Faculty of Humanities (ETDs)

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    An interpretivist account of the factors that facilitate and constrain the translation of inclusive education theory, legislation and policy into practice
    (University of the Witwatersrand, Johannesburg, 2024) Moolla, Fatima; Letseka, Tebello
    Inclusive education started off as an international movement through the Salamanca Statement, the Dakar Framework, and the World Declaration on Education for all policies and frameworks. Following the end of apartheid in 1994, South Africa followed the rest of the world in an initiative towards a more inclusive and equitable society centred on human rights ideals. It was the White Paper 6 policy, the South African Constitution, and the South African Schools Act that followed the initiative towards a more inclusive society. These policies provided frameworks and guidelines for achieving inclusive education in South Africa. The implementation of inclusive schooling in South Africa has resulted in considerable demands that necessitate systemic modifications and adaptation to fully fill the requirement for an inclusive education framework. There were continuous changes in policies, legislation, frameworks, and curricula. However, in spite of all the legislation and policy developments that were drafted to achieve inclusive education in South Africa, there have been challenges in translating them into practice. Hence, the drafting and changes have subjected inclusive education educators to the challenges of fully implementing inclusive education practices. Ultimately, there are several theories on inclusive education, for example, constructivism theory, sociocultural theory, and inclusive pedagogy theory; nevertheless, it is unclear if the theories are translating into teaching practices. Thus, this study explores the translation of inclusive education theory, legislation, and policy into practice through the experiences of in-service educators who have received inclusive education training at the postgraduate level. This dissertation used a qualitative approach. A snowball sampling method was used to select 11 in-service educators for this study. This study made use of part-time postgraduate inclusive education students who are currently enrolled and who have been enrolled at a higher educational institution. Multiple semi-structured interviews were employed to gather data from the research participants, and a thematic analysis method was employed to analyse the data. The data collection for this study was two-phased. In addition, this study used critical pedagogy and inclusive pedagogy combined to create a theoretical framework to understand how in-service educators make use of their theoretical knowledge in their pedagogical practices. Critical pedagogy and inclusive pedagogy assisted the research in framing how pedagogical practices should be and what constitutes them; therefore, critical 2 pedagogy and inclusive pedagogy assisted this research in understanding how educators’ theoretical knowledge is translated into practice. This study adds to our understanding of how in-service educators are translating their knowledge of inclusive education theory, legislation, and policy into practice. The results of this undertaking have confirmed that there are challenges in translating inclusive education theories, legislation, and policy into practice due to a lack of support, large class sizes, curriculum concerns, a lack of resources, financial constraints, and the theory not taking South African context into consideration. Many research participants cited that they are conscious and knowledgeable about inclusive education; however, macrostructures made it a challenge to implement. Therefore, there is a need for access to support systems from the school and macrostructures. Also, policies and theories need to be more realistic to implement within South African classrooms.
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    Experiences of stroke survivors with aphasia and their significant others during the COVID-19 pandemic in Ekurhuleni, South Africa
    (University of the Witwatersrand, Johannesburg, 2023-09) Kathrada, Nabeelah Ebrahim; Kater, Kelly-Ann; Neille, Joanne
    Background and Aim: Stroke, a neurological condition, can lead to communication impairments, including aphasia, and has been associated with increased burden of care for significant others. With changes in stroke care due to the COVID-19 pandemic, it was considered essential to explore the perspectives of stroke survivors and their significant others. This study aimed to investigate the lived experiences of individuals diagnosed with stroke and aphasia during the COVID-19 pandemic, along with their significant others, within the South African context. Methodology: Employing a qualitative phenomenological design, this study utilised homogenous purposive sampling. Semi-structured interviews were conducted with seven stroke survivors with aphasia and their significant others. Interviews were conducted individually or as a unit, depending on participant preference. Data analysis followed an inductive thematic approach, with interpretation guided by the biopsychosocialtech model. Findings: The study's findings reveal challenges faced by participants as a result of the COVID-19 pandemic. These challenges encompass difficulties related to facility admission, interactions with healthcare workers, loss of autonomy, limited communicative abilities, reduced social networks and engagement in pre-stroke activities, struggles with re-entering the work environment, changes within family dynamics and interpersonal relationships, as well as evidence of burden of care for significant others. While technology was acknowledged as a potential valuable resource and telerehabilitation a possible successful intervention approach, their effective use posed challenges and limitations. Although rehabilitation was deemed beneficial, the need for potential transformation within the field of aphasia rehabilitation is outlined, particularly with respect to the active involvement of persons with aphasia and their significant others as well as the use of technology in a South African context. Implications and Conclusion: This study contributes to the understanding of the lived experiences of persons with aphasia and their significant others within the South African context during the COVID-19 pandemic. The findings have the potential to inform policy and practice by emphasising the importance of addressing client needs based on their lived experiences. Additionally, the study underscores the significance of active family involvement in treatment and highlights the need to investigate barriers to implementation in this regard. The findings further emphasise the necessity of developing policies that outline the use of technology in rehabilitation and call for improved considerations in healthcare workers' interactions with individuals with aphasia.
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    South Africa's State Capture Architecture: A critique of 'State Capture' and Development in 21st Century Post­ Apartheid South Africa, using the Estina Vrede Dairy Farm Project as a case study
    (University of the Witwatersrand, Johannesburg, 2023-07) Mfikili, Khanya Lulibo; Brown, Julian
    State Capture can be described as corruption on a macro-level, reaching unheard and unseen of levels involving the state, state organs and private business. It has been described as the erosion of democratic processes and a 'coup d'etat'1 of some sorts of the state and its functions-functions affected are mainly empowerment, development, fiscal responsibility and transparency-turning the state 'into a shadow state'. The recent uncovering of "state capture" at different levels of government in South Africa required an analysis of the relationship between 'state capture' and development in South Africa. In this paper, this will be achieved by looking at the Free State Estina Dairy Farm Project (EVDF Project) as a unit of analysis. Four research questions around this dairy farm project will be explored, to ultimately answer the overall question: What is the relationship between development and 'state capture' in 21st Century Post-Apartheid South Africa? An extensive literature review will be done in Chapter Two looking at the history of agricultural projects, illegal financial flows (IFFs) and state capture in South Africa, in the African region and internationally. This research is qualitative in nature, utilizing a case study method. Information used was publically available sources of information, with the testimonies and evidence in the Zonda Commission Reports forming a bulk of the data analyzed. The findings and policy implications in the last chapter informed possible future studies, centered on my research. One possible future study would be a look at the role of IFFs in rural development in (South) Africa.