3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Linguistic landscape and the local : a comparative study of texts, visible in the streets of two culturally diverse urban neighbourhoods in Marseille and Pretoria.(2014-07-25) Kelleher, WilliamThe thesis concerns the linguistic landscape (LL) of two neighbourhoods, one in Pretoria, South Africa, and the other in Marseille, France. This is a longitudinal study whose data was collected over two years of site visits. LL are explored in terms of both space and place. In terms of place, they are seen to be constitutive of a sense of place, allowing insights into memory, aspiration, and familial and cultural networks. Spatially, they are seen to realise a politics where design and distribution of LL are markers of power and modality. Analysis takes its point of departure in geosemiotics. Artefacts of LL are interpreted as sites of encounter of four cycles of discourse: the interaction order, habitus, semiotics of place and visual semiotics. The focus is on understanding LL artefacts, their production and reception, as a nexus of practice. Methodologically, walking - as a creative practice, and as an actualisation of the place and space of the neighbourhood - is chosen for photographing LL, for observing interactions and for meeting participants to the research. In examining habitus, the discourses, literacy and narratives of the people who live, work and pass through the site are compared. Deep social and economic similarities are noted between the two sites. Exploration of the semiotics of place brings to light regularities in the features of formal and informal LL, the nature of participation with and subversion of these texts, but also disparities among producers and receivers in terms of literacy, access, the socio-cultural and the socio-economic. Visual semiotic analysis continues these findings and it is noted that global and local discourses of identification, aspiration and self-stylisation circulate transversally in the sites. LL are taken to realise a politics of space when multimodal analysis of composition and modality is extended to the streetscape, as LL ensemble. A key facet of the research is the interpretation of informal LL. Their inclusion challenges existing LL methodologies by flagging the necessity to ground quantitative findings ethnographically.Item The Lotter case : towards a discourse network of female perpetrated killing.(2014-07-24) Stead, MorganThis research uses trial data to extend previous research by Stead and Howard-Payne (2012) to examine discourse regarding Nicolette Lotter, a convicted female killer, and to proffer a preliminary theory of discursive networks. A discursive analytic approach to, and a Foucauldian Feminist interpretation of, the data was adopted to compare and contrast discursive constructions of the subject produced within the legal and media context in the interest of understanding how hegemonic understandings of femininity continue to be (re)produced in contemporary society. This report argues for a distinction between discursive construction and discursive practice, where the former is show to operate in production of the latter. It suggests further that the discourse produced in the legal context and the discourse produced in the media context align to fashion a discourse network where convergence occurs at the level of construction and divergence occurs at the level of practice. Such a discourse network arising in relation to Nicolette Lotter is shown to foster an understanding of the female killer which contributes to the fortification of gender prescriptions which are of patriarchal orientation in the interests of preserving male dominance and female subjugation.Item The mathematics definition discourse : teachers' practices in multilingual classrooms.(2012-08-31) Mukucha, JudithMathematics education studies have shown that part of learning mathematics is learning its language. The language of mathematics is said to include specialised terms and ordinary language terms that have contextual meanings in mathematics. Considering the fact that learners in South Africa are performing poorly in mathematics in the international comparative studies, e.g. TIMSS, there was a need to investigate how teachers facilitate second language learners’ access to the meaning of mathematical terms in multilingual classrooms in South Africa. This study investigated a teacher’s practices in the facilitation of learner access to mathematical terminology in a Grade 11 multilingual class in a township school in Vosloorus, South Africa. The study employed a qualitative approach in investigating Discourse practices that the teacher used to define mathematical terms to second language learners in a multilingual classroom. Direct classroom observations and a teacher interview were the main data gathering methods. The main findings were that the teacher used a combination of interactive practices that involved group work, telling, individual student interactions and initiation, response and evaluation methods. Among definition teaching strategies used were the textbook procedural definition and the textbook descriptive definitions. The chalkboard and the textbook were the main artefacts of the Definition Discourse. The study concludes that the Definition Discourse of the multilingual classroom is a process that involves not only the definition of terms but also an integration of teaching methods and interactive practices where definitions of mathematical terms can be taught even through the eliciting of procedural methods of working out mathematical problems.Item Exploring talk of causality in mothers of anorexic daughters.(2012-02-08) Blumberg, BiancaThis research focused primarily on exploring the talk of mothers of daughters with Anorexia Nervosa, paying specific attention to their emic perceptions of the underlying causes of Anorexia Nervosa. The research sought to reveal the discourses underpinning participants talk. Further, the way in which these discourses serve to construct Anorexia Nervosa in particular ways as well as the function these discourses serve were explored. This study is qualitative and exploratory in design and provides a unique understanding of Anorexia Nervosa in the form of emic accounts gleaned from mothers' own experiences. The findings of this research suggest that mothers of daughters with Anorexia Nervosa primarily reproduce a discourse on the causality of Anorexia Nervosa that is family or biomedically focused. Through analysis of the discourses embedded in participants’ talk, it became evident that participants reproduce discourses of gender and femininity and are influenced by societal pressure as well as the constructions of womanhood and motherhood. Insight into a side of the mother of the Anorectic, often concealed in the literature, was revealed through a semi-structured interview process with nine urban, middle-class, white South African mothers of daughters with Anorexia Nervosa. Interviews were then transcribed and analysed according to Braun and Clarke's thematic analysis. Incorporating the silenced voices of mothers of daughters with Anorexia Nervosa appears to have allowed for the emergence of a more generous view of the mother and has contributed to a larger set of discursive repertoires through which to understand Anorexia Nervosa. This research further gave rise to the realisation of a need for a critical education program whereby taken for granted notions can be revealed and actively engaged. This program would ideally seek to free the anorexic woman as well as the mother from the constraints of the uncritically constructed conceptualisations of Anorexia Nervosa and femininity.Item Exploring race talk and HIV among South African youth.(2011-11-03) Mendes, Jacqueline H.This research was an explorative study of the race talk present in discourse when discussing HIV/AIDS and aimed to explore the discourses drawn on by participants during discussions around HIV and AIDS, to explore whether these discourses differed in one-to-one interviews with the author (private talk) compared with those in focus group discussions (public talk) and to investigate how learners navigated race during discussions around HIV/AIDS. The sample was made up of 26 grade 11 learners at a private school in Johannesburg. Data collection was conducted using three focus group discussions (FGD) and several individual one-on-one interviews. Both the interviews and focus groups were conducted using a semi-structured interview guide and recorded on Mp3 players. The data was transcribed using several conversation analysis transcription conventions and later analysed using discourse analysis. An important methodological innovation of this research was its use of HIV/AIDS discussion to capture race discourse. Seven broad themes were analysed and discussed in the research and included (a) HIV/AIDS and the ‘Other’, (b) Race and ‘common sense’, (c) Navigating the perception of racism, (d) Race Trouble and location, (e) Race, Education and Government (f) Race and Apartheid and (g) Public talk Vs. Private talk While this research was mainly exploratory and attempted to investigate as many instances of ‘race talk’ as possible, as well as offer various feasible explanations for the learners’ use of race talk, it was suggested that it may be necessary to explore the possibility of expanding on existing theories to explain the use of race talk among black learners to ‘Other’ people of the same race. Furthermore, while this research did not specifically set out to explore the implications that the intersections between race and HIV/AIDS could have for education, it was suggested that the attachment of apartheid meanings to race (and HIV/AIDS) could lead to learners’ reluctance to critically engage with historical and contemporary texts or avoid discussing issues around HIV/AIDS.Item Discourse and power in the self-perceptions of incarcerated South African female sexual offenders.(2010-08-10) Kramer, SherianneFemale sexual offenders have recently become the subject of increased medical, legal and public attention. However, the medical and legal systems insist that female sex crimes are rare regardless of the fact that when sexual victimization experiences are surveyed, the incidence of female perpetrated sex crimes is often higher than expected. Additionally, lay discourses concerning female sexual perpetration remain charged with expressions of disbelief and the vast majority of attention on sexual crimes therefore remains focused on male offenders. As a result, female sexual offenders are understood and treated differently to their male counterparts in the media and medico-legal contexts. In light of the continued denial of female sexual perpetration, this research explored how such beliefs around female sexuality shape the self-knowledge of female sexual offenders. By doing so, this investigation aimed to illuminate how disciplinary power acts to produce self-knowledge that, in turn, leads to the discursive coordinates by which female sexual offenders come to define themselves. This was achieved by interviewing female sexual perpetrators and thereafter drawing on critical discourse analysis in order to interpret the transcriptions of these interviews. The results demonstrated that the participants’ subjective experiences as agents and non-agents in the perpetration of sex crimes relied on social constructions of men, women, motherhood, sexuality and religion. All of the offenders constructed themselves as characteristically female- maternal, passive, vulnerable, victimised and innately virtuous. Their responses drew discernibly on rationalising discourse, gendered discourse, inversions of their femaleness, perceptions of the legal and correctional systems, institutionalised discourse, discourse on rehabilitation and expressions of morality and docility. Most of these discursive patterns, as both instruments and effects of power, simultaneously replicate and reproduce broader social discursive practices that imply that women are harmless, nurturing and incapable of female sexual perpetration. The availability of medical, academic and legal discourse on gender and sexuality allowed the participants to draw on victim discourse, histories of abuse and claims of psychological ailments to justify their crimes. These rationalisations also worked in conjunction with gendered discursive strategies that implied that men are aggressive perpetrators whilst women are harmless victims. As such, the perceived responsibility for the participants’ crimes was most often displaced onto their male accomplices. In this way, the participants upheld their subjective innocence as well as assisted in the maintenance of the construction of the female sexual perpetrator as an unfathomable and impossible construct. This was further emphasised by the fact that not a single participant believed she was guilty of a crime. Such a belief is in line with gendered constructions of criminality as a predominantly male activity. As such, the participants’ reproductions of traditional sexual scripts foreclosed alternative understandings of female sexual perpetration. While dominant patriarchal structures utilise discourse as a means to transmit, produce and reinforce power, this study drew on discourse as a means to resist traditional gendered understandings of sexual offending and to create new configurations of knowledge power by offering counter-knowledge of sex crimes. In doing so, academics, policy makers and the general public have access to a different and novel understanding of female sexuality in light of sexual offending. This has practical implications for the acknowledgement and awareness of female sexual perpetration as well as for future preventative efforts.Item What is the role of race in Thabo Mbeki’s discourse?(2007-02-16T11:32:32Z) Daniels, GlendaIn this dissertation several instances of President Mbeki’s discourse are identified and shown to reveal an excessive attachment, or “passionate attachment” to ‘race’ as a marker of social and political identity. It is proposed that this is a pattern cutting across different (discursive) interventions by the President. The interventions examined include: Letters from the President, Mbeki’s Two Nations’ Theory, Black Economic Empowerment, African Renaissance, Nepad and HIV/AIDS. Several theorists have been referred to in order to begin putting together a conceptual theoretical framework with which to clarify and account for this emergent pattern. The conceptual framework adumbrated here and employed in the analysis of Mbeki’s discourse borrows heavily from Butler and Zizek in particular. The concept of “passionate attachment” comes from Butler and those of “rigid designator” and “social fantasy” from Zizek. Use is made of these theoretical references in order to start accounting for the compulsion that characterizes these discursive interventions which are always in some respect ‘inappropriate’ or in ‘excess’ of expectations. They also seem self enclosed and to play a very specific role in Mbeki’s discourse. It is in this connection that the concepts of “passionate attachment”, “fantasy” and “rigid designator” are deployed.Item Mathematics teachers' understanding of alternative assessment as applied in junior secondary schools in Gaborone (Botswana)(2006-11-09T12:35:23Z) Raboijane, BotokaAn attempt to improve the quality of education in Botswana included an emphasis on alternative forms of assessment. This attempt however, has produced inconclusive results and the censure has often been on technical issues such as; lack of resources and overlooking the teachers’ understanding of the proposed innovation. A naturalistic research approach was undertaken by this study to investigate whether or not teachers at junior secondary schools in Botswana were using formative assessment when teaching mathematics as advocated in the RNPE. By employing the notion of currere, the study subjected three purposively sampled mathematics teachers drawn from three purposively sampled public junior secondary schools to an autobiographical process to reflect on their practices. The research methods comprised classroom observations and interviews. In the light of Bernstein’s theory of pedagogic device, data was analyzed and interpreted. The findings of this study indicated that mathematics teachers’ assessment strategies are still traditional. Their practices are influenced by many factors more especially by the need to make sure that students do well in the public examinations. Their understanding of these factors determines their receptivity to the proposed change. These teachers need to put themselves on the spot, and question their taken-for-granted aspects of their work. Only this way, would they become aware of alternative cause of action they need to take and can regard themselves as “critical public intellectuals.”