Faculty of Humanities (ETDs)

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Using Mnemonic and Sub-lexic Reinforcement Techniques to Enhance Reading Abilities among Grade Three Learners with Dyslexia in Primary Schools in Mpumalanga: Analysis of Age and Gender Differences
(University of the Witwatersrand, Johannesburg, 2024) Zindoga, Lilian; Aloka,Peter
Learners with dyslexia (LWD) have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities. Such learners also face challenges in various areas. In addition, dyslexia is linked with experiences of stigmatization and lowered self- concept. However, every learner in the society including those with dyslexia who have been excluded from the formal education system, must get access to quality education without discrimination. In South Africa, White Paper 6 outlines a national strategy for systematically addressing and removing barriers to learning through establishing full- service schools, converting special schools into resource centres, training education managers and teachers, and developing institutional and district support structures and pursuing a funding strategy. However, several studies report that LWD are still many and disadvantaged in the inclusive school set-ups. LWD continue to face academic, social, and psychological challenges in school and therefore early interventions are crucial for the development of these learners. This study aimed to examine effectiveness of mnemonic and sub-lexical reinforcement techniques in enhancing reading abilities among grade three LWD in two public schools in Mpumalanga, South Africa and was guided by two theories: Skinner’s reinforcement theory and the Information Processing Theory (IPT). The study was also informed by the Human Rights Model of Disability and the Inclusive Pedagogical Approach. This study was anchored on pragmatic research paradigm. Within the mixed methods methodology, the Sequential Triangulation design guided the data collection process. The sample size consisted of 43 learners: 23 grade three LWD from the intervention and 20 learners from the control schools. Pre-and post- tests were administered to the learners during the first three months and during the second half of the research period which took 6 months using the quantitative sample of 43 LWD. The initial test was the Bangor Dyslexia test that was administered to all grade three learners from both the experimental and the control schools. The study’s qualitative data, in the form of interviews, was also undertaken in the second phase of the data collection period where 6 parents of LWD were selected using purposive sampling and 3 English Grade three teachers, plus the principal and the deputy principal underwent semi- structured in-depth interviews. The research tools used were reading tests, short reading comprehension passage, questionnaires, and interview guides. Validity of questionnaires was ensured by Keyser Meyer Oklin test while reliability was ascertained by use of xv Cronbach’s alpha. Quantitative data were analyzed using both descriptive and inferential statistics whereas the qualitative data was analyzed using thematic analysis. The study findings indicated that the use of mnemonic reinforcement techniques to enhance reading abilities among grade three learners with dyslexia in primary schools is highly effective. The findings further revealed that repeated reading as a form of sub- lexical reinforcement techniques is effective in enhancing reading abilities among learners with dyslexia. The findings also revealed that there is a significant effect of gender in influencing enhancement of reading performance by mnemonic intervention, with the female learners having better scores than males. The findings indicated that girls had comparatively higher improvement in performance than the boys in the two components of reading ability (reading and comprehension) and in the overall reading ability, after having gone through sub-lexical intervention. The findings further indicated that generally older children in the intervention group had relatively higher improvement in performance in overall reading ability and its two components (reading and comprehension) than the younger children in same group. The findings indicated that there was statistically significant difference in reading scores between younger and older children among grade three LWD who received sub-lexical treatment, with older learners having higher scores than younger learners. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, and that those who are not able to read do not proceed until and unless they are able to read. Moreover, the Department of Basic Education should organize workshops that train teachers in various approaches on how to improve reading of learners with reading problems because the workshops would help teachers by equipping them with the most widely used approaches to reading instruction to enhance learners’ reading abilities of learners in early years.
Women, State Law, And the Crisis of Chieftaincy: The Case Of Nswazi Village In Zimbabwe
(University of the Witwatersrand, Johannesburg, 2024) Muradzikwa, Tracey C.; Dube, S.I.
Increasingly, post-colonial African states have been grappling with the issue of the gender- gap within traditional leadership institutions, resulting in contestations between state laws and traditional customary laws. Using the landmark succession of Indunakazi Sinqobile Mabhena of Nswazi in Umzingwane district, Matabeleland South, Zimbabwe as a case study, the dissertation provides a new perspective on female traditional leadership through studying the in-depth the negotiation of the legitimacy of Mabhena’s chieftaincy. The study is a “feminist ethnography” of the daily life of Chief Mabhena in a Nswazi community to establish how the governance strategies of women chiefs are configured in practice, with a focus on debates and contention regarding the succession and legitimacy of Indunakazi Mabhena. Drawing on more than one year of fieldwork and making use of a qualitative narrative ethnographic research methods, the Zimbabwean case shows how African women play a significant role in the reconceptualization of legitimacy in traditional leadership and the perceptions of the people of Nswazi on the legitimacy of Indunakazi Mabhena in particular. A key finding of the thesis is that the legitimacy of traditional leaders primarily lies with the community accepting the rulership of the appointed leader through celebrations, ceremonies, and commitment to the well-being of the people that preserve their heritage and lineage. To that end, the naturalization of male chieftaincy primogeniture is put to question.
Azibuye Emasisweni: Exploring Everyday Notions of Zulu Nationalism Through the Women in the Hostels of Alexandra Township
(University of the Witwatersrand, Johannesburg, 2024) Makhathini, Sinqobile; Mngomezulu, Nosipho
This thesis explores the lives of four women who ethnically identify as Zulu within the hostels of Alexandra. Hostels, which refer to the housing compounds that were established as ethnically segregated and gender-distinguished spheres for the colonial migrant labour system, have become an essential axis for Zulu nationalist revival away from Kwa-Zulu Natal. Through participant observation and semi-structured interviews, I examine how Mam’Dlamini (57 years), the Nduna of Madala hostel and three hostel residents: Nokukhanya (23years), Mam’Nzama (55 years), Nokwazi (21 years), engage and shape forms of Zulu nationalism within their everyday life. I further engaged in autoethnography, whereby I positioned myself as the fifth participant, undertaking self-reflexivity about my identification as a Zulu woman. My work is invested in ukuzwa ngenkaba, listening with the umbilical cord, which is to say, centring African epistemologies in the ways we research (Mkhize 2023). In this way, I think through Fox and Miller-Idriss’ (2008) four modalities of everyday nationhood (talking, choosing, consuming and performing the nation) within Zulu conceptual frames. In my research, I found that in “talking the nation'' women used ulimi and ukuncelisa both literally and figuratively to signal membership and centre the role of mothers in shaping Zulu subjectivity. The framing of choices as national is understood by participants as more than individual articulations of personal agency but importantly incorporates inherited traditions. Ordinary people are not simply uncritical consumers of the nation; they are simultaneously its creative producers through everyday acts of consumption (Fox et al 2008, 505). My research shows how rituals become fertile sites for enacting Zulu personhood through specific forms of consumption and production. Performing the nation was evidenced through the women’s embodied expressions of inhlonipho. These themes have allowed for the understanding of how women do not remain hidden within notions of co-constituting but rather preserve this order from and beyond their matriarchal hold of the hostel.
Fluid Justice: Tracing The Experiences Of Women Navigating Urban Water Insecurity In Luveve In Bulawayo, Zimbabwe
(University of the Witwatersrand, Johannesburg, 2024) Dube, Gugulethu Violet; Joynt, Katherine
Water insecurity, exacerbated by population growth and climate change, poses significant global challenges. Especially in developing countries, where decreasing water supply, contaminated sources and inadequate infrastructure disproportionately affect vulnerable populations. Women, often primary caregivers, bear the brunt of these challenges as they are typically responsible for water collection, impacting their educational and economic opportunities. This report delves into the complex impact of water insecurity on women in an urban township in Luveve, Bulawayo, while also addressing the broader issue of global water insecurity and advocating for water access as a fundamental human right essential for poverty reduction. Employing a combination of semi-structured interviews, critical reading, and a feminist lens rooted in Social Reproduction Theory (S.R.T.) and Feminist Political Ecology (F.P.E.) alongside urban vulnerability theory, I explore the interplay between gender and water access. Our findings challenge the conventional narrative surrounding women's vulnerabilities to water insecurity, revealing diverse experiences shaped by factors like gender, socio-economic status, and household and community dynamics. Informed by these insights, the report identifies key challenges and proposes context-specific interventions to address women's needs in urban townships. By incorporating these interventions, development practitioners can advance more equitable and practical solutions, driving the empowerment and resilience of women grappling with water insecurity in developing country contexts. At the heart of this objective lies the concept of "fluid justice," which I define as the dynamic and context-specific pursuit of fairness and equity in water access, distribution, and management. This principle underscores the commitment to exploring nuanced and responsive approaches to tackling water insecurity, ensuring that interventions are sensitive to affected communities' diverse needs and experiences.
An Exploration of Life and Career Narratives of Black Senior Managers: The Storied Habitus of Career Navigation
(University of the Witwatersrand, Johannesburg, 2023) Ramodibe, Refiloe; Canham, Hugo
This research located black senior managers within a temporal frame that links them with their families, communities, childhoods, socio-political and economic histories. This location shed new light since it illuminated their lives and careers in new ways that are grounded in history and context. It enabled an understanding of black senior managers as bearing histories that they bring along with them into the workplace. To explore the stories of these senior managers, I conducted in-depth narrative interviews with twenty black men and black women who occupy senior positions within the financial services sector. Accessing these histories through the genre of narrative assisted in showcasing what is enabled by storying one’s life, therefore creating circuits of meaning-making that connect seemingly disparate sites of the personal, historical, social and workplace. At its core then, this project was about storying the early lives of black senior managers by locating them as mostly working class, caught up in the struggles against apartheid for democratisation, as benefiting from the opportunities enabled by the transition to democracy, as entering the white and masculine corporate workplace of the financial services sector, and as reaching and navigating seniority in their organisations. The participant’s narratives were read through the lenses of narrative theory, habitus, the black feminist theory of intersectionality, and critical race theory. The basic assumption of habitus is that the way one acts and behaves is influenced by where one comes from and one’s dispositions, including contextually salient identity categories, such as race, class, and gender. The basis of these theories is the assumption that there might be a difference in how people of varying class backgrounds and black men and women narrate their stories of mobility. The stories told by participants highlighted the role of the senior managers’ habitus in shaping their identities and trajectories. Childhood experiences and parental influences were found to have shaped their later behaviours in navigating their career journeys. Access to mentors and sponsors early on in their careers was found to have provided the senior managers with the capital that allowed them to progress to more senior roles. Refuting the existing narrative that black people move between organisations excessively, senior managers’ tenure illustrated that they stayed in their organisations for longer periods than industry norms. Notwithstanding their tenure, their stories suggest that unaccommodating cultures and unconscious bias remain prevalent in the financial services sector. Organisations that had more black people in senior roles were found to drive the transformation agenda iv more intentionally. The black senior managers understood their role as that of influencing the cultures of their organisations while also paying it forward by driving the transformation agenda. In the process of sharing their life and career stories, the black senior managers articulated their experiences and understanding of themselves, others, and the world. Therefore, not only did the personal narratives enlighten us about the participants’ personal and working lives, but they illuminated how their identities as black senior managers working within the financial services sector were shaped over time. A prominent finding from the study was that while the black senior managers shared similar experiences related to race, their experiences differed in terms of their family backgrounds and schooling experiences in their childhood. Black people’s experiences may be common in certain aspects and different in others. This necessitates the importance of exploring heterogeneity in organisational studies. This study contributes to organisational studies, gender and critical race studies, history and social theory.
Transgender Character Representation and the Gender Binary: Theorizing a Philosophy for Transgender Character Construction in Video Games.
(University of the Witwatersrand, Johannesburg, 2024) Cloete, Stephen
Transgender characters in video games are often met with negative opinions by the largely heteronormative playerbase which, like in other media, results in a wider negative opinion on transgender people and subjects in reality. In exploring a personal identification with Celeste, I formulate a philosophy concerning the gender binary norm and its role in perpetuating harmful ideas. This philosophy manifests as both an ideology and platformer video game questioning what gender means to story and character. Through exploring gender, metaphor, queerness and game design, a philosophy is constructed to create a transgender character and video game story in a positive light.
Learning profiles and reading benchmarks: Trends from South African data on early grade reading
(University of the Witwatersrand, Johannesburg, 2023-08) Qvist, Jessica Lauren; Schӧer, Volker; Fleisch, Brahm
In South Africa, 90 percent of Setswana learners cannot read for meaning. In this study, I aimed to add to the existing knowledge base by developing learning profiles using the Early Grade Ready Study I longitudinal data. I tracked how Setswana learners with different genders as well as Grade 4 comprehension scores performed in early grade reading components. The findings reveal that learners enter Grade 1 with poor phonological awareness skills, they make slow progress with this skill as well as with letter sounds and word reading in the first grade and greater progress is only made in the second grade. The study also revealed that girls and learners with higher Grade 4 comprehension scores achieved higher phonological awareness, letter sound, word recognition, non-word recognition and oral reading fluency scores in the earlier grades than boys and learners with lower Grade 4 comprehension scores. The implications of this study with regard to teacher pedagogy, assessment and gender equality are discussed.
The role of Mzansi Magic’s ‘Makoti, Are You the One’ in facilitating gender discourses
(University of the Witwatersrand, Johannesburg, 2023) Vabaza, Ncumisa; Muparamoto, Nelson; Vanyoro, Kudzaiishe
The South African Bill of rights prohibits all forms of discrimination based on gender and sex. The government through the National Development Plan encourages stakeholder involvement in the promotion of gender equality. Yet, the experiences of women in various spheres reveal that normative patriarchal socialization persists. This research evaluates the role of local media in facilitating gender discourses that permeate modern-day South African society. This research employs critical discourse analysis (CDA) and critical diversity literacy (CDL) to interpret the dominant gender discourses on the locally produced reality television show Makoti Are You the One? CDA and CDL are used to interpret the representation techniques used to empower and disempower men and women respectively. The research adopts a qualitative research approach, specifically non-participatory observation to comprehend the dynamics in the relationships between the show’s male-female participants as well as the inter-group relationships between female participants on the show. Using discourse, framing and gender theories the study provides an understanding of the techniques used by the media in representing gender, and how these contribute to the co-construction of social meanings assigned to gender. The findings show a persistent imbalance in the representation of gender through local programming, by hegemonically positioning men in superior standing to women who are represented as subjects in their homes and the broader society. These imbalances are contrary to the ideals of gender equality.
In Search of Blackwomen’s Voices – Engendering South African Liberation Movement
(University of the Witwatersrand, Johannesburg, 2023) Rodwell, Karabo-Maya; Shange, Kholeka
The Black Consciousness Movement played a vital role in South Africa’s fight for liberation against the apartheid government. A significant part of this movement were the Black women that risked their lives for the country. Despite the work that they have all done and continue to do, Black women in this movement have faced multiple challenges related to their gender. I am interested in sharing the experiences of these women to add to the growing literature on the role and impact of Black women in South Africa’s history. To do this, I conducted interviews with six Black women over six months, between July 2022 and January 2023, all of whom have been involved in the Black Consciousness Movement. The participants in this research represent a small glimpse into the experiences of Black women in South African liberation movements. This research report follows the lived experiences of Black women in South Africa’s liberation movement, looking specifically at the Black Consciousness Movement. My research found that while each of these women were involved in the movement at different time periods, and in different areas of South Africa, many of their experiences overlap. I have broken these findings into three major themes. The first ethnographic chapter follows their early consciousness building and when they believe they came into consciousness. This chapter explores the formative years of Black women in the Black Consciousness Movement, namely who and or what influenced their political consciousness. The second ethnographic chapter examines Black women’s subjective interpretations of Black Consciousness and the impact this has on the self. While they were all part of the same movement they all seemed to have experienced the ideology differently. The third and final ethnographic chapter interrogates the marginalisation of Black women in the BCM. Here I discuss how women joined this structure for the emancipation of Black people at large, as well as connections to the ideology, and yet many felt that as women they were not always allowed the space to fully participate.
Menstrual Hygiene and Management in Zamimpilo Riverlea Informal Settlement
(University of the Witwatersrand, Johannesburg, 2021-08) Khofi, Lucy; Manderson, Lenore
Managing menstrual hygiene in low- and middle-income countries is difficult, due to lack of proper facilities. With inadequate WASH (water, sanitation, and hygiene) services and infrastructure, such as proper working toilets and lack of access to sanitary materials, some women end up using unhygienic sanitary materials, such as rags, leaves, sand, tissues and so forth to manage menstruation. In this study, I used an anthropological approach to describe and analyse women’s understandings of menstrual health and hygiene in the informal settlement of Zamimpilo, Johannesburg. Firstly, I looked at how women understood menstruation and how this was influenced by community attitudes and social norms. Secondly, I identified what material, structural and normative factors hindered or enabled women to manage their menstruation and hygiene: shame, embarrassment, level of education, access to information, gender inequality, affordability of pads and soap, access to water, and access to sanitation and hygiene facilities. Thirdly, I explored women’s experiences of their bodies, and how menstruation influenced their decisions to go out, go to school, have sex, bathe with others, manage pain, and sleep. I looked also at the practices that women used to manage menstrual waste. As I illustrate, these practices are shaped by cultural, social, and religious factors. I have explored women’s creative ways to manage menstruation, menstrual waste, and hygiene under different conditions, and explored the extent to which they have internalised or resisted negative attitudes towards their bodies and bodily products. I emphasise women’s narratives. In theorising these questions, I have adapted ideas from Purity and Danger (1984) by Mary Douglas, and following her, I have analysed menstruation as something polluting and dirty that contributes to menstrual shame. I have also drawn on Emily Martin’s book The Woman in the Body (2001) and examined how social and cultural factors shape women’s understanding of themselves. The data on which this thesis was based is drawn from research using qualitative methods. Due to constraints in movement and social interactions associated with COVID-19, primary data were collected through telephonic semi-structured interviews. Twelve women – six young women between 18 and 25 years and six women between 25 and 40 years of age – were each interviewed twice, bringing the total number of in-depth interviews to 24. Participants were recruited through a key informant, using purposeful sampling for maximum variability to ensure diversity of age, ethnicity, religion, education background, among participants. This was significant given that the population of Zamimpilo was diverse and includes people from different provinces and communities: Xhosa, Zulu, Pedi and other South Africans all live in Zamimpilo, as well as people from other African countries including Mozambique, Zimbabwe, Zambia, and Nigeria. My findings suggest that women’s MHM (Menstrual Hygiene Management) in Zamimpilo is still a huge challenge. The environment is deeply compromised, and no residents have access to adequate housing, water and sanitation. These basic challenges, along with the lack of sanitary products, hinder women from managing their menstrual hygiene. However, I found that these women used alternatives to manage their MH (Menstrual Hygiene), including various herbs for menstrual hygiene purposes and to prevent urinary tract and reproductive tract infections. Women expressed various understandings of their bodies, menstrual blood and menstruation as a process. I describe how the South African Department of Women, Youth and Persons with Disabilities has tried to address ‘period poverty’ in the country with the collaboration of non-government, non-profit organisations, the private sector, and menstrual activists. However, the need is greater than available resources. In places like Zamimpilo, women still do not receive any assistance from community organisations or from the state, and so they must improvise to manage this most private, routine, mundane event.

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