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 Exploring black lesbian sexualities and identities in Johannesburg(2011-07-07) Matebeni, ZethuExploring black lesbian sexualities and identities is a multifaceted in-‐depth ethnographic study of black urban lesbian life in contemporary South Africa. This study, which focuses on lesbian women aged between 17 and 40 years, reads the term lesbian as both a political and a theoretical project. It speaks to current concerns, which raise questions related to the politics of inclusion/exclusion, love, sexuality, identity politics, violence, style and urban space while sensitively giving agency to women’s narratives. In many ways, it enriches and challenges conventional gay and lesbian studies and studies on sexuality in Africa by bringing meaning to the complex interplay between space, style, erotic practice and sexuality. It further illustrates the flexible practices and variable notions of sex, sexuality and gender categories. At the same time it tackles the precarious and painful position of black lesbian women whose lives are an ongoing maneuvering and negotiation between a potentially hostile or violent environment and a country with constitutional protections. The political and theoretical imperative of the study is evident in the representations of black lesbians as occupying subject positions in which they determine the structures and meanings of their lives. Their narratives show that they inhabit the world actively, not only as victims or in relation to others, but also as conscious subjects that make meanings of their lives: subjects who are actively and critically engaging with the world we inhabit.Item A psychology of a Catholic education: A case study of a day primary school in Johannesburg(2008-05-30T12:54:54Z) Jaki, Patrick OdworaThis dissertation is an investigation of 13-14 year-old learners in Grade Five and Grade Six being taught and learning moral sociocultural values. The specific variables investigated are children’s perspective of values, their beliefs, goals and motives implicit or explicit in the learning of sociocultural values. The investigation uses the theoretical framework of Cultural Psychology in which Activity Theory is used to analyse and explain the school as an activity system. The working hypothesis is that activities are embedded into each other if they share a common object and envision a common outcome. The notion of embedded activities is developed based on the Engeströmian third generation Activity Theory model. The assumption is that if the school is the central activity system in a formal teaching and learning milieu, then other activities systems that support the teaching-learning processes constitute embedded activities. For instance, the classroom, a lesson, a morning assembly and any other project that contributes to the teaching-learning processes of sociocultural values. The method used for this investigation was ethnography. Data were collected using participant observation, interviews, still photographs, videography, school records, documents, and children’s artefacts. The data were analysed by Atlas.ti version 5.2 computer based qualitative data analysis software using strategies from Strauss and Corbin’s ‘microanalyses’ and Maykut and Morehouse’s ‘interpretive-descriptive’ strategy. The results showed that children at first learn sociocultural values from the culturally more able; in this way, values are taught through co-construction of knowledge. Children learn sociocultural values through what they do. This constitutes their activities: mental and practices as derived from their home ethos through to their school ethos. If this is missing, children will learn other values presuming these to be the best for their welfare, which may have undesirable outcomes and undesirable implications. Sociocultural theory provides the way out that initially children need to be taught the art of living by the culturally more able as the necessary thing to do.