Faculty of Humanities (ETDs)
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Item Locality Shaping the Institution: Genesis Connection Youth Skills Multimedia, Riverlea, Johannesburg(University of the Witwatersrand, Johannesburg, 2024) Pather, Jodie; Ntombela, Nontobeko; Khan, SharleneFollowing the rich history that community art centres have had in South Africa, this research questions how locality may ideologically shape community-based arts institutions and have a bearing on how they operate and what they have access to. Specifically, this study looks at the community-based arts organisation, Genesis Connection Youth Skills Multimedia (Genesis), in Riverlea, Johannesburg. This research report is carried out to ascertain the extent to which Genesis and the work that they do is influenced by their home community of Riverlea, and how this locality may affect or determine their curriculum, programming, and access to funding. Through episodic interviews, I explore the significance of locality to community-based art centres as is experienced directly by facilitators of different initiatives. The first chapter in this report deals with an overview of scholarship on community art centres; defining and contextualising them, including a historical overview of community art centres that have existed in Johannesburg. Locality, as a concept and its associated literature as related to community art centres is discussed and incorporates perspectives from facilitators working in the field. The second chapter presents a historical overview of the area of Riverlea and builds on the description from Chris Van Wyk’s autobiographical work Shirley, Goodness and Mercy (2004), as a way of complementing, enriching and humanising the academic perspectives on the area of Riverlea. These upfront chapters provide the context for the birth of Genesis, and the terrain that it operates in. Lastly, the third chapter looks at the funding landscape that has sustained community-based arts in South Africa, with specific attention paid to government-funded community-based arts centres, alongside a discussion of how Genesis is funded. The purpose of this is to establish an understanding of the accessibility of funds for arts organisations, what their unique challenges may be, as well as to highlight the sustainability of government-funded organisations in comparison to that of self funded organisations, such as GenesisItem COVID-19 and children who experience special educational needs: Caregivers’ experiences, coping strategies, and support needs(University of the Witwatersrand, Johannesburg, 2023-05) Fernandes, Jenna; Amod, ZaytoonEvery aspect of parenting becomes magnified when caring for a child who experiences special educational needs, especially during a pandemic. Despite the wide recognition that the pandemic intensified existing stressors for caregivers of children who experience special educational needs as indicated by reports of significant declines in mental health, there is a scarcity of research exploring caregivers’ experiences during the pandemic, and especially within the South African context. Therefore, the aim of this study was to explore the experiences of South African caregivers, their available support structures, coping strategies, and support needs. An exploratory qualitative research design was employed, in which twelve caregivers of children who experience special educational needs participated in semi structured interviews. Reflexive thematic analysis was used to analyse the data, and subsequently, the researcher developed five intersecting themes and fourteen subthemes. Notably, the five themes were, “exhausted to the bone”, twice as isolated, finding the light in the dark, soldiering on and learning to cope, and a wish for change and advocacy. Critically, the results of the research study suggest that despite the difficulties experienced by caregivers, there were opportunities for growth and development. However, there is a deep desire for there to be more understanding and tolerance of differences.Item The Cratylus Testimony: Moving Toward Plato’s Ontology of the Human Body(University of the Witwatersrand, Johannesburg, 2024-03-15) Crowder, Jason Dale; Futter, DylanSocrates’ etymologies for the term σῶμα (human body) in the Cratylus 400b11-c9 excerpt raise a question that is often ignored or under-addressed in Platonic scholarship. That question is the focus of this dissertation. I aim to work out Plato’s definition and ontology of the human body as it unfolds and manifests within the Cratylus dialogue. My goal is to grasp what precisely Socrates’ σῶμα etymologies disclose about Plato’s ontological views toward the human body. Only a careful exegetical analysis of those etymologies can unveil such information. In other words, I want to know what the Cratylus 400b11-c9 testimony reveals about Plato’s ontological views concerning the human body. Hence, my research interest lies in three specific veins: (1) Socrates’ σῶμα etymologies in the Cratylus, (2) the relationship between a given etymology and a proper definition, and (3) the philosophical significance of these precise etymologies on Plato’s ontology regarding the human body. Much more entails each aspect than what appears initially. As the dissertation unfolds, other factors that need attention and require addressing will naturally arise. I propose that a careful and thorough exegetical analysis of the given σῶμα etymologies would reveal not only essential details for moving toward a proper understanding of Plato’s ontology of the human body but also proves that the Cratylus is a good entry point into this discussion itself. For such reasons, I shall argue that these etymologies are, in fact, instrumental in establishing the foundation of Plato’s overall ontological disposition of the σῶμα and, perhaps, Plato’s teleology of the human body too. Socrates’ σῶμα etymologies are not straightforward semantic connections but rather heavily influenced by a philosophical-religious perspective. As such, each seems relatively intelligible, and the statements are prima facie unproblematic at a precursory glance. While Plato’s character Socrates’ three σῶμα etymologies appear intelligible and prima facie unproblematic upon closer examination, that does not appear to be the case.Item Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools(University of the Witwatersrand, Johannesburg, 2024) Kau, Irish; Mayise, SimangeleSouth Africa has a history of violence, originating from the previous apartheid regime. This includes violence in private and public settings such as in the home, school and neighbourhood. One of the positive socio-political changes introduced by the new democratic government was the abolition of corporal punishment in schools. However, the delay in empowering teachers with alternative means to corporal punishment had an impact on discipline in schools that is still prevalent to this day. Teachers believe that their power to discipline learners has been curtailed, and they therefore find it difficult to maintain a culture of teaching and learning in schools. The purpose of this qualitative study was to investigate teachers’ psychological transformation from the use of corporal punishment to positive disciplinary measures. The main aim of the current study was to explore teachers’ understanding of alternatives to corporal punishment (ATCP) in South African primary schools. The study adopted a qualitative approach, with data being collected through a biographical questionnaire, individual and focused group in-depth semi-structured face-to-face interviews, and document analysis. Data was analysed through thematic analysis. The ethical principles adhered to were informed consent, anonymity, confidentiality and non-maleficence. Cultural-historical activity theory was employed as a theoretical lens to further explore the teachers’ mental shifts from the use of corporal punishment to ATCP. Findings suggest that teachers perceive positive discipline as viable with the collective effort of parents, teachers, learners and the larger community. Despite the historicity and internalisation of corporal punishment by teachers, fear of incarceration, fear of dismissal from work, and the abhorrence of violence, necessitated a mental shift. Contradictions between private and public use of disciplinary measures were illuminated as a threat to the effective implementation of ATCP in schools.Item The effects of embracing multilingualism on the academic performance of learners in primary science education in botswana(University of the Witwatersrand, Johannesburg, 2023-12) Kereeditse, Dumelang Lorato Thomas; Inggs, JudithIn Botswana, primary school learners perform better in Setswana as a subject than in the science subjects. This trend can be observed in the annual Primary School Leaving Examinations results despite the country’s high literacy rate. Since these learners are emergent multilinguals, this study sought to determine the effects of embracing multilingualism on Botswana learners’ academic performance in science as a subject at primary level. Considering that using translation as a pedagogical strategy has never been fully recognised as a useful way of scaffolding in lower levels of education, the translanguaging perspective was employed to determine the effects of translation in multilingual contexts. This was done to enhance comprehension of fourth year primary science texts using bilingual texts because, in the Botswana education system, codeswitching is usually practised as a communication strategy, but textbooks and assessments are printed monolingually in English from Standard 2. The study acknowledged the benefits of both English and Setswana in the education system and on learners’ cognitive development. Therefore, it employed a cognitive theory of communication in translation coupled with the translanguaging theory to develop bilingual science texts that could enhance pedagogic strategies for emergent multilinguals. A quasi-experimental design was used to assess the effects of using bilingual texts on learners’ academic performance. Three participating schools from different language communities in Botswana were selected via non-proportional stratified sampling. The control group received a monolingual science topic with content as usual, whereas the experimental group received the same text translated and presented bilingually in English and Setswana. Both groups attempted a written comprehension exercise after reading the same topic. Data were analysed statistically using SPSS Statistics and qualitatively using moment analysis to determine the significance of differences between 2 the control and the experimental groups. Learners in the minority language speaking school showed a considerable improvement as well as a significant difference in the performance of learners who used monolingual texts compared to those who used bilingual texts. Other schools showed an insignificant difference between the performance of the experimental group and the control group. These results show the potential of bilingual texts in the creation of translanguaging space in the classroom. They support the ostensive multilingualism pedagogy which brings together translanguaging pedagogy and relevance theory in translation to open translanguaging spaces in science education.Item Parental Experiences and Perceptions of their Child’s Remedial School’s Interventions and Collaborative Engagement(University of the Witwatersrand, Johannesburg, 2023-03) Mawoyo, Chantelle Chioniso; Amod, ZaytoonThe study aimed to explore the experiences and perceptions of parents in South Africa in relation to the interventions that their children receive within the remedial school setting to address their specialised learning needs. Further, this research investigated the parents’ collaborative engagement with teachers and professionals within these remedial schools and explored how their experiences can be improved. This qualitative exploratory study used semi-structured interviews to collect data. Eight parents of children currently placed in remedial schools in South Africa participated in this study. The findings of the study indicate that majority of the remedial parents’ experiences differed based on whether it was a private or public remedial school. Parents in private remedial schools reported receiving more support from the teachers and other professionals in the remedial schools as opposed to public remedial schools. Sufficient resources and consistent collaborative engagement were highlighted by the parents as necessities and significant factors that directly impacted their experiences of the remedial interventions put in place to address their children’s specialized learning needs. There was a gap in collaborative engagement where parents found themselves lacking effective communication from the remedial schools due to a lack of remedial resources. There were also gaps in collaborative engagement between parents and the schools as multidimensional factors relating to parental support we not successfully met by all teachers and professionals. Lastly, COVID-19 resulted in parents having an added load of doing more remedial work with their children at home. In addition, COVID-19 made some remedial interventions difficult to be successfully carried out.Item An analysis of domain-specific terminology for pedagogical lexicographic resources: towards a comprehensive english isizulu life sciences dictionary(University of the Witwatersrand, Johannesburg, 2023-02) Dladla, Celimpilo Piety; Zungu, E.B.This thesis examined the structure of published dictionaries as a foundation for creating guidelines for developing a domain-specific lexicographic resource in an African language. The resource developed in the study is directed at Grade 10 to 12 learners as a remedy for the absence of domain-specific lexicographic resources for senior phase learners whose mother tongue was previously marginalised. Subjects are taught in a second language despite the language policy of the Department of Basic Education stating that learners and their guardians are at liberty to choose their language of education (Diko, 2018). The unavailability of these resources deprives potential users of the opportunity of having a choice to use reference material in their home language to understand crucial educational material. This limits their ability to achieve the results they would have had if they had the opportunity of learning in their mother tongue (Osborne & Collins, 2001; Mji & Makgato, 2006). Dictionaries have been identified as assistive resources in increasing learners’ understanding of educational concepts (Ranalli & Nurmukhamedov, 2014; Charamba, 2017). Subsequently, this thesis employed the theory of lexicographic functions to develop guidelines for the development of a bilingualised Life Sciences dictionary in isiZulu with English serving as the source language, as users need the information in English in class and in their examinations. This qualitative study garnered data by means of content analysis of existing English-Zulu bilingual dictionaries by examining their structure and function, as a foundation for developing guidelines for the new resource and the ultimate compilation of the resource. Further, the study interrogated the Life Sciences glossary from prescribed Grade 10 to 12 Life Sciences books from the Department of Basic Education and extracted terminology from these resources. Terminology was then translated into isiZulu employing translation strategies applicable in lexicography as this was not a translation exercise but a lexicographic exercise. Nkomo (2019) asserts that most lexicographic practices had been mistaken for a translation exercise because lexicographic theories are often not employed. For this reason, the study employed the theory of lexicographic functions – studying the needs of users, the user situation and the function of a dictionary (Tarp, 2004; 2008; 2012) to create a dictionary development guideline and additionally, produce a digital dictionary to be made available in a freely downloadable form for use and availability to all users. The dictionary developed was analysed according to guidelines set by Ball and Bothma (2018) for analysing digital dictionaries.Item The experiences of caregivers on their involvement in their Children’s learning during covid-19: the case of vlaaklagte Number 2, mpumalanga province(University of the Witwatersrand, Johannesburg, 2024-05) Matshiana, Bongi Zanele; Watermeyer, Jennifer; Pretorius, EdmarieThe outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The pandemic affected the public's mental health and well-being in a variety of ways, including through isolation, job loss and financial instability, illness, and grief. In addition, the COVID-19 pandemic had negatively impacted teaching and learning. In many schools, the curriculum had to be adapted to an online format and parents had to take over the role of teachers and assist their children at home. The study aimed to explore how caregivers perceived their engagement in their children’s learning during COVID-19. The research approach that was utilized in this study is qualitative approach. An exploratory qualitative study grounded in phenomenographic principles. The population that was utilized in this study are the caregivers of school-going learners in Vlaaklagte Number 2 in Mpumalanga who are over the age of 18 years. The sample size was 8 caregivers and the sampling procedure utilized for this study was purposive sampling. The research instrument utilized in this study was a semi-structured interview guide. The researcher’s method of data collection was face-to-face interviews with the participants which included audio recordings that participants consented to. A thematic analysis was utilized as a data analysis technique in this study. According to the findings of this study, the mental well-being of caregivers in Vlaaklagte Number 2 has been significantly affected by the COVID-19 pandemic. A surge in anxiety and stress was noted amongst them, largely due to the high mortality rate and rapid spread of the virus. In addition to this, financial strain caused by job loss and the added responsibility of full-time parenting, supervising children, and ensuring adherence to COVID-19 protocols, further added to their already heightened levels of stress. As a coping mechanism, caregivers relied on their spiritual beliefs. Furthermore technology, particularly Google was utilised by caregivers in supporting their children’s learning during the pandemic. This study highlights the urgent need for post-pandemic assistance and support for caregivers in this community. Based on the findings of this study, caregivers in Vlaaklagte Number 2 faced challenges during the COVID-19 pandemic that were similar to those experienced by their counterparts in other areas of South Africa. The pandemic has exacerbated the impact of past traumas, underscoring the critical need for mental health support. Caregivers who were unemployed or working from home reported heightened levels of stress. Ultimately, this study underscores the significance of prioritizing the psychological welfare of caregivers and ensuring that they have access to mental health resources.Item The Mediating Effects of CPA Coverage on Curriculum and Early Mathematics Performance in Mpumalanga, South Africa(University of the Witwatersrand, Johannesburg, 2024) Reddi, Benita Yolanda; Schutte, EnidThis study aimed to investigate how well Grade 1 workbooks in South African schools in Mpumalanga, cover the curriculum and CPA (Concrete-Pictorial-Abstract) content, and how this coverage affects learners' scores on the Early Grade Mathematics Assessment (EGMA). The study examines the interplay between curriculum content coverage, CPA content coverage, and performance on the Early Grade Mathematics Assessment (EGMA) among Grade 1 learners in South African primary schools. By analysing data from 55 schools, this research specifically addresses the effectiveness of CPA content coverage in mathematics workbooks and its relationship with EGMA scores, alongside the moderation and mediation effects of socioeconomic factors and task coverage. Findings indicate that CPA content coverage is positively associated with learner performance on the EGMA, emphasising its significance in supporting mathematical comprehension. However, the study also uncovers a disconnection between the breadth of curriculum content and the EGMA's focus areas, pointing to potential gaps in curriculum alignment with assessment objectives. Furthermore, while the CPA content coverage shows a clear positive correlation with learner outcomes, the anticipated moderation effects of socioeconomic status and the mediation role of task coverage did not emerge as strongly as hypothesised. The research expands on the understanding of how specific aspects of curriculum content and task coverage influence early grade mathematics achievement. Despite the mixed results regarding moderation and mediation, the study highlights the complexity of factors affecting educational outcomes, including the critical role of CPA content coverage in enhancing learner performance. This dissertation contributes to educational research by offering nuanced insights into the dynamics of curriculum content and coverage and its impact on mathematics education in South Africa. It underscores the need for comprehensive strategies that integrate effective CPA content coverage with thoughtful curriculum design and assessment alignment, advocating for evidence based interventions to improve early mathematics learning outcomes in South AfricaItem Exploring the Impact of a Targeted Mediated Learning Intervention on the Mathematical Ability of Grade 5 Learners Experiencing Mathematical Difficulties(University of the Witwatersrand, Johannesburg, 2024) Cooke, Belinda; Amod, ZaytoonThis preliminary investigation took place in a South African private remedial school and presents the case study of three Grade 5 learners experiencing mathematical difficulties. The study aimed to establish whether a 12-week mediated learning intervention (Feuerstein (2009) From Unit to Group (FU2G)) would have an impact on the learners’ mathematical ability as well as on their deficient cognitive functions related to mathematics. The sample included three learners, a teacher trained in the FIE-Basic programme, and a remedial teacher responsible for remedial mathematics classes with the learners. Class mathematics test marks and scores from mathematics-related Wechsler Individual Achievement Test, Third Edition (WIAT-III) (Wechsler, 2009) subtests were used as a measure of mathematical ability before and after the intervention. Data was also collected through semi-structured interviews with both teachers and the completed FU2G instrument booklets. A qualitative assessment of deficient cognitive functions related to mathematics was based on the Feuerstein list of deficient cognitive functions. Qualitative evaluation of the participants’ performance on the WIAT-III subtests before and after the intervention was not notably different. Due to considerable difference in the content of each term’s class mathematics assessments, qualitative interpretations of the participants’ mathematics class test marks were not pursued in the findings. The findings revealed that the FU2G intervention resulted in some positive changes in each learner’s deficient cognitive functions related to mathematics. The learners’ WIAT-III subtest performance as well as these positive changes are discussed in relation to each participant’s learning difficulties and neurodiversity. Overall, the participating teachers had a positive perception of the use and benefits of the mediated learning experience intervention.