Theses and dissertations (Arts and Design)

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Social context and the use of technology in teaching African languages : a case study of public universities in KwaZulu-Natal
(2024-12) Adedokun, Theophilus Adedayo; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie
This study uses the concepts of Bourdieu’s sociological theory to investigate factors influencing technology use in teaching African languages. The study contends that language lecturers’ choices in teaching with technology were affected by the social phenomena of the field in which they operate. By adopting Bourdieu’s concepts of habitus, capital, and field, the study offers a multi-pronged approach to understanding the complex nature of the relationship between practices of individuals and social structures. A thematic textual analysis was used to investigate the attitudes of lecturers who taught African languages in selected public universities in KwaZulu Natal, South Africa. The analysis reveals a mutually reinforcing relationship between individuals who operate in the teaching field and their behavioural attitudes towards using technology in teaching African languages. The study contributes to understanding how individuals and groups navigate different social and cultural contexts and how they could use their resources to the advantage of their fields. In addition, the study showed how agents actively try to shape their current teaching practices and adopt new approaches while subtly resisting external pressures that conflict with the practical realities of their field and their audience (students). The results of the interviews indicate that individuals' behaviours were influenced by the forces of the field where they operated, external factors and their habitus. This study recommends that policymakers collaborate with stakeholders like communities, governments, institutions, and lecturers to ensure technology development for teaching African languages yields desirable results. It also suggests African countries create an enabling environment for African languages to thrive, and future research adopts an integrated approach examining various factors influencing technology use in language teaching.
Professional learning through a teacher capacity development programme : experiences of rural senior primary school teachers in one Zimbabwean province
(2024-12) Mabaleka, Mthabisi; Mukeredzi, Tabitha; Hiralaal, Anita
Unprecedented changes in curriculum reforms by many education systems globally have often brought challenges for teachers due to mismatches between new reform demands and teacher knowledge and skills. Zimbabwe was not an exception. Following the introduction of a new curriculum in 2014, Zimbabwe met serious challenges, as teachers lacked the requisite skills, knowledge, dispositions and aptitudes to handle the curriculum (MoPSE 2015; Hawson and Kingsbury 2021). Consequently, the government launched a state-sponsored teacher capacity development programme (TCDP) through five universities. This was to enable teachers to professionally learn and upgrade their knowledge to deliver the new reform. The government focussed on, on-the-job professional learning as it was impossible for all teachers to undertake fulltime study (MoPSE 2015). Many teachers thus enrolled on this TCDP. However, the nature of their professional learning engagements is not clearly known. This study sought to explore the professional learning engagements of rural senior primary school teachers (SPSTs) enrolled on this government sponsored TCDP, teaching in one province in Zimbabwe. The study also wanted to establish the mediational tools that enhanced professional learning on the programme as well as forms of support that the teachers received in their schools to promote their learning on the TCDP. The third generation of Cultural Historical Activity Theory (CHAT) guided this study to generate and analyze data, and explain findings. This generation of CHAT, is composed of seven nodes/elements: subjects, object, mediation tools/artifacts, rules, community, division of labour and outcome, which constitute an activity system (Engestrom 2015). This was a qualitative study within an interpretive paradigm where data were generated from 30 purposively selected rural SPSTs through individual face-to-face interviews, focus group discussions and professional learning map discussions. Manual data analyses involving eight interrelated steps of open coding was adopted. Findings indicated that professional learning for the rural SPSTs occurs in interaction in multiple domains of formality: formal in the university, non-formal in school meetings and ministry workshops, and informal/incidental through spontaneous collegial chats (Mukeredzi 2016). Formal university learning occurred in face-to-face lectures through student-student interaction, student-lecturer interaction, note-taking, lecturer guidance, group work, and question and answer. The study also found that rural SPSTs engage in professional learning through various forms of technology: PowerPoint, Web sites, WhatsApp, and zoom classes. Non-formally, rural SPSTs engaged in professional learning in whole-school staff development meetings, grade-level meetings and lesson observation/supervision by school management. In wider professional sites, professional learning was from cluster meetings and ministry workshops; while WhatsApp, and informal discussions promoted informal learning. Mediational tools that supported teacher professional learning on TCDP, included computers, handouts, infrastructure and human mediational tools-like lecturers, and peers. The rural schools offered teachers on TCDP resource support, emotional support, and collegial support. It also emerged that rural SPSTs enrolled on the TCDP for both intrinsic and extrinsic push/pull factors. While the study yielded significant findings, this was a small research of 30 participants teaching in one district of one province. This thesis therefore suggests comprehensive research involving more provinces and more universities. Regarding the CHAT, while the framework was helpful in analysing professional learning, it emerged that on its own it does not allow for differentiation of the nature of professional learning activities that take place within the activity system. This study, therefore suggests a typology combining CHAT with domains of formality: formal, non-formal and informal to fully understand professional learning engagements on the TCDP. The study therefore proposes an all-embracing study, drawing on the theoretical framework to develop it beyond this study.
Appreciative inquiry into aspects of the Basotho culture to develop innovative fashion
(2024-12) Lepheana, Nteboheleng; Pratt, Deirdre; Moodley, Sunthra
The purpose of this study was to revive Basotho fashion by using appreciative inquiry to probe aspects of Basotho culture at a deeper level than that of the stereotypical Basotho motifs previously used, namely, the Seshoeshoe fabric, the Seanamarena blanket and the Mokorotlo hat. Instead, the aspects of Basotho culture involved were Litsoejane (women initiates), Litema (motifs/geometric patterns) and Balisana (shepherds), which were used as design probes to create a fashion collection showcasing examples of the innovative fashion items arising from the project. This study was framed by theories of Decolonisation and Afrofuturism in order to assist students to transform Basotho fashion by stretching, re-imagining and re-creating a renewed cultural fashion identity in the context of Lesotho. The research was exploratory and participatory in that the design process was a collaboration between the researcher/lecturer and a group of fashion students registered at Limkokwing University of Creative Technology, Lesotho Campus, in the Faculty of Design Innovation. The research was qualitative in nature and was approached through the mode of Participatory Action Research (PAR) and the 5 D Cycle of Appreciative Inquiry (AI). The 5-D Cycle was adapted further to guide the development of the participatory project by categorising it into three phases of PAR. Phase 1 focused on the inquiry, whereby the researcher/lecturer inquired about background knowledge of students on aspects of the selected three design probes and shared information gathered with students. Phase 2 focused on the development of the project, namely, design, pattern drafting and garment construction. Phase 3 was based on the presentation of the outcome of the project and was rounded off by showcasing the collection and final reflection on the entire process. Participants comprised two community elders who were indigenously knowledgeable and a group of Fashion students. The community elders, who were keepers of Basotho tradition and cultural knowledge, were questioned through structured interviews, while students were questioned through semi-structured focus groups. The garments created by the students were then showcased to the Limkokwing community. The value of the research is thought to lie in decolonising the Fashion curriculum by using motifs gleaned from the cultural heritage of the Basotho people to arrive at an innovative cultural fashion identity
Sexual harassment in Zimbabwe teacher education : unheard voices of pre-service teachers in selected teacher training colleges
(2024-12) Muradzikwa, Herbert; Mukeredzi, Tabitha Grace
Sexual harassment is an unwanted conduct of a sexual nature that affects individual dignity and may be physical, verbal, and non-verbal, often sexually coloured, offensive, intrusive, degrading or intimidating (Oni et al. 2019; Worke et al. 2023). The recent rise of sexual harassment cases globally in workplaces and educational institutions has become a cause for concern and is now viewed as a social ill. Given the focus of sexual harassment research, on universities, and workplaces, internationally, and locally (Vohlidalova 2018; Bondestam and Lundqvist 2020) it became imperative to investigate the phenomenon in teacher training colleges. This study explored sexual harassment in Zimbabwe teacher education through the unheard voices of pre-service teachers in selected teacher training colleges. It sought to understand student teachers’ experiences, the coping strategies that they adopt and the factors contributing to the prevalence of this of sexual harassment phenomenon in these institutions. An interpretive paradigm informed the study where multiple-site case study design and a qualitative approach investigated 12 purposively sampled lecturers and 30 students from three selected teacher training colleges. Data which were generated through face-to-face interviews and drawings were analysed manually through eight interrelated steps of open coding. The study was grounded in two theories Social Construction of Gender Theory (SCGT) and Transactional Model of Stress and Coping (TMSC) theory, which provided a lens for understanding and explaining findings. Student teachers understood sexual harassment as pressured sexual intimacy which involves sexual assault, uncomfortable contact, and use of threats, derogatory language, and misuse of authority. Sexual harassment affected victims socially, emotionally (psychologically) and academically. The study further revealed that student teachers experienced coerced sexual engagements, rape, uncomfortable touching, sexual exploitation, demeaning sexual remarks and jokes. Findings also revealed that student teachers adopted mainly three coping strategies: emotion - based coping, problem-based coping and the avoidance coping (dysfunctional or harmful coping) to deal with sexual harassment effects. The factors contributing to the prevalence of sexual harassment in the teacher training colleges that emerged from this study include poverty; lack of knowledge and absence of legislation on sexual harassment, normalisation and trivialisation of sexual harassment, cultural practices, indecent dressing and laziness among student teachers. This study suggests the re-introduction of student grants and loans withdrawn a few years ago to cushion them against poverty and hence reduce their vulnerability to sexual harassment. Relevant legislation against sexual harassment needs to be instituted and actively executed to curb sexual harassment of student teachers and the colleges are called upon to introduce sexual harassment education to make student teachers aware of how to avoid, and how to handle the phenomenon should it occur. While the study discovered that a combination of theories SCGT and TMSC provides a useful lens for unpacking, understanding and explaining sexual harassment experiences, coping strategies and factors contributing to the prevalence of the phenomenon, this was a small study of 42 participants from only three of the seventeen teacher training colleges. The thesis suggests a need for comprehensive studies drawing on this framework and involving more teacher training colleges.
Translation styles in selected eThekwini municipal by-laws : a case study of English and isiZulu language combination
(2025) Dlamini, Sibusiso; Awung, Felix; Rapeane-Mathonsi, Maleshoane
Recent research in translation studies has emphasised the function of the text as the focus of translation analysis. The implication of this for legal translation is that the expected effects of the target text determine the strategies adopted in the translation process. Given that legal terminology presents various levels of challenges to translators, it would be advantageous for legal translation analysis to adopt a more specific approach, and for translator training to incorporate more specialised knowledge. It is within this context that this study sought to investigate the terminological challenges of legal translation and provide a platform to further investigate the implications for legal translation and social justice in general, particularly in a country such as South Africa where the field of legal translation is ‘under-researched’ and ‘has received little, if any, attention in translation theory and at tertiary institutions’ (Cornelius 2011: 123). The study draws from the Descriptive Translation Studies’ (DTS) sub-branches, namely, the process-oriented approach, product-oriented approach and function-oriented approach. This is because of the relations that exist between these approaches in translation. In this regard, Toury (1995) argues that there is no point in conducting a product-oriented study if questions relating to the determining force of its intended function, and to the choices made by the translator governed by the norms of establishing a product, are not considered. In advancing his argument, Toury contends that it is the function of the translation through its linguistic make-up and/or relationships that connect it to the original, which yield and govern the strategies which are adopted during the production of the translation that would result in a translation process as a whole. The study adopted a qualitative case study design approach to gain a deeper understanding of the translation decisions made by translators within a particular context, in light of the translation challenges that they encounter when translating legal texts. The study used a thematic analysis method to analyse translation styles employed by translators in the translation of eThekwini Municipality By-Laws. The translation styles were identified and exemplified in the framework of three broad categories: legal terms - technical terms, polysemous words and word strings/legal synonyms; linguistic terms - modal verbs, archaic adverbs, collocations, ambiguous/vague words, long sentences and passive voice, and culture-specific terms/expressions. Norms were also identified that are at play during the translation act. Data was accessed from the eThekwini Municipality website. It consisted of eight pieces of legislation in English and their translations. The findings of the study reveal that the main challenges encountered by the translators of the selected legal texts were both linguistic and socio-cultural in nature. As a result, the translators adopt various translation styles such as borrowing, adaptation, naturalisation, paraphrasing, and functional equivalents to render the source texts in the target language. These styles produced translations are generally acceptable in the isiZulu language and culture, even though a few of the translations led to meaning shifts in the target language. The norms that were operational during the translation process shaped translators’ decision-making with respect to the translation styles they adopted in the translation. This is consistent with Toury’s (1995) assertion that norms determine the translation strategies that a translator adopts. In other words, they serve as a guide in the translation process regarding strategies used.
The role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classrooms
(2023-11) Zulu, Sibongile; Brijlall, Deonarian; Thamae, Mamothibe
The study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.
Decoding government publications : a reception study of the Metro Ezasegagasini
(2024) Payet, Charmel Nikita; Usadolo, Sam Erevbenagie; Ngubane, Zwakele
The government is responsible for transparently communicating with the public about its work. To fulfil this mandate, the eThekwini Municipality distributes the bi-weekly Metro Ezasegagasini publication as a communication tool, with almost similar content to community newspapers. Community newspapers have survived the decline in newspapers as their news coverage is of interest and focused on the communities they cover. This study explored how readers of the Metro Ezasegagasini decode the content and the influence this may have on how they perceive the municipality. The Theory of Reception was used as the analytic lens in the study because the theory focuses on the way an audience decodes text. A qualitative research approach was adopted because this study aimed to gain insight from the readers’ experiences with the metro publication. Data was collected from three focus groups in rural, township, and urban settings. A thematic research approach was used to analyse the data by identifying, analysing, and then reporting on themes. The study found that the Metro Ezasegagasini was fulfilling its role of educating and informing the public about developments in the city. It also emerged that the different backgrounds of participants impact how readers interact with the text and whether they view it as a credible source of information. Participants from the township and rural areas adopted a more favourable position to the publication, while participants from the urban community were more critical of the content. The study also found that participants enjoyed reading the publication because of its strong community focus. Another issue that emerged during the study was the accessibility and distribution of the publication, with many readers highlighting the lack of easy access to the publication.
Investigating attitudes of student teachers towards using corporal punishment in Eastern Cape schools
(2023-10) Ngubane, Nontuthuzelo Nonkosi; Land, Sandra; Mabade, Avhurengwi Samson
The study investigated attitudes of student teachers towards using corporal punishment in Eastern Cape schools where the practice continues even though it became illegal in 1996. Qualitative and quantitative research methods were used with purposive sampling. The study was based on the 2021 final year Postgraduate Certificate in Education (PGCE) students who were about to start teaching. A mixed method approach was used, adopting three data collection methods: an online questionnaire, focus groups, and semi-structured interviews. Bronfenbrenner’s ecological systems theory complemented by the theory of planned behaviour provided the theoretical framework for this study. These theories allowed the researcher to look at how various social contexts impact and influence an individual’s attitudes and practices. Findings showed that student teachers experience a dilemma towards using corporal punishment as a discipline strategy due to various factors such as school context, student teacher personality traits, power relations between the students and teachers who mentored them and the quality of training at institutional level. Furthermore, findings showed that understanding attitudes of student teachers towards using corporal punishment as a discipline strategy despite the ban is a complex issue. 75,5 % of the student teachers are sure of the value of using corporal punishment despite its illegality and have continued using it during teaching practice. Some student teachers are in a dilemma in seeing corporal punishment as necessary and a last resort discipline strategy. 24,6% of the student teachers indicated having a negative attitude towards using corporal punishment. Based on the evidence shown the study concludes that some student teachers are going to use corporal punishment, some may use it, therefore it is likely for corporal punishment to be used by student teachers despite the ban.
Physical sciences teacher attributions to their pedagogical practice and how they influence their professional growth in Umzinyathi District Secondary Schools
(2023) Shumba, Christopher; Mukeredzi, Tabitha; Thamae, Mamothibe
Science subjects are critical for any country’s economy and South Africa is no exception. The MeerKAT radio station in the Northern Cape, Southern Africa Large Telescope in Sutherland, Northern Cape (largest optical telescope in the Southern hemisphere), and South African Laboratories for Accelerator Based Sciences in the Western Cape are clear testimony of Physical Sciences’ contribution to the South African economy. South Africa’s Department of Basic Education (2003) stresses that sciences not only prepare learners for economic activity, critical thinking, and problem solving, but also channel them towards applied sciences, medical and engineering fields (Collins and Calhoun 2014; Parker 2017). Thus, sciences set the precedence for success as a stepping stone into prestigious occupations. However, this may only happen if their teachers possess appropriate attributions. Attributions are key to classroom pedagogical practice and learner achievement as they influence teacher pedagogic strategies, choice of materials, content and learner activities. Literature abounds on Physical Sciences teachers, however, questions around their attributions to their pedagogies, have not been adequately investigated. Thus, developing an in-depth understanding of Physical Sciences teacher attributions to their pedagogical practice is vital. This study explored Grade 12 Physical Sciences teacher attributions to their pedagogical practices and how these attributions shape their professional growth. Through a multiple-site case study within an interpretive paradigm, data were generated from 16 purposively sampled Physical Sciences teachers in selected rural, township and urban secondary schools in KwaZulu-Natal, UMzinyathi district, through face-to-face interviews, document reviews and lesson observations. Data were transcribed and manually analysed through an eight-step open coding process. Two theories – Weiner’s (2005) causal attribution theory and Bell and Gilbert’s (1996) Aspects of Professional Learning – enabled unpacking, understanding, and explaining the data. Findings indicate that Physical Sciences teachers attributed their pedagogical practices to both internal and external factors. The teachers attributed pedagogical practices to their internal, unstable and controllable attributions related to professional knowledge (pedagogical and subject content knowledge), which they could manipulate. External and uncontrollable attributions to their pedagogy related to learner ability, infrastructural and material under-resourcing (which forced them to ‘make-do’), learner attitudes and family background. Findings also revealed that Physical Sciences teacher attributions related to networking, improvisation and innovation influenced their professional growth in pedagogical knowledge and practices, pedagogical content knowledge, as well as context and curriculum knowledge. While the Physical Sciences teachers experienced professional growth, severe under-resourcing in rural schools studied limited their growth. Given the ‘make do’ frame of mind that teachers adopted, this has a bearing on the teaching and learning of Physical Sciences. This study suggests a need for resource support. In relation to the theoretical framework, Weiner’s Attribution theory and Bell and Gilbert’s Aspects of Professional Learning theory in combination make a useful lens to understand attributions to pedagogical practice and teacher professional growth. What I found was that attribution theory on its own was inadequate for understanding attributions and their influence on professional growth. I needed a theoretical way to understand, describe, and analyse data to establish how these attributions influence teacher professional growth. Consequently, Bell and Gilbert’s (1996) theory was adopted. This thesis, therefore, suggests a need for more comprehensive research into the nature of Physical Sciences teacher attributions in their pedagogy and their influence on professional growth, drawing on this combined framework and developing it further to determine its applicability beyond this particular inquiry.
I love Turtles! A Visual art practice-based exploration of the emergent endangered sea turtles of the KwaZulu-Natal Coast
(2024-08) Human, Nicolaas Cloete; Chapman, Michael; Wade, Jean Philippe
The study aims to explore and portray awareness of the endangered sea turtles on the east coast of southern Africa. The approach proceeds by way of considering environmental contexts, both societal and artistic, against which I place my own paintings, together with my reflection on the motif of the sea turtle. I explore salient points of the social context, which may be broadly classified as the ‘Anthropocene’ debate. The discussion of the Anthropocene and the selective examination of activist ecological artworks may be described as qualitative in their assessment and evaluation of the academic literature in the field. Similarly, qualitative is the description of my field work in the intervention of scientists and practitioners in the lives of the east coast turtles. When I turn to my own paintings, the method is that of practice-based research: as a way of artistic production of an aesthetic object, the production accompanied by my placing of the paintings within a broad ‘history’ of the genre while, at the same time, I reflect upon my practice. How might my paintings question, or even attempt to bridge, an ontological division between the human and the non-human world, as associated with the Anthropocene?
Visualising the oral and performative heritage of Ghanaian culinary arts
(2024-08) Faniyan, Betty; Olalere, Folasayo Enoch; Gaede, Rolf Joachim
The Fantes, whose territories constitute the Central Region of Ghana, are reputed for their culinary ingenuity. Being the first point of contact with the Europeans in presentday Ghana, the culinary heritage of the Fantes of Komenda-Edina-Eguafo-Abrem (KEEA) municipality offers an interesting testament to the resilience of culture amidst acculturation. This study explores the potential of digital technology to visualise the oral heritage of the traditional culinary arts for digital preservation. The study isframed by the indigenous standpoint theory and draws upon the 7Cs model of digital preservation of indigenous knowledge developed by Maasz et al. (2020) to co- create the knowledge of the traditional culinary heritage from the standpoint of one specific generation of the knowledge holders. The fieldwork component of the study employed ethnography for an immersive experience of the culinary heritage being co-created. Using a purposive sampling technique, data was collected from experienced and respected knowledge holders of the traditional culinary heritage to ensure the authenticity and ownership of the outcome of the study. By repositioning the knowledge holder as co-creator and employing photography as a documentary tool, a fuller account of the culinary heritage is generated to offer a culturally respectful and accurate representation of the cherished traditions and practices that are orally transmitted and performed daily at home in the third decade of the 21st century. The study underscores the relevance of photo documentation to visualize both the tangible and intangible aspects of cultural heritage for digital preservation. The elements that constitute the notion of authenticity of culinary heritage are identified and the means of maintaining culinary identity in the face of acculturations are highlighted. As a new contribution to knowledge, a revised model for the digitalization of culinary heritage is proposed to offer holistic documentation of a community’s lived experiences and collective memory.
The psychosocial effects of poverty on the academic performance of secondary school learners from child-headed households in Manicaland Province, Zimbabwe
(2023-11) Chidhumo, Vincent; Abraham, Jose; Kufakunesu, Moses
ABSTRACT This phenomenological study, which was based on an interpretive research paradigm, was conducted in Zimbabwe's Chimanimani District in the Manicaland Province with the purpose of examining the psychosocial effects of poverty on the academic performance of secondary school learners from child-headed homes. The psychological theory of Erikson and the ecological systems theory of Bronfenbrenner were used as the theoretical frameworks. Data collection methods included focus groups, interviews, and document analysis. Participants were carefully chosen, and there were 32 secondary school learners, teachers, administrators, and members of the School Development Committees. In the data analysis, themes and content were looked at. The study established that a large number of learners from child-headed homes lacked access to a healthy diet, high-quality education, school uniforms, fees, knowledgeable staff, resources, and support from the school, which had a detrimental effect on their health as well as their psychological growth and academic success. It is suggested that stakeholders help kids from childheaded homes to lessen the psychosocial effects of poverty on their academic performance based on the findings of the current study. To help learners from low-income households, the government ought to prioritize financing for BEAM expansion. The Ministry of Higher and Tertiary Education, Science and Technology Development must examine the curriculum offered by teachers' colleges to train guidance and counseling school instructors. The Ministry of Primary and Secondary Education should adequately staff and resource the School Psychological Services in order for it to effectively fulfill its mandate of treating learners with psychological, social, and emotional issues. In addition, school administrators should give priority to incomegenerating initiatives that would help disadvantaged populations, particularly learners from families with secondary school learners. The study created a diamond child-headed home intervention model based on the literature review and research findings, which can be used in the development and implementation of programs to address the welfare and educational help of learners from child-headed households.
Effectiveness of digital technology in ideation : a case of Ghanaian graphic design students
(2024-08) Ametordzi, Sylvanus; Olalere, Folasayo Enoch; Essel, Harry Barton
This study explores how digital technology can be effectively utilized to enhance graphic design ideation among graphic design students in two selected Ghanaian universities. The study also seeks to create awareness about the need to integrate digital technologies into graphic design ideation and to develop a model for effective digital ideation. Areas explored by the research questions in the study include how graphic design ideas are generated by design students in Ghana; how digital technologies affect design output by examining the various technologies used by the design students in the design ideation process; and the perceptions of graphic design students about the use of digital technologies during ideation. The study assumes the constructivist and interpretivist paradigm on the premise that the use of digital technology in design ideation among students has to do with students with varying design experiences, backgrounds, and environments based on their interaction with design tools. Phenomenology and case study approaches were used to interrogate students to have an indepth understanding of the effectiveness of digital technology utilization in the ideation process. Twenty-eight (28) participants, made up of twenty- four students and four lecturers were selected from the Graphic Design Departments of two Ghanaian universities for the study. Purposive and random sampling were adopted for the selection of the participants. Findings indicated that students from the selected universities predominantly used a combination of the pencil and paper approach and digital technology in design ideation. During ideation, they conducted research on design briefs they received; embarked on mind mapping; engaged in brainstorming; created ideas with pencil and paper; selected some of the pencil ideas and illustrated them digitally in computer software; and evaluated the ideas for final selection. The design students relied heavily on the internet during the ideation process. The digital devices used by the design students included laptops, smartphones, tablets and digital cameras. Despite the divergent views expressed by the participants about the use of digital technology for ideation, the majority of them believed that the integration of pencil and digital technology is the ideal approach for design ideation. They considered technology very relevant, especially in increasing idea counts (quantity of ideas generated) that lead to creative ideation outputs. Overall, the students had a positive attitude about the use of digital devices; however, quite a few of them did not have the necessary skills in using vector software needed for design idea creation simply because they were not taught how to use the software or were not compelled to use the software in design ideation. Based on these findings of the study, the Digital Design Ideation Model, which outlines the steps to follow for effectiveness in digital idea development, was developed. The development of the model was typically influenced by the findings in the study and was based on design practices discovered in the review of the literature related to this study.
Social context and the use of technology in teaching African languages : a case study of public universities in KwaZulu-Natal
(2024-03-27) Adedokun, Theophilus Adedayo; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie
This study uses the concepts of Bourdieu’s sociological theory to investigate factors influencing technology use in teaching African languages. The study contends that language lecturers’ choices in teaching with technology were affected by the social phenomena of the field in which they operate. By adopting Bourdieu’s concepts of habitus, capital, and field, the study offers a multi pronged approach to understanding the complex nature of the relationship between practices of individuals and social structures. A thematic textual analysis was used to investigate the attitudes of lecturers who taught African languages in selected public universities in KwaZulu-Natal, South Africa. The analysis reveals a mutually reinforcing relationship between individuals who operate in the teaching field and their behavioural attitudes towards using technology in teaching African languages. The study contributes to understanding how individuals and groups navigate different social and cultural contexts and how they could use their resources to the advantage of their fields. In addition, the study showed how agents actively try to shape their current teaching practices and adopt new approaches while subtly resisting external pressures that conflict with the practical realities of their field and their audience (students). The results of the interviews indicate that individuals' behaviours were influenced by the forces of the field where they operated, external factors and their habitus. This study recommends that policymakers collaborate with stakeholders like communities, governments, institutions, and lecturers to ensure technology development for teaching African languages yields desirable results. It also suggests African countries create an enabling environment for African languages to thrive, and future research adopts an integrated approach examining various factors influencing technology use in language teaching.
The depiction of reality in a 360-degree video documentary versus a conventional 16by9 video documentary : a focus group comparative study of two independently made video documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal
(2024) Singh, Niresh; Wade, Jean-Philippe; Frankish, Tarryn
The popularity of virtual reality technologies [VR] has prompted numerous news organisations and filmmakers to embrace the 360-degree video format for immersive journalism. Consequently, there have been many studies on audience reception in VR and its use in immersive journalism. Nevertheless, research investigating the comparative “reality” depicted in immersive journalism content remains scarce. This study compares the depiction of reality in two ten minutes independently produced documentaries of the Kennedy Road Informal Settlement in Kwa-Zulu Natal. One shot in the traditional video format and the other in the 360-degree video format. Both videos were screened to two expert focus groups, one a group of academic experts and the other a group of professional television journalists, to discuss the perceived reality depicted in the videos. The result of this case study suggests that the 360-degree video version is a more accurate depiction of the reality in the settlement. The Exploratory nature of the format, the Extra Information on offer, the Sense of Presence, and the Sense of Place the 360-degree format created enhanced its Depiction of Reality. The intrinsic nature of the 360-degree video format by virtue of the long, deep focus shots it creates, and the way 360-degree videos are put together profoundly reflect the work of the seminal theorists of cinematic realism, namely, Andre Bazin (2004), Siegfried Kracauer (1997) and John Grierson (1998). According to the findings of this study, when considering 360-degree video within the framework of traditional film theories, it becomes evident that there is no unique concept of realism exclusive to 360-degree video. Rather, the principles that render 360-degree video realistic are the same as those that contribute to realism in traditional film. While this study is limited to its specific case and employs a relatively small sample size, the results are significant. It provides a direct comparison of the two formats by experts and suggests that the 360-degree format has the potential to depict the reality of a situation more accurately, positioning the technology as a powerful tool for immersive journalism.
Teachers’ readiness towards the integration of information and communications technology into teaching and learning : a case of engineering graphics and design in uMgungundlovu District, KwaZulu-Natal
(2023-06) Mlambo, Philani Brian; Maeko, Mogale S. A.; Khoza, S. D.; Maeko, Mogale Simon Albert; Khoza, Samuel Dumazi
The infusion of Information and Communications Technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. One of the factors is the migration of the world to the Fourth Industrial Revolution (4IR) and another factor is the recent outbreak of COVID-19. This change has necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning. Hence, this study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in teaching and learning in uMgungundlovu secondary schools. To carry out the objectives of this study an interpretivism paradigm was employed. The study also employed qualitative approach to collect data. The investigation comprised of 9 teachers and convenience sampling was used to select the participants. Interviews and classroom observations were used as data collection methods. These methods were adapted from the Technological Pedagogical Content Knowledge (TPACK) framework that was used to underpin the study. Data gathered from interviews was subjected to thematic analysis and data gathered from classroom observations was reported descriptively. The findings of this study discovered that EGD teachers in uMgungundlovu District are ready to infuse ICT into teaching and learning as they indicated that ICT integration in EGD lessons is very essential but there are few challenges like the shortage of ICT resources that are proving to be a stumbling block. The study recommends that the Department of Basic Education (DBE) should provide teachers with training so that those teachers who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE should also provide schools with equipment such as laptops, projectors, whiteboards, AutoCAD, and tablets that EGD teachers would use to incorporate ICT into teaching and learning as it has been proven that abstract concepts are best studied using technology.
A sustainable livelihoods analysis of two community partnerships in Lesotho
(2023-08-09) Makheta, Mankopane Violet; Preece, Julia; Mukeredzi, Tabitha Grace
This study investigated two community partnerships in Lesotho, focusing on how they sustained themselves for improved livelihoods. It explored the ways in which the partnerships of Matelile Tajane Community Development Trust (MTCDT) and Jire Provides Cooperative (JPC) operated in order to improve their livelihoods and address poverty. The study in particular aimed at assessing the extent to which the partnerships followed the Lesotho Government’s smart partnership principles of trust and reciprocity, networking and sharing a common goal. These principles resonated with social capital concepts which are a strong feature in the sustainable livelihoods framework, as advocated by the UK Department for International Development. The sustainable livelihoods framework (SLF) and the social capital theories were therefore used to guide the analysis of the study. This study was an instrumental comparative case study design using a qualitative approach and interpretative paradigm. Purposive sampling of 45 participants was used. The participants were the partnership members of the MTCDT and the JPC, community members staying close to the partnerships, community leaders, and service provision officers within the areas of Ha Seeiso and Masianokeng. Multiple data collection sources were used. These were the transect walk, focus group discussion, interviews, observation and documentary analysis. Data collected through interviews was used to triangulate the primary data from other sources. This was done in order to verify the collected information. A content analysis method was used through engaging inductive and deductive approaches to analysing data. The findings revealed that the larger partnership, MTCDT, used linking and bridging social capital to network and access resources, assist and support vulnerable groups like the orphans, HIV and AIDS affected people with their requirements. The smaller partnership, JPC, focused more on bonding social capital to expand its relationships to family members so that they could assist each other. To a lesser extent it developed linking social capital networks to assist the disadvantaged groups to access services like medical check-ups and issuing of national identification cards. The findings highlighted that the partnership which was able to utilise more linking social capital was better able to diversify and sustain livelihoods compared to the smaller bonding social capital partnership. In addition the MTDCT emphasised that the role of self- determination in achieving goals was an important asset in itself. The sustainable livelihoods literature did not appear to examine the role of self-determination or the different forms of social capital in this way or link it significantly to lifelong learning. However, a significant finding across both partnerships was that the element of trust in relation to financial interactions proved inadequate in both case studies. This meant that while the foundations for social capital were evident they were not fully utilised. There were also vulnerabilities which both partnerships were unable to overcome, such as unemployment which contributed to community youths becoming drunkards. One recommendation, therefore, was that smart partnerships should focus on a broader and more diversified range of social capital networks. A second recommendation was that considerable education and training work needed to be done to improve the understanding of how financial trustworthiness must form the basis for reciprocity. The four De Lors (1996) pillars of lifelong learning, which include the pillar learning to live together, were deemed to be relevant here. Recommendations for training included management of partnerships, dialogue, communication skills and conflict management. A second pillar, learning to do, was also relevant because it enhanced the partnerships’ skills for income generation. Such training could include sand-stone mining for the MTCDT, while the JPC required knowledge of broiler production and how to produce animal feeds.
Exploring foundation phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal school
(2023-08-09) Mthiyane, Thokozani Sivikele; Rajah, S. S.; Mago, Stephen
The transmission of African philosophy is a crucial responsibility within African indigenous education from the community perspective. Furthermore, the valuing of indigenous knowledge and the heritage of indigenous people is a stated principle of the National Curriculum Statement (NCS) in South Africa. This study explored the case of Foundation Phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal primary school. In particular, the study explored teachers’ practices, as leaders, in the infusion of Ubuntu values, attitudes and behaviour that are synonymous with an African philosophy of education within a homogenous African indigenous rural community. Data was generated from semi-structured interviews, focus group discussions and document analyses. Foundation Phase teachers, parents and community elders participated in the study to answer the main research questions. The study was enhanced by using a theoretical framework for teacher leadership that delineated the zones wherein teachers’ practices were investigated. The framework elaborated on their roles in teaching and learning, pedagogy, curriculum development, leading in-service education, assisting other teachers, participating in whole school development, and collaborating with neighbouring schools in the community. Since Ubuntu has varying nuances of meaning and practices within different indigenous communities, the study included the local community's voice on the authentic meaning and practices of Ubuntu. The study employed a single case study methodology involving teachers from a typical rural primary school in KwaZulu Natal. A qualitative, interpretive approach was adopted to understand and interpret teachers’ practices of infusing Ubuntu. Purposive and snowball sampling allowed the researcher to access suitable school and community informants, respectively. Since indigenous education draws meanings and practices of its philosophy from the ‘voice’ of the local indigenous community, the study first sought to gain insight into Ubuntu from indigenous knowledge holders in the community. Interestingly, it was found that community understanding of Ubuntu concurred with that of the literature. Notably, it was also found that the teachers’ understanding and practices of Ubuntu resonated with the local community's. This was an important finding since teachers who promote the values or principles of Ubuntu need to be spiritually connected to Ubuntu to inspire learners to sustain this philosophy for generations to come. The study’s key finding was that rural Foundation Phase teachers endeavoured to promote indigenous philosophy and culture embedded in an African worldview of Ubuntu. Although teachers did not set out to explicitly enculturate Ubuntu, they were engaged in various practices, including being exemplars of Ubuntu, indigenous pedagogy and cultural events that helped to infuse Ubuntu philosophy. These practices were part of their interpretations of traditional African culture and values. However, the lack of collaboration with indigenous knowledge holders in the different zones of teachers’ practices presented a lost opportunity for teachers to lead in the infusion of authentic indigenous wisdom into children’s education. In terms of how they experienced their practices, it was found that social problems that affected learners’ receptiveness and the prevalence of young parents who have opposing influences presented a challenge to teachers’ efforts. Curriculum and administrative constraints also burdened teachers who did not find a supportive framework for infusing African philosophy of education into their formal professional practices. A recommendation from the study is a proposed new framework for rural teacher leadership in infusing African philosophy of education into the classroom. The model extends the teacher leadership framework to include parents, elders and indigenous knowledge holders from the local community. Additional practices that explicitly infuse African indigenous educational philosophy, pedagogy, and methodology are included. The study further contributes significantly to new knowledge of the status of the enactment of the principle of valuing indigenous knowledge and African education philosophy. The study’s findings, drawn from the local community on the meanings and practices of Ubuntu, contribute to the field of indigenous knowledge systems
The caring practices, coping mechanisms and learning experiences of elderly caregivers of adolescent AIDS orphans in one residential area in Harare : implications for adult education in Zimbabwe
(2023-08-09) Paradzai, Angeline; Mukeredzi, Tabitha Grace; Preece, Julia
Recent studies (Kidman and Thurman 2014; Zvinavashe et al. 2015) have established caregiving in an HIV/AIDS context as a burden; however, the caring practices, coping mechanisms and learning experiences of the elderly caregivers of adolescent AIDS orphans have not been well documented. Being an elderly caregiver in this situation brings difficulties as far as the whole caring for an adolescent is concerned (Omotoso 2007; Zaky 2016). This phenomenology research, whose dictates derive from the interpretivist paradigm and the qualitative approach, drew on a sample of twenty elderly caregivers. Snowball sampling, a subdivision of the purposive sampling method, within the non-probability type of sampling, was adopted. The study implemented a qualitative approach, where in-depth one-on-one interviews, observations of the home environments and focus group discussions were used for data generation. Data analysis utilised the six steps of Creswell (2014). Transformative Learning Theory (TLT) (Mezirow 2009), as well as the three models of the Transactional Model of Stress and Coping (TMSC) (Lazarus and Folkman 1984) were the theoretical lenses embraced for the study. With regard to the nature of caring practice what emerged was that the process involved nurturing character development of the orphans. Approaches for character development were modelling adolescent behaviour, talking to and working with them, task delegation, and encouraging church attendance, among others. Provision of basic needs such as food, shelter, school fees and assistance from extended families were also evident as additional caring practices. Challenges faced in the caring practices were of a social, financial and psychological nature. In terms of coping, the more pronounced approaches were problem-centred and emotion-centred coping, with maladaptive coping having been minimally utilised. Coping strategies involved seeking counselling, cutting meal sizes and frequencies of eating the meals, and assistance from their extended families. The elderly carers indicated deficiencies in knowledge of how to look after adolescent AIDS orphans and, also, the resources to use during their care. The new insights emerging from the study were that caring was age-sensitive and collaborative, bringing caregiver, clinic, school, community and extended family together. Elderly caregivers are now bound by the legal orientation in orphan care. Ways of knowing about these insights by the participants were primarily experiential – that is, learning as the processes unfolded. Nevertheless, print and electronic media, and observation also emerged. Educational implications are drawn on a number of issues, such as the need to conscientise caregivers on legal requirements, modern ways of child rearing, imparting entrepreneurial skills as the caregivers had no regular incomes and caregiving in a traditional thoughtful manner. The elderly caregivers went through eight of the ten stages of the Mezirow theory in their learning, leaving out stages three and four which deal with a sense of alienation and relating discontent to others respectively. Not experiencing these two stages may be attributed to stigma and discrimination often associated with HIV/AIDS issues, so they were less likely to disclose their concerns as a means of further learning. Elderly caregivers seemed to lack information on caring for the young in view of AIDS, as well as material resources. Failures of caregivers to join relevant groups like support groups seem to suggest denial of the HIV/AIDS situation they find themselves in. It is recommended that adult educational programmes be designed to reduce stigma and discrimination among the elderly living in HIV/AIDS circumstances
Generating ‘happiness’ : a semiotic and thematic analysis on experiences of consumption and media marketing strategies for Inanda parents
(2023-08-09) Mbili, Sindisiwe Sweetness; Frankish, Tarryn; Kethro, Philippa
This dissertation explored ways that parents in Inanda perceive and manage media messages and consumer choices within the generational demands to keep their children happy. Using the interpretive approach, the study looked at semiotic and general thematic analyses to understand the messages that parents respond to when raising young people in this township. The researcher also addressed the dynamic relationships that exist between consumer actions and how parenting takes place in the 21st Century. The study also pursued the main research problem of how the media plays a role in shaping consumer patterns among parents and it also explored the driving force behind Inanda parents’ consumption patterns in trying to create a ‘better’ world for their children by means of buying them material things. To address this, the researcher applied Arnould and Thompson’s (2005) consumer culture theory that looks at a form of material culture that is often driven by the market for consumers to attain a certain lifestyle. The secondary theory is McLuhan’s (1964) communication theory which upholds that the audience is a vital part of the communication process. The two theories are used to better understand how signs and symbols are communicated to consumers via the media, resulting in consumption culture. Using purposive sampling, the researcher conducted face-to-face interviews which were semi structured around the main research questions, with questions that are open-ended for probing purposes (See Appendix C) to critically analyse the effects and influence media marketing strategies have on how consumers receive and perceive these messages. Additionally, photographs of children (with permission from their parents) were used (with children’s faces blurred out) as part of data collection. The messages that are passed on to potential consumers through the media are usually in a form of signs and symbols and to better comprehend the main objective of this dissertation the use of semiotic and general thematic analyses put the researcher in a favourable position to decode, analyse, interpret, organise and define data in line with the view that semiotics is the study of signs and symbols in works of art (Ferreira 2007), while general thematic can be used to make sense of collective or mutual meanings and experiences by concentrating on context through present data (Braun and Clarke 2012). This project moved towards an understanding that media has the power to persuade young people into believing that happiness comes at a price and that their lives will only be perfect if they buy the latest products on the market (Klein 2000).

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