Faculty of Humanities (ETDs)
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Item Fast Food and Slow Change: A Preliminary Look into the Evolution of Dining and Consumer Culture in Johannesburg(University of the Witwatersrand, Johannesburg, 2025-02) Bousfield, Jacquelene Linda; Macdonald, AndrewThis research project examines the evolution of fast food in South Africa, focusing on Johannesburg’s early dining scene, and the subsequent shift toward a fast food culture similar to that of the United States. It explores the introduction of American dining influences, particularly through the emergence of local fast food chains like Steers, and Spur, and how they reshaped previous dining habits. This research contributes to understanding the impact of globalisation—specially American consumer culture—on South African food trends from the mid-20th century onward. It suggests that food serves as a societal marker, reflecting broader socio-political and economic shifts in both South Africa and globally, and that our food choices reveal underlying social attitudes. The main objective of this research is to analyse the transformation of South African dining spaces by looking at the factors behind the adoption of fast food and the broader cultural implications thereof. It explores three key phases: Early dining spaces in Johannesburg under British political influence, the preliminary phases before the adoption of a modern fast food system, and the development of local fast food chains that catered to new consumer desires and aspirations. The research emphasizes the role of socioeconomic factors, urbanisation, and consumer culture throughout this process. The methodology involves making use of comprehensive review of available historical and contemporary sources, including restaurant records, advertising materials, and news articles and secondary literature on South African food culture and globalisation. Additionally interviews with former industry leaders and various examples of digital ephemera offered insights into the lasting impact of fast food chains on South African society. The implications of this research are significant, and reveal how fast food has become ingrained in South African culture, shaping dietary habits, social practices, and economic development. By exploring these shifts, the research project encourages further discussion on the broader effects of globalised food systems and their influence on local cultures, providing a framework for understanding the complexities of food identity in a rapidly evolving society.Item The news consumption habits of Generation Z in Johannesburg(University of the Witwatersrand, Johannesburg, 2025-02) Ben, Siyathemba Zimkhitha; Sethusa, PheladiUnderstanding Generation Z’s news consumption habits is pivotal in comprehending the evolving media landscape and its implications for news dissemination and engagement. This generation’s unique habits, preferences, and behaviours are reshaping the media industry, influencing public discourse, and impacting how news is produced and consumed. This study set out to explore the news consumption habits of South African Generation Z audiences, focusing on their preferred news formats and platforms, the influence of societal events, and their perceptions of news credibility and trustworthiness. Using a focus group, the research uncovered clear preferences for digital-first news, particularly via social media platforms such as TikTok and Instagram. Respondents also cited News24 as a trusted and frequently accessed source. Findings show that Generation Z gravitates toward short-form, visual content and appreciates concise, engaging news formats. However, while social media is a dominant source, credibility remains critical. Participants expressed the need for verified sources and transparent reporting, with concerns about misinformation and bias often shaping their engagement with the news. Societal events such as the Israel-Palestine conflict, gender-based violence, and COVID-19 were shown to significantly impact how Generation Z engages with news, often leading to emotional fatigue or news avoidance. Overall, the study highlights the importance of accessible, trustworthy, and empathetic journalism in engaging younger audiences, offering valuable insights for news organisations seeking to remain relevant in a rapidly evolving media landscape.Item Exploring the phenomenology of the embodiment of the virtual self, using immersive virtual reality(University of the Witwatersrand, Johannesburg, 2025-03) Ajodhya, Sachin Adarsh; Besharati, Sahba; Alcock, StephanieImmersive Virtual Reality (IVR) has emerged as a novel tool to experimentally study the sense of body ownership (feeling that my body belongs to me) and bodily self-awareness (agency, I am the initiator of my actions) using virtual worlds and bodies (i.e. avatars). Recent studies have shown that embodiment of a White participant in a Black avatar can reduce implicit racial bias. However, no study to date has drawn on a sample of Black participants to explore and measure embodiment experiences or changes in attitude using IVR. Furthermore, only a handful of IVR studies have used qualitative methods to explore the in-depth subjective experience of virtual embodiment. Guided by Embodied Cognition Theory, this study aimed to explore subjective experiences of female and Black-identifying participants (n=8) embodying another raced virtual body using IVR. Semi-structured qualitative interviews and quantitative psychological questionnaires were used following an IVR experience. Quantitative data was (only) used at superficially level to aid in qualitative descriptions. Drawing on Braun and Clarke’s reflexive thematic analysis, three main themes were identified, namely: (1) self-awareness; (2) embodiment experiences; and (3) other-awareness. Participants reported a complex interplay between embodiment experiences and emotion in creating a sense of self in the context of the other in the virtual environment. Interestingly, topics around race were not organically shared by the participants during the interviews. Furthermore, qualitative accounts elicited much richer narratives on embodiment compared to the quantitative questionnaire to include experiences around the ‘digital divide’ (i.e., first-time experiences with IVR), place illusions (i.e., strong illusion of being in a specific place despite not being there), plausibility illusions (i.e.., illusion that IVR and events are real) and hybrid racial identities (i.e., the “coconut effect”). The results of the study call for increased diversity in IVR research to include more representative samples and to integrate qualitative methods to understand the complex processes involved in studying embodied self-awareness using IVR.Item The influence of youth substance dependency on the mental health of parents living in Soweto, South Africa(University of the Witwatersrand, Johannesburg, 2024-09-11) Ndlovu, Khanyisile Ntokozo; Mulaudzi, MamakiriYouth substance dependency presents a significant public health concern, particularly within communities facing socioeconomic challenges. This study explores how youth substance dependency influences the mental health of parents living in Soweto, South Africa, through the lens of Bronfenbrenner’s ecological systems theory. The study describes parents’ perceptions, identifies contributing factors, documents lived experiences, and explores the biopsychosocial effects and available support systems. A qualitative study employing reflexive thematic analysis was conducted, utilizing semi-structured interviews with ten parents of children aged 13 to 34, who have been substance dependent for a minimum of two years. Reflexive thematic analysis revealed that youth substance dependency deeply affects parental mental health, leading to heightened stress, anxiety, depression, and social stigma. The study highlighted key contributing factors, including family dynamics, peer influence, and socioeconomic conditions. Community and family support played a critical role in alleviating some of these challenges, although many parents encountered barriers in accessing professional help. The findings add to the existing but sparse literature on the experiences of South African parents managing youth substance dependency, offering critical perspectives for the creation of tailored interventions and support mechanisms. This research elucidates the relationship between youth substance dependency and parental mental health, providing valuable insights for community psychologists, social workers, and policymakers in their efforts to address these issues.Item South African parents' perceptions of online learning during the COVID-19 pandemic(University of the Witwatersrand, Johannesburg, 2024-10) Naidoo, Mikaela Kayleen; Hassem, TasneemThe COVID-19 pandemic caused substantial disruptions in daily life, with the education system being significantly affected. Schools were shut down due to lockdown regulations and South Africa’s unequal education system was exposed. While numerous studies have examined the experiences of teachers and learners, few have focused on parents, especially within the South African context. Therefore, through a qualitative approach, this study explored South African parents' perceptions and experiences of online learning during the COVID-19 pandemic. The sample consisted of 12 parents with children in Grades 5 to 10, attending private mainstream schools in Johannesburg. Data was collected through online interviews and through a thematic analysis of the data, four core themes were identified. These include: The Advantages of Online Learning During the Pandemic; The Challenges Related to Online Learning During the Pandemic; Coping Under Pressure; and Factors Influencing Learner Motivation. The findings showed that there were both advantages and disadvantages to online learning. It also highlighted the vital role parents have in online learning when compared to face-to-face learning. The findings of this study have implications for the professional development of teachers, emphasizing the need for training in online teaching methods that incorporate parents' insights given their first-hand experiences with online learning. The findings also highlight the need to ensure learners have access to digital devices in order to engage effectively in online learning.Item Inclusive education and the associated classroom challenges: The teachers’ perspective with a focus on ASD(University of the Witwatersrand, Johannesburg, 2025-02) Egberink, Georgina Sarah; Schutte, EnidInclusive education is implemented in South Africa through inclusive policies such as Education White Paper 6, as well as the Screening, Assessment, Identification and Support Policy, which were used to guide the aims and questions of this research, as well as defining its scope. Inclusive education encompasses the inclusion of learners with Autism Spectrum Disorder characteristics, which is widely misunderstood and unidentified or unaccommodated. The current research set out to underline challenges faced by teachers when including learners with Autism Spectrum Disorder characteristics in the classroom in order to highlight gaps in the education system that these learners may fall through. Online questionnaires were dispersed to gather both qualitative and quantitative data. The gathered data were analysed using Chi-squared tests to highlight trends, which was followed by a thematic analysis to underline arising themes. It was determined that challenges such as the disconnect between theoretical awareness and practical application in the classroom environment, gaps in training and minimal support, inconsistent support from school-based support teams, a lack of knowledge of Autism Spectrum Disorder, and a lack of access to special schools and a rigorous placement process were outlined as possible reasons for learners with Autism Spectrum Disorder characteristics falling through the gaps. Focus areas were identified that need to be addressed in order to minimise learners with Autism Spectrum Disorder characteristics falling through the gaps, thereby maximising the inclusion of these learners in the education system.Item Who’s your Daddy? The untold adoption stories of South African men(University of the Witwatersrand, Johannesburg, 2015) Minors, DeborahThis journalism research project was motivated by the author’s personal investigation into her late father’s adoption. The report comprises two parts: a scholarly introduction, and a long- form journalism piece. Part 1 sets out the social and psychological context in which adoption in South Africa operates and the prevailing narratives and debates. It describes the representation of adoption as a “happily-ever-after” scenario, despite the dynamics of adoptive families differing from those of traditional nuclear families. Research shows that the adoptee, birth family, and adoptive family (the “adoption triad”) all experience seven adoption-related issues: loss, rejection, guilt/shame, grief, identity, intimacy/relationships, and mastery/control. These are the mostly untold stories of adoption, and they provide the framework for the personal investigation. Part 2 is the author’s personal story, which scaffolds and thematically advances the stories of the male adoptees, birth fathers, and adoptive fathers interviewed. This project reveals that adoption is a profound experience for the triad. The seven issues, innately human and universal, are best revealed through personal investigation and long-form journalism. This project contributes to research about men in adoption in South Africa by sharing their stories and makes the issues of adoption publicly accessible through long-form journalism.Item Psychological Wellbeing Among South African Women with Endometriosis: A Quantitative Study(University of the Witwatersrand, Johannesburg, 2025-01) Ismail, Raeesah; Rogers, ShawnEndometriosis is a chronic illness that significantly impacts the physical, emotional, and psychological wellbeing (PW) of women. Despite its prevalence, the psychological toll of endometriosis remains under-researched, particularly in South Africa, where healthcare disparities and limited resources exacerbate challenges. The aim of this study addresses a critical gap in exploring the associative and predictive relationships between delayed diagnosis, psychosocial factors (participation in support groups and perceived medical support), and demographics (age and socioeconomic impact and access) on the experiences of PW in a sample of South African women diagnosed with endometriosis. Using a cross-sectional, correlational design, the study analysed 248 South African women aged 18–55 diagnosed with endometriosis. Participants were recruited via social media, support groups, and university students, employing non-probability sampling. Data was collected using the Ryff Psychological Wellbeing Scale, the Stellenbosch Endometriosis Quality of Life Scale (SEQOL), the Endometriosis Impact Questionnaire (EIQ), and a contextual questionnaire. Descriptive and inferential statistics, including Pearson correlations and regression analyses, were conducted. The simple regression results revealed that perceived medical support, EIQ Social Impact, SEQOL Support, socioeconomic status contextual burden, SEQOL Income, EIQ Employment & Financial and Education impact, and EIQ Psychological Impact and SEQOL PW were all significantly negative predictors of PW. However, delayed diagnosis, age, and support group participation were not found to be significant predictors. Additionally, the overall multiple regression model was significant (F(9, 238) = 8.81, p < .001) and accounted for approximately 25.0% of the variance in PW with socioeconomic contextual burden emerging as the only significant predictor of PW (p = .028). Socioeconomic Impact and Access factors accounted for the largest variance in PW, showing the role of healthcare access and financial strain. The two psychological factor measures also emerged as a key area affecting overall PW. The results emphasise the need for endometriosis awareness, integrating mental health support into treatment plans and addressing systemic barriers to healthcare. This research provides a foundation for future studies to leverage in studying South African women with endometriosis.Item Accounting for the Missing Link in the Philosophical Theorisation of Gender-Based Violence: A Poignant Focus on Discourse(University of the Witwatersrand, Johannesburg, 2024-12) Seeko, Limakatso Marceline; Letseka, TebelloThe current thesis postulates that the inadequacy of a philosophical theorisation of Gender Based Violence within the analytic philosophical tradition is problematic and contributes to a lack of clarity on GBV in and outside of education contexts in South Africa. Thus, in this thesis, I propose the need for the philosophical theorisation of GBV within the analytic philosophical tradition that can clarify the meaning of GBV with the intention of bridging the gap on the missing philosophical link concerning inadequacy of a philosophical theorisation of GBV. That said, this thesis is underpinned by the analysis of the literature, newspaper analysis as well as the analysis of policy documents which significantly form part of a methodology in the study. Central to the methodology aspect, it is worth-stating that the study is qualitative in nature. In its entirety, the study follows the logic of Standish’s (2007) methods of inquiry namely, the descriptive, analytical and normative inquiry. Narrowing the focus on the analytical aspect, purposive sampling informed the selection of the newspapers which were analysed using Ritchie and Spence’s (2004) five processes of the framework analysis coupled with Critical Discourse Analysis. Some of the findings from the analysis were the prevalence of necropolitics, gendering necropolitics as well as the predominance of oppressive bio-power in and outside of education contexts in South Africa owing to the inadequacy of philosophical theorisation of GBV from the analytic school of thought. Importantly, the study illuminates that when a philosophical theorisation of GBV is informed by a philosophical discourse analysis, it can have crucial implications on uncritical essentialist discourse which prolongs the predominance of necropolitics, gendering necropolitics and functionality of the biopower in and outside of education contexts in South Africa. Most tellingly, adopting a philosophical theorisation of GBV that is informed by a philosophical discourse analysis within the analytic philosophical tradition can also have implications that are noteworthy concerning the ambiguous policy frameworks and pedagogical practices necessary for the redress of GBV in and outside of education contexts in South Africa. Overtly, the central argument advanced in this study is underpinned by an Critical emancipatory paradigm to suggest that a philosophical theorisation of GBV within the analytic philosophical tradition that draws from a philosophical discourse analysis can have a positive impact that can aid the process of the redress of GBV in and outside of education contexts in South Africa.Item Collaborative learning and knowledge building in a mathematics teacher educator professional learning community in Ghana(University of the Witwatersrand, Johannesburg, 2025-01) Nkrumah, Frank Kwarteng; Pournara, CraigThis study investigates how collaborative professional learning experiences support the development of Mathematics Teacher Educators’ (MTEs’) knowledge and practices for teaching mathematics in pre-service teacher education in Ghana. Despite the critical role MTEs play in shaping future mathematics teachers, their own professional development needs and the specific knowledge required for their work remain underexplored, particularly in developing educational contexts. This research utilised a qualitative case study approach with data collection occurring in two phases: March to May 2022 and February to April 2023, following ethical clearance. Phase One examined collaborative practices within a Professional Learning Community (PLC) of MTEs from one teacher education institution in Ghana, while Phase Two explored the role of critical friendships in supporting MTEs’ professional growth. Grounded in sociocultural learning theory, the study integrated Desimone’s framework for effective continuous professional development, Wenger’s dimensions of practice, and McCrory et al.’s knowledge of algebra for teaching framework as lenses through which data was analysed in the two phases. Data collection methods included PLC observations, focus group interviews with MTEs, individual interviews with MTEs and their critical friends, and classroom observations of MTEs’ teaching practice. The analysis involved both deductive and inductive thematic approaches, employing the theoretical frameworks to examine collaborative learning dynamics and knowledge development among MTEs. Key findings reveal that content-focused and domain-specific professional learning are crucial for MTEs’ development, supporting findings from prior research. The study identified three core knowledge domains vital for MTEs: Pedagogical content knowledge, subject-matter knowledge, and knowledge of educational contexts. Collaborative learning within PLCs and critical friendships were found to enhance MTEs’ professional knowledge and practices substantially, fostering reciprocal expertise development and catalysing pedagogical innovation. The study also highlighted the complex, specialised nature of knowledge required for teaching teachers, extending beyond what is typically considered for school-level mathematics teaching. However, challenges were noted in translating collaborative learning into individual classroom practices, including time constraints and varying levels of participation and commitment of MTEs in the PLC activities, which led to uneven professional growth. This research contributes to the field by providing an integrated theoretical framework for understanding MTE professional development, offering methodological innovations in studying critical friendships, and identifying specific knowledge domains crucial for MTEs. The findings have substantial implications for policy and practice in mathematics teacher education, suggesting the need for sustained, collaborative professional development models and curriculum reforms in MTE preparation programs. While contextualised in Ghana, the study offers insights relevant to the broader international discourse on mathematics teacher education, particularly in developing educational contexts. It opens avenues for future research on the longitudinal impacts of MTE professional development, cross-cultural comparisons, and the scaling of successful collaborative learning models in diverse educational settings.