Unisa Press Journals (University of South Africa)
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Wilma Stockenström: Met my wysvingertop.’n Huldiging, deur Ronel Foster (redakteur)
No full textResensie oor huldigingsbundel vir Wilma Stockenstro
The Gendered Dimensions of Wellbeing of Students in Higher Education in South Africa
No full textThis study investigates the gendered dimensions of wellbeing of students in higher education within a South African context. Studies on the gendered dimensions of wellbeing in higher education frequently lean towards reporting significant findings on differences. In the current study, quantitative survey research was conducted to explore experiences of wellbeing in undergraduate students. Gender variables were captured with non-restrictive self-descriptive options. The survey combined three psychometric instruments, the Mental Health Continuum Short Form (MHC-SF), the Flourishing Scale (FS), and the Fragility of Happiness Scale (FOHS) in an online format. A purposive sampling strategy was employed, and the survey was distributed electronically via email. Participants (n = 160) were students at an urban university in South Africa. The underlying factor structure of the three instruments within a South African context was confirmed using confirmatory factor analysis, and reliability and validity were established using Cronbach’s alpha (internal consistency) and correlations (construct validity). The Mann-Whitney test assessed gender differences in continuous scores, while the independent samples proportion z-test evaluated differences in proportions. The results revealed no significant gender differences on any of the three scales. The findings also indicate moderate levels of wellbeing (e.g., flourishing) for the majority of participants. However, social wellbeing was slightly below desirable levels across all genders, and participants expressed strong beliefs about the fragility of happiness. The findings may inform mental health education in higher education. The findings also suggest support for gender-inclusive policies and generic wellbeing interventions at university
Reviving Zimbabwean Traditional Dance through Popular Youth Culture
No full textAs Zimbabwean youth increasingly gravitate toward modern, globally influenced music and dance, traditional cultural expressions risk fading into obscurity. This study investigates how traditional Zimbabwean dance forms can be integrated into contemporary youth culture to preserve cultural heritage in the face of globalised trends. Grounded in Raymond Williams’ concept of “culture as a whole way of life” and Homi Bhabha’s theory of cultural hybridity, the research also employs the positive deviance approach to engage a group of young creatives in experimenting with cultural fusions. The study was conceived as action research, and data was collected through field observations and interviews with dancers and creatives. Findings suggest that by identifying and promoting those individuals who have already begun blending traditional and contemporary dance, the revitalisation of Zimbabwean dance heritage can foster cultural continuity and serve as an avenue for youth self-expression. The results contribute to ongoing discussions on cultural preservation, innovation in cultural expression, and the role of the arts in civic engagement and social change
Translating Quality into Practice: Insights from South African Instructional Designers
No full textThe instructional design profession is on the rise in African higher education, but research on instructional designers\u27 practices in Africa is limited compared to in the Global North. Contextual factors play a vital role in shaping instructional design approaches, and understanding how instructional designers perceive and ensure the quality of online learning materials is crucial. This study explores the perspectives of experienced South African instructional designers on quality, particularly in terms of pedagogy, during the creation of online learning content. Using the ADDIE model, and Margaryan, Bianco, and Littlejohn\u27s 10-principle framework expanding the work of Merrill, the study conducted in-depth interviews with nine proficient instructional designers. While it was expected that instructional designers would rely on standardised quality assurance tools, the findings revealed a more eclectic approach, with designers drawing from various resources when crafting online learning materials. A key focus for these designers was establishing “human connectedness” through the intentional incorporation of teaching presence and collaborative learning activities. The quality principles mentioned align with the community-of-inquiry model, ensuring sound pedagogical practices in online education
Exploring the Life Story of Ellen Pakkies: A Psychobiographical Study
No full textThis psychobiographical study examines a controversial contemporary figure whose experiences of abuse, stress, trauma and lack of systemic support contributed to her committing filicide. The well-known South African life story of Ellen Pakkies serves as a catalyst for highlighting a wide range of psychosocial issues, such as sexual abuse, child neglect, gender-based violence and, in particular, the ramifications of substance abuse, that plague many marginalised communities on the Cape Flats. The overarching aim of this study was to describe and interpret the unique and complex developmental process of Ellen across her lifespan, and her experiences as a caregiver of a son with methamphetamine dependency. This exploration was guided by Baltes’ theory of lifespan developmental psychology. A single-case, qualitative psychobiographical study was employed with radio interviews, speeches and court transcripts. The findings of this study revealed two main themes: (1) environmental risk factors that compromised well-being and diminished quality of life; and (2) lifelong stressors and challenges and their impact on daily existence. Based on the findings it is suggested that the tragic occurrence of Ellen strangling her son to death cannot be attributed to a single cause, but rather to the amalgamation of traumatic experiences and prolonged abuse that Ellen was subjected to from childhood to adulthood. This study indicates the impact of prolonged abuse on different aspects of an individual’s development and the need for psychological intervention in impoverished communities
Sacred Weaponry: The Historical and Theological Role of Gospel Music in Spiritual Warfare and Liberation in Christianity—A Perspective of Acts 16:25–26
No full textGospel music, an integral part of Christian worship, holds profound theological and historical significance, particularly in its role as a vehicle for spiritual liberation. Rooted in the traditions of early Christian worship, gospel music has evolved as a unique genre that expresses faith and serves as a powerful tool for spiritual warfare and deliverance. The central theological foundation for understanding the spiritual potency of gospel music is derived from Acts 16:25–26, where the Apostle Paul and Silas, bound in prison, sing hymns and pray, leading to their miraculous liberation. This study explores the transformative potential of gospel music, focusing on its historical development within Christian worship, with an emphasis on African church traditions and the Pentecostal movement. Drawing on secondary research, the study engages theological and historical sources, including books, journal articles, and archival records, to examine the role of gospel music as a tool for personal and communal liberation. The research highlights how gospel music facilitates spiritual freedom, not only in individual contexts but also within broader social and communal settings. It addresses the Pentecostal and African church communities, while also appealing to a wider Christian audience interested in the intersection of gospel music, spiritual warfare, and liberation. The findings confirm that gospel music serves as a transformative force within the Church, reinforcing its role in both personal faith and collective resistance against oppression. This article calls for further scholarly exploration of gospel music’s profound impact on Christian worship, social justice, and spiritual renewal
Evaluation of an Integrative Child Sexual Abuse Evaluation Protocol for Psychologists: A Delphi Study
No full textThis article, the third of a trio of articles, evaluates the proposed integrative child sexual abuse (CSA) evaluation protocol by expert psychologists within the design and development (D&D) model framework. The Delphi method consisted of one round of data collection to obtain experts’ opinions about the proposed protocol. The study involved twelve expert psychologists who participated in individual semi-structured interviews. These interviews were recorded, transcribed, and analysed using thematic analysis. As a result, four themes emerged from the data: 1) Feedback on the content, structure, and phases; 2) Strengths of the proposed protocol; 3) The proposed protocol’s limitations; and 4) Controversies among the experts. The feedback from the experts allows for the construction of the proposed protocol around the essential fundamentals highlighted by the participants. The data gathered from the Delphi panel will be used to compile the newly developed integrative CSA evaluation protocol for psychologists
An Exploration of the Use of Indigenous Material in Learning Geometric Concepts: The Case of Eastern Cape Primary Schools
No full textThe knowledge of basic concepts in geometry is crucial for the visualisation and comprehension of properties of geometrical figures. This article reports on how foundation phase learners in disadvantaged communities improved their understanding of geometric concepts using indigenous materials. The study aimed to address the gap incurred in mathematics learning because of the absence of grade 1 and 2 teachers in a primary school in the Eastern Cape province of South Africa. The study posed the question: How can the use of indigenous material enhance the learning of geometric concepts by foundation phase learners? Twenty-one learners in grades 1–5 participated in the study. In the first activity learners were asked to bring items from home of different flat shapes. The proposed theme was “Bring it, name it, and tell us about its use and properties.” The next activity was to sort the objects and 2-D specimens according to their shapes. The results indicated the significance of practical support from the learners who were taught in neighbouring schools in the group, which enhanced their knowledge of constructions and understanding of geometric concepts. The results indicated that in cooperative social environments, the use of indigenous materials assisted the learners to observe, imitate each other, develop higher mental skills, develop types of thinking, and develop their understanding, description, and representation of objects found in their proximity. This study contributes to existing literature and highlights how indigenous knowledge can sustain geometry understanding
The Contribution of Student Support Services to Academic Success in South African Technical and Vocational Education and Training Colleges
No full textStudent support services were introduced into South African Technical and Vocational Education and Training (TVET) colleges to cater to students’ diverse needs. This study explored the contribution that this support system has made to students’ academic success. The humanistic-existential theory of student development underpinned this study. Quantitative data were collected from 172 participants consisting of student liaison officers, assistant directors, administrative clerks, career development officers, campus management teams, lecturers, and first-year TVET college students. The participants were selected using purposive sampling and simple random sampling techniques. The data were analysed using descriptive statistics (frequencies and percentages). The results indicated that there were insufficient academic opportunities for first-time college entrants. The article recommends that support programmes should be established to assist students transitioning out of the college for employment or further studies
Who Owns the Land? A Right to Development Inquiry into Land Insecurities in Africa
No full textThis article illustrates that discourses on the insecurity or security of tenure in Africa have always centred on the questions of ownership, entitlement, access to and use of land—particularly when viewed in the context of historical injustices of colonial land dispossession and the ongoing practices of land grabbing that persist across the continent. The discussion focuses on the question: Who owns the land in Africa for which security of tenure is being sought? When compared with the universally guaranteed right to development, including for all the peoples of Africa as affirmed in Article 22 of the African Charter, the argument supports legitimate, legally grounded claims for land repossession. In conclusion, it is argued that if development justice is to be achieved, the discourse on security of land tenure in Africa should, at a minimum, support claims for land redistribution without compensation and uphold Indigenous ownership rights to ancestral lands. This is vital to ensure that, where dispossessed peoples are unable to recover their land, they are at least recognised as the legitimate owners and are thus entitled to reparations, compensation and/or lifetime royalties payable by the foreign occupiers.