3. Electronic Theses and Dissertations (ETDs) - All submissions
Permanent URI for this communityhttps://wiredspace.wits.ac.za/handle/10539/45
Browse
2 results
Search Results
Item The educational experiences of the deaf adolescents attending a school for the deaf in Gauteng.(2012-07-05) Van Zyl, NicolaThis study aimed to describe the educational experiences of deaf adolescent learners attending a school for the deaf in South Africa. The specific objectives of the current study included: (a) obtaining a detailed description of the educational experiences of deaf adolescent learners; (b) establishing with which rhetoric (medical vs. cultural) the deaf adolescents could best identify; (c) establishing the potential influence on individual identity development of the established affiliations with the opposing models of deafness. Ten deaf adolescents ranging between 14 and 16 years, attending a single school for the deaf were selected as participants for the current study. A basic research design and a qualitative approach, embedded within the theory of social constructivism were employed. Two pilot studies were conducted in order to establish the feasibility of the current study. Thereafter, interviews as per the ‘interview guide approach’ were administered. Field observations within the school context and file reviews were also conducted. Thematic content analysis was employed and the identified themes were described qualitatively. Results revealed the emergence of three themes. Within these themes, the adolescents’ experiences included: limited SASL role models both at home and at school, negative educational encounters as well as positivity and hope for the future. Experiences characteristic of the medical model and socio-cultural model of deafness were reported and factors affecting these affiliations were described. The researcher concluded that a level of affiliation with both the medical and the sociocultural models of deafness existed for the participants. The impact of these affiliations on identity construction was explored and a model of identity development, the multiculturalexperience model, was proposed. The education of deaf individuals in South Africa shows room for significant growth. By adjusting government education policies for deaf education as well as supporting the goals of early intervention, deaf learners can reach their full potential regardless of the mode of communication favoured.Item The identity of Muslim women in South Africa : married couples' perspectives.(2009-03-04T08:43:14Z) Sader, FarzanaThe present study provides an understanding of how married, tertiary educated and employed Muslim females negotiate their identities across contexts within a multicultural environment, such as post-1994 contemporary Johannesburg. An additional facet of this study was to gain insight into the construction of Muslim female identity by the husbands of the women in the study. The commonly portrayed images of Muslim women are unflattering and ill-conceived and depict the Muslim woman as one who is veiled, oppressed, secluded and submissive. In South Africa however, Muslim women have been able to participate in secular education and employment opportunities and practice their religion within a democratic dispensation that is responsive to issues of gender. In order to obtain an understanding of the nuances that underpin Muslim female self-constructions and constructions by their husbands, the study was approached from a social constructionist epistemology. It is the assumption of the researcher that identities are thus in part created discursively, and for the purpose of this study, the constructions of identity of the participants were analysed using a discourse analysis methodology. Interviews were conducted with four Muslim couples. Social facets such as gender, race, religion and globalisation were used as topics in order to understand how participants constructed Muslim women’s identity. The Muslim women who participated in the study appear to inhabit different subject positions in their daily lives. The study highlighted that identity may not be fixed or stable, rather a function of relational or contextual positions. Both the women and men in this study emphasised an Islamic identification while distancing themselves from a cultural identification. The oppression of Muslim women was relegated to the realm of culture. In prioritising an Islamic identity the participants have created a space where they are able to construct an alternative identity for Muslim women that enables them these women the freedom to access secular spaces or what may be viewed as the public sphere of men.