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A participatory visual exploration of nurturing masculinity amongst Eastern Cape-based Xhosa male foundation phase teachers
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023Teaching in the Foundation Phase (grades R to 3) is commonly perceived as a profession designated for females. Global research, including specific studies in South Africa, indicates that male teacher involvement in the education of young children aged five to nine remains limited. Scholars attribute this lack of participation to the socially constructed notion that teaching in the Foundation Phase is exclusively women’s work, reinforced by the belief that this profession primarily involves nurturing and caring activities. Additionally, the literature suggests that rigid masculine ideals and patriarchal practices contribute to men’s resistance and reluctance to engage in nurturing and caring professions, as they fear being perceived as less masculine or inadequate. Moreover, male teachers in the Foundation Phase face scrutiny and questioning of their masculinity, as their choice of profession deviates from the socially constructed norms of hegemonic masculinity. Some of the male Foundation Phase teachers attempt to reaffirm their masculine identities by distancing themselves from nurturing activities perceived as soft, aiming to conform to hegemonic masculine ideals. This study was aimed at exploring the use of participatory visual methods to explore nurturing masculinities amongst Xhosa male Foundation Phase teachers in the Eastern Cape province of South Africa. The qualitative study adopted a transformative paradigm and employed participatory visual research methodologies (PVRM) as its design. Two feminist theories, namely Raewyn Connell’s theory of masculinity and a feminist post-structural lens, guided the interpretation of the data. Six Xhosa male Foundation Phase teachers were recruited as participants using snowball sampling. Data were collected through the participatory visual methods photovoice, metaphor-drawing and collage-making. The participants were engaged in the initial stage of analysis through participatory analysis, which was followed by thematic analysis of the generated data. The findings reveal that Xhosa male Foundation Phase teachers navigate their positions as men within the amaXhosa cultural context as fathers and husbands in their communities, homes and schools. Consequently, their performances fluctuate between hegemonic and complicit streams of masculinity in and around the classroom. Their understanding of nurturing is influenced by their childhood experiences and transitioning into amaXhosa cultural practices of manhood. In their early years, participants experienced a feminine approach to nurturing and care from their mothers and grandmothers. In their later years, they were exposed to fatherly and more cultural masculine forms of love and support as they navigated through the passage of manhood. The Xhosa male Foundation Phase teachers who participated in this study facilitated nurturing in and around their classrooms by constructing respect, care and support for self and others. This involved acts of kindness and empathy. They further challenged patriarchal practices such as the notion that “men must be respected”, which can hinder their ability to foster nurturing environments. The study offers recommendations for policy, practice and future research. For instance, faculties of education providing Foundation Phase qualifications should enhance teacher training on pedagogical strategies that enable teachers to address sensitive topics such as gender diversity and inclusivity without feeling uncomfortable or unprepared. Research is needed in South Africa regarding the inclusion of males in the education of young children in the early years, particularly exploring learners’ perceptions and experiences of being nurtured by male Foundation Phase teachers
The life and work of architect Wynand H Louw (1883-1967) with a focus on the design of ecclesiastical buildings
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023Wynand H Louw (1883-1967) is acclaimed to be the first Afrikaans-speaking South African to be formally trained as an architect. After his training at the Architectural Association in London Louw returned to South Africa in the post-South African War and pre-Unification era. Architectural work was scarce, but he received his first commission late in 1907. Early in 1909 the DRC Port Elizabeth gave him his first commission for a new church building. More ecclesiastical projects would soon follow, launching him in his career as architect.
Louw grew up as a member of the Dutch Reformed Church Paarl. It had a typical early 19th -century Greek cross plan and Cape Dutch design. He realised that the Latin (and even Greek) cross was not ideal as a layout for reformed churches which focused on the sermon, requiring a focus on the pulpit in the centre of the liturgical space. A new approach to reformed church design was required. As a member of a Reformed church, and a well-trained architect, Louw was in an ideal position to start experimenting.
Based on the author’s research a total of approximately 160 ecclesiastical building projects can be ascribed to Louw and his architectural practices Louw & Moerdyk and Louw & Louw. Over a period of fifty years, they designed at least 110 churches, many church halls, and did a number of church renovations. These projects gave Louw ample opportunity to experiment with new ideas and to develop and hone his skills as a church architect.
This dissertation aims to document Louw’s complete oeuvre of ecclesiastical projects. With reference to the broad global, as well as the South African context of church architecture’s evolution over the ages, it strives to indicate if, why, how and to what extent Wynand H Louw’s design ideas for reformed church buildings were the beginning of a new era for church architecture in southern Africa
Exploring the practices of school principals in servant leadership
No full textThesis (Ph.D.(Education))--University of the Free State, 2023The most crucial issue in school leadership today is the effectiveness of leadership. The school principal is expected to portray acceptable values and facilitate excellent performance. How can school principals ensure quality production in leading the school, professionalism, accepted work ethics, and still remain at the cutting edge of 21 century, that is faced with 4th industrial revolution on leadership, is one of the most critical questions to be raised?
This study aimed to explore school principals’ practices of servant leadership in schools. School principals, as leaders, came out of educational institutions where they were trained as school principals and leaders. The expectation therefore, is that they will have abilities in leading and have influence over followers. The practices are observed by those who are led by the school principal. Principals engage in those practices to influence those around them. Today, schools have all sorts of ill-leadership, and school principals need to stand firm as agents of change to better the situation.
School principals should be effective in practising servant leadership in schools as away of combating the challenges they face. Effectiveness is what needed for school leadership to achieve success is. It is suggested that servant leadership has qualities that could help in enhancing effectiveness of school leadership. By practicing servant leadership school principal are able to influence and impact school leadership.
The study engaged servant leadership and Cultural Historical Activity Theory (CHAT) as theoretical frameworks. Servant leadership was used to interpret the practices of the school principals, while CHAT was used to identify and explain the findings in terms of culture and context. The study employed case study methodology to achieve its purpose. Two schools were chosen; both owned by the public and found in the rural area of Maseru.
The study engaged focus groups, interviews and observation as a means of generating data. There were two focus groups, one from each school. There were 8 members in each focus group. The interview was done with school principals of the two schools.
The findings revealed that school principals practised servant leadership. One core business of servant leadership is to serve. In practising servant leadership, findings indicated that school principals served internal and external stakeholders. The internalstakeholders included teachers and learners. Teachers were served by increasing their morale, empowering them, and promoting peace and stability in school. Learners were served by enhancing their morale and motivation
Lesbian, gay, bisexual, transgender, and intersex content in nursing education programmes: a mixed method systematic review
No full textDissertation (M.Soc.Sc.(Nursing))--University of the Free State, 2021: A prevailing heteronormative approach observed within nursing programmes could perpetuate non-inclusive attitudes amongst nurses. A paucity of published evidence indicated the need to undertake a comprehensive synthesis of evidence regarding LGBTI content in nursing programmes.
: This MMSR set out to critically synthesise existing evidence in the literature on LGBTI content in nursing programmes in order investigate what evidence exists in the literature on LGBTI content in nursing programmes. The MMSR is provided an updated and comprehensive insight into the presence/inclusion of literature which covers LGBTI-related content in nursing education programmes.
: A mixed method systematic review, conducted according to Joanna Briggs Institute (JBI) Manual for Evidence Synthesis Preferred Reporting Items for Systematic Reviews and Meta-Analyses using the (PRISMA) guidelines, guided the review process. The MMSR followed systematic approach to the search and selection of literature. Data sources were identified within EbscoHost Web, Scopus and Google Scholar. A convergent integrated approach for data integration and synthesis was followed. Data were extracted with the use of two standardised data extraction tools. Through inductive reasoning and MMSR processes of thematic analysis, data transformation, data integration and data synthesis of information from qualitative, quantitative, and mixed method studies. The main search identified 316 publications (n=316) resulting in ten (n=10) articles for quality appraisal. Data of nine (n=9) articles included in this review were extracted. A thematic analysis (manually performed) aided in identification of recurrent themes.
: LGBTI content in nursing programmes were found to be present but lacking specificity and relevance. The context in which the included studies were conducted linked several social and health related LGBTI aspects, regardless of location. However, location and local belief system dictated extremes to which LGBTI inclusivity was practiced. The review findings further elaborate that curricular revision is necessary in the advancement of social justice, to overcome challenges and barriers to LGBTI inclusion.
: In nursing education, a prevailing heteronormative approach creates large gaps in cultural and clinical competencies regarding LGBTI health issues. The concepts of inclusivity, representation, respect, and recognition, according to the review findings, LGBTI content should be included in teaching and learning offerings provide new foci and understandings within the LGBTI research area. Education on LGBTI health disparities could foster a keen appreciation of the impact of stigma and discrimination experienced by LGBTI persons. To advance a social justice agenda for marginalised and vulnerable populations, LGBTI health-related content in nursing education and healthcare service delivery programmes could enrich and supplement content currently presented
Exploring teachers’ perceptions and practices of education for sustainable development in life sciences classrooms
No full textDissertation (M.Ed.(Mathematics, Natural Sciences and Technology Education))--University of the Free State, 2023There are many sustainability challenges that humanity faces such as poverty, freshwater crisis, population growth, solid and hazardous waste and sewage problems. Education is one of the key strategies earmarked to respond and provide solutions to the sustainability challenges. The educational strategies seek to motivate learners to become sustainably engaged citizens through their commitment to environmental stewardship, and reflection about the interaction of social justice, ethics, wellbeing, and ecological and economic factors. One educational strategy is widely referred to as education for sustainable development (ESD) and can be implemented through both informal and formal teaching and learning devoted to sustainability. Teachers are therefore considered capable agents of change who prepare learners to be responsible citizens and be aware of the consequences of their actions and behaviour. The aim of the study was to explore teachers’ perceptions and practices of ESD in Life Sciences classrooms. The pedagogical content knowledge (PCK) for the science teaching model was used to interpret and understand teachers’ perceptions and practices of ESD in Life Sciences classrooms. The study used a qualitative research approach, a case study design to explore the teachers’ practices in implementing ESD in the Life Sciences classrooms. Purposive sampling was used to select three Life Sciences teachers who practiced the teaching of ESD. Data were collected using semi-structured interviews, classroom observations and document analysis (lesson plan analysis) and were analysed using thematic data analysis. Findings were categorised into three themes according to the three sub-research questions of the study. The themes are teachers’ perceptions of ESD in Life Sciences classrooms, integrating ESD in Life Sciences classrooms and the influence of teachers’ perceptions on practicing ESD in Life Sciences. Findings revealed that participants had different perceptions of ESD. The teachers perceived ESD as capable of promoting interactive learning, preparing learners to become responsible citizens, promoting a culture of accountability, allowing for creative thinking, and promoting problem solving and decision-making skills. Participants employed different teaching strategies such as inquiry-based approach, participatory and exploratory learning, and collaborative learning. Activities such as presentations, debates and problem-based learning were conducted in classrooms during the integration of ESD. Participants used project-based assessment, group assessment and concept tests to assess learners. Participants’ perceptions influenced the practice of ESD as all three sustainability pillars were included in their teaching. In their lessons, there was an inclusion of the environmental pillar (air and soil pollution), social pillar (interaction and peace) and the economic pillar (economic growth and business skills). Out of the three sustainability pillars, the environmental and social pillars were more practiced and to a lesser extent, the economic pillar. Participants indicated that some of their challenges of integrating ESD were lack of ESD knowledge, lack of resources, time constraints and the ATP being too packed. Participants suggests that the Department of Education intervene and provide development programmes that will equip them with the required knowledge and subject advisors and district officials should be involved. They suggest that the department release funds for resources and school trips to expose learners to different environments. Lastly, the Life Sciences ATP should incorporate ESD concepts
in Badagry, Nigeria: Ogu women’s performance practice, social status, and creative agency
No full textBefore colonialism, Gbe women enjoyed a social status on par with men. However, there has been a shift in the postcolonial social structure of Gbe societies. Modern capitalism, which accompanied colonial structures, privileged men, eroding many woman-empowering practices. This article examines Ogu women’s marginality through an ethnographic study of (a musical genre exclusive to married Ogu women). I argue that the sources of Ogu women’s marginality are interlocking, involving oppression stemming from colonial structures and the values of contiguous Yorùbá people. I propose a collaborative intervention that upends typical power structures that privilege Western and Yorùbá ideation over Indigenous Ogu knowledge, values, and practices.Publisher's versio
Vesselling the ‘Pneuma-Qua: a water appreciation centre near the Baakens River mouth, Gqeberha
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023Water scarcity and pollution is one of the largest looming environmental disasters on earth. However, the nature of this crisis is often misunderstood. Instead of trying to create more efficient reticulation systems or build more dams, the challenge lies in the way people think about water. Somehow, we find ourselves in a time in which water has been demystified to the realm of resource. We take water for granted. In turn, people are stripped of their dwelling nature — those who have evolved and are at home in a world dominated by water — to become mere users of water. In order to combat this forgetting of water — the unthinking way in which we use water — it is essential to recast the way we think about water. This study proposes a community water appreciation centre as a first step in helping us cultivate -. It will be argued that a key aspect of this re-enchantment of water lies dormant in the indigenous knowledge systems that used to regulate the relationship between mankind and water. ? Water is growing increasingly scarce in Gqeberha. Usually this scarcity is attributed to a lack of infrastructure, maintenance, and planning. Yet, if the argument above is to be believed, it might be that the route to a more robust water system can be found in re-animating ingenuous conservation knowledge and drawing on more inceptual forms of care for this vital substance. Through studying ancient rituals and narratives, and by drawing on the insights of experiential learning, a water appreciation centre is envisioned to aid the community to find their way back to noticing the importance and beauty of water. The goal of this study is to create effective, contextually sensitive, water appreciation and ritual spaces. These spaces can act as drivers for social change, by cultivating respect and appreciation for water within the community, allowing for water to be conserved, nature to flourish, and people to once more have a sustainable dwelling relationship with the
Quantification and characterisation of circulating extracellular vesicles in cervical cancer patients before, during and after treatment
No full textDissertation(MMed.Sc.(Haematology))--University of the Free State, 2023All cells actively release extracellular vesicles (EVs) upon activation and apoptosis. EVs mediate intercellular communication in normal physiology and pathology. Cancer cells, like normal cells, secrete cancer specific EVs into the blood stream. EVs can possibly be used to monitor disease progression and response to treatment. This research quantified and characterised circulating EVs in the plasma of ten patients with stage II cervical cancer before, during and up to six weeks after treatment. EVs were isolated from plasma by size exclusion chromatography. Flow cytometry was used to count and characterise the EVs. The total number of EVs was identified by using an anti-CD63 monoclonal antibody. Cancer derived EVs were identified using an anti-CD133, while anti-CD11b was used to identify platelet derived EVs, and anti-CD41 to identify neutrophil EVs.
After the start of radiotherapy (week 1) the number of CD63+ EVs, increased as large numbers of cancer cells were killed. The number of CD63 positive events significantly decreased in week six compared to baseline. There was also a significant decrease in CD133 positive and CD41 positive events in week six compared to baseline. This study demonstrated a significant increase at the start of treatment, followed by a decrease in circulating EVs after treatment compared to baseline. These findings suggest that EVs can possibly be used to monitor a patient’s response to treatment.National Research Foundation (NRF
Exploring the use of local history projects to develop learners' historical skills in a social science classroom
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023History teaching in schools has evolved beyond the focus of content in the form of dates and names of people to a more comprehensive approach that addresses content, critical thinking and historical skills. One of the ways that learners have to develop this critical thinking is through teaching local history projects. Local history is the study that helps the community to understand its past. Therefore, teachers must constantly tell the past because telling these stories and continuing with these traditions helps strengthen the communities. This study sought to explore the use of local history projects to develop learners’ historical skills in a Social Science Classroom.
Critical Pedagogy drove the study as a critical framework to suggest which essential thinking skills teachers must enhance to develop learners' historical skills. Critical pedagogy was employed to coach the study; this was done to respond to both the literature and the empirical study findings, which suggest that approach. The study was approached from an interpretive paradigm, which influenced the research practice in the study.
The research design has to do with making critical choices on the part of the research. The sample, which was chosen through purposive sampling, included five primary schools in Motheo District. One teacher was selected for detailed study at each of the five schools. The empirical study consists of collecting data using interviews and document analysis. Data was analysed using qualitative analysis; this was done to ensure a thorough description of qualitative study findings. Interviews and document analysis were used to report the findings of the study. Thematic analysis was used to make sense of the data.
The findings show that there were opportunities for learners to showcase their skills and myriad challenges in teaching local history projects to develop their historical skills. The study recommended more meaningful use of current relevant sources, and the teachers should attend continuous workshops to enhance their understanding of teaching local history projects to develop learners' historical skills
Synergising the creation of knowledge processes in a Technical and Vocational Education and Training College with industry demands for sustainable lecturer learning environments
No full textThesis (Ph.D.(Education))--University of the Free State, 2023This study explores mechanisms or means by which knowledge-creation processes could be synergised for sustainable lecturer learning environments. The study assumes that lecturers are better positioned to contribute to the sustenance of the business/industry and colleges. The colleges because they are sites whereby employees and employers are prepared. The college plays a vital role only if lecturers are adequately knowledgeable and do so diligently. And competently that graduates are entirely and better prepared for workplace demands. The purpose is to contribute to the debate or discussion on optimising the utilisation of limited resources for human capital training. In particular, the inequities still lingering from the apartheid past. For instance, in this case, a TVET College has one campus in a relatively big area (Metropolitan area) and two other campuses. In what is known as formerly homelands. As a result, it is sufficient to say that there are disparities in resources. The point is how a college pulls together the resources in providing. The output is more significant than the sum – so some colleges can address challenges, particularly Lecturer development, which is often criticised for being limited. This study used the bricolage methodology to attain a critical perspective on all the issues, primarily when qualitative data is generated. This study is the sub-project of the mega study. Therefore, there are bound to be power differentials in a study like this. Bricolage assisted in exploring social injustice-related issues and power differentials Ideologically and Methodologically. Thus, bricolage guides this study. The methods relied upon were focus group discussions with lecturers and a business owner and senior manager. Furthermore, this considered the survey results because this college formed part of the study of the mega project. Through the mega project, there were seminars and seminar reflections