3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Power, identity and agency at work in the popular economies of Soweto and Black Johannesburg.(2011-06-21) Krige, Paul Friedrich DetlevThis thesis investigates a number of economic and financial practices, processes, relationships, actors and institutions prevalent in the residential areas that form part of Johannesburg that is known as Soweto, all of which have in common the exchange, hoarding, spending and risking of cash money. It describes actual flows of monies between actors and through popular economic institutions which are embedded in social relations of friendship and kinship, neighbourhood life and socially constructed identities. Building on the anthropological literature that seeks to show how money flows carry meaning as well as having function, it inquires into the meanings such flows of money - between popular institutions and social groups and across social classes - have for a range of differently situated participants in the popular economies. It explores the ways in which institutions and practices within the popular economies are deployed by actors and groups so as to direct flows of monies into certain social networks and relationships while redirecting it away from others, highlighting the agency of actors and groups in relation to their position in the local and larger political economy. Employing elements of practice theory, as well as perspectives from both political economy and cultural economy approaches to everyday life, the thesis offers arguments about power, identity, agency and state sovereignty in the context of the history of Black Johannesburg under apartheid and makes a contribution to our understanding of the material and symbolic structures of everyday life in contemporary Soweto and Johannesburg.Item Doctoral education in South Africa: models, pedagogies and student experiences(2010-01-20T09:27:10Z) Backhouse, Judy PamelaPeople who hold doctoral degrees are considered valuable national resources able to produce knowledge to address pressing problems, and important sources of labour for the higher education sector. However, in 2006, only 1100 people graduated with doctoral degrees in South Africa. This limits the potential for research and improvements in higher education. In addition, 618 of those graduates were white, making it difficult to address equity concerns. Within the higher education sector there are debates about how to increase enrolments in doctoral education and the best way to run PhD programmes for effective learning, high quality research results and for efficiency. But there is little South African-based empirical research into what makes people undertake PhDs, how the programmes work and what learning and knowledge result. This study explores how different stakeholders – national and institutional policymakers, academic staff and doctoral people – understand the PhD; how these understandings influence the practice of doctoral education; and how different practices affect the PhD experience and the learning and knowledge produced. The primary research question I address is: “How do existing models and pedagogies of doctoral programmes shape the learning of doctoral people and the outcomes of doctoral programmes in South Africa?” The origins of the Doctor of Philosophy degree are often traced back to the nineteenth century reforms of German universities when the idea emerged that all scholars should be actively involved in research. But this is a simplistic view. By examining the evolution of the PhD in greater depth, it becomes clear that it has undergone continuous change and has always served both the high-minded pursuit of knowledge and the more prosaic pursuit of skills for employment. The literature reflects ongoing tension between the scholarly view of the PhD as knowledge generation by an emerging scholar, and the labour market view of the PhD as developing high-level research skills. In the South African context both of these views can be observed, but I also identified a view of the PhD as ongoing personal development through an engagement with knowledge. The three views of the PhD are underpinned by different discourses which inform the practice of doctoral education. In South Africa, the traditional model of individual supervision dominates, and it varies by discipline, department and supervisor. But patterns of practice can be discerned and I identify four of these and discuss how supervisors construct their individual supervision practice. Doctoral education is also a function of the people who do PhDs. Much of the research undertaken in the overdeveloped world focuses on younger people who are starting out on academic careers. However, in South Africa, many people doing PhDs are older and midway through careers which are often not academic. This leads me to propose a model of intersecting contexts, as an alternative to McAlpine and Norton‟s nested context model of doctoral education, which more accurately reflects the local situation. I discuss the PhD experience and make use of the intersecting contexts model to develop the notion of congruence between the PhD, the contexts and the PhD person with more positive experiences being related to higher degrees of congruence. Finally, I consider how the outcomes of doctoral education, the learning and knowledge which result, relate to the expectations of the different stakeholders. The research took the form of a qualitative study with a multiple case-study design employing theoretical replication. I examined doctoral education in four academic units at three South African universities with the units selected to represent different disciplines. All four units were in previously advantaged universities from the English-speaking tradition and all were successfully producing PhD graduates. These rich pictures of how doctoral education takes place contribute empirical evidence to current debates about the PhD in South Africa. At a conceptual level I identify the competing discourses about what a PhD is. I provide a more nuanced understanding of the practice of doctoral education within the overarching model of individual supervision. The intersecting contexts model provides a way to understand the expectations and circumstances of doctoral people and the notion of congruence illuminates their varied experiences. Finally, the study confirms that the outcomes of doctoral education, in terms of learning and knowledge generated, meet at least some of the expectations of policy-makers, supervisors and people who do PhDs.Item Agency, imagination and resilience: facilitating social change through the visual arts in South Africa(2009-10-15T11:31:39Z) Berman, Kim ShelleyABSTRACT This thesis presents case studies of five projects that use the visual arts to effect social change in post-apartheid South Africa. Artist Proof Studio, Paper Prayers, Phumani Paper, Community Engagement at the University of Johannesburg and the AIDS Action Intervention exemplify a range of approaches to social activism through the arts that parallels the political transformation to democracy. The first case study traces the history of the community printmaking studio, Artist Proof Studio, from 1991 to 2008 in three phases: redress, reconciliation and rebuilding. Artist Proof Studio was founded in 1992 to provide visual arts training to highly creative, but previously disadvantaged individuals. The Paper Prayers for AIDS Awareness initiative was implemented as a program of the studio in 1998. Originally funded by government, the campaign reached thousands of people nationwide. Phumani Paper, a national hand papermaking programme for job creation, was founded in response to a state directive to higher education institutions to implement technology transfer and poverty alleviation initiatives. The Papermaking Research and Development Unit was established at the University of Johannesburg in 1996. The principles and approaches established through these programs are analysed in the fifth case study, the AIDS Action Intervention. This three-year intervention brings all the initiatives together in a multi-disciplinary program that applies participatory action research as well as visual arts methodologies that help catalyse meaningful social action. There are common elements running through each of the case studies that derive from the fact that each intervention was based on the democratic values of human rights and equity. Further, the methodology throughout is dialogical, consultative, and designed to facilitate participants recognizing their own voices. The idea is that practice leads to understanding and stems from a fundamental ethical principle or ideal that all human beings have the capacity to realize their potential in their own way. The central argument of these case studies is that the projects continue to survive, against significant odds, because of the power of imagination, aspiration and dreaming. I interrogate the projects’ foundational premise that participants are empowered by the creative process, which promotes a sense of pride, and generates leadership as well as income. In addition, I argue that grass-roots visual arts projects, which ordinarily go un-analysed in any systematic way, can offer a model for transforming knowledge-creation through their non-hierarchical and participatory methodologies. In sum, this thesis documents and analyses eighteen years of arts activism; it assesses the actual outcomes of the interventions against the idealistic aims on which the projects were founded, and provides a resource guide for cultural activism in South Africa. It demonstrates the dynamic possibilities that exist in the domain of development and arts education.Item A tale of two cities? an examination of the re-imagining of gold mining history at Gold Reef City and in Johannesburg's Main Street precinct(2009-02-02T10:38:34Z) Van Straaten, Philippa SarahAbstract This research report attempts to examine how the story of gold, and gold mining, is told, and is being retold, at both the Victorian- themed Gold Reef City theme park and in within the Main Street mining precinct in the Johannesburg Central Business District (CBD). The report will therefore look at how imbued ideologies have resulted in a particular formation of the mining heritage shown in both themed spaces. Works by de Certeau (1988) and Eco (1990), for example, form a framework for academic discourse around practiced space within the ‘city’, and the nature of hyperreality. Overall, and including results from participant observation at the theme park, and sample surveys undertaken in the Main Street precinct, one is able to better attempt an understanding of how the story of gold at both sites has been created by certain ideologies, and examine them in light Johannesburg’s changing persona in light of global influences.Item The significance of sheltering in the lives of four woman affected by abusive relationships(2007-02-15T10:28:02Z) Wright, Ruth IsabelleDomestic violence is recognized as a pervasive problem in South Africa. This study focused on the narratives of four abused women and attempted to establish the significance of sheltering in their lives. A qualitative research design was used based on semi-structured interviews and a short follow-up questionnaire, which were analysed thematically. The findings supported past research, indicating that the women’s experiences were very diverse, and they contained many similar features to those reported in previous studies. Each of the four women was not a passive victim, having taken the decision to leave an abusive and violent relationship. Sheltering provided for these women the protected space necessary to move beyond, and in addition provided structure and social support necessary to start to transcend the abuse. Sheltering was found to fill in the gaps created by a society in transition, in which abuse and violence are often tolerated or condoned within the existing social and family structures.