A culturally responsive strategy for teaching sexual concepts in rural Xhosa secondary schools
- Authors: Simayi, Ayanda
- Date: 2021-11
- Subjects: Sex instruction for children , Sex instruction for youth , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Doctorate's theses , text
- Identifier: http://hdl.handle.net/10948/58519 , vital:59660
- Description: While research shows that the recognition and integration of indigenous knowledge (IK) is an important issue for developing culturally responsive strategies when teaching and learning science to, and by, indigenous people, little has been said about cultural taboos of a sexual nature and their effects on teaching and learning. This study investigated issues of taboo language use when teaching topics of a sexual nature during high school Biology classes. It also investigated the effects of a teacher development intervention based on Ogunniyi’s Contiguity Argumentation Theory (CATPD) towards culturally responsive teaching strategies. Four phases in one cycle of a Critical Participatory Action Learning and Action Research (CPALAR) design were used in schools located in deep rural villages with a sample of Life Science Grade 12 teachers. Initially, 30 teachers answered a semi-structured questionnaire aimed at identifying cultural restrictions that could impede the teaching of sexual concepts (Stage 1). Stages 2-4 included seven participants of both gender. Data were generated from two sets of drawings with descriptions and audio recorded focus group discussions. The teaching of a collectively developed Indigenised Teaching Strategy lesson by a group-selected ‘modelteacher’ was video-recorded and analysed. Written participant evaluation is presented in a flow chart. Data analysis was done by manual thematic data analysis and by using Atlas ti. 8. The use of multiple data collection strategies contributed to the trustworthiness and credibility of the study. The few existing studies on cultural taboos report avoidance of using the vernacular for biological terminology and promote the exclusive use of standard, terms in English. In contrast, Xhosa IK-based sexual euphemisms derived from elderly, unlearned Xhosa women were successfully used for teaching sexual concepts. The teachers reported their findings through the cultural lens of Xhosa people. Cognitive change from the suppressed level in the CAT hierarchy to a more harmonious equipollent level of understanding was brought about using Bakhtin’s theory of heteroglossia and the indigenist cognitive perspective of Contiguity Argumentation Theory. This cognitive shift enabled verbalisation of the culturally avoided taboo sexual concepts. The transition in thinking symbolised transformation in terms of critical pedagogy. The claim is made that using Contiguity Argumentation Theory (CAT) and Bakhtin’s explanations of heteroglossia provides an effective professional intervention in a deeply culturally determined Xhosa community. While not generalisable, the effect of this strategy should be of value when considering teacher development in indigenous communities and disciplines. , Thesis (PhD) -- Faculty of Education, 2021
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- Date Issued: 2021-11
An analysis of small, medium, and micro enteprise contribution to job creation: a case study of the Chris Hani District Municipality
- Authors: Mbotshane, Sibongile
- Date: 2021-11
- Subjects: Job creation -- South Africa -- Eastern Cape , Business enterprises -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/54913 , vital:48472
- Description: It is the norm that job creation becomes the responsibility of entrepreneurs in the area where they operate. The role of the state is legislatively to create a conducive environment for the entrepreneurs to flourish and do their respective businesses in a manner that is beneficial to themselves and the society at large. This study was conducted in Chris Hani District municipality. The district consists of six Local Municipalities where it coordinates their activities and renders support where necessary. Over the past few years, the district has been inundated with requests for financial support from SMMEs. In this regard the researcher undertook to do a follow up in the form of this study to the extent in which the SMMEs contribute to job creation in the district. The study undertook both a qualitative and quantitative approach in ensuring they complement one another and to allow effective engagements with the SMMEs as the core of the study. The sampled respondents/participants in the study were given questionnaires to respond to that would assist the researcher in analysing the raw data and be able to arrive at a particular conclusion in relation to the research questions. Respondents were given an opportunity to respond to questionnaires for a period of two weeks at the comfort of their homes. The results of the study indicate that those firms with a good track record, high annual turnover, sophistication and diverse skills, good credit record, good cash flow, proper financial records, bankable and viable business plans, collateral and registered for VAT were more likely to have a higher impact on the creation of both the short- and long-term employment as they are in a more sustainable position. The conclusion of the study is that the internal factors turned to have the greatest influence on SMME sustainability and job creation in this regard. However, there is more to be done by the private and public SMME support agencies. The study recommends that in-depth empirical research be conducted on the support services provided by private and public SMME support agencies in terms of the services that they offer and the effectiveness of the services and how these are communicated to potential customers. It is also recommended that training workshops aimed at addressing the internal constraints identified be conducted. It is further recommended that the development and implementation of sector-specific mentoring programmes for the owner-managers of the SMMEs be implemented for them to positively contribute to job creation in the region. Strategies to improve the awareness of support services provided by SMME support agencies need to be developed. This would ensure the effective use of these services by SMMEs. It is also recommended that SMME support agencies staff be trained in order to better understand and be more responsive to the owner managers’ needs. , Thesis (MADS) -- Faculty of Business and Economic Sciences, 2021
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- Date Issued: 2021-11
The design of a training centre for female Artisans in Motherwell, Gqeberha
- Authors: Kelsley, Chanel
- Date: 2021-11
- Subjects: Continuing education centers -- South Africa -- Port Elizabeth -- Designs and plans , Artisans -- Training of -- South Africa -- Port Elizabeth
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/58694 , vital:60003
- Description: The treatise deals with the design of an Artisans’ Training Centre for the women in thetownship of Motherwell, Port Elizabeth. The aim of the building is to provide a safe civic space for teaching the women of Motherwell the necessary artisan skills. By teaching the women these skills, pov - erty amongst women in current township conditions can be improved by providing them with a sustainable income. Furthermore, the aim is to promote a sense of unity amongst these women as they enter a male-dominated field. South Africa’s skills shortages are widely regarded as key factors preventing the achievement of targeted economic growth rates. The decline and massive shortage in artisan trades has been attributed to the sharp decline of the apprenticeship system and the failure of substitute inter - ventions. By getting more women involved in the artisans’ field it will assist in gender equality and the current skills shortages. The treatise explores the issues and methods involved in the design of an Artisans Training Cen - tre for women. The research starts with an investigation into the nature of public space and civic facilities within a South African township context and how to create a more suitable environment for women, before exploring the development of an educational typology, while exploring the is - sues and processes involved in the design of a civic building in a township environment. The archi - tectural design is seen as an appropriate response to the identified architectural issues. Relevant precedents are chosen based on the nature of these issues and the context in which they are situated. The buildings are analysed in terms of these key issues and will thereby provide an understanding of the architectural identity of the civic and educational building archetype. An understanding of the architectural typology and an analysis of relevant precedents lead to the identification of a set of site selection criteria which can be used to select an appropriate site within the Motherwell precinct. The nature of Motherwell and the identified issues related to the selected site are then investigated in order to develop a set of informants and constraints. Specific elements which are unique to the selected site are then investigated individually while using relevant precedents to establish an appropriate response to the issues involved. An appropriate architectural response is subsequently developed through an understanding of the physical and spatial qualities of the building typology while also responding to the specific issues related to the site. , Thesis (MArch) -- Faculty of Engineering, the Built Environment and Technology, School of Architecture, 2021
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- Date Issued: 2021-11