WIReDSpace

Welcome to WIReDSpace (Wits Institutional Repository on DSpace)

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Communities in WIReDSpace

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Now showing 1 - 5 of 20

Recent Submissions

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    16 June 1976, half a century later: where are the youth?
    (University of the Witwatersrand, 2026) Fotoyi, Asanda; Dlakavu, Ayabulela
    The seminar reflected on the 16 June 1976 Soweto Youth Uprising and the legacy of youth activism. It also considered whether the aspirations of the South African Constitution and the African Youth Charter have translated into meaningful opportunities for the youth of 2026. The discussions situated the events of 16 June 1976 within a long history of organised youth and student movements. From the 1940s to 1994, youth structures were critical in shaping political education among young people and accelerated the transition towards democracy. The emphasis was that young people have historically been agents of political and social change. Meaningful access to education emerged as the bridge between 1976 and 2026. While access to higher education has expanded since 1994, it was argued that access alone is not sufficient. Education must be equitable, affordable, decolonial, inclusive and responsive. It should cultivate critical thinking and consciousness. It must also prepare young people to participate meaningfully in governance, the economy and societal renewal. The seminar further distinguished between youth representation and actual decision-making power. Highlighting that tokenistic participation, political apathy, corruption and patronage continue to marginalise young people’s influence in spaces of power. Thus, meaningful youth participation requires institutional arrangements that place young people at the centre of leadership, governance, institution building and civic participation. Economic exclusion was identified as the most pressing challenge confronting the youth of 2026. The high levels of unemployment not only perpetuate poverty and inequality, but also prevent the potential of a youth dividend. Structural barriers also limit youth entrepreneurship and enterprise development. Therefore, frameworks such as BBBEE and AfCFTA need to translate more effectively into tangible opportunities through access to capital, markets, business skills and development, and regional economic networks. The discussions also highlighted that young women and men, young people with disabilities, queer youth, youth in different geographical spaces and those in the informal sectors experience society differently. Young people also face compounding social challenges including mental health, gender-based violence, substance abuse, climate change, digital exclusion and the declining availability of safe community spaces. Thus, inclusive planning and context-specific interventions need to be integral rather than peripheral components of policy and systems design. However, the seminar positioned young people not merely as beneficiaries but as leaders of today, shaping the future of Africa. As agents of Africa’s political, economic and social transformation, there was a call for stronger coordination among youth organisations. Greater youth involvement in institution-building and renewal was also emphasised. Overall, the seminar aligned with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions) particularly Target 16.7. This reflects its focus on meaningful education, youth economic participation, inclusive development, and the strengthening of youth voice and agency.
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    An exploratory study of the intrapsychic and interpersonal uses of mobile phones in a cohort of emerging adults
    (University of the Witwatersrand, Johannesburg, 2025) Cain, Wendy L.; Bain, Katherine
    For approximately the last decade, mobile phones appear to be the technological device of choice - widespread in populations, kept bodily close, and inextricably integrated with many facets of life. Despite this ubiquity, and contrasted to the growing interest in the psychoanalytic community regarding technology broadly, there has been a relative absence in scholarly investigation considering mobile phones specifically. This research sought to explore the psychodynamics of relationships with mobile phones, and specifically attempted to narrate, understand and conceptualize how mobile phones were used by participants in representation, utilization and experience. Eight post-graduate students from the University of the Witwatersrand between the ages of 21-29 self-selected into the study; non-probability, purposive, convenience sampling was used, and ethical approval was granted by the Human Research Ethics Committee (non-medical). Participants were interviewed using the in-depth psychoanalytic interviewing method, and the data was analysed using a psychoanalytic narrative analysis. Using case study methodology, participant’s idiomatic themes were explored, however there also emerged themes of universal developmental tensions across participants. These themes appear to be particularly saliant to emerging adulthood - those which involve conflicts around merger, connection and separation; transitional phenomena; and our ability to use our internalized and real objects. The mobile phone was considered as playing a role in the generation of thirdness. When used as a third it aided participants in thinking, reflexivity and connection. When it collapsed as a third, abilities to reflect, contain, and use it in service of relational aims were compromised. This research adds novel contributions to the small body of pre-existing psychoanalytic research regarding mobile phones, and argues that if we develop increased understanding regarding the conscious and unconscious aspects of mobile phone usage, we may be able to better use and understand our responses to these technologies, and perhaps contribute to public discourses around mobile phones as well as to their development and usage.
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    Literacy learning strategies implemented by teachers to support literacy development for learners with complex communication needs in underserved schools in KwaZulu-Natal
    (University of the Witwatersrand, Johannesburg, 2025) Makgetloa, Makgetjepe Dineo; Mupawose, Anniah
    Background: Children with Complex Communication Needs (CCN)’ literacy acquisition is often overlooked and they are often not taught the necessary skills required to learn literacy skills (Manoharan et al., 2022). Successful literacy attainment for these learners is dependent on the skills of the teacher to provide a communicatively successful environment to facilitate literacy learning. Objective: The aim of this study was to investigate the literacy learning strategies implemented by teachers to support literacy development for learners with complex communication needs who are non-speaking in underserved schools. Method: The study utilised was predominantly quantitative with a minor aspect being qualitative. Non-probability purposive sampling techniques was used to recruit eight teachers in the foundation phase (3) and intermediate phase (5). The data was collected using a semi structured interview schedule (SSIS) and a classroom observation checklist. The closed-ended questions from the semi structured interview and classroom observation checklist were analysed using descriptive statistics and open-ended questions from the interview were analysed using inductive thematic analysis. Results: The results of this study quantitatively and qualitatively from the SSIS revealed a lack of resources for all learners with CCN, lack of teacher training and support from speech language therapists (SLT). Moreover, teachers appeared to express limited in knowledge pertaining to literacy facilitation and an understanding of Augmentative and Alternative Communication (AAC) for learners with CCN. The checklist findings revealed limited teacher- learner interactions, and opportunities for learners with CCN to communicate. Additionally, the classrooms were not set up to facilitate language and literacy learning for learners. Conclusion: The findings of this study highlighted that special needs schools in rural areas tend to be underserved by SLTs and are under-resourced. This study further highlighted the need for collaboration between speech language therapists and teachers to support communication and literacy development of learners with complex communication needs who are non-speaking. Additionally, the need for ongoing teacher training in relation to AAC and literacy implementation for learners with CCN. The training needs to be aimed at aiding teachers in understanding of CCN and how to create a more inclusive classroom environment to enhance communication and literacy opportunities for such learners.
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    Exploring Experiences of Academic Resilience in Young Indian Adults Developed Through the Stories of Their Grandparents
    (University of the Witwatersrand, Johannesburg, 2025) Padarath, Josephine; Langa, Malose
    In South Africa, grandparents are honoured members of their families; sharing stories, culture and rituals that they have experienced. In this light, grandparents play a pivotal role as the custodians of tradition to ensure that customs and culture are passed down to younger generations. In addition, multigenerational support provides emotional and practical encouragement and fosters a sense of moral guidance, reinforcing values and culture within communities. Within the South African Indian community, grandparents are revered figures who embody wisdom, tradition and resilience. Resilience has been broadly described as the ability for an individual to positively adapt in the face of adversity. Resilience research is grounded in the belief of positive functioning which aims to identify protective factors that facilitate adaptive responses to individual challenges. However, limited research that is specific to the Indian community in South Africa exists; particularly in regard to young adults’ perceptions and experiences of academic resilience and the role of their grandparents. This study sought to explore the experiences of ten young Indian adults in South Africa through in- depth interviews. By applying content analysis, this study sought to investigate how experiences shared by their grandparents have shaped participants’ academic resilience. The key findings of this study highlighted the meaningful role of intergenerational transmission of resilience through the values, skills and coping mechanisms learned through grandparents’ lived experiences. The exploration of the intersection of cultural heritage, family dynamics and educational pursuits, contributes to a deeper understanding of academic resilience within the South African Indian community and highlights the relevance of intergenerational wisdom in promoting resilience in the face of adversity.
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    The Experiences of Black Women in Rugby: Intruders in a Sport That They Love
    (University of the Witwatersrand, Johannesburg, 2025) Feliti, Mbalentle; Langa, Malose
    This study aimed to explore the lived experiences of Black South African women in rugby, thus contributing to the limited literature on their engagement in this historically male-dominated and racially exclusive sport. The qualitative research approach was adopted, with semi-structured interviews having been conducted with eight purposively sampled and selected participants. The participants included current players, former professionals and rugby administrators, each cohort offering unique insights into their journeys in the sport. Thematic analysis was used to analyse the data, uncovering thirteen nuanced themes that highlighted the complexity of their journeys. Key themes include: Reflections on identity: The dual struggle of Black Women in rugby; Overcoming institutional bias, resource disparities, and Limited sponsorships; and Defying gender norms. Participants discussed their efforts to navigate systemic challenges while grappling with intersecting identities as Black women in a traditionally male-dominated sport. Additional themes such as: Unseen no more; The visibility challenge in women’s rugby and representation and the quota system: A question of merit, highlighted the barriers to representation and the tensions between inclusion and perceived meritocracy. The study also highlighted the transformative impact of rugby on participants and self-perception and confidence, as captured in themes like; The impact of rugby on self and defying stereotypes; Motivation and fortitude. Despite facing prejudice and systemic exclusion, participants demonstrated resilience and a deep sense of community, as captured in themes such as Beyond the field: The role of community and support in empowering the Women’s Game. The final themes, including, what does the future hold for Black female rugby players, emphasise the hope and advocacy for systemic change and greater inclusion in the sport. These findings contribute to the understanding of the intersectionality of race, gender, and sport, offering valuable insights into the social, institutional, and personal dimensions of rugby. Implications for promoting equity and representation in rugby and recommendations for future research are discussed, underlining the importance of fostering inclusivity in South African sports.