3 research outputs found
An exploration on the role of faith based organisations in dealing with violence against women in Katanga, Zimbabwe
No full textSubmitted in fulfillment of the requirement of the Degree of Master of Management Science: Public Management (Peace Building), Durban University of Technology, Durban, South Africa, 2018.Faith based organizations and particularly spirituality has shown potential to help individuals, families and communities heal. Despite this been little or no attention has been paid to how faith based organizations can empower and assist victims of domestic violence and even prevent this social ill particularly in Zimbabwe.
This gave rise to the current study, which sought to explore the role of faith based organizations in dealing with domestic violence in Katanga Norton, Zimbabwe. More importantly, the study’s aim was to explore the role of faith based organizations in dealing with violence against women in Katanga, Zimbabwe. To meet the desired objectives, a qualitative research design was used. In-depth interviews were used to collect data. Three sample groups were purposefully chosen. They included religious leaders and male and female congregants. The participants were members of three faith based organizations in Katanga. The leaders of the three faith based organizations purposefully chose key male and female informants from their organizations who were then included in the study. The information collected was recorded and then transcribed. After transcribing the information, a process of thematic analysis was implemented. All themes and sub-themes were derived from the collected information. The main themes emanating from the study were how participants defined domestic violence, its psychological effects, factors perpetuating violence, spirituality and spiritual interventions used by faith based organizations.
The study discovered rich information concerning the influence of faith based organizations and spirituality in dealing with domestic violence and post stress trauma. Rich descriptive information revealed that group prayers held on Tuesday and Friday, therapeutic counselling, bible reading and religious teachings were activities used to enable healing and raise awareness about domestic violence. The study further discovered that financial abuse was more widespread and common in Katanga compared to physical abuse. Factors such as religion, cultural activities such as bride pricing (lobola) and patriarchy were the root cause of domestic violence. Based on the acquired information it was recommended that government institutions give consideration to the inclusion of faith based organizations in developing interventions levelled at dealing with and combatting domestic violence.
Building peace via school peace clubs in Umlazi, eThekwini region
No full textSubmitted in fulfilment of the requirements of the degree of Doctor of Philosophy in Management Sciences specialising in Public Administration (Peace Studies)
at the Durban University of Technology, Duban, South Africa, 2024.School violence stands is a pressing global concern, notably within the South African
educational framework, with a particular focus on secondary schools. Existing literature
and media representations have attempted to illuminate the disconcerting prevalence of
violence within the high school setting. The causal factors underpinning this phenomenon
are multi-faceted, encompassing aspects such as the geographical context of the school's
location and the internal school environment itself. Additionally, the family and community
setting assume a significant role in exacerbating incidents of school violence. The harmful
repercussions on the physical, cognitive, social, and emotional well-being of both
educators and learners have been extensively documented, observed, and experienced.
Consequently, the effect of this issue necessitates the implementation of evidence-based
interventions grounded in developmental principles. This research study, therefore,
adopted an evidence-based approach in its efforts to mitigate the pervasive culture of
school violence within four high schools situated in the Umlazi District of Kwa-Zulu-Natal,
South Africa. To acquire baseline data, a questionnaire was administered to 603 learners.
Subsequently, a series of interviews were conducted with four parents, seven teachers,
and eight security personnel to gain deeper insights into the intricate dynamics of school
violence. Following this phase, a Peace Club for twenty-eight learners was established
within three participating schools, serving as a dedicated platform for learners to articulate
their concerns. Regrettably, one of the four schools opted to discontinue its involvement
in the study. In the remaining three schools, learners were actively engaged in a six-month
series of focus group discussions. The findings unveiled a distressing pattern of recurrent
violence within the vicinity of these schools. Predominantly, manifestations of violence
encompassed threats, physical assaults, and theft. Moreover, learners frequently
reported instances of verbal abuse perpetrated by educators. The causal factors of school
violence were identified as stemming from various sources, including social media, drug
and substance abuse, community, and family-related influences.
Drawing upon the principles of Action Research, participants from two distinct Peace
Clubs voluntarily undertook the task of formulating peace projects tailored to their respective schools. Unfortunately, one school decided to not formulate a peace project.
Through the implementation of these peace projects, heightened awareness concerning
school violence was created, underscored by an increased emphasis on the importance
of a positive learning environment. This process demonstrated that even schools facing
resource constraints can successfully initiate and sustain social initiatives. Notably, an
observable improvement in learner behaviour was reported, thus substantiating the
contention that viable solutions to complex issues can indeed originate at the grassroots
level. Considering these outcomes, it is advisable to consider the effectiveness of Peace
Clubs in mitigating school violence, with the added benefit of requiring relatively modest
resource allocation in these strained economic conditions.
The role of residence advisors in student academic advice and success: insights and experiences from a university of technology
No full textStudent achievement is a central objective for higher education institutions. To advance this goal, continuous enhancements in academic support services and interventions have been introduced within Higher Education Institutions (HEIs). Initiatives like academic advice, increasingly emphasize an interconnected approach, acknowledging the significant impact of out-of-class learning environments on student accomplishments. The out-of-class learning environment encompasses various components that include study spaces, recreational facilities, and student housing accommodation. However, limited research on the connectedness between student housing, academic advising and student success exists. Informed by the basic tenets of the validation theory, this study sought to explore the impact of student housing on academic advice and student success with a specific focus on the contributions of Residence Advisors (RAs). Thirteen [N=13], Residence Advisors [RAs] from Durban University of Technology responded to an online open-ended questionnaire administered through Google Forms. Data indicated that RAs functioned as a primary point of contact for students experiencing problems affecting their academic work. A vital role offering academic guidance and counselling significantly influencing the academic progress of students residing at respective facilities was performed by the advisors. However, the RAs had received minimal or no formal training on the provision academic advice. The study recommends that RAs get training on academic advising for improved efficacy of their critical role on student attainment.
 
