*Faculty of Humanities (ETDs)
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Browsing *Faculty of Humanities (ETDs) by SDG "SDG-4: Quality education"
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Item A social realist perspective of academic advising in a South African higher education context: a study of practices and practitioners(University of the Witwatersrand, Johannesburg, 2023) De Klerk, DanieThe South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realized.Item Igeza lensizwa as fashioned by ILanga le Theku(University of the Witwatersrand, Johannesburg, 2023-03-15) Ngwane, Simphiwe Blessing Mthokozelwa; Mupotsa, Danai S.The objective of this study is to explore, analyse and interpret igeza lensizwa fashion inspired photographs on the back page of the first isiZulu-language lifestyle supplement called ILanga le Theku. These were photographs of street-casted young black men from around eThekwini that were being foregrounded as public scripts of youthful Zulu masculinities. Through a discursive approach to Critical Masculinities Studies, I interrogate how young Zulu men made situated decisions in the fashioning of their masculinities. The study engages other interlocutors that were involved in the fashioning of igeza lensizwa. These were the female-led editorial team, the mostly male photographers that street-casted and photographed young men, the young men that agreed and those that did not agree to be street-casted, and the female readers, as represented by the female persona. All these interlocutors had a hand in shaping the form of igeza lensizwa. The archive of the fashion inspired photographs of amageza ezinsizwa and their accompanying captions were approached as key sites where masculine representations were being articulated and contested. The study demonstrates how ILanga le Theku devised various literary techniques to cater for its two implied readers/audiences of igeza lensizwa. Through analysing these literary techniques, the study crafted two concepts to offer more context-based readings of Zulu masculinities as represented in ILanga le Theku. The study foregrounds a concept of igeza lensizwa as being comprised of ukuzithemba [self confidence] and ukuzizwa [self-regard]. The other concept is, thirst-trap which is achieved if the image of igeza lensizwa complies with ukuheha [to entice] and ukuchaza [to have an affect], in relation to the implied female audience. The study demonstrates how these two concepts offer insights on Zulu masculinities by engaging how young people eThekwini were changing dual gender systems norms and matters of desire. Moreover, the study shows how the section was also a site that challenged the myopic limits of homosocial desire with its limitation of masculine desire only incorporating interpersonal attractions. Furthermore, the study demonstrates that through shifts in spectatorship, facilitated by an auto-ethnographic queer lens as method, I inferred looking relations that, inter alia, explored how young men were asked to introspect, and confront masculine beauty.Item Professional learning communities for inclusive pedagogy: what teacher talk in professional communities reveals about teacher professional identity and agency(University of the Witwatersrand, Johannesburg, 2023) Kimani, Anne Wacango MuguroIn-service teacher learning for inclusive pedagogy seeks to address the perceived lack of capacity for teaching in inclusive classrooms in South Africa. Research suggests that teachers feel underprepared for this task, and that the prevalent delivery models for this learning, workshops, and short courses, have done little to enable sustained inclusive practices. This study took a new direction, arguing that simply acquiring knowledge and skills for inclusive teaching misses the need to focus on teacher professional identity and agency. The professional and institutional change required for teachers to be pedagogically responsive to a range of learners, demands that professional learning address teachers’ immediate realities, be a long term, school-based professional learning programme. A three-year study in a full-service school in Johannesburg, South Africa, investigated teacher talk within professional learning communities (PLCs). PLCs are situated in practice and can promote and sustain teachers’ learning over an extended period. Wenger’s (1998) theory of learning as social practice and Sfard and Prusak’s (2005) theory of identity as narrative provided analytical insights into identity and agency in the PLCs. The subject focus of the PLCs was inclusive pedagogy, and the analysis was based on the Inclusive Pedagogical Approach in Action (IPAA) (Florian & Spratt, 2013). Using a Critical interpretivism perspective, teacher talk in the PLCs and individual teacher interviews were analysed. Analysis of teacher talk in relation to the IPAA revealed two themes of talk: Inclusive Talk and Difference Talk. “Difference Talk” showed that the enactment of inclusion cannot be rigidly defined and demarcated in advance in every situation or in every instance or be abstracted from time and place. A nuanced interpretation of difference may help researchers avoid the binary distinctions about inclusive education and inclusive pedagogy and deficit interpretations about teachers’ practices. The findings show that even though teachers talked about enacting inclusive pedagogy they did not consider themselves inclusive educators. They implied that since they had not had ‘special education training’ they could not consider themselves as inclusive educators despite saying that they had taught in an inclusive manner. Participation in the PLCs enabled teachers to negotiate meaning and create a coherent community. A coherent community allowed teachers to challenge their perspectives about teaching inclusively and to share their experiences. This study contributes a conceptual understanding of the interplay between teachers’ professional identity and the sociocultural contexts of PLCs, and how teacher talk can mediate teacher learning for inclusive pedagogy. The findings could be of interest to teacher educators in designing professional learning communities for inclusive pedagogy