Exploring gender roles in traditional healing practice at selected areas of Buffalo City Municipality Eastern Cape Province, South Africa
- Authors: Gqibithole,Zizipho
- Date: 2020
- Subjects: Healers Healing
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/18107 , vital:42233
- Description: The purpose of the study was to explore the gender roles in traditional healing practice at selected areas of Buffalo City Municipality. A qualitative method was used to explore and identify gender roles in traditional healing practice. Purposive sampling was used to select thirty traditional healers, both males and females. In depth interviews and focus group discussions were also used to collect data and an interview guide was used to conduct interviews with participants. Thematic analysis and open coding were used in identifying themes. The results were: there are different roles ascribed for both male and female traditional healers. Those roles may lead to stereotypes and the stereotypes may have negative effects to the traditional healers.
- Full Text:
- Date Issued: 2020
The construction and positioning of pregnant learners within contemporary South African legislation and policy
- Authors: Naidoo, Tashmin
- Date: 2019
- Subjects: Pregnant teenagers Educational law and legislation
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/16517 , vital:40727
- Description: In South Africa, nearly a third of women have children before they reach the age of 20, and basic education is compulsory until the age of 16. Many learners within the South African context continue to attend school until they are at least 20. Of all those teenage girls who fall pregnant, it is estimated that only around a third stay in school during their pregnancy and return following childbirth, with the highest return rate among those in Grade 12. As a result the government is committed to enforcing legislation and policy that protects and allows for pregnant learners to exercise their rights. The rationale of the study focuses on the fact that, rights-based documents are often at odds with the hierarchical spaces within schools. In practice, teachers and school managers continue to have the power to exclude pregnant learners. Although there is excellent legislation and progressive policy, these documents do not address the larger ideological landscape that impacts on the successful implementation of policy. Often policy is contradictory, ambiguous and draws on very conservative discourse. The aims of this study were to analyze the positioning of the pregnant learner within legislation and policy. A qualitative framework utilizing positioning theory was adopted in order to understand how the pregnant learner is positioned and constructed within relevant policy and legislation. This was accomplished by critically analyzing the discourses used within policy in order to tease out various themes or discourses, for example the pregnant learner as an ‘unfit mother’, as responsible, or as rights bearing etc. This was done in order to understand how the pregnant learner is positioned and what the implications of this positioning impose upon her life. The analysis suggests that pregnant learners are positioned as shifting ‘subjects’ in order to achieve very specific aims. The study established that their rights are not always absolute but contingent on other factors, that she is positioned as transitional, vulnerable, and rights-bearing and expected to be responsible. It is recommended that these policies be amended through a process of engagement with teachers and school management in order to ensure the rights of pregnant learners in schools.
- Full Text:
- Date Issued: 2019