Unisa Press Journals (University of South Africa)
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Antjie Krog n Ondersoekte lewe
No full textAntjie Krog: ’n Ondersoekte lewe, deur Louise Viljoen (redakteur)
Geresenseer deur Marisa Botha
https://orcid.org/0000-0002-0200-5273
Rhodes-universiteit, Suid-Afrika
[email protected]
The Role of Legislation in Developing and Advancing Women in the South African Workplace
No full textDespite several laws promulgated to mitigate workplace gender inequalities in South Africa, women continue to face challenges in their development and career advance in the workplace. This study aims to examine the role of legislation aimed at promoting gender equality play in the development and career advancement of women. The pluralist world view allowed the researcher to use a mixed research method (ie qualitative and qualitative approach). A total of 412 women in the service industry in Johannesburg, South Africa, were selected through a convenience (non-probability) sampling method. Regression analysis revealed that legislation aimed at promoting gender equality is not statistically linked to the skills development and career advancement of women. Thematic analysis showed that having relevant policies and strong ethical standards can help organisations comply with existing gender laws. However, the lack of implementation of existing policies, coercive compliance and discriminatory practices that exclude certain groups hinder compliance with legislation. This research was limited to women working in the service industry in Johannesburg. Organisations need to go beyond compliance with legal requirements and adopt customised strategies to promote gender equity in the development and advancement of women to top positions. The South African government must examine and review gender-related laws applicable to the workplace to ensure that they fulfil their purpose. This research is original in that it investigates the application of gender-related legislation in the workplace using a mixed-method approach. Future research should consider women in other industries, using a more representative sampling method
Extra-custodial Use of Force in Counterterrorism Operations in Africa and the Prohibition of Torture
No full textA burgeoning number of operations within and outside armed conflicts are being conducted against suspected terrorists in various African nations. It is well settled as a matter of international law that torture is perpetrated when severe pain or suffering is inflicted on a prisoner or other detainee, including suspected or convicted terrorists, by or with the acquiescence of the authorities. This article considers the extent to which unlawful use of force outside a custodial setting may also be adjudged a violation of the international legal prohibition of torture. A number of domestic laws implementing the jus cogens rule on the prohibition of torture in Africa limit the duty to prosecute only acts of torture and not also other forms of proscribed ill-treatment. Accordingly, assessing the use of force in terms of torture may contribute to greater accountability for unlawful acts by state agents engaged in counterterrorism across the continent. Based on a review of applicable international law, this article concludes that significant, unlawful extra-custodial force may amount to torture when it is intentionally and purposively directed against a particular person or group of persons under the perpetrator’s effective control, whether or not there is physical distance between him and the victim. This is particularly so when a discriminatory element is present in the decision to use force. This assessment pertains to force applied both during a law enforcement operation and during the conduct of hostilities in a situation of armed conflict
Feasibility of Modularisation in Teaching and Learning Mathematics Through ODeL in Teacher Education
No full textThe purpose of this study was to explore the feasibility of utilising the modular approach to teaching and learning mathematics within the context of open and distance electronic learning (ODeL) at two institutions of higher learning in Zimbabwe. Over the past three years, there has been a notable emphasis on delivering mathematics education within a technological framework at many Zimbabwean universities, thereby necessitating the implementation of a modular system. Modularisation entails partitioning the curriculum into discrete units that are delivered over short durations. Students accumulate credits from individual modules assessed monthly, which subsequently contribute to their final grade for the programme. However, despite being commended as a system capable of enhancing the quality of mathematics learning, modularisation has received scant regard from several scholars. In mathematics education, extended study time correlates with improved performance, highlighting the uncertainty regarding the ability of this system to impart foundational knowledge within a mere three weeks prior to final examinations. This qualitative study explored the feasibility of the modular system of learning by unravelling the experiences of mathematics education instructors and students with the modularisation programme implemented at two state universities in Zimbabwe. The findings suggest that modularisation may hinder mathematical innovation, as it risks fostering examination-oriented behaviours among learners, resulting in superficial understanding because of continuous assessment conducted in “bite-sized” pieces, ultimately leading to a reduction in the time allocated for comprehensive knowledge delivery
Active Go-Betweens or Passive Observers? Examining the Instructional Leadership Role of Districts in the Implementation of the History 2166 Syllabus Reform in Zimbabwe
No full textThe tendency among most scholars over the years is to underestimate the instructional leadership role of districts, especially in the implementation of curriculum reforms, while over-emphasising the role played by other stakeholders such as schools, teachers, pressure groups, examination boards, and industries. This qualitative study draws on historical data from primary and secondary documents coupled with transcripts of in-depth interviews with 11 key informants to explore the instructional leadership role of districts in the implementation of the History 2166 Syllabus. The present account uses instructional leadership to provide an alternative dimension in explaining the participation of districts in the implementation of curriculum reforms, especially in developing countries. The key finding in this study was that the omission of districts from active participation in the implementation of the History 2166 Syllabus was not really deliberate and malicious but rather a result of the hurried manner used during the process. The article concludes that in order for curriculum reforms to succeed, districts should be at the cutting edge of the implementation process due to their intermediary role between the schools and the provincial and national instructional leadership. Districts should therefore actively participate as go-betweens rather than being demoted to passive observers such as what happened during the History 2166 Syllabus reform. I recommend that curriculum planners should thoroughly involve and consult the responsible school districts so as to harness all necessary ideas in order to facilitate the smooth implementation of curriculum reforms
Healthcare Workers’ Perceptions of Care for Sexual Assault Survivors in Oshikoto, Namibia
No full textBackground: Sexual assault, as a major health concern, has the potential to lead to immediate and long-term health problems, such as sexually transmitted diseases, unwanted pregnancies and physical and psychological ill health.
The purpose of the study was to explore healthcare workers’ perceptions of the comprehensiveness of their care delivery to sexual assault survivors. The objectives were to explore healthcare workers’ self-reports on the care of sexual assault survivors on the first presentation, factors affecting their management and follow-up care and recommendations by healthcare workers on how to improve care for this vulnerable group.
Method: An exploratory, descriptive qualitative design was used to explore healthcare workers’ perceptions of the care of sexual assault survivors in Oshikoto, Namibia. Twelve (12) in-depth semi-structured personal interviews were conducted with healthcare workers dealing with sexual assault survivors in the region. Thematic data analysis was conducted. Coding was used to group ideas, from which three themes were generated.
Results: The study revealed inadequate adherence to management guidelines and inappropriate attitudes towards sexual assault survivors and their care. This resulted in poor referral rates to psychological services and the absence of coordinated multidisciplinary follow-up services. Lack of involvement and support from the families of the sexual assault survivors was reported. The impact of this neglect has serious sequelae for already traumatised sexual assault survivors.
Conclusion: Significant gaps existed in care delivery to sexual assault survivors, indicating a lack of relevant knowledge, adequate coordination of care activities as well as an absence of collaboration between relevant health departments in Oshikoto in Namibia. Urgent attention is required to facilitate improved physiological and psychological quality of care for sexual assault survivors in the region
Who Cares? Voices of Parents Caring for Adolescents Recovering from Substance Use Disorder
No full textThe role of parents is crucial in the development and recovery of adolescents with substance use disorder (SUD), as they can either increase the risk to, or promote protection and resilience of, these adolescents. Nonetheless, the experiences, opinions, and treatment attitudes of parents of adolescents recovering from SUD have been the subject of very few research studies. The problem of how adolescents recovering from SUD affect parents and family dynamics is mostly ignored, and parents of adolescents recovering from SUD find it difficult to cope. The aim of the research was to gain an in-depth understanding of how parents of adolescents recovering from SUD can be supported. Qualitative research with the intervention design and development (IDD) model was used to investigate the phenomenon using the family systems theory as the point of departure. We conducted face-to-face interviews using a semi-structured interview with 16 purposively sampled parents of adolescents recovering from SUD, in Tshwane, South Africa. Data were thematically analysed and verified using Guba\u27s model. Participants expressed their perspectives on caring for an adolescent recovering from SUD and described the support services they would like to receive. It is evident from the findings that parents have to assist their child recovering from SUD and have to cope with the emotional, physical, and spiritual consequences of SUD on themselves and their families
Varemba’s Utilisation of Indigenous Knowledge Systems in the Prevention of HIV and AIDS among Young Women and Girls in Mberengwa District, Zimbabwe
No full textThe HIV and AIDS pandemic is among the existential challenges of the 21st century and has resulted in ineffable suffering across the world. Africa is currently enduring high burdens of the HIV and AIDS pandemic, with the highest concentration in sub-Saharan Africa, including Zimbabwe. Young women and girls are more susceptible to the HIV and AIDS pandemic. Young women between the ages of 15–24 are four times more likely to be infected with HIV than their male counterparts of the same age group. Much effort has been channelled towards mitigating the pandemic, and some measure of progress has been achieved. Regardless of the interventions available to people, including the use of contraceptives, new cases of infection, particularly among girls, and HIV-related deaths continue to escalate. This calls for alternative intervention measures towards curbing the pandemic. This article seeks to investigate the utilisation of Indigenous Knowledge Systems (IKS) in HIV and AIDS prevention among girls as a possible alternative. The study uses a qualitative research design and corroborates insights from the phenomenological method. The article argues that IKS can be adopted as a valuable resource for curbing the spread of HIV among young girls in Zimbabwe. Using the Varemba as a case study, the article explores the use of IKS by women to prevent HIV transmission among young women and girls. Data was collected through personal interviews with research participants in Mberengwa district. The findings revealed that virginity testing as an indigenous cultural practice can be used for HIV and AIDS prevention among young women and girls. The study proposes the adoption of Indigenous Knowledge Systems as a mitigating strategy for the prevention of HIV and AIDS among girls and suggests their use in addressing existential crises, and more pronounced, the HIV and AIDS pandemic
Folklore and Naming among AmaXhosa: A Descriptive Analysis
No full textIn African societies, naming practices are impacted by various sociocultural influences. Therefore, language and culture exert a strong influence on naming. Names reflect a rich cultural heritage and tradition, and an identity that is rooted in the local environment, anchored in indigenous culture. Numerous scholars have examined Xhosa names and culture in general. However, this study aims to discover if linguistic and descriptive meanings of individuals’ names influence their identities in Xhosa society. The study highlights that the cultural value of Xhosa names may be viewed through two lenses: their literal or symbolic meanings and what they reveal about people’s history and culture. Due to the cultural connotations of proper names, it is critical to incorporate cultural knowledge into research on names and naming practices. When AmaXhosa give a child a name, they hope that the child will one day demonstrate a specific character quality and grow up respecting his or her parents’ desires and expectations. When this occurs, the AmaXhosa say, “Ulilandele igama lakhe” (he or she followed his or her name). According to AmaXhosa, a person’s name tremendously influences their general lifestyle and life chances. The study employed a qualitative approach to its investigation. It also deployed a sociocultural approach and social identity theory. Furthermore, the study will contribute to folklore studies by expanding the academic understanding of Xhosa personal names and naming practices by addressing the existing knowledge gap
Reconsideration of Tshivenḓa Proverbs in Preserving Tshivenḓa Language and Culture
No full textThis paper aims to reconsider Tshivenḓa proverbs in preserving Tshivenḓa language and culture. Proverbs are important to any language as they connect people to their culture, assisting, amongst others, in imparting knowledge, offering advice, reinforcing morals, making arguments, consoling or inspiring others. They are thought to be intrinsic to the expression of culture as they communicate values, beliefs, and customs, have an important social function, and foster feelings of group identity and solidarity. Proverbs tell us about the culture in which they are used as they communicate shared experiences or lessons. Communities need to save proverbs as they hold their cultural identity. Proverbs must be passed on in daily language to the next generations to restore this cultural identity. Unfortunately, young Tshivenḓa parents seem to no longer know the proverbs they should impart to their children. This threatens to deprive them of cultural identity as their children will not know them. This is qualitative ethnographic research, where data was collected through interviews. Purposive sampling was used to sample young parents between 35 years to 40 years old, who are now custodians of language and culture. Their knowledge of language and proverbs determines the extent to which cultural identity can be saved. Hall’s theory of cultural identity was used as it focuses on cultural identity as a community of social, political, economic, ideological, and theoretical practices. Thematic analysis was applied to analyse data, and the results of this study recommended the encouragement of the inclusion of Tshivenḓa proverbs in school curricula at all levels to instil linguistic and cultural knowledge among younger generations