. What are the transference/countertransference psychotherapeutic manifestations of the psychodynamics of destructive narcissism? The illustrative-didactic case study method was utilized to discuss pertinent aspects of each patient. This included their early developmental histories, inter- and intrapersonal relationships, their current mental state, defensive strategies and their stated reasons for commencing psychotherapy. In addition, the structure of the psychotherapeutic process with these patients was reviewed in depth. Various psychic and personality features, as unveiled through this process were discussed, as well as the implications of these for the therapeutic endeavor. The features chosen for discussion were: Firstly, the constellation of the internal object world, the capacity for symbolic thought and defensive organizations. Secondly, therapeutic ambivalence, which made psychotherapy untenable, was explored in conjunction with transference/countertransference issues. Thirdly, the shadow sides of psychotherapeutic change with these patients were considered and the issues of therapeutic failure and other treatment possibilities were examined. It was concluded that there need be an important shift with regard to the psychotherapeutic goals for those patients whose condition may be chronic, and for whom it appears that psychotherapy is of little benefit. In essence, the intent of psychotherapy with these patients is to reach the healthy sane patient of the patient within the pathological organization. Attempts to unravel the perverse gratification and protection derived from the domination of the narcissistic structure may not be enough, and the patient's collusion with the internal destructive gang should also be exposed. If this can be achieved, the patient may come to accept the existence of a part of himself as truly destructive. This, in turn, cannot be disowned, therefore the patient has to live with it. Thus, in destructive narcissism, the challenge for the therapist is the extremely difficult task of disentangling the patient's pain from the idealization of internal destructiveness. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
A psychobiographical case study: Amelia Dyer in a search for glory
- Authors: April, Heather
- Date: 2020
- Subjects: Serial murderers--Psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50857 , vital:43008
- Description: The study is a psychobiographical case study based on the life of a Victorian baby farmer Amelia Dyer (1837-1896). She was executed for the murder of babies who were placed in her care over a period of 30 years. Psychobiography is a qualitative method of enquiry which explores the life of a unique individual subject through the lens of a psychological theory for the purpose of creating a coherent psychological case study. The psychoanalytic theoretical lens of Karen Horney was used to trace the evolution of Amelia Dyer’s sense of self within the Victorian culture of respectability. Baby farming referred to an unregulated business of adoption and fostering of infants, mostly illegitimate infants for a fee. Insufficient social structures and support for unwed mothers and children encouraged the business practice as women had very little choice for childcare. Baby farming was open to abuse and exploitation and hundreds of babies lost their lives due to insufficient care or infanticide. Amelia Dyer showed special talents and creativity from a young age, was ambitious and wanted to be self-reliant in a culture that did not provide women with opportunities to live out their ambitions. Baby farming became a business venture for her in the early stages of her life which later evolved into sadistic abuse and murder of the infants. Her evolution from a creative and hardworking young girl to a sadistic murderer of children is what qualifies her as a suitable subject for the exploration of Karen Horney’s dynamic theory of neuroses and the development of the neurotic self within culture. Extensive biographical data was collected and processed into salient themes. The study integrates the theory of Karen Horney, the life experiences of Amelia Dyer and Victorian respectability and demonstrates the value of using psychobiography as the method of inquiry into the exploration of the unique individual. The findings of the study demonstrated that Amelia Dyer and her social context were inextricably bound by a vicious cycle of psychic and emotional vi conflicts related to fear, control and self-hatred by the internalization of gender stereotypes and norms. The contribution of the study as a whole rests with its demonstration of the value of a holistic and reflexive exploration of the unique individual woman. It demonstrates the value of Horney’s in-depth theoretical understanding of the ambivalent core of selfhood that lies behind observable acts of behavior. The study as a whole contributes towards building upon holistic and integrative therapeutic frameworks in the understanding of diversity amongst women and mothers in culture.
- Full Text:
- Date Issued: 2020
- Authors: April, Heather
- Date: 2020
- Subjects: Serial murderers--Psychology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/50857 , vital:43008
- Description: The study is a psychobiographical case study based on the life of a Victorian baby farmer Amelia Dyer (1837-1896). She was executed for the murder of babies who were placed in her care over a period of 30 years. Psychobiography is a qualitative method of enquiry which explores the life of a unique individual subject through the lens of a psychological theory for the purpose of creating a coherent psychological case study. The psychoanalytic theoretical lens of Karen Horney was used to trace the evolution of Amelia Dyer’s sense of self within the Victorian culture of respectability. Baby farming referred to an unregulated business of adoption and fostering of infants, mostly illegitimate infants for a fee. Insufficient social structures and support for unwed mothers and children encouraged the business practice as women had very little choice for childcare. Baby farming was open to abuse and exploitation and hundreds of babies lost their lives due to insufficient care or infanticide. Amelia Dyer showed special talents and creativity from a young age, was ambitious and wanted to be self-reliant in a culture that did not provide women with opportunities to live out their ambitions. Baby farming became a business venture for her in the early stages of her life which later evolved into sadistic abuse and murder of the infants. Her evolution from a creative and hardworking young girl to a sadistic murderer of children is what qualifies her as a suitable subject for the exploration of Karen Horney’s dynamic theory of neuroses and the development of the neurotic self within culture. Extensive biographical data was collected and processed into salient themes. The study integrates the theory of Karen Horney, the life experiences of Amelia Dyer and Victorian respectability and demonstrates the value of using psychobiography as the method of inquiry into the exploration of the unique individual. The findings of the study demonstrated that Amelia Dyer and her social context were inextricably bound by a vicious cycle of psychic and emotional vi conflicts related to fear, control and self-hatred by the internalization of gender stereotypes and norms. The contribution of the study as a whole rests with its demonstration of the value of a holistic and reflexive exploration of the unique individual woman. It demonstrates the value of Horney’s in-depth theoretical understanding of the ambivalent core of selfhood that lies behind observable acts of behavior. The study as a whole contributes towards building upon holistic and integrative therapeutic frameworks in the understanding of diversity amongst women and mothers in culture.
- Full Text:
- Date Issued: 2020
A psychobiographical study of Temple Grandin
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
- Authors: Wannenburg, Nicola
- Date: 2018
- Subjects: Grandin, Temple , Psychology Biographical methods , Psychoanalysis , Autistic women United States Biography , Women animal specialists United States Biography , Developmental psychology , Erikson, Erik H (Erik Homburger), 1902-1994
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/57358 , vital:26877
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2018
A psychobiography of Viktor Emil Frankl
- Authors: Bushkin, Hanan
- Date: 2020
- Subjects: Frankl, Viktor Emil
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/46440 , vital:39566
- Description: The first study conducted in South Africa of a prominent figure traces back as far as 1939. Since then, extensive research has been done in the field of psychobiography, resulting in a growing interest in this field and evolving into an established research genre in South Africa. Despite the increase in the use of psychobiographies as a research approach internationally and specifically in South Africa, its use is still considered relatively under-utilised and, therefore, the pursuit of further development of psychobiographies in South Africa is required. In light of South Africa’s effort to promote and advance the use of psychobiographies, South African researchers may be motivated to continue studying significant and exceptional lives in South Africa and abroad. Viktor Frankl was selected for this study based on his uniqueness, significance and his interesting life. He is also considered an exceptional individual who has shaped modern psychological thinking. Frankl had written over 40 books on his theory and many studies have been conducted based on his existential theory. Frankl’s contribution to the academic world has been recognised and acknowledged by significant institutions through his own and others’ research. Although much has been written on the life and work of Frankl, none of the literature utilises specific psychological focus and no psychobiographical study of the life of Frankl exists. Therefore, the researcher selected Frankl as the subject for this psychobiography through purposive sampling. The aim of the study was to provide a psychological exploration and description of Frankl’s life against the backdrop of his socio-cultural context. In order to achieve this aim, the researcher employed two psychological frameworks to guide in the description and exploration of his life. The psychological frameworks included Levinson’s life structure theory of adult development and Frankl’s existential theory. The study aimed to describe Frankl’s development with the use of Levinson’s theory while describing how he attained meaning in his life with the use of his own existential theory. Due to the exploratory-descriptive nature of this study, the objective fell within the inductive research approach. The researcher utilised a systematic coding method to arrange the data. The theoretical framework of Levinson’s life structure theory guided the coding system, as well as the key concepts of Frankl’s existential theory. In addition, the researcher utilised Alexander’s guidelines for the extraction of salient data, together with McAdam’s methods and recommendations for managing the data. Lastly, the researcher followed the 12-step method of conducting a psychobiography, as proposed by Du Plessis. Findings from this study found a correlation between Frankl’s life and the eras and transitional periods as theorised by Levinson’s theory. The findings of this study, therefore, support the use of Levinson’s theory with regards to the time frames and its use in understanding Frankl’s development. Also, the researcher found that Levinson’s theory was useful in understanding Frankl’s personality development within his context throughout his lifespan. With regards to Frankl’s existential theory, the researcher found that the use of the theory was suitable in understanding Frankl’s search for meaning. Frankl’s concepts of freedom of will, will to meaning, meaning of life, existential vacuum, supra-meaning, dimensional ontology, the three triads and noö-dynamics assisted in explaining Frankl’s drive to find meaning in his life, take responsibility to attain such meaning and to strive for transcendence beyond his suffering. The researcher found Frankl’s theory useful in explaining his drive, motives, needs and patterns of behaviour within this context. The holistic and integrative approach of the study allowed for an in-depth exploration and description of Frankl’s life and development within his socio-historical context. In addition to contributing to the existing body of knowledge on Frankl, his life and his theory, the study also contributed to the growing field of psychobiographical research. The study acknowledged and highlighted that further in-depth examination of the lives of extraordinary personalities could significantly contribute to psychobiographical studies. Based on the psychological frameworks used to explore and describe Frankl’s life, recommendations are made for future research.
- Full Text:
- Date Issued: 2020
- Authors: Bushkin, Hanan
- Date: 2020
- Subjects: Frankl, Viktor Emil
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/46440 , vital:39566
- Description: The first study conducted in South Africa of a prominent figure traces back as far as 1939. Since then, extensive research has been done in the field of psychobiography, resulting in a growing interest in this field and evolving into an established research genre in South Africa. Despite the increase in the use of psychobiographies as a research approach internationally and specifically in South Africa, its use is still considered relatively under-utilised and, therefore, the pursuit of further development of psychobiographies in South Africa is required. In light of South Africa’s effort to promote and advance the use of psychobiographies, South African researchers may be motivated to continue studying significant and exceptional lives in South Africa and abroad. Viktor Frankl was selected for this study based on his uniqueness, significance and his interesting life. He is also considered an exceptional individual who has shaped modern psychological thinking. Frankl had written over 40 books on his theory and many studies have been conducted based on his existential theory. Frankl’s contribution to the academic world has been recognised and acknowledged by significant institutions through his own and others’ research. Although much has been written on the life and work of Frankl, none of the literature utilises specific psychological focus and no psychobiographical study of the life of Frankl exists. Therefore, the researcher selected Frankl as the subject for this psychobiography through purposive sampling. The aim of the study was to provide a psychological exploration and description of Frankl’s life against the backdrop of his socio-cultural context. In order to achieve this aim, the researcher employed two psychological frameworks to guide in the description and exploration of his life. The psychological frameworks included Levinson’s life structure theory of adult development and Frankl’s existential theory. The study aimed to describe Frankl’s development with the use of Levinson’s theory while describing how he attained meaning in his life with the use of his own existential theory. Due to the exploratory-descriptive nature of this study, the objective fell within the inductive research approach. The researcher utilised a systematic coding method to arrange the data. The theoretical framework of Levinson’s life structure theory guided the coding system, as well as the key concepts of Frankl’s existential theory. In addition, the researcher utilised Alexander’s guidelines for the extraction of salient data, together with McAdam’s methods and recommendations for managing the data. Lastly, the researcher followed the 12-step method of conducting a psychobiography, as proposed by Du Plessis. Findings from this study found a correlation between Frankl’s life and the eras and transitional periods as theorised by Levinson’s theory. The findings of this study, therefore, support the use of Levinson’s theory with regards to the time frames and its use in understanding Frankl’s development. Also, the researcher found that Levinson’s theory was useful in understanding Frankl’s personality development within his context throughout his lifespan. With regards to Frankl’s existential theory, the researcher found that the use of the theory was suitable in understanding Frankl’s search for meaning. Frankl’s concepts of freedom of will, will to meaning, meaning of life, existential vacuum, supra-meaning, dimensional ontology, the three triads and noö-dynamics assisted in explaining Frankl’s drive to find meaning in his life, take responsibility to attain such meaning and to strive for transcendence beyond his suffering. The researcher found Frankl’s theory useful in explaining his drive, motives, needs and patterns of behaviour within this context. The holistic and integrative approach of the study allowed for an in-depth exploration and description of Frankl’s life and development within his socio-historical context. In addition to contributing to the existing body of knowledge on Frankl, his life and his theory, the study also contributed to the growing field of psychobiographical research. The study acknowledged and highlighted that further in-depth examination of the lives of extraordinary personalities could significantly contribute to psychobiographical studies. Based on the psychological frameworks used to explore and describe Frankl’s life, recommendations are made for future research.
- Full Text:
- Date Issued: 2020
A reappraisal of the origin of the Hotazel Fe-Mn Formation in an evolving early Earth system through the application of mineral-specific geochemistry, speciation techniques and stable isotope systematics
- Authors: Mhlanga, Xolane Reginald
- Date: 2020
- Subjects: Manganese ores -- South Africa -- Hotazel , Manganese ores -- Geology , Iron ores -- South Africa -- Hotazel , Iron ores -- Geology , Geochemistry -- South Africa -- Hotazel , Isotope geology -- South Africa -- Hotazel , Geology, Stratigraphic -- Archaean , Geology, Stratigraphic -- Proterozoic , Transvaal Supergroup (South Africa) , Great Oxidation Event
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146123 , vital:38497
- Description: Marine chemical sediments such as Banded Iron Formations deposited during the Archean-Palaeoproterozoic are studied extensively because they represent a period in the development of the Earth’s early history where the atmospheric O₂ content was below the present levels (PAL) of 21%. Prior to the Great Oxidation Event (GOE) at ca. 2.4 Ga, highly ferruginous and anoxic marine environments were dominated by extensive BIF deposition such as that of the Griqualand West Basin of the Transvaal Supergroup in South Africa. This basin is also thought to record the transition into the first rise of atmospheric O₂ in our planet, from the Koegas Subgroup to the Hotazel Formation dated at ca. 2.43 Ga (Gumsley et al., 2017). Two drill cores from the north eastern part of the Kalahari Manganese Field characterized by a well-preserved and complete intersection of the cyclic Mn-Fe Hotazel Formation were studied at a high resolution (sampled at approximately one-meter interval). Such high-resolution approach is being employed for the first time in this project, capturing in detail the three manganese rich layers intercalated with BIF and the transitions between these lithofacies. The micro-banded BIF is made up of three major phases, namely Fe-Ca-Mg carbonates (ankerite, siderite and calcite), magnetite, and silicates (chert and minor Fe-silicates); laminated transitional lutite consist of mainly hematite, chert and Mn-carbonates, whereas the manganese ore layers are made up of mostly calcic carbonates (Mn-calcite and Ca-kutnahorite) in the form of laminations and ovoids, while Mn-silicates include dominant braunite and lesser friedelite. All three lithofacies are very fine grained (sub-mm scale) and so petrographic and mineralogical observations were obtained mostly through scanning electron microscope analysis for detailed textural relationships with focus on the carbonate fraction. Bulk geochemical studies of the entire stratigraphy of the Hotazel Formation have previously provided great insights into the cyclic nature of the deposit but have not adequately considered the potential of the carbonate fraction of the rocks as a valuable proxy for understanding the chemistry of the primary depositional environment and insights into the redox processes that were at play. This is because these carbonates have always been attributed to diagenetic processes below the sediment-water interface such as microbially-mediated dissimilatory iron/manganese reduction (DIR/DMR) where the precursor/primary Fe-Mn oxyhydroxides have been reduced to result in the minerals observed today. The carbonate fraction of the BIF is made up of ankerite and siderite which co-exist in a chert matrix as anhedral to subhedral grains with no apparent replacement textures. This suggests co-precipitation of the two species which is at apparent odds with classic diagenetic models. Similarly, Mn-carbonates in the hematite lutite and manganese ore (Mn-calcite, kutnahorite, and minor rhodocrosite) co-exist in laminae and ovoids with no textures observed that would suggest an obvious sequential mode of formation during diagenesis. In this light, a carbonate-specific geochemical analysis based on the sequential Fe extraction technique of Poulton and Canfield (2005) was employed to decipher further the cyclic nature of the Hotazel Formation and its primary versus diagenetic controls. Results from the carbonate fraction analysis of the three lithofacies show a clear fractionation of iron and manganese during primary – rather than diagenetic - carbonate precipitation, suggesting a decoupling between DIR and DMR which is ultimately interpreted to have taken place in the water column. Bulk-rock concentration results for minor and trace elements such as Zr, Ti, Sc and Al have been used for the determination of either siliciclastic or volcanic detrital inputs as they are generally immobile in most natural aqueous solutions. These elements are in very low concentrations in all three lithofacies suggesting that the depositional environment had vanishingly small contributions from terrigenous or volcanic detritus. In terms of redox-sensitive transition metals, only Mo and Co appear to show an affinity for high Mn facies in the Hotazel sequence. Cobalt in particular attains a very low abundance in the Hotazel BIF layers at an average of ~ 4 ppm. This is similar to average pre-GOE BIF in South Africa and worldwide. Maxima in Co abundance are associated with transitional hematite lutite and Mn ore layers, but maxima over 100ppm are seen in within the hematite lutite and not within the Mn ore proper where maxima in Mn are recorded. This suggests a clear and direct association with the hematite fraction in the rocks, which is modally much higher in the lutites but drops substantially in the Mn layers themselves. The similarities of bulk-rock BIF and modern-day seawater REE patterns has been used as a key argument for primary controls in REE behaviour and minimal diagenetic modification. Likewise, the three lithofacies of the Hotazel Formation analysed in this study all share similar characteristics with a clear seawater signal through gentle positive slopes in the normalised abundance of LREE versus HREE. Negative Ce anomalies prevail in the entire sample set analysed, which has been interpreted before as a proxy for oxic seawater conditions. However, positive Ce anomalies that are traditionally linked to scavenging and deposition of primary tetravalent Mn oxyhydroxides (e.g., as observed in modern day ferromanganese nodules) are completely absent from the current dataset. The lack of a positive Ce anomaly in the manganese ore and peak Co association with ferric oxides and not with peak Mn, suggests that primary deposition must have occurred within an environment that was not fully oxidizing with respect to manganese. The use of stable isotopes (i.e., C and Fe) was employed to gain insights into redox processes, whether these are thought to have happened below the sediment-water interface or in contemporaneous seawater. At a small scale, all lithofacies of the Hotazel Formation record bulk-rock δ¹³C values that are low and essentially invariant about the average value of -9.5 per mil. This is independent of sharp variations in overall modal mineralogy, relative carbonate abundance and carbonate chemistry, which is clearly difficult to reconcile with in-situ diagenetic processes that predict highly variable δ¹³C signals in response to complex combinations of precursor sediment mineralogy, pore-fluid chemistry, organic carbon supply and open vs closed system diagenesis. At a stratigraphic scale, the carbonate δ¹³C (-5 to -13‰) variations between the different lithologies could instead represent temporal changes in water-column chemistry against well-developed physico-chemical gradients, depth of deposition and biological processes. The low iron isotope values recorded in the hematite lutite and manganese ore samples can be attributed to fractionation effects of initial oxidation of ferrous iron to form Fe-oxyhydroxides in the shallow parts of the basin, from an already isotopically highly depleted aqueous Fe-pool as proposed previously. The slightly higher but still negative bulk-rock δ⁵⁶Fe values of the host BIF can be attributed to water-column Fe isotopic effects at deeper levels between primary Fe oxyhydroxides and an isotopically heavier Fe(II) pool, which was subsequently preserved during diagenetic recrystallization. All above findings were combined into a conceptual model of deposition for the three different lithologies of the Hotazel Formation. The model predicts that free molecular oxygen must have been present within the shallow oceanic environment and implicates both Mn and Fe as active redox “players” compared to classic models that apply to the origin of worldwide BIF prior to the GOE. The deposition of the Hotazel strata is interpreted to have occurred through the following three stages: (1) BIF deposition occurred in a relatively deep oceanic environment above the Ongeluk lavas during marine transgression, where a redoxcline and seawater stratification separated hydrothermally sourced iron and manganese, in response to an active Mn-shuttle mechanism linked to Mn redox cycling. Abundant ferrous iron must have been oxidized by available oxygen but also by oxidised Mn species (MnOOH) and possibly even some soluble Mn(III) complexes. Through this process, Mn(III) was being effectively reduced back into solution along with cobalt(III), as Mn(II) and Co(II) respectively, thus creating maxima in their concentrations. A drawdown of Fe(OH)₃ particles was therefore the only net precipitation mechanism at this stage. Carbonate species of Fe and the abundant magnetite would possibly have formed by reaction between the ferric hydroxides and the deeper Fe(II) pool, while organic matter would also have reacted in the water-column via DIR, accounting for the low δ¹³C signature of Fe carbonate minerals. (2) Hematite lutite formation would have occurred at a relatively shallower environment during marine regression. At this stage, reductive cycling of Fe was minimal in the absence of a deeper Fe(II) reservoir reacting with the ferric primary precipitates. Therefore, DIR progressively gave way to manganese reduction and organic carbon oxidation (DMR), which reduced MnOOH to form Mn(II)-rich carbonates in the form of kutnahorite and Mn-calcite. Co-bearing Fe(OH)₃ would have precipitated and was ultimately preserved as Co-bearing hematite during diagenesis. (3) Deposition of manganese-rich sediment occurred at even shallower oceanic depths (maximum regression) where aerobic organic carbon oxidation replaced DMR, resulting in Ca-rich carbonates such as Mn-bearing calcite and Ca-kutnahorite, yet with a low carbon isotope signature recording aerobic conditions of organic carbon cycling. Mn(III) reduction at this stage was curtailed, leading to massive precipitation of MnOOH which was diagenetically transformed into braunite and friedelite. Simultaneous precipitation of Co-bearing Fe(OH)₃ would have continued but at much more subdued rates. Repeated transgressive-regressive cycles resulted in the cyclic BIF-hematite lutite- manganese ore nature of the Hotazel Formation in an oxidized oceanic environment at the onset of the Great Oxidation Event, which was nonetheless never oxic enough to drive Mn(II) oxidation fully to its tetravalent state. The mineralogy and species-specific geochemistry of the Hotazel strata, and more specifically the carbonate fraction thereof, appear to faithfully capture the chemistry of the primary depositional environment in a progressively evolving Earth System. This project opens the door for more studies focusing on better constraining primary versus diagenetic depositional 2020 Hotazel Fe and Mn deposition mechanisms of iron and manganese during the period leading up to the GOE, and possibly re-defining the significance of Fe and Mn as invaluable redox proxies in a rapidly changing planet.
- Full Text:
- Date Issued: 2020
- Authors: Mhlanga, Xolane Reginald
- Date: 2020
- Subjects: Manganese ores -- South Africa -- Hotazel , Manganese ores -- Geology , Iron ores -- South Africa -- Hotazel , Iron ores -- Geology , Geochemistry -- South Africa -- Hotazel , Isotope geology -- South Africa -- Hotazel , Geology, Stratigraphic -- Archaean , Geology, Stratigraphic -- Proterozoic , Transvaal Supergroup (South Africa) , Great Oxidation Event
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146123 , vital:38497
- Description: Marine chemical sediments such as Banded Iron Formations deposited during the Archean-Palaeoproterozoic are studied extensively because they represent a period in the development of the Earth’s early history where the atmospheric O₂ content was below the present levels (PAL) of 21%. Prior to the Great Oxidation Event (GOE) at ca. 2.4 Ga, highly ferruginous and anoxic marine environments were dominated by extensive BIF deposition such as that of the Griqualand West Basin of the Transvaal Supergroup in South Africa. This basin is also thought to record the transition into the first rise of atmospheric O₂ in our planet, from the Koegas Subgroup to the Hotazel Formation dated at ca. 2.43 Ga (Gumsley et al., 2017). Two drill cores from the north eastern part of the Kalahari Manganese Field characterized by a well-preserved and complete intersection of the cyclic Mn-Fe Hotazel Formation were studied at a high resolution (sampled at approximately one-meter interval). Such high-resolution approach is being employed for the first time in this project, capturing in detail the three manganese rich layers intercalated with BIF and the transitions between these lithofacies. The micro-banded BIF is made up of three major phases, namely Fe-Ca-Mg carbonates (ankerite, siderite and calcite), magnetite, and silicates (chert and minor Fe-silicates); laminated transitional lutite consist of mainly hematite, chert and Mn-carbonates, whereas the manganese ore layers are made up of mostly calcic carbonates (Mn-calcite and Ca-kutnahorite) in the form of laminations and ovoids, while Mn-silicates include dominant braunite and lesser friedelite. All three lithofacies are very fine grained (sub-mm scale) and so petrographic and mineralogical observations were obtained mostly through scanning electron microscope analysis for detailed textural relationships with focus on the carbonate fraction. Bulk geochemical studies of the entire stratigraphy of the Hotazel Formation have previously provided great insights into the cyclic nature of the deposit but have not adequately considered the potential of the carbonate fraction of the rocks as a valuable proxy for understanding the chemistry of the primary depositional environment and insights into the redox processes that were at play. This is because these carbonates have always been attributed to diagenetic processes below the sediment-water interface such as microbially-mediated dissimilatory iron/manganese reduction (DIR/DMR) where the precursor/primary Fe-Mn oxyhydroxides have been reduced to result in the minerals observed today. The carbonate fraction of the BIF is made up of ankerite and siderite which co-exist in a chert matrix as anhedral to subhedral grains with no apparent replacement textures. This suggests co-precipitation of the two species which is at apparent odds with classic diagenetic models. Similarly, Mn-carbonates in the hematite lutite and manganese ore (Mn-calcite, kutnahorite, and minor rhodocrosite) co-exist in laminae and ovoids with no textures observed that would suggest an obvious sequential mode of formation during diagenesis. In this light, a carbonate-specific geochemical analysis based on the sequential Fe extraction technique of Poulton and Canfield (2005) was employed to decipher further the cyclic nature of the Hotazel Formation and its primary versus diagenetic controls. Results from the carbonate fraction analysis of the three lithofacies show a clear fractionation of iron and manganese during primary – rather than diagenetic - carbonate precipitation, suggesting a decoupling between DIR and DMR which is ultimately interpreted to have taken place in the water column. Bulk-rock concentration results for minor and trace elements such as Zr, Ti, Sc and Al have been used for the determination of either siliciclastic or volcanic detrital inputs as they are generally immobile in most natural aqueous solutions. These elements are in very low concentrations in all three lithofacies suggesting that the depositional environment had vanishingly small contributions from terrigenous or volcanic detritus. In terms of redox-sensitive transition metals, only Mo and Co appear to show an affinity for high Mn facies in the Hotazel sequence. Cobalt in particular attains a very low abundance in the Hotazel BIF layers at an average of ~ 4 ppm. This is similar to average pre-GOE BIF in South Africa and worldwide. Maxima in Co abundance are associated with transitional hematite lutite and Mn ore layers, but maxima over 100ppm are seen in within the hematite lutite and not within the Mn ore proper where maxima in Mn are recorded. This suggests a clear and direct association with the hematite fraction in the rocks, which is modally much higher in the lutites but drops substantially in the Mn layers themselves. The similarities of bulk-rock BIF and modern-day seawater REE patterns has been used as a key argument for primary controls in REE behaviour and minimal diagenetic modification. Likewise, the three lithofacies of the Hotazel Formation analysed in this study all share similar characteristics with a clear seawater signal through gentle positive slopes in the normalised abundance of LREE versus HREE. Negative Ce anomalies prevail in the entire sample set analysed, which has been interpreted before as a proxy for oxic seawater conditions. However, positive Ce anomalies that are traditionally linked to scavenging and deposition of primary tetravalent Mn oxyhydroxides (e.g., as observed in modern day ferromanganese nodules) are completely absent from the current dataset. The lack of a positive Ce anomaly in the manganese ore and peak Co association with ferric oxides and not with peak Mn, suggests that primary deposition must have occurred within an environment that was not fully oxidizing with respect to manganese. The use of stable isotopes (i.e., C and Fe) was employed to gain insights into redox processes, whether these are thought to have happened below the sediment-water interface or in contemporaneous seawater. At a small scale, all lithofacies of the Hotazel Formation record bulk-rock δ¹³C values that are low and essentially invariant about the average value of -9.5 per mil. This is independent of sharp variations in overall modal mineralogy, relative carbonate abundance and carbonate chemistry, which is clearly difficult to reconcile with in-situ diagenetic processes that predict highly variable δ¹³C signals in response to complex combinations of precursor sediment mineralogy, pore-fluid chemistry, organic carbon supply and open vs closed system diagenesis. At a stratigraphic scale, the carbonate δ¹³C (-5 to -13‰) variations between the different lithologies could instead represent temporal changes in water-column chemistry against well-developed physico-chemical gradients, depth of deposition and biological processes. The low iron isotope values recorded in the hematite lutite and manganese ore samples can be attributed to fractionation effects of initial oxidation of ferrous iron to form Fe-oxyhydroxides in the shallow parts of the basin, from an already isotopically highly depleted aqueous Fe-pool as proposed previously. The slightly higher but still negative bulk-rock δ⁵⁶Fe values of the host BIF can be attributed to water-column Fe isotopic effects at deeper levels between primary Fe oxyhydroxides and an isotopically heavier Fe(II) pool, which was subsequently preserved during diagenetic recrystallization. All above findings were combined into a conceptual model of deposition for the three different lithologies of the Hotazel Formation. The model predicts that free molecular oxygen must have been present within the shallow oceanic environment and implicates both Mn and Fe as active redox “players” compared to classic models that apply to the origin of worldwide BIF prior to the GOE. The deposition of the Hotazel strata is interpreted to have occurred through the following three stages: (1) BIF deposition occurred in a relatively deep oceanic environment above the Ongeluk lavas during marine transgression, where a redoxcline and seawater stratification separated hydrothermally sourced iron and manganese, in response to an active Mn-shuttle mechanism linked to Mn redox cycling. Abundant ferrous iron must have been oxidized by available oxygen but also by oxidised Mn species (MnOOH) and possibly even some soluble Mn(III) complexes. Through this process, Mn(III) was being effectively reduced back into solution along with cobalt(III), as Mn(II) and Co(II) respectively, thus creating maxima in their concentrations. A drawdown of Fe(OH)₃ particles was therefore the only net precipitation mechanism at this stage. Carbonate species of Fe and the abundant magnetite would possibly have formed by reaction between the ferric hydroxides and the deeper Fe(II) pool, while organic matter would also have reacted in the water-column via DIR, accounting for the low δ¹³C signature of Fe carbonate minerals. (2) Hematite lutite formation would have occurred at a relatively shallower environment during marine regression. At this stage, reductive cycling of Fe was minimal in the absence of a deeper Fe(II) reservoir reacting with the ferric primary precipitates. Therefore, DIR progressively gave way to manganese reduction and organic carbon oxidation (DMR), which reduced MnOOH to form Mn(II)-rich carbonates in the form of kutnahorite and Mn-calcite. Co-bearing Fe(OH)₃ would have precipitated and was ultimately preserved as Co-bearing hematite during diagenesis. (3) Deposition of manganese-rich sediment occurred at even shallower oceanic depths (maximum regression) where aerobic organic carbon oxidation replaced DMR, resulting in Ca-rich carbonates such as Mn-bearing calcite and Ca-kutnahorite, yet with a low carbon isotope signature recording aerobic conditions of organic carbon cycling. Mn(III) reduction at this stage was curtailed, leading to massive precipitation of MnOOH which was diagenetically transformed into braunite and friedelite. Simultaneous precipitation of Co-bearing Fe(OH)₃ would have continued but at much more subdued rates. Repeated transgressive-regressive cycles resulted in the cyclic BIF-hematite lutite- manganese ore nature of the Hotazel Formation in an oxidized oceanic environment at the onset of the Great Oxidation Event, which was nonetheless never oxic enough to drive Mn(II) oxidation fully to its tetravalent state. The mineralogy and species-specific geochemistry of the Hotazel strata, and more specifically the carbonate fraction thereof, appear to faithfully capture the chemistry of the primary depositional environment in a progressively evolving Earth System. This project opens the door for more studies focusing on better constraining primary versus diagenetic depositional 2020 Hotazel Fe and Mn deposition mechanisms of iron and manganese during the period leading up to the GOE, and possibly re-defining the significance of Fe and Mn as invaluable redox proxies in a rapidly changing planet.
- Full Text:
- Date Issued: 2020
A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
- Full Text:
- Date Issued: 2018
A series of systematic case studies on the treatment of rape-related PTSD in the South African context implications for practice and policy
- Authors: Padmanabhanunni, Anita
- Date: 2011
- Subjects: Post-traumatic stress disorder -- South Africa -- Treatment Post-traumatic stress disorder -- Patients Case studies Rape victims -- Counseling of -- South Africa Psychic trauma -- Treatment Rape victims -- Counseling of Case studies Cognitive therapy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3035 , http://hdl.handle.net/10962/d1002544
- Description: In 2009, South African police statistics revealed that more than 68 332 women were raped in the country. The evidence from independent researchers has shown that SAPS statistics are highly susceptible to under-reporting and the actual figure is more than double this amount. One pervasive feature of the phenomenology of rape is post-traumatic stress disorder (PTSD). PTSD is a highly debilitating condition with severe individual and societal costs. The condition takes a critical toll on occupational functioning, schooling and personal relationships and is associated with depression, suicide risk, self-harming behaviours and alcohol-abuse problems. The Ehlers and Clark (2000) cognitive model represents the most efficacious treatment for PTSD but the approach is severely under-utilised by South African practitioners working with sexual trauma. The reasons for such under-utilisation relate to a lack of exposure and training surrounding the model and concerns about the transportability of the treatment to a multi-cultural context. One method of addressing these barriers to treatment delivery is through systematic case-based research. Systematic case-based research offers a complementary means of refining theory and developing evidence-based practice in the context of a developing country. The method offers an intensive analysis and description of the particular phenomena under study within its real-life context. It allows the researcher to intensively examine and identify the specific aspects of the therapist’s responses and client’s reactions that contributed to significant change. Unlike efficacy studies, generalisability in case-study research is based on replication on a case-by-case basis and the creation of case law. This research study uses a systematic-case study approach to investigate the applicability of the Ehlers and Clark (2000) model in the treatment of rape-related PTSD in South Africa. The study aims to demonstrate the transportability of the model and develop a needed evidence base for service providers in the country. Seven women participated in the project and lent their treatment process to the research. The participants varied in terms of age, race, culture, socio-economic status and the nature of their sexual trauma. Through synoptic thematic analysis of their therapy process specific client-related personal aspects, client-related contextual factors and state-level factors were found to impede treatment delivery and implementation. The implications of these aspects for clinical practice and social policy are comprehensively discussed.
- Full Text:
- Date Issued: 2011
- Authors: Padmanabhanunni, Anita
- Date: 2011
- Subjects: Post-traumatic stress disorder -- South Africa -- Treatment Post-traumatic stress disorder -- Patients Case studies Rape victims -- Counseling of -- South Africa Psychic trauma -- Treatment Rape victims -- Counseling of Case studies Cognitive therapy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3035 , http://hdl.handle.net/10962/d1002544
- Description: In 2009, South African police statistics revealed that more than 68 332 women were raped in the country. The evidence from independent researchers has shown that SAPS statistics are highly susceptible to under-reporting and the actual figure is more than double this amount. One pervasive feature of the phenomenology of rape is post-traumatic stress disorder (PTSD). PTSD is a highly debilitating condition with severe individual and societal costs. The condition takes a critical toll on occupational functioning, schooling and personal relationships and is associated with depression, suicide risk, self-harming behaviours and alcohol-abuse problems. The Ehlers and Clark (2000) cognitive model represents the most efficacious treatment for PTSD but the approach is severely under-utilised by South African practitioners working with sexual trauma. The reasons for such under-utilisation relate to a lack of exposure and training surrounding the model and concerns about the transportability of the treatment to a multi-cultural context. One method of addressing these barriers to treatment delivery is through systematic case-based research. Systematic case-based research offers a complementary means of refining theory and developing evidence-based practice in the context of a developing country. The method offers an intensive analysis and description of the particular phenomena under study within its real-life context. It allows the researcher to intensively examine and identify the specific aspects of the therapist’s responses and client’s reactions that contributed to significant change. Unlike efficacy studies, generalisability in case-study research is based on replication on a case-by-case basis and the creation of case law. This research study uses a systematic-case study approach to investigate the applicability of the Ehlers and Clark (2000) model in the treatment of rape-related PTSD in South Africa. The study aims to demonstrate the transportability of the model and develop a needed evidence base for service providers in the country. Seven women participated in the project and lent their treatment process to the research. The participants varied in terms of age, race, culture, socio-economic status and the nature of their sexual trauma. Through synoptic thematic analysis of their therapy process specific client-related personal aspects, client-related contextual factors and state-level factors were found to impede treatment delivery and implementation. The implications of these aspects for clinical practice and social policy are comprehensively discussed.
- Full Text:
- Date Issued: 2011
A social realist account of constraints and enablements navigated by South African students during the four year professional accounting programme at Rhodes University, South Africa
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
- Date Issued: 2019
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
- Date Issued: 2019
A social realist account of the emergence of a formal academic staff development programme at a South African university
- Authors: Quinn, Lynn
- Date: 2007
- Subjects: Teachers -- Training of -- South Africa Education, Higher -- South Africa Graduate students -- South Africa Universities and colleges -- South Africa -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1321 , http://hdl.handle.net/10962/d1003954
- Description: Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.
- Full Text:
- Date Issued: 2007
- Authors: Quinn, Lynn
- Date: 2007
- Subjects: Teachers -- Training of -- South Africa Education, Higher -- South Africa Graduate students -- South Africa Universities and colleges -- South Africa -- Graduate work
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1321 , http://hdl.handle.net/10962/d1003954
- Description: Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.
- Full Text:
- Date Issued: 2007
A social realist account of the tutorial system at the University of Johannesburg
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
A social realist analysis of collaborative curriculum development processes in an academic department at a South African university
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
A social realist analysis of participation in academic professional development for the integration of digital technologies in higher education
- Authors: Mistri, Gitanjali Umesh
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Case studies , Education, Higher -- Computer-assisted instruction , Education, Higher -- Effect of technological innovations on -- South Africa , Durban University of Technology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:20936 , http://hdl.handle.net/10962/5510
- Description: The introduction of digital technologies at the Durban University of Technology (DUT), in keeping with higher education institutions globally, has had a significant impact on the learning environment at the institution. Despite this the anticipated demand for academic professional development (APD) did not materialise at DUT. Using Margaret Archer’s Realist Social Theory (1995) this single-institution case study offers a critical examination of cultural, structural and agential conditions that enable and constrain academic professional development (APD) for the integration of digital technologies in teaching–learning interactions at a higher education institution in South Africa. Archer’s (1995) morphogenetic approach enabled an investigation of the interface between the conditions encountered by the academics (at macro, meso and micro levels), in order to theorise about the material, ideational and agential conditions that obtained and which in turn influenced the decision to participate or not participate in the APD programmes. This longitudinal study from 2012 until 2016 traced the APD related changes following the decision to promote the implementation of digital technologies in teaching–learning interactions as an institutional imperative. The theoretical framework allowed for an examination of the interpretation of the conditions experienced by academics, either as compatible or contradictory to their individual or collective concerns. It further provided an insight into their evaluation of the legitimacy and value of the APD programmes. The study examined the impact of the provision of resources for APD on the nature of the use of digital technologies in teaching–learning interactions at the site of the case study, the Durban University of Technology in South Africa. The analysis of academic reactions to the changes instituted at both the meso (institutional) and micro (academic professional development) levels revealed that the changes produced conditions that resulted in limited morphogenesis. In particular, it seems that the disruption brought about by the introduction of the technology imperative was accompanied by conditions resulting in further diversification of academic capacities at the institution. This study advances concrete propositions about the conditions that influenced the APD related responses of the academics to the institutionalisation of e-Learning. The research adds to knowledge through insights into the process theory approach to causation, which recognises that structures, mechanisms and events produce unique effects and that the same mechanisms at times produce different events. This study argues that understanding what underlies a certain course of events may enable informed interventions to create better correspondences between APD and the introduction of digital technologies in higher education. Further, this study has generated insights into the importance of taking into consideration the discipline-related knowledge structures in the design and provision of academic development programmes. It is proposed that the incorporation of organising principles of knowledge practices within the academic professional development programme design would earn value and legitimacy for the programme, and promote participation by academics in digital technology-related academic professional development. In summary, the research contributes to an understanding of why it has been that, even with many first order barriers – such as digital access and infrastructural limitations – reduced, the uptake of digital technologies and participation in related academic professional development programmes by academics in higher education has yet to initiate a move beyond doing what is familiar in a digitally-mediated learning environment.
- Full Text:
- Date Issued: 2017
- Authors: Mistri, Gitanjali Umesh
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Case studies , Education, Higher -- Computer-assisted instruction , Education, Higher -- Effect of technological innovations on -- South Africa , Durban University of Technology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:20936 , http://hdl.handle.net/10962/5510
- Description: The introduction of digital technologies at the Durban University of Technology (DUT), in keeping with higher education institutions globally, has had a significant impact on the learning environment at the institution. Despite this the anticipated demand for academic professional development (APD) did not materialise at DUT. Using Margaret Archer’s Realist Social Theory (1995) this single-institution case study offers a critical examination of cultural, structural and agential conditions that enable and constrain academic professional development (APD) for the integration of digital technologies in teaching–learning interactions at a higher education institution in South Africa. Archer’s (1995) morphogenetic approach enabled an investigation of the interface between the conditions encountered by the academics (at macro, meso and micro levels), in order to theorise about the material, ideational and agential conditions that obtained and which in turn influenced the decision to participate or not participate in the APD programmes. This longitudinal study from 2012 until 2016 traced the APD related changes following the decision to promote the implementation of digital technologies in teaching–learning interactions as an institutional imperative. The theoretical framework allowed for an examination of the interpretation of the conditions experienced by academics, either as compatible or contradictory to their individual or collective concerns. It further provided an insight into their evaluation of the legitimacy and value of the APD programmes. The study examined the impact of the provision of resources for APD on the nature of the use of digital technologies in teaching–learning interactions at the site of the case study, the Durban University of Technology in South Africa. The analysis of academic reactions to the changes instituted at both the meso (institutional) and micro (academic professional development) levels revealed that the changes produced conditions that resulted in limited morphogenesis. In particular, it seems that the disruption brought about by the introduction of the technology imperative was accompanied by conditions resulting in further diversification of academic capacities at the institution. This study advances concrete propositions about the conditions that influenced the APD related responses of the academics to the institutionalisation of e-Learning. The research adds to knowledge through insights into the process theory approach to causation, which recognises that structures, mechanisms and events produce unique effects and that the same mechanisms at times produce different events. This study argues that understanding what underlies a certain course of events may enable informed interventions to create better correspondences between APD and the introduction of digital technologies in higher education. Further, this study has generated insights into the importance of taking into consideration the discipline-related knowledge structures in the design and provision of academic development programmes. It is proposed that the incorporation of organising principles of knowledge practices within the academic professional development programme design would earn value and legitimacy for the programme, and promote participation by academics in digital technology-related academic professional development. In summary, the research contributes to an understanding of why it has been that, even with many first order barriers – such as digital access and infrastructural limitations – reduced, the uptake of digital technologies and participation in related academic professional development programmes by academics in higher education has yet to initiate a move beyond doing what is familiar in a digitally-mediated learning environment.
- Full Text:
- Date Issued: 2017
A social realist study of employability development in engineering education
- Authors: Nudelman, Gabrielle Reeve
- Date: 2018
- Subjects: Critical realism , Electrical engineering -- Study and teaching (Higher) -- South Africa -- Cape Town , Employability , Career education -- South Africa -- Cape Town , School-to-work transition -- South Africa -- Cape Town
- Language: English
- Type: thesis , text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62884 , vital:28307
- Description: This qualitative case study of a course pairing offered to final-year electrical engineering students at the University of Cape Town in 2015 was undertaken in order to better understand the ways in which participation in undergraduate courses can prepare engineering students for the workplace. The course pairing consisted of New Venture Planning and Professional Communication Studies. While the former aimed to expose students to the knowledge relating to starting a new business, the latter focused on teaching students how to create written and oral texts to support such an endeavour. Using Roy Bhaskar’s critical realism as a theoretical underlabourer, the study develops understandings regarding the generative mechanisms at work during the two courses. In support of this, the study posits an understanding of employability that moves beyond the acquisition of discrete workplace skills. Rather, employability is conceptualised as discursive transformation, with students being deemed “work-ready” when they develop discursive identities as engineers. Data generation took place by means of focus group and individual interviews, ethnographic observation and documentary research. Margaret Archer’s social realist tools – in particular, analytical dualism and the morphogenetic framework were used to trace the students’ transformations over the course pairing. It was argued that those students who developed discursive identities of engineers were those who, in Archer’s terms, emerged as social actors at the end of the course pairing. Two characteristics of the courses were found to enable this transformation: those parts that promoted deepened understanding of what the role of “engineer” entailed and the parts that provided spaces for students to develop their own personal identities. The findings of the study indicated that discursive identities as engineers were more likely to be developed through the group work and spaces for reflection engendered by the courses than as a result of the formal curriculum. The implications of the research are that, while a focus on employability in engineering education is valid and productive, this needs to be supported by opportunities for authentic learning experiences which afford students the opportunity to engage in learning that promotes real-life application of knowledge. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2018
- Full Text:
- Date Issued: 2018
- Authors: Nudelman, Gabrielle Reeve
- Date: 2018
- Subjects: Critical realism , Electrical engineering -- Study and teaching (Higher) -- South Africa -- Cape Town , Employability , Career education -- South Africa -- Cape Town , School-to-work transition -- South Africa -- Cape Town
- Language: English
- Type: thesis , text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62884 , vital:28307
- Description: This qualitative case study of a course pairing offered to final-year electrical engineering students at the University of Cape Town in 2015 was undertaken in order to better understand the ways in which participation in undergraduate courses can prepare engineering students for the workplace. The course pairing consisted of New Venture Planning and Professional Communication Studies. While the former aimed to expose students to the knowledge relating to starting a new business, the latter focused on teaching students how to create written and oral texts to support such an endeavour. Using Roy Bhaskar’s critical realism as a theoretical underlabourer, the study develops understandings regarding the generative mechanisms at work during the two courses. In support of this, the study posits an understanding of employability that moves beyond the acquisition of discrete workplace skills. Rather, employability is conceptualised as discursive transformation, with students being deemed “work-ready” when they develop discursive identities as engineers. Data generation took place by means of focus group and individual interviews, ethnographic observation and documentary research. Margaret Archer’s social realist tools – in particular, analytical dualism and the morphogenetic framework were used to trace the students’ transformations over the course pairing. It was argued that those students who developed discursive identities of engineers were those who, in Archer’s terms, emerged as social actors at the end of the course pairing. Two characteristics of the courses were found to enable this transformation: those parts that promoted deepened understanding of what the role of “engineer” entailed and the parts that provided spaces for students to develop their own personal identities. The findings of the study indicated that discursive identities as engineers were more likely to be developed through the group work and spaces for reflection engendered by the courses than as a result of the formal curriculum. The implications of the research are that, while a focus on employability in engineering education is valid and productive, this needs to be supported by opportunities for authentic learning experiences which afford students the opportunity to engage in learning that promotes real-life application of knowledge. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2018
- Full Text:
- Date Issued: 2018
A sociological analysis of intermediary non-governmental organizations and land reform in contemporary Zimbabwe
- Authors: Helliker, Kirk David
- Date: 2007
- Subjects: Non-governmental organizations -- Zimbabwe Land reform -- Zimbabwe Land use -- Zimbabwe Sociology -- Philosophy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3303 , http://hdl.handle.net/10962/d1003091
- Description: The thesis offers an original sociological understanding of intermediary Non-Governmental Organizations (NGOs) in the modern world. This is pursued through a study of NGOs and land reform in contemporary Zimbabwe. The prevailing literature on NGOs is marked by a sociological behaviourism that analyses NGOs in terms of external relations and the object-subject dualism. This behaviourism has both ‘structuralist’ and ‘empiricist’ trends that lead to instrumentalist and functionalist forms of argumentation. The thesis details an alternative conceptual corpus that draws upon the epistemological and theoretical insights of Marx and Weber. The epistemological reasoning of Marx involves processes of deconstruction and reconstruction. This entails conceptualizing NGOs as social forms that embody contradictory relations and, for analytical purposes, the thesis privileges the contradiction between ‘the global’ and ‘the local’. In this regard, it speaks about processes of ‘glocalization’ and ‘glocal modernities’ in which NGOs become immersed. The social field of NGOs is marked by ambiguities and tensions, and NGOs seek to ‘negotiate’ and manoeuvre their way through this field by a variety of organizational practices. Understanding these practices necessitates studying NGOs ‘from within’ and drawing specifically on Weber’s notion of ‘meaning’. These practices often entail activities that stabilize and simplify the world and work of NGOs, and this involves NGOs in prioritizing their own organizational sustainability. In handling the tension between ‘the global’ and ‘the local’, NGOs also tend to privilege global trajectories over local initiatives. The thesis illustrates these points in relation to the work of intermediary NGOs in Zimbabwe over the past ten years. Since the year 2000, a radical restructuring of agrarian relations has occurred, and this has been based upon the massive redistribution of land. In this respect, local empowering initiatives have dramatically asserted themselves against globalizing trajectories. These changes have posed serious challenges to ‘land’ NGOs, that is, NGOs involved in land reform either as advocates for reform or as rural development NGOs. The thesis shows how a range of diverse ‘land’ NGOs has ‘handled’ the heightened contradictions in their social field in ways that maintain their organizational coherence and integrity.
- Full Text:
- Date Issued: 2007
- Authors: Helliker, Kirk David
- Date: 2007
- Subjects: Non-governmental organizations -- Zimbabwe Land reform -- Zimbabwe Land use -- Zimbabwe Sociology -- Philosophy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3303 , http://hdl.handle.net/10962/d1003091
- Description: The thesis offers an original sociological understanding of intermediary Non-Governmental Organizations (NGOs) in the modern world. This is pursued through a study of NGOs and land reform in contemporary Zimbabwe. The prevailing literature on NGOs is marked by a sociological behaviourism that analyses NGOs in terms of external relations and the object-subject dualism. This behaviourism has both ‘structuralist’ and ‘empiricist’ trends that lead to instrumentalist and functionalist forms of argumentation. The thesis details an alternative conceptual corpus that draws upon the epistemological and theoretical insights of Marx and Weber. The epistemological reasoning of Marx involves processes of deconstruction and reconstruction. This entails conceptualizing NGOs as social forms that embody contradictory relations and, for analytical purposes, the thesis privileges the contradiction between ‘the global’ and ‘the local’. In this regard, it speaks about processes of ‘glocalization’ and ‘glocal modernities’ in which NGOs become immersed. The social field of NGOs is marked by ambiguities and tensions, and NGOs seek to ‘negotiate’ and manoeuvre their way through this field by a variety of organizational practices. Understanding these practices necessitates studying NGOs ‘from within’ and drawing specifically on Weber’s notion of ‘meaning’. These practices often entail activities that stabilize and simplify the world and work of NGOs, and this involves NGOs in prioritizing their own organizational sustainability. In handling the tension between ‘the global’ and ‘the local’, NGOs also tend to privilege global trajectories over local initiatives. The thesis illustrates these points in relation to the work of intermediary NGOs in Zimbabwe over the past ten years. Since the year 2000, a radical restructuring of agrarian relations has occurred, and this has been based upon the massive redistribution of land. In this respect, local empowering initiatives have dramatically asserted themselves against globalizing trajectories. These changes have posed serious challenges to ‘land’ NGOs, that is, NGOs involved in land reform either as advocates for reform or as rural development NGOs. The thesis shows how a range of diverse ‘land’ NGOs has ‘handled’ the heightened contradictions in their social field in ways that maintain their organizational coherence and integrity.
- Full Text:
- Date Issued: 2007
A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
- Authors: Tanyanyiwa, Precious
- Date: 2014
- Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
- Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
- Full Text:
- Date Issued: 2014
A sociological understanding of contemporary child marriage in Mabvuku, Harare, Zimbabwe
- Authors: Madzivire, Shamso Christine
- Date: 2020
- Subjects: Child marriage -- Zimbabwe -- Mabvuku , Child marriage -- Zimbabwe -- Case studies , Shona (African people) -- Social life and customs , Marriage customs and rites -- Zimbabwe , Shona (African people) -- Marriage customs and rites , Marriage -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/142566 , vital:38091
- Description: Child marriage is a phenomenon that has been increasingly recognised as a global problem since the late nineteenth century. Since then, scholars across many disciplines along with various agencies such as government bodies and non-governmental organisations have tirelessly engaged in research exploring the causes and consequences of this practice and in developing prevention and mitigation strategies. These research efforts have been concentrated in some parts of the world and not others, with the findings in many cases being generalised problematically across different geographical areas. This thesis stands as a response to the dearth of academic research on child marriage in present-day Zimbabwe and simultaneously highlights the significance of studying the specificities of child marriage under particular historical and spatial conditions. The main objective of this thesis is to explore and understand child marriage as a part of modernday marriage practices in Zimbabwe, through a case study of child marriage in Mabvuku in Harare. In addressing this objective, it is hoped that new ways of thinking around this phenomenon will become evident. In addressing this main objective, the thesis considers the experiences of child brides, the drivers and consequences of child and post-child marriage experiences. It does this seeking to understand child marriage with reference to the types of marital unions which exist amongst Shona people in pre-colonial times and in post-colonial Zimbabwe. The thesis adopts a qualitative research methodology which involved in-depth semistructured interviews with 25 women in Mabvuku who were married before the age of 18, along with focus group discussions with community workers and interviews with pertinent government and non-government representatives. Due to certain challenges with current theorising about child marriage, there is an attempt to build theory by drawing upon in particular the Zimbabwean notion and practice of hunhu. A key conclusion is that child marriage in present-day Zimbabwe is in part a result of family transitions which arose during the time of colonialism and continue to this day.
- Full Text:
- Date Issued: 2020
- Authors: Madzivire, Shamso Christine
- Date: 2020
- Subjects: Child marriage -- Zimbabwe -- Mabvuku , Child marriage -- Zimbabwe -- Case studies , Shona (African people) -- Social life and customs , Marriage customs and rites -- Zimbabwe , Shona (African people) -- Marriage customs and rites , Marriage -- Zimbabwe
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/142566 , vital:38091
- Description: Child marriage is a phenomenon that has been increasingly recognised as a global problem since the late nineteenth century. Since then, scholars across many disciplines along with various agencies such as government bodies and non-governmental organisations have tirelessly engaged in research exploring the causes and consequences of this practice and in developing prevention and mitigation strategies. These research efforts have been concentrated in some parts of the world and not others, with the findings in many cases being generalised problematically across different geographical areas. This thesis stands as a response to the dearth of academic research on child marriage in present-day Zimbabwe and simultaneously highlights the significance of studying the specificities of child marriage under particular historical and spatial conditions. The main objective of this thesis is to explore and understand child marriage as a part of modernday marriage practices in Zimbabwe, through a case study of child marriage in Mabvuku in Harare. In addressing this objective, it is hoped that new ways of thinking around this phenomenon will become evident. In addressing this main objective, the thesis considers the experiences of child brides, the drivers and consequences of child and post-child marriage experiences. It does this seeking to understand child marriage with reference to the types of marital unions which exist amongst Shona people in pre-colonial times and in post-colonial Zimbabwe. The thesis adopts a qualitative research methodology which involved in-depth semistructured interviews with 25 women in Mabvuku who were married before the age of 18, along with focus group discussions with community workers and interviews with pertinent government and non-government representatives. Due to certain challenges with current theorising about child marriage, there is an attempt to build theory by drawing upon in particular the Zimbabwean notion and practice of hunhu. A key conclusion is that child marriage in present-day Zimbabwe is in part a result of family transitions which arose during the time of colonialism and continue to this day.
- Full Text:
- Date Issued: 2020
A sociological understanding of urban governance and social accountability: the case of Bulawayo, Zimbabwe
- Authors: Sivalo, Delta Mbonisi
- Date: 2019
- Subjects: Zimbabwe -- Politics and government -- 1980- , Municipal government -- Zimbabwe -- Harare , Municipal government -- Sociological aspects-- Zimbabwe -- Harare , Municipal government -- Citizen participation -- Zimbabwe -- Harare
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/71515 , vital:29860
- Description: This thesis seeks to understand the ways in which urban governance and urban-based civic participation interact with each other in contemporary Zimbabwe, with a particular focus on the factors influencing and shaping social accountability and effective citizen involvement in urban governance processes. This main objective is pursued with specific reference to Bulawayo, which is one of two metropolitan centres in Zimbabwe. The focus is specifically on questions around social accountability, citizen participation and centralised urban governance. In this regard, it is important to recognise that social accountability and urban governance need to be understood in the context of their inherent relationship and how these both shape and determine each other. In this respect, there is need to probe the foundations that shape the lived experiences of communities, through social accountability and urban governance, and how these pattern development and social change. Zimbabwe for over a decade now has gone through a series of economic and political crises which have impacted detrimentally on urban governance. With the economy in free-fall, local authorities have had to pursue a range of strategies to sustain themselves. These socio-economic conditions have forced a change in relations between the state, cities and citizens. Many studies have examined this regarding the politics of contestation between the ruling party (ZANU-PF), the state, and the main opposition party (MDC) in urban governance in Zimbabwe. However, this study zeros in on social accountability and how it is shaped by the prevailing socio-economic and political environment in Zimbabwe. At the same time, the lived experiences of communities vary and this variance influences and affects social accountability interventions and outcomes in cities like Bulawayo. Importantly, the thesis offers a longitudinal study which can map the contextual factors affecting and influencing social accountability in Bulawayo over time. Though recognising the debilitating effects of centralised urban governance on social accountability, the thesis also raises questions about the shifting, and often tenuous, relationship between the city and the central state, on one hand, and the city and its citizens on the other. In doing so, it considers the role of citizens, institutions and actors in responding to the impacts of urban governance and social accountability. In pursuing this thesis, a range of mainly qualitative research methods were used, including key informant interviews, focus group discussions, observation and use of documents. In the end, the thesis offers a nuanced analysis of the everyday complexities and challenges for social accountability in urban Bulawayo, Zimbabwe and thereby contributes to theorising social accountability and urban governance in Africa more broadly.
- Full Text:
- Date Issued: 2019
- Authors: Sivalo, Delta Mbonisi
- Date: 2019
- Subjects: Zimbabwe -- Politics and government -- 1980- , Municipal government -- Zimbabwe -- Harare , Municipal government -- Sociological aspects-- Zimbabwe -- Harare , Municipal government -- Citizen participation -- Zimbabwe -- Harare
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/71515 , vital:29860
- Description: This thesis seeks to understand the ways in which urban governance and urban-based civic participation interact with each other in contemporary Zimbabwe, with a particular focus on the factors influencing and shaping social accountability and effective citizen involvement in urban governance processes. This main objective is pursued with specific reference to Bulawayo, which is one of two metropolitan centres in Zimbabwe. The focus is specifically on questions around social accountability, citizen participation and centralised urban governance. In this regard, it is important to recognise that social accountability and urban governance need to be understood in the context of their inherent relationship and how these both shape and determine each other. In this respect, there is need to probe the foundations that shape the lived experiences of communities, through social accountability and urban governance, and how these pattern development and social change. Zimbabwe for over a decade now has gone through a series of economic and political crises which have impacted detrimentally on urban governance. With the economy in free-fall, local authorities have had to pursue a range of strategies to sustain themselves. These socio-economic conditions have forced a change in relations between the state, cities and citizens. Many studies have examined this regarding the politics of contestation between the ruling party (ZANU-PF), the state, and the main opposition party (MDC) in urban governance in Zimbabwe. However, this study zeros in on social accountability and how it is shaped by the prevailing socio-economic and political environment in Zimbabwe. At the same time, the lived experiences of communities vary and this variance influences and affects social accountability interventions and outcomes in cities like Bulawayo. Importantly, the thesis offers a longitudinal study which can map the contextual factors affecting and influencing social accountability in Bulawayo over time. Though recognising the debilitating effects of centralised urban governance on social accountability, the thesis also raises questions about the shifting, and often tenuous, relationship between the city and the central state, on one hand, and the city and its citizens on the other. In doing so, it considers the role of citizens, institutions and actors in responding to the impacts of urban governance and social accountability. In pursuing this thesis, a range of mainly qualitative research methods were used, including key informant interviews, focus group discussions, observation and use of documents. In the end, the thesis offers a nuanced analysis of the everyday complexities and challenges for social accountability in urban Bulawayo, Zimbabwe and thereby contributes to theorising social accountability and urban governance in Africa more broadly.
- Full Text:
- Date Issued: 2019
A spiritual intelligence model for operational humanitarian leadership development in conflict-affected areas
- Authors: Els, Deon André
- Date: 2017
- Subjects: Development leadership Conflict management , Peace-building Spiritual life
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15534 , vital:28267
- Description: The scale and cadence of crises that demand international humanitarian response are on the rise and pose increasingly hostile and complex challenges to operational humanitarian leaders. The international responses to humanitarian crises since 2011 recognised the need for successful humanitarian leadership development that emphasises the importance of ethical and effective leadership. The under-achievement of operational humanitarian leaders in conflict-affected areas has long been a chief concern amongst humanitarian organisations and leadership scholars. Several approaches to the development of operational humanitarian leaders have been presented as possible solutions such as establishing new financing mechanisms; improving technical abilities, academic knowledge, simulation training, conflict management skills; conflict prevention training; and enhancing the capacity for collaborative networks. Despite various efforts, it is reported that ineffective and incompetent leadership is still a major constraint on the success and effectiveness of operational humanitarian response in conflict-affected areas. This research effort attempted to contribute to improving operational humanitarian leadership by considering a “human or people-centred approach”. The primary objective was to identify the factors that influence the successful development of the spiritual intelligence (SQ) of humanitarian leaders working in conflict-affected areas. The primary objective was, therefore, to improve the abilities and skills of humanitarian leaders by validating and analysing factors that should contribute to the development of spiritually intelligent leaders and, subsequently, improve humanitarian leadership performance. There is growing consensus that values, ethical behaviour, self-awareness, motivation, compassion, humility, empathy, co-ordination and the empowerment of others have a significant impact on the effectiveness of operational humanitarian leadership which emphasises the need for human or people-centred approaches in developing humanitarian leaders. The striking similarities between abilities pertaining to effective, operational, humanitarian leadership and the capabilities of a spiritually intelligent individual suggested an opportunity to investigate the development of a spiritual intelligence model for humanitarian leaders. The frequency, duration and intensity of humanitarian crises between 2004 and 2016 further emphasised the urgent need for operational leaders to develop and apply abilities based on spiritual intelligence in the humanitarian sector. Some scholars argue that the development of spiritually intelligent leaders should play an instrumental role in successfully responding to global crises.
- Full Text:
- Date Issued: 2017
- Authors: Els, Deon André
- Date: 2017
- Subjects: Development leadership Conflict management , Peace-building Spiritual life
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15534 , vital:28267
- Description: The scale and cadence of crises that demand international humanitarian response are on the rise and pose increasingly hostile and complex challenges to operational humanitarian leaders. The international responses to humanitarian crises since 2011 recognised the need for successful humanitarian leadership development that emphasises the importance of ethical and effective leadership. The under-achievement of operational humanitarian leaders in conflict-affected areas has long been a chief concern amongst humanitarian organisations and leadership scholars. Several approaches to the development of operational humanitarian leaders have been presented as possible solutions such as establishing new financing mechanisms; improving technical abilities, academic knowledge, simulation training, conflict management skills; conflict prevention training; and enhancing the capacity for collaborative networks. Despite various efforts, it is reported that ineffective and incompetent leadership is still a major constraint on the success and effectiveness of operational humanitarian response in conflict-affected areas. This research effort attempted to contribute to improving operational humanitarian leadership by considering a “human or people-centred approach”. The primary objective was to identify the factors that influence the successful development of the spiritual intelligence (SQ) of humanitarian leaders working in conflict-affected areas. The primary objective was, therefore, to improve the abilities and skills of humanitarian leaders by validating and analysing factors that should contribute to the development of spiritually intelligent leaders and, subsequently, improve humanitarian leadership performance. There is growing consensus that values, ethical behaviour, self-awareness, motivation, compassion, humility, empathy, co-ordination and the empowerment of others have a significant impact on the effectiveness of operational humanitarian leadership which emphasises the need for human or people-centred approaches in developing humanitarian leaders. The striking similarities between abilities pertaining to effective, operational, humanitarian leadership and the capabilities of a spiritually intelligent individual suggested an opportunity to investigate the development of a spiritual intelligence model for humanitarian leaders. The frequency, duration and intensity of humanitarian crises between 2004 and 2016 further emphasised the urgent need for operational leaders to develop and apply abilities based on spiritual intelligence in the humanitarian sector. Some scholars argue that the development of spiritually intelligent leaders should play an instrumental role in successfully responding to global crises.
- Full Text:
- Date Issued: 2017
A stable isotope approach to trophic ecology resolving food webs in intertidal ecosystems
- Authors: Hill, Jaclyn Marie
- Date: 2008
- Subjects: Stable isotopes Food chains (Ecology) Stable isotopes in ecological research Intertidal ecology Mussels -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5771 , http://hdl.handle.net/10962/d1005459
- Description: There are broad differences in regional oceanography and primary production around the South African coast, which we might expect to give rise to major differences in trophic pathways. δ⁻¹³C and δ⁻¹⁵N isotopic ratios of suspended particulate matter (SPM), mussels, various intertidal consumers and common macroalgae along the South African coastline were explored using stable isotope analysis to investigate biogeographic and temporal variability of isotopic signatures of marine intertidal consumers and their food sources around the coast of South Africa, with a focus on evaluating the dependence of intertidal mussels on phytoplankton and macroalgal-derived organic carbon. Isotopic equilibration rates of four mussel tissues were determined through laboratory feeding experiments, which established that adductor tissue had the slowest isotopic turnover rate, and was subsequently used as an indication of overall mussel diet. Biogeographic, temporal and nearshore/offshore trends of isotopic ratios of SPM were investigated along 10km transects perpendicular to the coast and SPM exhibited overall trends of carbon depletion when moving from west to east along the coastline and from nearshore to offshore water, in both cases suggesting a shift from macrophyte detritus to a phytoplankton signature. δ⁻¹³C signatures of SPM also revealed temporal and biogeographic variation that had strong ties to local oceanography, being closely correlated to regional hydrographic features and tidal influences. Mixing models indicated filter feeders demonstrated over 50% dependence on nearshore SPM for organic carbon and it was possible to categorize them into geographic groups based on their carbon and nitrogen signatures, suggesting biogeographic shifts in resources. Biogeographic shifts in diet were also seen in some grazers. Difficulties in relating macroalgae to mussel diet led to investigations into the isotopic changes associated with macroalgal decomposition. Variation in photosynthetic fractionation, leaching and microbial mineralization are believed to have resulted from species-specific patterns of degradation. Although the strong links between carbon signatures and local oceanography indicate that stable isotope analysis is a powerful tool for the study of water mixing and coastal hydrography in relation to food-web analyses, substantial variation in fractionation of primary consumers, along with different periods of time integration between consumers and their food sources must be considered in future studies, to resolve trophic links in marine food webs successfully.
- Full Text:
- Date Issued: 2008
- Authors: Hill, Jaclyn Marie
- Date: 2008
- Subjects: Stable isotopes Food chains (Ecology) Stable isotopes in ecological research Intertidal ecology Mussels -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5771 , http://hdl.handle.net/10962/d1005459
- Description: There are broad differences in regional oceanography and primary production around the South African coast, which we might expect to give rise to major differences in trophic pathways. δ⁻¹³C and δ⁻¹⁵N isotopic ratios of suspended particulate matter (SPM), mussels, various intertidal consumers and common macroalgae along the South African coastline were explored using stable isotope analysis to investigate biogeographic and temporal variability of isotopic signatures of marine intertidal consumers and their food sources around the coast of South Africa, with a focus on evaluating the dependence of intertidal mussels on phytoplankton and macroalgal-derived organic carbon. Isotopic equilibration rates of four mussel tissues were determined through laboratory feeding experiments, which established that adductor tissue had the slowest isotopic turnover rate, and was subsequently used as an indication of overall mussel diet. Biogeographic, temporal and nearshore/offshore trends of isotopic ratios of SPM were investigated along 10km transects perpendicular to the coast and SPM exhibited overall trends of carbon depletion when moving from west to east along the coastline and from nearshore to offshore water, in both cases suggesting a shift from macrophyte detritus to a phytoplankton signature. δ⁻¹³C signatures of SPM also revealed temporal and biogeographic variation that had strong ties to local oceanography, being closely correlated to regional hydrographic features and tidal influences. Mixing models indicated filter feeders demonstrated over 50% dependence on nearshore SPM for organic carbon and it was possible to categorize them into geographic groups based on their carbon and nitrogen signatures, suggesting biogeographic shifts in resources. Biogeographic shifts in diet were also seen in some grazers. Difficulties in relating macroalgae to mussel diet led to investigations into the isotopic changes associated with macroalgal decomposition. Variation in photosynthetic fractionation, leaching and microbial mineralization are believed to have resulted from species-specific patterns of degradation. Although the strong links between carbon signatures and local oceanography indicate that stable isotope analysis is a powerful tool for the study of water mixing and coastal hydrography in relation to food-web analyses, substantial variation in fractionation of primary consumers, along with different periods of time integration between consumers and their food sources must be considered in future studies, to resolve trophic links in marine food webs successfully.
- Full Text:
- Date Issued: 2008