Faculty of Humanities (ETDs)

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    Adolescents’ identity development through literature: A study of pedagogy and canon in the Grade 11 English FAL poetry classroom
    (University of the Witwatersrand, Johannesburg, 2023-10) Mavhiza, Grace; Nkealah, Naomi
    The aim of this study was to analyse the effect of pedagogy and canon on adolescents’ identity development in the Grade 11 English First Additional Language (FAL) poetry classroom. Despite the well-documented benefits of poetry (Femer, 2003; Pushpa & Savaedi, 2014; Antika, 2017), this study identified the problem that poetry is not realising its potential as a subject in the schools in relation to the identity development of adolescents. The school is a place where adolescents spend much of their time and there are many factors which shape adolescents’ identities within the school context. This qualitative study focused on pedagogy and canon among these many factors. The study was designed as a dual case study and set up within the interpretivism paradigm which allowed different interpretations of the data about the effect of pedagogy and canon on adolescents’ development. The complexity of the study meant a dual focused theoretical framework. Thus, the study used a combination of the theories of identity development by Erik Erikson (1963; 1968) and critical pedagogy by Paulo Freire (1970). Purposive sampling was used to identify the cases for this study. The two schools selected happen to be within Ekurhuleni District. In one school the teacher applied traditional pedagogy while in the other school the teacher employed the modern pedagogy which included multimodality, multiliteracies and new literacies. Qualitative data was collected using three tools, namely, participant observation, questionnaire, and reflective journals. Descriptive and thematic analyses of data were conducted, and the results show that there are limitations and affordances of both the traditional and modern pedagogies. In relation to the impact of the poetry pedagogy and canon on adolescents’ identity development in the Grade 11 English FAL poetry classroom, key findings reveal that traditional pedagogy takes away adolescents’ opportunities to explore their personal identities. In addition, the modern pedagogy is preferable among the Grade 11 English FAL poetry adolescents who participated in this study. The study concluded that the current Grade 11 English FAL poetry canon is alienated from the lives of adolescents who participated in this research. Learners yearn for new poetry which speaks to their daily experiences.
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    Exploring the perceptions of Adolescent’s Black Female Learners in Public School of STEM Careers in terms of its significance towards individual Economic Empowerment: A case study of Bona Comprehensive High School in Soweto, South Africa
    (University of the Witwatersrand, Johannesburg, 2023-06) Sikhosana, Hope Nosipho; Nkomo, Thobeka
    Low enrolment of females in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem in South Africa and Globally. The issue was greatly exacerbated by the history of gender-based discrimination and oppression, particularly in the workplace and in education. This unequal way of life between men and women of different races was established and maintained in large part by power structures like apartheid and patriarchy. Women have been underrepresented in STEM disciplines as a result of discrimination and sexism. But as the balance of power shifted over the years, many women—and particularly those from historically marginalized groups—were given encouragement to enter STEM areas. However, despite the efforts, women number in STEM remains low. The study investigated how Black adolescent female students in public schools perceived STEM occupations to better understand the low representation of women in STEM fields. The researcher conducted a qualitative case study at Bona Comprehensive School in Soweto to fulfil this goal. A purposive sampling strategy was utilized to choose 1 Life Orientation teacher, while an intentional snowball sampling technique was used to sample 10 Black Adolescent Female students. In-depth one-on-one telephone interviews were performed to collect data, with a semi-structured interview schedule serving as the research tool. Thematic content analysis was used to examine the data that had been gathered. Results show that female students view occupations in medical favourably because they see them as safe and feminine, whereas they view careers in electrical engineering and construction as dangerous and masculine. Also, the results demonstrate that participants' positive perceptions were influenced by the good pay associated with STEM fields because they felt that economic empowerment was crucial to changing their lives and the lives of their families. The lack of resources from the school for hands-on learning, however, was a challenge for the female students as they pursued STEM degrees. In order to keep and attract female students in STEM fields, there is a need to better support them throughout their academic careers. In the research report's latter sections, recommendations are given.