Faculty of Humanities (Research Outputs)

Permanent URI for this communityhttps://hdl.handle.net/10539/37881

Browse

Has files: YesSubject: search.filters.subject.South Africa

Search Results

Now showing 1 - 10 of 17
  • Thumbnail Image
    Item
    Feeding children with autism in South Africa: the teachers’ perspectives
    (AOSIS Publishing, 2024-02) Adams, Skye N.; Matsimela, Nthabiseng
    Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately. Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom. Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis. Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives. Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment. Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.
  • Thumbnail Image
    Item
    Digestible memories in South Africa’s recent past: processing the Slave Lodge Museum and the memorial to the enslaved
    (Taylor and Francis Group, 2021-07) Cloete, Nicola
    Given the recent oppressive histories of apartheid and colonialism, the legacies of slavery in South Africa are often overlooked in thinking about aspects of post-apartheid democracy’s discursive formulation of race, nation, and reconciliation. This paper analyses how two examples in Cape Town – the permanent exhibition Representing Slavery at the Slave Lodge Museum and the Memorial to the Enslaved in Church Square – represent the historic event of slavery in South Africa. The paper argues that the museum exhibition and the memorial site are instances of memorialisation and simultaneously function as political processes that offer insight into discourses of race and reconciliation in South Africa during the early stages of democracy.
  • Thumbnail Image
    Item
    Distrust, accountability and capacity in South Africa's fragmented eduction system
    (Taylor & Francis Group, 2020) Chilenga-Butao, Thokozani; Pakade, Nomancotsho; Ehren, Melanie; Baxter, Jacqueline
    South Africa's current basic education system is a product of the apartheid education bureaucracy that was fractured along racial lines, and later significant efforts to amalgamate this fragmented system into a single, inclusive and equal system. This chapter demonstrates how negative apartheid legacies of distrust and a lack of both accountability and capacity took root in apartheid's oppressive and unequal system, as well as efforts by the Department of Basic Education to overturn these legacies in the democratic era. The central argument of this chapter is that, despite formal bureaucratic procedures, expressed through regulations, which should produce more capacity and accountability in the education system, there are also codified practices of governance at the provincial and district levels that produce different outcomes from the intended goal of improved education. This argument is illustrated through a case study of the Schools Rationalisation Project in the Eastern Cape province, South Africa.
  • Thumbnail Image
    Item
    Education service delivery: the disastrous case of outcomes-based qualifications frameworks
    (SAGE Publications, 2007) Allais, Stephanie Matseleng
    International trends towards outcomes-based qualifications frameworks as the drivers of educational reform fi t in well with trends in service delivery and public sector reform. Education reform in South Africa provides a particularly interesting case study of this phenomenon, because of the very comprehensive outcomes-based national qualifications framework that was implemented shortly after the transition to democracy. Problems with the framework as a basis for education reform became rapidly apparent, and the system is now deadlocked in a series of unresolved policy reviews. A key to understanding this collapse is the role of knowledge in relation to education. The outcomes based qualification framework approach turns out to have very little to do with education, and in fact to have the potential to increase educational inequalities, particularly in poor countries.
  • Thumbnail Image
    Item
    Building capacity for green, just and sustainable futures – a new knowledge field requiring transformative research methodology
    (2020) Rosenberg, Eureta; Presha Ramsarup; Sibusisiwe Gumede; Heila Lotz-Sisitka
    Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what ‘green’ skills South Africa needs and has. This creates a new demand for ‘green skills’ research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.
  • Thumbnail Image
    Item
    Why the South African NQF failed: lessons for countries wanting to introduce national qualifications frameworks
    (Blackwell Publishing Ltd, 2007) Allais, Stephanie Matseleng
    This article examines the South African National Qualifications Framework as a case study of a particular approach to the design of qualifications frameworks, which revolves around the specification of learning outcomes separate from educational institutions or programmes. It shows how an outcomes-led qualifications framework was seen as a desirable policy intervention by educationalists and reformers across the political spectrum, as outcomes were thought to be a mechanism for improving the quality and quantity of education as well as its relevance to the economy and society, for increasing access to education, and for democratising education. All these claims are based on the idea that outcomes statements are transparent. The article demonstrates that outcomes-based qualifications cannot provide the clear, unambiguous, and explicit statements of competence that would be required for everyone to know what it is that the bearer of a qualification can do. This lack of transparency leads to a further specification of outcomes. This in turn leads to a downward spiral of specification, which never reaches transparency, and an upward spiral of regulations, which is also caught in the logical problem of the downward spiral of specification. This model is not just unnecessary, but could in fact undermine the provision of education. The article suggests that while this type of model appears attractive particularly to poor countries, it is in these countries that it is likely to do the most damage.
  • Thumbnail Image
    Item
    The Role of Social Sciences in Advancing a Public Health Approach to Violence
    (Handbook of Social Sciences and Global Public Health, 2023-03-02) Brodie, Nechama; Bowman, Brett; Ncube, Vuyolwethu; Day, Sarah
    The public health approach maintains that violence is shaped by a range of risk factors that can be altered, mitigated, or even eliminated. onceptualizing violence as a type of “preventable disease” has provided important insights and interventions but also introduces limitations that may not be sufficiently acknowledged or understood within this perspective, particularly in the Global South. This chapter briefly outlines the history of the public health approach to violence in South Africa before describing its yields and limits. It then draws on recent studies, which suggest that the integration of interdisciplinary approaches emerging from a strong social science tradition can mitigate many of the conceptual limitations of the public health approach. The chapter concludes by demonstrating how approaches to violence grounded in these sorts of frameworks promise to deliver context-rich explanations of violence alongside the socio-ecological accounts for violence favored by a public health approach.
  • Thumbnail Image
    Item
    The second wave of violence scholarship: South African synergies with a global research agenda
    (Elsevier, 2015) Bowman, Brett; Stevens, Garth; Eagle, Gillian; Langa, Malose; Kramer, Sherianne; Kigua, Peace; Nduna, Mzikazi
    Violence is a serious public health and human rights challenge with global psychosocial impacts across the human lifespan. As a recently classified middle-income country (MIC), South Africa experiences high levels of interpersonal, self-directed and collective violence, taking physical, sexual and/or psychological forms. Careful epidemiological research has consistently shown that complex causal pathways bind the social fabric of structural inequality, socio-cultural tolerance of violence, militarized masculinity, disrupted community and family life, and erosion of social capital, to individual-level biological, developmental and personality-related risk factors to produce this polymorphic profile of violence in the country. Engaging with a concern that violence studies may have reached something of a theoretical impasse, ‘second wave’ violence scholars have argued that the future of violence research may not lie primarily in merely amassing more data on risk but rather in better theorizing the mechanisms that translate risk into enactment, and that mobilize individual and collective aspects of subjectivity within these enactments. With reference to several illustrative forms of violence in South Africa, in this article we suggest revisiting two conceptual orientations to violence, arguing that this may be useful in developing thinking in line with this new global agenda. Firstly, the definition of our object of enquiry requires revisiting to fully capture its complexity. Secondly, we advocate for the utility of specific incident analyses/case studies of violent encounters to explore the mechanisms of translation and mobilization of multiple interactive factors in enactments of violence. We argue that addressing some of the moral and methodological challenges highlighted in revisiting these orientations requires integrating critical social science theory with insights derived from epidemiology and, that combining these approaches may take us further in understanding and addressing the recalcitrant range of forms and manifestations of violence.
  • Thumbnail Image
    Item
    Bridging risk and enactment: the role of psychology in leading psychosocial research to augment the public health approach to violence in South Africa
    (2014) Bowman, Brett; Stevens, Garth; Eagle, Gillian; Maztopoulos, Richard
    In the wake of apartheid, many in the South African health and social sciences shifted their orientation to understanding violence. Rather than approaching violence as a criminal problem, post-apartheid scholarship surfaced violence as a threat to national health. This re-orientation was well aligned with a global groundswell that culminated in the World Health Assembly’s 1996 declaration of violence as a public health problem. In response, researchers and other stakeholders have committed to the public health approach to violence in South Africa. Despite some unquestionable successes in applying this approach, violence remains a critical social issue and its recalcitrantly high rates signal that there is still much work to be done. One avenue for more focussed research concerns understanding the mechanisms by which upstream risk factors for violence are translated into actual enactments. We argue that South African psychology is well placed to provide greater resolution to this focus. We begin by providing a brief overview of the public health approach to violence. We then point to three specific areas in which the limits to our understanding of the way that downstream psychological and upstream social risk factors converge in situations of violence, compromise the theoretical and prevention traction promised by this approach and chart several basic psychosocial research coordinates for South African psychology. Steering future studies of violence by these coordinates would go some way to addressing these limits and, in so doing, extend on the substantial gains already yielded by the public health approach to violence in South Africa.
  • Thumbnail Image
    Item
    Women Screenwriters: South Africa
    (2014-08-31) Ebrahim, Haseenah
    Emerging from this research undertaken to map the presence of women screenwriters in the South African film industry, are two significant findings: first, an awareness that while a few women of colour have begun to enter the filmmaking sector, they remain at the margins of the mainstream film industry, writing primarily for documentaries and short films and, secondly, the complete absence of black African women screenwriters. The reasons for this are unclear, and suggest that further research is warranted into the structural factors that continue to hamper the participation of women of colour – and black African women, in particular – in the film industry in South Africa, other than as actresses.