3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Euthanasia in South Africa: a normative analysis and application of dignity(2016-11-04) Paleker, FarzanaThis research report aims to assess the meaning of dignity in philosophy and the law and apply this interpretation to allow for the permission of euthanasia in South Africa. Appeals to dignity used by both those in favour of and opposed to euthanasia are deliberated. Theories of dignity and its applications in South African Law are outlined followed by a classification of dignity as either intrinsic or extrinsic. Interpretations of this overview forms the basis of my argument that human beings have extrinsic dignity, derived from an inherent, intrinsic dignity that can be extended to include the right to die with dignity. I conclude by claiming that at the end-of-life, a terminally ill, cognitively unimpaired person should be allowed to choose death by euthanasia. I support this claim by arguing that the loss of extrinsic dignity in such situations can reasonably outweigh the value of one’s own intrinsic dignity.Item A narrative exploration of educational experiences on deaf identity.(2009-01-08T08:27:30Z) McIlroy, Guy WilliamThis study explores from the perspective of deaf persons, how the identity of deaf persons is shaped by their educational experiences. Previous studies on identity by Erickson (1984) and Leigh (2001) on deaf persons have located identity within either the medical model, as a discourse of assimilation, or within the reactive social model, as a discourse of human rights. It is argued that the ‘first wave of deaf identity politics’ (Wrigley, 1996) of the medical and social model binary are sites of oppression and resistance. This binary provides both an insufficient and a static explanation of deaf identity as a victim is increasingly at odds with the lives of deaf persons in a post-modern ontology. Subsequently, this study engages in exploring the post-modern driven ‘second wave of identity politics’ and proposes a bi-cultural Dialogue model that recognises and explores, through cross-cultural exploration, the complexity and fluid construction of a DeaF identity. Later, the contributions of Bat-Chava (2000); Glickman (1993) and Ohna (2006) towards deaf identity are discussed within the post-modern educational framework. This ethnographic study explores the identity development of nine deaf participants through their narratives. The inclusion of the researcher as a DeaF participant in this study provides an auto-ethnographic gateway into exploring the lives of deaf/Deaf/bi-bi DeaF persons. The themes of ‘significant moments’; ‘connections at home and school’ and ‘deaf identity development’ were investigated. This study investigated the educational experiences of both deaf learners who attended regular mainstream schools and also deaf learners who attended schools for the Deaf. The findings suggest that deaf identity is not a static concept, but a complex ongoing quest for belonging and acceptance of being deaf through ‘finding ones voice’ in a hearing dominant society. This study challenges educators, parents and researchers through using dialogue and narrative tools to broaden their understanding of deaf identity and the dignity associated with being a deaf person.