A comparative analysis of the use of participatory practices by indigenous trusts and mainstream development NGOs in Zvimba Communal Area Zimbabwe
- Authors: Mbanje, Bowden Bolt
- Date: 2020
- Subjects: Caritas Zimbabwe , Zvimba Community Share Ownership Trust (ZvCSOT) , Non-governmental organizations -- Zimbabwe -- Zvimba District , Community development -- Zimbabwe -- Zvimba District , Rural development -- Zimbabwe -- Zvimba District , Zvimba Communal Land (Zimbabwe)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167099 , vital:41437
- Description: This thesis compares the extent to which participatory practices have been used by Caritas Zimbabwe, a mainstream NGO, and the Zvimba Community Share Ownership Trust (ZvCSOT), an indigenous Trust, in Zvimba District, Zimbabwe. Participatory development initiatives are common practice in NGO and government development work in Zimbabwe. The thesis begins with a discussion of two aspects of participatory development (PD). Firstly, PD is discussed in relation to decentralization processes where central government transfers administrative and financial authority to sub-national government units in order to enhance the participation of rural communities in development interventions. Secondly, PD is discussed in relation to the increased role of NGOs in development work. During the 1980s and 1990s, shifts in development thinking resulted in NGOs being perceived as important actors who could attend to the development gaps left by an economically incapacitated state. Both NGOs and sub-national government units were seen to be closer to rural communities and so were thought to be in a better position to enhance the participation of these communities in meaningful development projects. An analysis of the practices of the NGO and CSOT under consideration in this study shows that while there has been much rhetorical commitment to participation, community participation in the development interventions of the NGO and the CSOT is inadequate. In introducing and implementing development interventions, there has been a tendency by both the NGO and CSOT to give priority to organizational preferences over local needs. While recognizing the participatory efforts made by mainstream development NGOs (Caritas in particular) and indigenous Trusts (Zvimba Community Share Ownership Trust in particular) in Zimbabwe, this thesis also considers the impact of other factors on participatory development initiatives. A major observation from the study is that in as much as we expect genuine participatory approaches which include grassroots communities’ inputs from the project’s conceptualization all the way to its evaluation, the challenge is that the elites at the higher level (central government and donor offices) have their own development preferences and interests while the elites at the lower levels (local government and NGO offices) also have their own priorities and needs. Consequently, local communities tend to be confined to implementing development projects foisted on them by elites at the higher level as well as those at the lower level. Worse still, the study shows that elites at the lowest level (community) sometimes hijack or take advantage of the imposed projects. Participation has been stalled by elites at various levels of the participatory development ladder. Thus, unless power imbalances are seriously addressed at all levels, participatory development will remain elusive.
- Full Text:
- Date Issued: 2020
- Authors: Mbanje, Bowden Bolt
- Date: 2020
- Subjects: Caritas Zimbabwe , Zvimba Community Share Ownership Trust (ZvCSOT) , Non-governmental organizations -- Zimbabwe -- Zvimba District , Community development -- Zimbabwe -- Zvimba District , Rural development -- Zimbabwe -- Zvimba District , Zvimba Communal Land (Zimbabwe)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167099 , vital:41437
- Description: This thesis compares the extent to which participatory practices have been used by Caritas Zimbabwe, a mainstream NGO, and the Zvimba Community Share Ownership Trust (ZvCSOT), an indigenous Trust, in Zvimba District, Zimbabwe. Participatory development initiatives are common practice in NGO and government development work in Zimbabwe. The thesis begins with a discussion of two aspects of participatory development (PD). Firstly, PD is discussed in relation to decentralization processes where central government transfers administrative and financial authority to sub-national government units in order to enhance the participation of rural communities in development interventions. Secondly, PD is discussed in relation to the increased role of NGOs in development work. During the 1980s and 1990s, shifts in development thinking resulted in NGOs being perceived as important actors who could attend to the development gaps left by an economically incapacitated state. Both NGOs and sub-national government units were seen to be closer to rural communities and so were thought to be in a better position to enhance the participation of these communities in meaningful development projects. An analysis of the practices of the NGO and CSOT under consideration in this study shows that while there has been much rhetorical commitment to participation, community participation in the development interventions of the NGO and the CSOT is inadequate. In introducing and implementing development interventions, there has been a tendency by both the NGO and CSOT to give priority to organizational preferences over local needs. While recognizing the participatory efforts made by mainstream development NGOs (Caritas in particular) and indigenous Trusts (Zvimba Community Share Ownership Trust in particular) in Zimbabwe, this thesis also considers the impact of other factors on participatory development initiatives. A major observation from the study is that in as much as we expect genuine participatory approaches which include grassroots communities’ inputs from the project’s conceptualization all the way to its evaluation, the challenge is that the elites at the higher level (central government and donor offices) have their own development preferences and interests while the elites at the lower levels (local government and NGO offices) also have their own priorities and needs. Consequently, local communities tend to be confined to implementing development projects foisted on them by elites at the higher level as well as those at the lower level. Worse still, the study shows that elites at the lowest level (community) sometimes hijack or take advantage of the imposed projects. Participation has been stalled by elites at various levels of the participatory development ladder. Thus, unless power imbalances are seriously addressed at all levels, participatory development will remain elusive.
- Full Text:
- Date Issued: 2020
A constructivist deconstruction of post-apartheid South Africa’s trade negotiation strategies: the politics of development and global value chains
- Authors: Pillay, Morgenie
- Date: 2015
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/64731 , vital:28596
- Description: Expected release date-May 2020
- Full Text:
- Date Issued: 2015
- Authors: Pillay, Morgenie
- Date: 2015
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/64731 , vital:28596
- Description: Expected release date-May 2020
- Full Text:
- Date Issued: 2015
Chinese aid and African agency since 2000: examining the cases of Zimbabwe, Angola and Ghana
- Authors: Chipaike, Ronald
- Date: 2017
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/59151 , vital:27442
- Description: Restricted access-thesis embargoed for 2 years
- Full Text:
- Date Issued: 2017
- Authors: Chipaike, Ronald
- Date: 2017
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/59151 , vital:27442
- Description: Restricted access-thesis embargoed for 2 years
- Full Text:
- Date Issued: 2017
Perceptions of Ulwaluko in a Liberal Democratic State: is multiculturalism beneficial to AmaXhosa women in the Eastern Cape province of South Africa?
- Authors: Gogela, Kholisa B
- Date: 2018
- Subjects: Initiation rites -- South Africa -- Eastern Cape , Circumcision -- South Africa -- Eastern Cape , Stigma (Social psychology) -- South Africa -- Eastern Cape , Xhosa (African people) -- South Africa -- Eastern Cape , Women -- Attitudes , Multiculturalism -- South Africa -- Eastern Cape , Women's rights -- South Africa -- Eastern Cape , Male domination (Social structure) -- South Africa -- Eastern Cape , Sex discrimination against women -- South Africa -- Eastern Cape , Ulwaluko
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61780 , vital:28059
- Description: This exploratory qualitative study sought to investigate the views and perceptions of women on their experiences of ulwaluko, a traditional rite practised by amaXhosa in the Eastern Cape province of South Africa. Ulwaluko is also known as isiko lokwaluka or ukoluka in isiXhosa. The concept refers not only to the act of circumcision that occurs during the initiation ritual but the entire process a boy goes through in observing this practice. Ulwaluko is performed in the belief that it will transform boys into accountable and responsible citizens of the society who are fully committed and dedicated to the tenets and standards of nation building. All amaXhosa boys are expected to undergo this tradition to be considered men. Failure to go to the initiation school usually results in social stigma and complete banishment by the society. There is an abundance of literature on studies that have been conducted on male circumcision (and not ulwaluko) which is performed for hygiene and religious purposes worldwide. With regards to ulwaluko of amaXhosa, research studies that have been conducted appear to lean mainly towards biomedical and public health aspects of the ritual. There seems to be an even bigger proportion of studies whose objective was to examine the relationship between circumcision and HIV/AIDS. From the literature review, it was not difficult to observe the pervasive paucity of research studies on women in relation to initiation (and that of amaXhosa in particular), with regards to their inclusion or exclusion in the practice, their feelings, perceptions, experiences and attitudes towards the custom. It is for this reason that I found it crucial to conduct this study. The main research question I sought to answer in this investigation was: are the human rights and gender equality rights of women, as entrenched in the multicultural principles that underpin South Africa’s liberal, democratic order, adequately protected? In other words, could the individual rights of women (or gender rights) that are endorsed by liberalism, be deferred in the interest of respecting traditions and cultural values associated with ulwaluko? And if they are, I further ask: could the deferral of such rights be legitimate in the face of South Africa’s legal framework? The nature of this study places it in the qualitative paradigm, and interpretive phenomenology was the most appropriate research design to carry out the investigation. Multiculturalism is a principle at the centre of liberalism, and as a framework for this study, I contrast and reconcile it with feminism. While multiculturalism is concerned with protecting traditions and cultures of minority groups, feminism is concerned about women’s emancipation. I used the non-probability purposive sampling to select participants who were rich in information; and I made use of community structures to gain entry into research sites and to seek permission to carry out the investigation. I conducted the pilot study in Mdantsane, a township in the Buffalo City Municipality; and I gathered data in two research sites, namely: Flagstaff in Mpondondoland and Grahamstown in the Makana Local Municipality. I employed two qualitative methods to collect information, namely: focus group discussions (FGDs) and semi-structured in-depth interviews. A total of 70 participants took part in the study. 60 women participated in 8 focus groups and 10 participated in-depth interviews. Their ages ranged between 31 and 82 years. I recorded all the FGDs and semi-structured in-depth interviews that I conducted, for ease of transcription and translation. To interprete and analyze data, I applied the general inductive approach which I later substantiated with the use of NVivo 8, a computer assisted qualitative data analysis (CAQDAS). This resulted in the identification of four themes and their related sub-themes which I compared and contrasted with literature review and the theoretical framework, so as to make sense of the information I generated from the data collection process. I also discussed the results in line with the four goals of the study. The findings of this inquiry suggest a number of factors about ulwaluko, the following being the most significant: that firstly, although the rite is espoused and celebrated by some women as a significant cultural practice among amaXhosa, for others it is synonymous with patriarchy and hegemony. Secondly, women felt largely excluded, claiming that they were relegated to a subordinate position in society. For this reason, as well as because of the biomedical and other socio-political concerns associated with the practice, some women resented the custom. Thirdly, participants were divided about whether the practice should be continued or abolished; and these differences manifested within and between different regions. Fourthly, the results also demonstrated that the norms and values applied in ulwaluko are in contravention of the fundamental principles of a liberal state in that universal human rights are infringed upon through exclusionary practices. In this case the woman’s voice is muted; and this results in the denial of human agency. The study however, also revealed the emergence of shifting patterns in some parts of the province where an effort to include women appears to be taking place. Fifth and last, the enquiry demonstrated that ulwaluko is deeply entrenched among amaXhosa; that it has stood the test of time and is unlikely to be discontinued. Based on the results, I recommend that creative and transformative ways of addressing the evident clash between the provision of individual rights by the state and the recognition of ulwaluko as a cultural practice (which is perceived by some as harmful to women) be sought. To achieve this objective I make the following recommendations: 1) establishment and utilization of gender equality programmes; 2) modification of values and norms of the custom; 3) representation of women in decision-making structures; 4) establishment of collaborative networks; 5) widening of access to services (such as chapter nine institutions and national gender machinery); 6) documentation and sharing of effective and inclusive practices as well as; 7) creating awareness on initiation legislation.
- Full Text:
- Date Issued: 2018
- Authors: Gogela, Kholisa B
- Date: 2018
- Subjects: Initiation rites -- South Africa -- Eastern Cape , Circumcision -- South Africa -- Eastern Cape , Stigma (Social psychology) -- South Africa -- Eastern Cape , Xhosa (African people) -- South Africa -- Eastern Cape , Women -- Attitudes , Multiculturalism -- South Africa -- Eastern Cape , Women's rights -- South Africa -- Eastern Cape , Male domination (Social structure) -- South Africa -- Eastern Cape , Sex discrimination against women -- South Africa -- Eastern Cape , Ulwaluko
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61780 , vital:28059
- Description: This exploratory qualitative study sought to investigate the views and perceptions of women on their experiences of ulwaluko, a traditional rite practised by amaXhosa in the Eastern Cape province of South Africa. Ulwaluko is also known as isiko lokwaluka or ukoluka in isiXhosa. The concept refers not only to the act of circumcision that occurs during the initiation ritual but the entire process a boy goes through in observing this practice. Ulwaluko is performed in the belief that it will transform boys into accountable and responsible citizens of the society who are fully committed and dedicated to the tenets and standards of nation building. All amaXhosa boys are expected to undergo this tradition to be considered men. Failure to go to the initiation school usually results in social stigma and complete banishment by the society. There is an abundance of literature on studies that have been conducted on male circumcision (and not ulwaluko) which is performed for hygiene and religious purposes worldwide. With regards to ulwaluko of amaXhosa, research studies that have been conducted appear to lean mainly towards biomedical and public health aspects of the ritual. There seems to be an even bigger proportion of studies whose objective was to examine the relationship between circumcision and HIV/AIDS. From the literature review, it was not difficult to observe the pervasive paucity of research studies on women in relation to initiation (and that of amaXhosa in particular), with regards to their inclusion or exclusion in the practice, their feelings, perceptions, experiences and attitudes towards the custom. It is for this reason that I found it crucial to conduct this study. The main research question I sought to answer in this investigation was: are the human rights and gender equality rights of women, as entrenched in the multicultural principles that underpin South Africa’s liberal, democratic order, adequately protected? In other words, could the individual rights of women (or gender rights) that are endorsed by liberalism, be deferred in the interest of respecting traditions and cultural values associated with ulwaluko? And if they are, I further ask: could the deferral of such rights be legitimate in the face of South Africa’s legal framework? The nature of this study places it in the qualitative paradigm, and interpretive phenomenology was the most appropriate research design to carry out the investigation. Multiculturalism is a principle at the centre of liberalism, and as a framework for this study, I contrast and reconcile it with feminism. While multiculturalism is concerned with protecting traditions and cultures of minority groups, feminism is concerned about women’s emancipation. I used the non-probability purposive sampling to select participants who were rich in information; and I made use of community structures to gain entry into research sites and to seek permission to carry out the investigation. I conducted the pilot study in Mdantsane, a township in the Buffalo City Municipality; and I gathered data in two research sites, namely: Flagstaff in Mpondondoland and Grahamstown in the Makana Local Municipality. I employed two qualitative methods to collect information, namely: focus group discussions (FGDs) and semi-structured in-depth interviews. A total of 70 participants took part in the study. 60 women participated in 8 focus groups and 10 participated in-depth interviews. Their ages ranged between 31 and 82 years. I recorded all the FGDs and semi-structured in-depth interviews that I conducted, for ease of transcription and translation. To interprete and analyze data, I applied the general inductive approach which I later substantiated with the use of NVivo 8, a computer assisted qualitative data analysis (CAQDAS). This resulted in the identification of four themes and their related sub-themes which I compared and contrasted with literature review and the theoretical framework, so as to make sense of the information I generated from the data collection process. I also discussed the results in line with the four goals of the study. The findings of this inquiry suggest a number of factors about ulwaluko, the following being the most significant: that firstly, although the rite is espoused and celebrated by some women as a significant cultural practice among amaXhosa, for others it is synonymous with patriarchy and hegemony. Secondly, women felt largely excluded, claiming that they were relegated to a subordinate position in society. For this reason, as well as because of the biomedical and other socio-political concerns associated with the practice, some women resented the custom. Thirdly, participants were divided about whether the practice should be continued or abolished; and these differences manifested within and between different regions. Fourthly, the results also demonstrated that the norms and values applied in ulwaluko are in contravention of the fundamental principles of a liberal state in that universal human rights are infringed upon through exclusionary practices. In this case the woman’s voice is muted; and this results in the denial of human agency. The study however, also revealed the emergence of shifting patterns in some parts of the province where an effort to include women appears to be taking place. Fifth and last, the enquiry demonstrated that ulwaluko is deeply entrenched among amaXhosa; that it has stood the test of time and is unlikely to be discontinued. Based on the results, I recommend that creative and transformative ways of addressing the evident clash between the provision of individual rights by the state and the recognition of ulwaluko as a cultural practice (which is perceived by some as harmful to women) be sought. To achieve this objective I make the following recommendations: 1) establishment and utilization of gender equality programmes; 2) modification of values and norms of the custom; 3) representation of women in decision-making structures; 4) establishment of collaborative networks; 5) widening of access to services (such as chapter nine institutions and national gender machinery); 6) documentation and sharing of effective and inclusive practices as well as; 7) creating awareness on initiation legislation.
- Full Text:
- Date Issued: 2018
Pyramidal deliberative democracy
- Authors: Danielsen, James
- Date: 2019
- Subjects: Democracy , Information technology -- Political aspects , Internet in public administration , Political participation -- Computer network resources , World politics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/74502 , vital:30309
- Description: This dissertation has two main objectives. First, to outline an ICT-facilitated model of democracy called ‘pyramidal democracy’ that reconciles deliberative democracy with mass engagement. Second, to suggest how this model of democracy might engender the democratisation of the global economy and thus the provision of a basic level of economic security for all global citizens. At the core of the model is the pyramidal deliberative network, a means of organising citizens into small online deliberative groups and linking these groups together by means of an iterative process of delegate-selection and group-formation. The pyramidal network enables citizens to aggregate their preferences in a deliberative manner, and then project social power by authorizing the delegates at the top-tier of the pyramidal network to communicate their social demands to elected officials or to other points of authority. The envisioned outcome is the democratisation of the public sphere by means of the proliferation of deliberative networks in the government, market, and civil society spheres. Transnational pyramidal networks may make it feasible to instantiate a new citizen-based schema of global governance and, thereby, facilitate the reform of the United Nations and enable a transition towards global peace, sustainability, and distributive justice. Distributive justice might be achieved by means of implementing the six components of a democratised economy: participatory budgeting, fee-and-dividend taxes, a basic income, monetary reform, workplace democracy, and the sharing economy. Taken together, these components might enable the universal provision of a social minimum – a universal basic income sufficient for basic security and real freedom. Taken to its logical conclusion, a democratised economy may also enable a transition towards a post-scarcity economic order characterised by a maximal stock of humanmade and natural capital that would not exceed the sustainable carrying capacity of the earth.
- Full Text:
- Date Issued: 2019
- Authors: Danielsen, James
- Date: 2019
- Subjects: Democracy , Information technology -- Political aspects , Internet in public administration , Political participation -- Computer network resources , World politics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/74502 , vital:30309
- Description: This dissertation has two main objectives. First, to outline an ICT-facilitated model of democracy called ‘pyramidal democracy’ that reconciles deliberative democracy with mass engagement. Second, to suggest how this model of democracy might engender the democratisation of the global economy and thus the provision of a basic level of economic security for all global citizens. At the core of the model is the pyramidal deliberative network, a means of organising citizens into small online deliberative groups and linking these groups together by means of an iterative process of delegate-selection and group-formation. The pyramidal network enables citizens to aggregate their preferences in a deliberative manner, and then project social power by authorizing the delegates at the top-tier of the pyramidal network to communicate their social demands to elected officials or to other points of authority. The envisioned outcome is the democratisation of the public sphere by means of the proliferation of deliberative networks in the government, market, and civil society spheres. Transnational pyramidal networks may make it feasible to instantiate a new citizen-based schema of global governance and, thereby, facilitate the reform of the United Nations and enable a transition towards global peace, sustainability, and distributive justice. Distributive justice might be achieved by means of implementing the six components of a democratised economy: participatory budgeting, fee-and-dividend taxes, a basic income, monetary reform, workplace democracy, and the sharing economy. Taken together, these components might enable the universal provision of a social minimum – a universal basic income sufficient for basic security and real freedom. Taken to its logical conclusion, a democratised economy may also enable a transition towards a post-scarcity economic order characterised by a maximal stock of humanmade and natural capital that would not exceed the sustainable carrying capacity of the earth.
- Full Text:
- Date Issued: 2019
Regional thickening as game-changing: examining transnational activities of gender and women-focused civil society actors for region-building in Southern Africa
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
- Authors: Nedziwe, Cecilia Lwiindi
- Date: 2019
- Subjects: International relations , Southern Africa Development Community , Regionalism -- Africa, Southern , Africa, Southern -- Foreign relations -- 1994- , Women in development -- Africa, Southern , Women -- Social conditions -- Africa, Southern , Women -- Political activity -- Africa, Southern , Women in public life -- Africa, Southern , Civil society -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/95420 , vital:31154
- Description: This thesis argues that norms, in general, have proliferated in a neo-liberalising context since the 1990s, in particular norms on gender, and how they have changed to indicate new agency and influence, amounts to game change. Despite growing transnational activities, regionalisation and the increasing interface between state and non-state regionalism in a transnational context since the advent of liberalisation and democratisation, analyses in regional International Relations (IR) studies, so far, largely maintain linear logic. The increasing non-state processes, and their connection to state processes in norm creation, norm adaptation, norm diffusion and implementation around broad questions of security including in the area of gender, amount to regional thickening. Regional thickening revealed in terms of increasing regionalisation, regionalism, and region-ness whose effect is game-changing challenges mainstream linear approaches in regional IR studies. Game-changing here, refers to, processes promoting the development of norms mentioned above in the interest of contributing to improved security across a region. This study is focused on Southern Africa, defined here, as the Southern African Development Community (SADC) region. This study’s analytical approach is informed by alternatives to mainstream approaches, emphasising processes, rather than linearity inherent in regional IR studies. By privileging the actual game-changing processes, interactions, and agency around the norm development cycle, this study examines how regional thickening in a transnational context promotes game-changing activities, promoting the development of the norm cycle, seeking to have improved security. A mixed method approach involving gathering of information from multiple primary and secondary sources are used. The study found transnational activities and regionalisation of gender and women-focused civil society actors, game-changing. These civil society actors organised in two ways. First, by way of advocacy and in seeking representation within intergovernmental policymaking structures at a regional level. Second, by way of organising around transnational communities in a transnational context in the interest of addressing gendered insecurities at localised levels. Regional thickening as game-changing here pointed to a growing recognition and participation of civil society actors in intergovernmental policymaking spaces as having created a groundswell for game change at localised levels. This led to policy development, adaptation, diffusion, and implementation by both state and non-state actors contributing to norm changes, improved social policies, and to greater security. The actual changes emerging from these actors’ activities on the ground are in terms of unlearning patriarchal behaviours, opening up development for women, and increasing their living standards, education, health, and their freedom. In assessing the transnational environment on gendered insecurity in Southern Africa, this thesis developed an innovative framework of regional thickening as game-changing. This framework plots how game-changing developed, evolved, and its importance in addressing gendered insecurity. The thesis has proposed that game-changing transnational activities and regionalisation that change, and diffuse norms to break learnt behaviour, have helped disrupt rigid institutionalisation, and are aiding to bring non-linear discourses to the fore.
- Full Text:
- Date Issued: 2019
The efficacy of multi-track diplomacy in resolving intrastate and internationalised conflicts in Africa: the case of the 2007/2008 post-election violence in Kenya
- Authors: Natolooka, Kepha
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63546 , vital:28434
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2018
- Authors: Natolooka, Kepha
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63546 , vital:28434
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2018
The international community’s implementation of the Responsibility to Protect (R2P) Principle: a Comparative Study of Sudan and Libya
- Authors: Nizeimana, John Bosco
- Date: 2020
- Subjects: Responsibility to protect (International law) , Humanitarian intervention -- Libya , Libya -- Foreign relations -- 1969- , Libya -- Politics and government -- 1969- , Humanitarian intervention -- Sudan , Sudan -- Foreign relations , Sudan -- Politics and government -- 1985-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162631 , vital:40962
- Description: In the history of international relations, the adoption of the R2P principle in 2005 was widely understood to be a break-through in the international community’s efforts to respond to massive human rights violations and atrocities. Despite this, the international community’s implementation of the R2P has been widely contested, including in relation to its application in Sudan and Libya. There is agreement in the literature that, in both cases, the implementation of the R2P failed to achieve its intended purpose of protecting civilian populations. This thesis addresses the question of why the R2P failed in Sudan and Libya. Most explanations concerning the failure of the R2P in Sudan and Libya tend to focus on the politics of big power countries. The study argues that the failure to implement the R2P is related to the interactions between regional organisations and the international community (global organisations like UN) in attempting to solve large-scale human rights violent conflict. The study is firmly embedded in scholarly debates about humanitarian intervention so as to demonstrate the fact that this study is part of efforts to advance knowledge of scholarly debates on humanitarian intervention in this contemporary world order. The study combines a case study approach and qualitative research approach to achieve a nuanced understanding of the reason why the R2P failed in Sudan and Libya. The study relied on the use of documentary reviews and in-depth interviews of experts to collect data which was analysed using critical discourse analysis. The thesis demonstrated that the implementation of the R2P was characterised by a breakdown of the relationship between regional actors like the AU and global institutions like the UN. This breakdown contributed to the failure of the R2P in Sudan and Libya. The lack of financial and operational capacity for rapid deployment, the internal divisions with the AU, and the lack of political will within the AU members states were also cited as obstacles to the realisation of the R2P efforts in Sudan. To establish in-depth knowledge the study revealed other factors related to the politics of big power countries and how they played a part in the failure of the R2P in Sudan and Libya. Among these factors include implementation inconsistencies, the ICC factor, the absence of UNSC consensus in the response over Darfur and Libya, and the veto power factor and its implications in the efforts of the international community in both cases. This study also showed that the implementation of the R2P may not work effectively if left only to international actors to implement. Regional and sub-regional actors are important stakeholders of the R2P, and their interactions with the international community in actualising the implmementation of the R2P on the ground are essential. The manner in which the R2P was applied in Sudan and Libya is an indication its implementation requires improved interaction between regional actors and the international community at all level of collaboration including at global, regional and sub-regional level. This can build a strong foundation to drive the effective implementation of the R2P in future interventions. The findings of this thesis will significantly improve the available literature on the reason why the R2P failed in Sudan and Libya, particularly by paying much attention to the role of regional and sub-regional actors.
- Full Text:
- Date Issued: 2020
- Authors: Nizeimana, John Bosco
- Date: 2020
- Subjects: Responsibility to protect (International law) , Humanitarian intervention -- Libya , Libya -- Foreign relations -- 1969- , Libya -- Politics and government -- 1969- , Humanitarian intervention -- Sudan , Sudan -- Foreign relations , Sudan -- Politics and government -- 1985-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162631 , vital:40962
- Description: In the history of international relations, the adoption of the R2P principle in 2005 was widely understood to be a break-through in the international community’s efforts to respond to massive human rights violations and atrocities. Despite this, the international community’s implementation of the R2P has been widely contested, including in relation to its application in Sudan and Libya. There is agreement in the literature that, in both cases, the implementation of the R2P failed to achieve its intended purpose of protecting civilian populations. This thesis addresses the question of why the R2P failed in Sudan and Libya. Most explanations concerning the failure of the R2P in Sudan and Libya tend to focus on the politics of big power countries. The study argues that the failure to implement the R2P is related to the interactions between regional organisations and the international community (global organisations like UN) in attempting to solve large-scale human rights violent conflict. The study is firmly embedded in scholarly debates about humanitarian intervention so as to demonstrate the fact that this study is part of efforts to advance knowledge of scholarly debates on humanitarian intervention in this contemporary world order. The study combines a case study approach and qualitative research approach to achieve a nuanced understanding of the reason why the R2P failed in Sudan and Libya. The study relied on the use of documentary reviews and in-depth interviews of experts to collect data which was analysed using critical discourse analysis. The thesis demonstrated that the implementation of the R2P was characterised by a breakdown of the relationship between regional actors like the AU and global institutions like the UN. This breakdown contributed to the failure of the R2P in Sudan and Libya. The lack of financial and operational capacity for rapid deployment, the internal divisions with the AU, and the lack of political will within the AU members states were also cited as obstacles to the realisation of the R2P efforts in Sudan. To establish in-depth knowledge the study revealed other factors related to the politics of big power countries and how they played a part in the failure of the R2P in Sudan and Libya. Among these factors include implementation inconsistencies, the ICC factor, the absence of UNSC consensus in the response over Darfur and Libya, and the veto power factor and its implications in the efforts of the international community in both cases. This study also showed that the implementation of the R2P may not work effectively if left only to international actors to implement. Regional and sub-regional actors are important stakeholders of the R2P, and their interactions with the international community in actualising the implmementation of the R2P on the ground are essential. The manner in which the R2P was applied in Sudan and Libya is an indication its implementation requires improved interaction between regional actors and the international community at all level of collaboration including at global, regional and sub-regional level. This can build a strong foundation to drive the effective implementation of the R2P in future interventions. The findings of this thesis will significantly improve the available literature on the reason why the R2P failed in Sudan and Libya, particularly by paying much attention to the role of regional and sub-regional actors.
- Full Text:
- Date Issued: 2020
Walking at the intersection of Seamon’s place ballet and Relph’s insideness: understanding how students experience the university as a place through their everyday habitual walking
- Mtolo, Siyathokoza Monwabisi
- Authors: Mtolo, Siyathokoza Monwabisi
- Date: 2020
- Subjects: Seamon, David , Relph, EC , College students -- South Africa -- Makhanda -- Attitudes , Walking -- Sociological aspects , College students -- South Africa -- Makhanda -- Political activity , Rhodes University -- Students -- Attitudes , Student movements -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162901 , vital:40995
- Description: Walking as a way to experience a place is a relatively understudied area of phenomenological study. Furthermore, globally (the world) and locally (South Africa) the study of the experience of tertiary education institutions as walked environments is minimal (see Puig-Ribera et al., 2008; Speck et al., 2010; Mtolo, 2017). However, the events of the South African #MustFall moment – especially the #RhodesMustFall part of the moment and how it began with the desecration of a statue that was walked past and found to be a misplaced artefact in a society that is in postcolonial/post-Apartheid times and space – highlighted the pressing need to study the experience of the university as a place through which habitual walking takes the student through moments of movement, rest, and encounter that are a highly consequential way in which placeness is experienced. This study is a way to document how students at Rhodes University experience the university’s placeness quality, through habitual walking, in an example of the way in which a place is experienced through moments of movement, rest, and encounter. For this study in-depth mobile interviews were conducted with 12 student participants from Rhodes University. The interviews were video-recorded as the participants talked while traversing through habitually walked areas of the campus that are the meaning-infused spaces which make up the Rhodes University that they traverse through on a daily basis. The dissertation found that in the experience of Rhodes University, through habitually walking its placeness, people experience moments of movement, rest, and encounter that are highly targeted and personalised. The experience of the Rhodes University campus is an experience of people and the built-up and decorated environment along similar lines. People bring to the experience of their walked space past experiences which inform consequentially how any space that is walked is experienced. People further employ strategies to ensure that the experience of walking a space is more to their desired quality as an experience, which ends up being meaningful and most likely to affect future instances of walking through meaning-infusing and meaning-infused space. Ultimately, the habitual walking of Rhodes University consequentially informs the relationship between students and Rhodes University’s placeness, as the walking is a way of learning how to be within a placeness that is engaged through alternating moments of movement, rest, and encounter that incrementally ‘open’ for experience Rhodes University in such a targeted manner that every student eventually has their personal and customised Rhodes University by virtue of it being just those sites and situations which have been engaged through habitual walking.
- Full Text:
- Date Issued: 2020
- Authors: Mtolo, Siyathokoza Monwabisi
- Date: 2020
- Subjects: Seamon, David , Relph, EC , College students -- South Africa -- Makhanda -- Attitudes , Walking -- Sociological aspects , College students -- South Africa -- Makhanda -- Political activity , Rhodes University -- Students -- Attitudes , Student movements -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162901 , vital:40995
- Description: Walking as a way to experience a place is a relatively understudied area of phenomenological study. Furthermore, globally (the world) and locally (South Africa) the study of the experience of tertiary education institutions as walked environments is minimal (see Puig-Ribera et al., 2008; Speck et al., 2010; Mtolo, 2017). However, the events of the South African #MustFall moment – especially the #RhodesMustFall part of the moment and how it began with the desecration of a statue that was walked past and found to be a misplaced artefact in a society that is in postcolonial/post-Apartheid times and space – highlighted the pressing need to study the experience of the university as a place through which habitual walking takes the student through moments of movement, rest, and encounter that are a highly consequential way in which placeness is experienced. This study is a way to document how students at Rhodes University experience the university’s placeness quality, through habitual walking, in an example of the way in which a place is experienced through moments of movement, rest, and encounter. For this study in-depth mobile interviews were conducted with 12 student participants from Rhodes University. The interviews were video-recorded as the participants talked while traversing through habitually walked areas of the campus that are the meaning-infused spaces which make up the Rhodes University that they traverse through on a daily basis. The dissertation found that in the experience of Rhodes University, through habitually walking its placeness, people experience moments of movement, rest, and encounter that are highly targeted and personalised. The experience of the Rhodes University campus is an experience of people and the built-up and decorated environment along similar lines. People bring to the experience of their walked space past experiences which inform consequentially how any space that is walked is experienced. People further employ strategies to ensure that the experience of walking a space is more to their desired quality as an experience, which ends up being meaningful and most likely to affect future instances of walking through meaning-infusing and meaning-infused space. Ultimately, the habitual walking of Rhodes University consequentially informs the relationship between students and Rhodes University’s placeness, as the walking is a way of learning how to be within a placeness that is engaged through alternating moments of movement, rest, and encounter that incrementally ‘open’ for experience Rhodes University in such a targeted manner that every student eventually has their personal and customised Rhodes University by virtue of it being just those sites and situations which have been engaged through habitual walking.
- Full Text:
- Date Issued: 2020
“It’s something you kind of get used to”: female academics at South African universities narrate their experiences of contrapower harassment
- Authors: Munyuki, Chipo Lidia
- Date: 2019
- Subjects: Power (Social sciences) , Sex discrimination in higher education -- South Africa , Women college teachers -- South Africa , Sexual harassment in universities and colleges -- South Africa , Sexual harassment of women -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92875 , vital:30758
- Description: Sexual harassment continues to be a pernicious problem in institutions of higher education globally and findings indicate that women are the main victims. Extant research has focused largely on experiences of sexual harassment on the part of students. Under-researched are the experiences of academics concerning what Benson (1984) terms “contrapower” harassment -- that is, harassment experienced by academics from subordinates such as students. South Africa’s Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutions reported that there exists a culture of silencing around the prevalence of sexual harassment in higher education institutions in South Africa (Soudien Report 2008:37). The concept of power has been pointed out as central to understanding sexual harassment (Cleveland and Kerst 1993:49). Utilising three main constructs in Michel Foucault’s conception of power, namely the idea that power is ubiquitous and omnipresent in social relations; that power disciplines – creating docile bodies and the internalisation of self-regulation, and finally the idea that power is productive – power produces knowledge, truth and forms of resistance, I interpret the experiences of contrapower harassment in its sexual and non-sexual forms on the part of female academics at various universities in South Africa. Given that there is a paucity of qualitative research documenting experiences of contrapower harassment on the part of female academics, this thesis draws on 13 in-depth qualitative interviews with female academics at various South African universities who have experienced contrapower harassment from their students and subordinates at any point in their teaching careers. Their narrated experiences provide insight into the phenomenon of contrapower harassment. These insights provide a window into how female academics continue to experience themselves as being out of place in post-apartheid institutions that are expected to be accommodating of all.
- Full Text:
- Date Issued: 2019
- Authors: Munyuki, Chipo Lidia
- Date: 2019
- Subjects: Power (Social sciences) , Sex discrimination in higher education -- South Africa , Women college teachers -- South Africa , Sexual harassment in universities and colleges -- South Africa , Sexual harassment of women -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92875 , vital:30758
- Description: Sexual harassment continues to be a pernicious problem in institutions of higher education globally and findings indicate that women are the main victims. Extant research has focused largely on experiences of sexual harassment on the part of students. Under-researched are the experiences of academics concerning what Benson (1984) terms “contrapower” harassment -- that is, harassment experienced by academics from subordinates such as students. South Africa’s Ministerial Committee on Transformation and Social Cohesion and the Elimination of Discrimination in Public Higher Education Institutions reported that there exists a culture of silencing around the prevalence of sexual harassment in higher education institutions in South Africa (Soudien Report 2008:37). The concept of power has been pointed out as central to understanding sexual harassment (Cleveland and Kerst 1993:49). Utilising three main constructs in Michel Foucault’s conception of power, namely the idea that power is ubiquitous and omnipresent in social relations; that power disciplines – creating docile bodies and the internalisation of self-regulation, and finally the idea that power is productive – power produces knowledge, truth and forms of resistance, I interpret the experiences of contrapower harassment in its sexual and non-sexual forms on the part of female academics at various universities in South Africa. Given that there is a paucity of qualitative research documenting experiences of contrapower harassment on the part of female academics, this thesis draws on 13 in-depth qualitative interviews with female academics at various South African universities who have experienced contrapower harassment from their students and subordinates at any point in their teaching careers. Their narrated experiences provide insight into the phenomenon of contrapower harassment. These insights provide a window into how female academics continue to experience themselves as being out of place in post-apartheid institutions that are expected to be accommodating of all.
- Full Text:
- Date Issued: 2019
“Munhu wese ihama yako (everyone is your relative)”: Ubuntu and the social inclusion of students with disabilities at South African universities
- Authors: Chiwandire, Desire
- Date: 2021
- Subjects: College students with disabilities -- Education -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170578 , vital:41938 , 10.21504/10962/170578
- Description: Background: During apartheid, South African students with disabilities (SWDs) were educated in special schools and taught an inferior curriculum. Black learners with disabilities were discriminated against on grounds of both race and disability. Following South Africa’s first democratic election in 1994, the African National Congress (ANC) government put in place arrange of new laws to address the educational and other needs of those disadvantaged under apartheid, including persons with disabilities (PWDs). The South African government is a signatory of the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which has resulted in the country assuming obligations to promote inclusive education for ASWDs. However, research (see, for instance, Chiwandire & Vincent 2019; Chiwandire 2019; Mutanga 2019; Majoko & Phasha 2018; Mutanga et al. 2018; Mutanga 2017a; Chiwandire 2017; Israel 2017) has shown that SWDs continue to fare differently in comparison to their non-disabled peers in terms of participation in education with the likelihood of success. Higher education institutions (HEIs) have thus been urged to create conducive environments for the academic inclusion of SWDs with particular attention being paid to lecturers employing inclusive instructional strategies as well as flexible curricula, if they are to ensure the equal opportunity for academic success of SWDs in the regular classroom setting. The focus, to date, on academic inclusion, while important, has meant that issues relating to the social inclusion of SWDs have received minimal attention. Purpose: To date, there is a dearth of South African studies which have investigated the social inclusion needs of SWDs on South African campuses. Although a number of studies have given voice to the perspectives of SWDs and lecturers, with respect to their experiences in relation to matters of academic inclusion in South African higher education (HE), few have focused on Disability Unit Staff Members(DUSMs) who are pivotal to ensuring fair and equitable policies and practices for SWDs in HEIs. Disability Studies (DS) as a field has been criticised for being dominated by voices from the Global North, which fail to consider or effectively theorise Global South disability experiences in a contextually relevant way. The thesis argues that the failure to recognise the value of diversity and to treat SWDs as valued and welcomed participants in South African HEIs partly stems from policy, practice and relationships being informed by the Western individualist paradigm that prizes individual achievement and success rather than cooperation and mutuality. The African philosophy of Ubuntu, which stresses values of communalism, hospitality and respect for human dignity is offered here as an alternative starting point for achieving genuinely inclusive campuses. Methods: In-depth face-to-face qualitative interviews were conducted with 40 participants, most of whom were, at the time of being interviewed, Heads of Disability Units and DUSMs based at 10 different universities in four of South Africa’s nine provinces. Data were coded and analysed using Braun & Clarke’s (2006) method of inductive and deductive thematic analysis. Results: The findings of this study indicate that South African campuses are ableist spaces in which the social needs of SWDs are not prioritised. The thesis argues that in order for campuses to become genuinely inclusive, South African campuses ought to seek to inculcate in their members the values of the African worldview Ubuntu, in contrast to the dominant Western individualist orthodoxy. SWDs are being excluded and denied a sense of belonging and equal participation despite universities giving lip service to embracing such inclusive education-oriented values as co-operative learning. Non-disabled students steeped in Western individualism, which affirms the solitary pursuit of individual success rather than the value of interdependence and diversity, end up marginalising SWDs who are seen as less capable. DUSMs addressing the needs of SWDs through an ableist/Western individualist lens are not challenging unfair practices which are impairing the dignity of SWDs, particularly students with physical disabilities who are being forced to “fit into” oppressive inaccessible built environments on campuses. These DUSMs may unwittingly re-inscribe ableist assumptions that normalise discrimination against SWDs. Conclusions and Recommendations: Ubuntu values offer a starting point for building mutual respect and interdependence between SWDs and their non-disabled peers. The thesis finds however that as was the case in traditional African communities, which embraced the values of Ubuntu, acts of leadership are required if Ubuntu’s values of human dignity, mutual respect and acceptance are to be fostered on campuses. In a range of important ways, the dignity of SWDs is not respected at HEIs in South Africa. This includes, for example, such practical matters as the inaccessibility of toilets to wheelchair users and the lack of appropriate signage for blind students. Disrespectful attitudes and assumptions about SWDs on the part of non-disabled university members also result in SWDs’ human dignity being impaired. Ubuntu’s value of hospitality stresses the importance of promoting relations of group solidarity and interdependence between SWDs and their non-disabled peers. Both academic inclusion-oriented programmes and the promotion of a wide range of social activities, involving both SWDs and non-disabled students, can play an important role in cultivating the formation of long-term fruitful and respectful friendships between SWDs and non-disabled students. An enabling classroom environment alone is not enough to holistically address the social inclusion needs of SWDs. South African HEIs that embrace the Ubuntu values of communalism, human dignity and hospitality will be in a position to respect the needs of SWDs as “whole persons”. Amongst other things, this requires DUSMs to be fully empowered to make important decisions regarding vital matters such as disability inclusion, and it necessitates university management to relinquish their power, so that they may work collaboratively with DUSMs and SWDs, all on equal footing, to ensure that HE funding allocation, policy and planning also prioritises the social needs of SWDs.
- Full Text:
- Date Issued: 2021
- Authors: Chiwandire, Desire
- Date: 2021
- Subjects: College students with disabilities -- Education -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170578 , vital:41938 , 10.21504/10962/170578
- Description: Background: During apartheid, South African students with disabilities (SWDs) were educated in special schools and taught an inferior curriculum. Black learners with disabilities were discriminated against on grounds of both race and disability. Following South Africa’s first democratic election in 1994, the African National Congress (ANC) government put in place arrange of new laws to address the educational and other needs of those disadvantaged under apartheid, including persons with disabilities (PWDs). The South African government is a signatory of the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which has resulted in the country assuming obligations to promote inclusive education for ASWDs. However, research (see, for instance, Chiwandire & Vincent 2019; Chiwandire 2019; Mutanga 2019; Majoko & Phasha 2018; Mutanga et al. 2018; Mutanga 2017a; Chiwandire 2017; Israel 2017) has shown that SWDs continue to fare differently in comparison to their non-disabled peers in terms of participation in education with the likelihood of success. Higher education institutions (HEIs) have thus been urged to create conducive environments for the academic inclusion of SWDs with particular attention being paid to lecturers employing inclusive instructional strategies as well as flexible curricula, if they are to ensure the equal opportunity for academic success of SWDs in the regular classroom setting. The focus, to date, on academic inclusion, while important, has meant that issues relating to the social inclusion of SWDs have received minimal attention. Purpose: To date, there is a dearth of South African studies which have investigated the social inclusion needs of SWDs on South African campuses. Although a number of studies have given voice to the perspectives of SWDs and lecturers, with respect to their experiences in relation to matters of academic inclusion in South African higher education (HE), few have focused on Disability Unit Staff Members(DUSMs) who are pivotal to ensuring fair and equitable policies and practices for SWDs in HEIs. Disability Studies (DS) as a field has been criticised for being dominated by voices from the Global North, which fail to consider or effectively theorise Global South disability experiences in a contextually relevant way. The thesis argues that the failure to recognise the value of diversity and to treat SWDs as valued and welcomed participants in South African HEIs partly stems from policy, practice and relationships being informed by the Western individualist paradigm that prizes individual achievement and success rather than cooperation and mutuality. The African philosophy of Ubuntu, which stresses values of communalism, hospitality and respect for human dignity is offered here as an alternative starting point for achieving genuinely inclusive campuses. Methods: In-depth face-to-face qualitative interviews were conducted with 40 participants, most of whom were, at the time of being interviewed, Heads of Disability Units and DUSMs based at 10 different universities in four of South Africa’s nine provinces. Data were coded and analysed using Braun & Clarke’s (2006) method of inductive and deductive thematic analysis. Results: The findings of this study indicate that South African campuses are ableist spaces in which the social needs of SWDs are not prioritised. The thesis argues that in order for campuses to become genuinely inclusive, South African campuses ought to seek to inculcate in their members the values of the African worldview Ubuntu, in contrast to the dominant Western individualist orthodoxy. SWDs are being excluded and denied a sense of belonging and equal participation despite universities giving lip service to embracing such inclusive education-oriented values as co-operative learning. Non-disabled students steeped in Western individualism, which affirms the solitary pursuit of individual success rather than the value of interdependence and diversity, end up marginalising SWDs who are seen as less capable. DUSMs addressing the needs of SWDs through an ableist/Western individualist lens are not challenging unfair practices which are impairing the dignity of SWDs, particularly students with physical disabilities who are being forced to “fit into” oppressive inaccessible built environments on campuses. These DUSMs may unwittingly re-inscribe ableist assumptions that normalise discrimination against SWDs. Conclusions and Recommendations: Ubuntu values offer a starting point for building mutual respect and interdependence between SWDs and their non-disabled peers. The thesis finds however that as was the case in traditional African communities, which embraced the values of Ubuntu, acts of leadership are required if Ubuntu’s values of human dignity, mutual respect and acceptance are to be fostered on campuses. In a range of important ways, the dignity of SWDs is not respected at HEIs in South Africa. This includes, for example, such practical matters as the inaccessibility of toilets to wheelchair users and the lack of appropriate signage for blind students. Disrespectful attitudes and assumptions about SWDs on the part of non-disabled university members also result in SWDs’ human dignity being impaired. Ubuntu’s value of hospitality stresses the importance of promoting relations of group solidarity and interdependence between SWDs and their non-disabled peers. Both academic inclusion-oriented programmes and the promotion of a wide range of social activities, involving both SWDs and non-disabled students, can play an important role in cultivating the formation of long-term fruitful and respectful friendships between SWDs and non-disabled students. An enabling classroom environment alone is not enough to holistically address the social inclusion needs of SWDs. South African HEIs that embrace the Ubuntu values of communalism, human dignity and hospitality will be in a position to respect the needs of SWDs as “whole persons”. Amongst other things, this requires DUSMs to be fully empowered to make important decisions regarding vital matters such as disability inclusion, and it necessitates university management to relinquish their power, so that they may work collaboratively with DUSMs and SWDs, all on equal footing, to ensure that HE funding allocation, policy and planning also prioritises the social needs of SWDs.
- Full Text:
- Date Issued: 2021
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