Faculty of Humanities (ETDs)

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Citizenship education and learners with mild-intellectual disabilities in South Africa: A critique of post-apartheid citizenship education policy
(University of the Witwatersrand, Johannesburg, 2024-12) Mnisi, Nomsa; Mathebula, Thokozani
Citizenship education, as a knowledge branch of the philosophy of education, affirms and educates learners in schools about citizenship as a legal status, feeling of belonging and the practice of activism in preparing them for citizenship participation. Globally, citizenship education policy is segmented between liberal, communitarian and civic republican strands. Arguably, contemporary communitarianism and civic republicanism are apt to accrue educational benefits that foster the development of learners with mild-intellectual disabilities’ intellectual and adaptive functions, yielding effective citizenship. The study’s research problem is citizenship education policy embraced upon classical liberalism, which individualises learners with mild-intellectual disabilities in post-apartheid schools. As an unintended consequence of policy, the social problem becomes the exclusion of learners with mild-intellectual disabilities, who are left in the doldrums and characterised as passive citizens. The conceptual and philosophical study uses philosophical research in education as a methodology, with Frankena’s three methods of enquiry serving as a methodological approach. In addressing the problem, Critical Disability Theory and Tomaševski’s 4-A scheme framework are adopted as theoretical lenses which form part of the transformative paradigm to critique policy under the prime objectives of attaining social justice and human rights. The central argument of the study asserts that the implementation of post-apartheid citizenship education policy reflects a tendency to adopt and overemphasise classical liberal strands of citizenship. In the critical analysis of citizenship education policy, the liberalism explicated undermines and underemphasises the educational benefits of contemporary communitarianism and civic republicanism. Invariably, the theoretical contributions of social justice and human rights when educating learners with mild-intellectual disabilities in post-apartheid South African schools are not supported. By shifting the pendulum between the ideals of citizenship education policy and its implementation, strategies are presented to help learners find their identity as a means of fostering agency, community involvement and responsiveness, while also balancing formal knowledge and experiential learning. In looking to the future, citizenship education in schools under communitarianism in a civic-orientated Republic of South Africa is proposed in which learners with mild-intellectual disabilities’ intellectual and adaptive functions can be developed for effective citizenship.
Exploring factors leading to journalists leaving the profession in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Musi, Mampholodi Glorious; Sithole, Enock
This research looks into factors that lead journalists in South Africa to leave the profession to pursue other careers. Some journalists who have been bringing news to South Africans have been seen taking on jobs such as spokespersons and other roles in government and the private sector. This adds to the loss of skills newsrooms suffer due to the widespread retrenchments in the sector. A qualitative research method was used to gather data from 20 former print and broadcast journalists across South Africa, who shared their experiences in in-depth semi- structured interviews. The interviews were conducted over Zoom video link with journalists who left the profession between 2018 and 2023. This period covers the period before the Covid-19 pandemic, which has been a catalyst for some of the changes in the media landscape and the period post-pandemic. Using Herzberg’s two-factor theory of motivation, this study reveals that the lack of financial resources in many media houses has created a toxic mix that is pushing journalists out of the jobs they love, mainly because of poor salaries, added work responsibilities that are not matched with compensation, job insecurity, a toxic work environment, poor work-life balance, and unethical management. In general, the former journalists still love journalism but are moving away from the working conditions they were subjected to. Most journalists who have left the profession have more than 10 years of experience in the field. They take with them the skills and institutional memory built over the years – much to the detriment of the society they serve. Many say they are using the skills they have gathered in journalism to build new careers in the private sector corporate communications field and government, while others are running their businesses.
Exploring How Civic Technologies are Contributing to Governance in Nigeria and South Africa
(University of the Witwatersrand, Johannesburg, 2024) Zisengwe, Melissa Tsungai; Abrahams, Lucienne; Burke, Mark
This research paper explores the African civic technology (‘civic tech’) ecosystem, with specific reference to its contribution to governance in Nigeria and South Africa. The research was informed by a qualitative methodology that used a comparative descriptive and explanatory case studies approach. Drawing on the African civic tech database and expert interviews, the study examined the drivers that influence the development of civic tech, its contribution to governance, and approaches to addressing challenges in the civic tech ecosystems in the two case study countries. The paper finds that in both countries, civic tech is driven by many variables, such as the proliferation of digital technologies, failing government systems, and international agendas. However, the foundations of most civic tech organisations are linked to governance issues experienced by both countries. Therefore, civic tech is often a result of the increased demand to strengthen the voice and capacity of citizens to engage and participate in governance issues that affect them directly. The findings suggest that civic tech influences governance in various areas, including indirectly and directly influencing innovation in government departments, opening up data, and leading to more transparency about government activities and governance challenges. The study found that civic tech has significantly transformed how citizens participate in decision-making and engage with the government, accentuating citizens’ voices on issues that affect them. The study concluded that civic tech has emerged as a social accountability mechanism as it plays a fundamental role in creating channels for citizens and other non-governmental actors to participate in governance. However, while civic tech is improving governance, the research concluded that it remains challenging to measure its influence due to how civic tech is constructed, adopted, and used. Consequently, there is an urgent need for the civic tech field to establish and streamline institutional monitoring and evaluation. This would enable the field to combine efforts and create a synergy where civic tech impact measurement is concerned.
An Exploration of Audiologist and Patient Communication during Adult Tinnitus Management Sessions in Gauteng, South Africa
(University of the Witwatersrand, Johannesburg, 2023) Stonestreet, Micaela Ruth; Kanji , Amisha; Watermeyer, Jennifer
Introduction: Tinnitus is a prevalent symptom of hearing loss and can have a significant impact on quality of life. Recently a large body of research exploring patient-centred care and communication practices in audiology has emerged. However, there remains a paucity of research on communication in tinnitus management consultations. Aims: The aim of this study was to explore interactions between audiologists and patients in initial adult tinnitus management sessions. The objectives of this study were to observe the communication processes of audiologists in this setting, as well as explore how audiologists negotiate complexities such as patient expectations, emotions, decision-making and goal setting with patients. Methodology: This study implemented a multimethod exploratory qualitative design incorporating interactional analysis of video recorded audiological initial tinnitus consultations, triangulated with participant interviews. The research was conducted at two hospitals in the public healthcare sector of Gauteng, South Africa. The data comprised of seven video-recorded interactions between five audiologists and seven patients, supplemented with interviews with all 12 participants after the tinnitus consultations. The video-recorded interactions were analysed by means of a hybrid sociolinguistic analysis approach with principles of interactional sociolinguistics and theme-oriented discourse analysis. The video- recorded data was triangulated with the interview data in order to strengthen the analysis and overall confirmability of the study. Results: The findings of this study highlight six communicative actions that contribute to patient-centred communication in initial adult tinnitus management sessions, namely: agenda setting, breaking from a scripted approach, prioritisation of patient concerns, engaging in emotional and psychosocial topics, shared decision-making and expectation setting. The results of this study show that audiologists are not consistently implementing these 5 communicative actions within their adult tinnitus management consultations, which has implications for patient-centred care. Conclusions: The study provides insights into the current communication practices of audiologists in adult tinnitus management sessions in South Africa. The research highlights both the strengths and weaknesses of audiologists in their use of effective communication strategies and patient-centred care, specifically in information exchange, responsiveness to patients’ emotions and psychosocial stressors, and shared decision-making. Audiologists need to consider how they can transform the concepts of patient-centred care and effective communication into practical actions within their tinnitus management. These findings can raise awareness among audiologists about their communication practices in tinnitus management consultations. Additionally, they offer insights into practical communication strategies that can be implemented into tinnitus management consultations and provide valuable insights for future researchers, educators and policymakers.
Disability and Masculinity: How Young Men with a Disability Navigate Masculinity in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Moonsamy, Michaela Anne; Langa, Malose
This research project aimed to contribute to the body of knowledge in the global south literature on masculinity by exploring how young men with a physical disability construct and navigate masculinity. Theories such as Ecological systems theory, Social identity theory and Gender role strain theory served as the theoretical framework. Semi-structured interviews were used as the data collection method. There were seven participants in total, five identifying as black and two identifying as Indian, all with varying degrees of physical disabilities. Participants were selected using purposive snowball sampling. Interpretive phenomenological analysis was used to analyse the data. Five themes were constructed from the data: How young men with disabilities define their masculinity; Challenges of not meeting Hegemonic Masculinity Standards and the coping strategies used to manage these challenges; Disability and its contribution to identity formation; Relationship with others: living with a disability and how this relationship affects masculine identity; and Embodying masculinity. The study revealed that young men with a disability reject/reformulate hegemonic masculine ideals to standards they can meet but can also simultaneously draw from hegemonic ideals. In addition, various challenges faced by men with a disability were explored as well as how relationships affect identity formation while living with a disability. Limitations and future recommendations are discussed.
Educational psychologists’ perspectives on the treatment of autism spectrum disorder (ASD) children in the South African context
(University of the Witwatersrand, Johannesburg, 2024) Ally, Nazrana; Israel, Nicky
This qualitative study aimed to explore a sample of South African registered educational psychologists’ perspectives on and experiences with the treatment of autism spectrum disorder (ASD) children in the South African context, including their awareness of available treatments, evaluation of treatment effectiveness, decision-making processes, level of involvement in treatment stages, and their roles in relation to other professionals. Additionally, it examined the psychologists’ perceptions of the challenges faced by ASD children and their parents in accessing treatment in South Africa, the common strategies they employed, and the difficulties they encountered when treating ASD children. An interpretive approach was used, employing semi-structured interviews conducted in English with eight South African registered educational psychologists specializing in ASD. The interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis, informed by a self-reflexive journal to maintain awareness of potential biases. The findings highlighted the scarcity of educational psychologists in South Africa engaged in ASD cases, limited specialized ASD training, and a paucity of resources available in South Africa which encouraged participants to seek resources internationally. Participants emphasized the importance of evidence-based, individualized interventions tailored to each child's context. They also emphasized that diverse approaches were crucial for meeting the individual needs of both the child and the family. They raised concerns about applied behaviour analysis (ABA), citing its potential limitations in fostering flexibility and promoting rote learning. They recommended modifying cognitive-behavioural methods to suit specific contexts and moving away from clinical environments to foster creativity and resourcefulness. 4 Participants were actively involved in diagnosis and assessment, highlighting the importance of exposing educational psychology students to various ASD-specific assessments and emphasizing the need for addressing training gaps and cost barriers for accessing assessment tools. Educating stakeholders, including parents, teachers, and other professionals, was deemed essential for creating a supportive and informed environment for children with ASD. Significant challenges identified included limited ASD-specific training, a lack of support and awareness, long waiting periods for diagnosis, limited access to treatment, and stigmas associated with ASD. Addressing these challenges requires grassroots training initiatives and collaborative efforts among families, professionals, and policymakers to ensure quality care and support for individuals with ASD.
Life after Rape: Survivors’ Experiences of Parenting Responses through an Attachment Lens
(University of the Witwatersrand, Johannesburg, 2024) Govender, Nikita; Esprey, Yvette
South Africa has one of the highest rates of sexual violence in the world, with an estimated one in four women experiencing sexual assault in their lifetime. It becomes crucial to explore how these post-trauma experiences including resilience and identity are shaped by pre- existing attachment cultures1. This research investigates the nuanced experiences of six South African women following rape, with particular focus on the interplay between attachment cultures and experiences with parental support. Drawing on attachment theory and expansions, qualitative interviews were conducted on the sample who represented diverse attachment cultures. Thematic analysis revealed distinct patterns in how these rape survivors appraised their early attachment experiences, experiences of parental support and the quality of their life post-trauma. Securely attached systems demonstrated adaptive coping strategies and positive experiences with parental support while insecurely attached survivors reported varying degrees of maladaptive coping and perceived parental unavailability or instability. These findings magnified the complex interplay between quality of attachment cultures and response to a traumatic event. Furthermore, it underscores the significance of early attachment experiences in shaping perceptions of support and resilience. These contributions may inform tailored interventions to support sexual assault survivors based on their attachment organization. This study contributes to the growing body of literature on attachment theory and trauma recovery.
The experience of family structure and family change on emerging adults: A focus on single parent households
(University of the Witwatersrand, Johannesburg, 2024) Naidoo, Noelle; Graham, Tanya
This qualitative research study explores the complex dynamics between family structure, adverse childhood experiences (ACEs), and their impact on emerging adults in South Africa. Through semi-structured interviews, the study investigated the experiences and perspectives of eight emerging adults aged 18-25 as they retrospectively journeyed through changes within their family structure and the adverse childhood experiences encountered along the way. The study is grounded within the theoretical framework of the family stress model (FSM); however, Arnett’s (2000) theory of emerging adulthood is also significant to the study's conceptualisation. The study's findings highlighted several themes, namely, 1) the initial family structure and ACEs experienced; 2) the journey through family structure change; 3) the immediate impact following a change in family structure; and 4) the long-term impact following a change in family structure. The study draws attention to the nuances and complexities of nuclear, single-mother, cohabiting, extended, and stepfamilies while challenging the notion of “normal” and traditional nuclear families. Additionally, the study reveals the significance of changes in family structure and dynamics, such as divorce, separation, and emergence of new partners and stepfamilies, in influencing psychological, relational, educational, emotional, and behavioural outcomes in emerging adults. These outcomes ranged from immediate to long-term impacts, embracing adversities such as child abuse and neglect, witnessing intimate partner violence, financial difficulties, premature maturation, and trust issues. However, the study also revealed positive immediate and long-term effects highlighted throughout the findings, such as improved relationships, stability and security, empowerment, self- development, and optimistic self-reflections. The research study provides deeper insights into family structure changes and their consequences for emerging adults in South Africa while laying the foundation for future research.
Intimate Partner Violence (IPV) within LGBTQ+ Relationships in South Africa: A Systematic Review
(University of the Witwatersrand, Johannesburg, 2024) Slabbert, Philip Neethling; Owen, Michael
Within South Africa, the causes of intimate-partner violence (IPV) among heterosexual couples have been well studied, with various IPV interventions developed over the past decades. This project presents a systematic review of IPV occurring among queer individuals, that is, queer intimate partner violence (QIPV). This systematic review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to increase transparency and track the flow of information. The literature was screened using Rayyan and relevant literature was assessed for eligibility using the Critical Appraisal Skills Programme (CASP) quality evaluation instrument. Descriptive and analytical data were then extracted and analysed using thematic synthesis to aid our understanding of why and how QIPV is taking place in South Africa (SA). The findings reveal a dearth of research focusing on LGBTQ+ individuals' IPV experiences, primarily due to heteronormativity and everyday stereotypes about queer relationships. Myths and fears that obstruct discourse around this phenomenon have caused a silencing within the public sphere creating a cloud of secrecy around QIPV. Six primary themes were identified; these include: (1) silence of QIPV; (2) characteristics of QIPV in SA; (3) barriers to seeking help; (4) successes and failures of protective factors; (5) lack of research and accurate knowledge about QIPV, and; (6) proposed strategies to decrease QIPV. Seemingly, the flawed epistemic foundation of IPV, rooted in heteronormativity, weaves through all these themes. The findings of this systematic review indicate that safe spaces are needed, which allow for QIPV to be openly discussed and approached by queer and heterosexual communities to break the silence around this topic and allow for epistemic and social justice. Here, the potential role of action research is emphasised in producing accurate context specific knowledge and interventions for epistemic justice in SA. Findings accentuate the need for greater inclusion of queer persons in the IPV and mental health discourses and the importance of social support for QIPV victims.
Family-centred EHDI services in South Africa: Caregivers’ experience and evaluation of the process and practices in Gauteng
(University of the Witwatersrand, Johannesburg, 2024) Maluleke, Ntsako Precious; Khoza-Shangase, Katijah
Early hearing detection and intervention (EHDI) falls within the broader focus of early childhood development. It encompasses the earliest possible identification, diagnosis and intervention for newborns and infants with hearing impairment. EHDI is recognized as an undeniable right for children with hearing impairment and their families as a cost-effective solution to curb the widely reported communication, cognitive and academic challenges that are consequences of a late-identified hearing impairment. However, evidence within the South African context indicates significant delays in the ages of identification, diagnosis, and intervention due to widely-reported contextual constraints which have resulted in paediatric hearing impairment being viewed as less urgent because it relates more to quality of life than to survival. Family-centred early hearing detection and intervention (FC-EHDI) has been proposed as a means to mitigate the inequalities that exist with accessing EHDI programmes, especially within the South African context. FC-EHDI is the preferred term in paediatric care and has demonstrated positive effects on child outcomes when the family’s role and responsibility is strengthened; caregivers are allowed their rightful position as advocates, decision makers and partners with early intervention (EI) professionals. Although there is an increasing awareness of caregivers’ role in EI; their opinions, views, and role have been marginalised by both the clinical and the research communities. Exploring caregiver views and experiences would lead to EHDI programmes that are contextually-relevant and responsive; evidence-based; and are cognizant of child, caregiver and family needs; and ultimately contribute to positive patient outcomes within this context. Purpose: The primary purpose of this research was to explore caregivers’ experiences and evaluation of the EHDI process and practices in Gauteng, South Africa. Specific objectives included to: describe caregivers’ expectations of the EHDI process, from detection to intervention; describe caregivers’ experience of the EHDI process from detection to 2 intervention; evaluate the success or failure of the EHDI process in relation to caregivers’ expectations; identify barriers and facilitators to the EHDI process from caregivers’ perspectives; describe caregivers’ level of satisfaction with current EHDI programmes; determine caregivers’ perceptions of the extent to which the EHDI services they received are family-centred; explore the association between personal, family and socio-demographic factors and caregivers’ perceptions of family-centeredness of the EHDI services they received; and explore caregivers’ preferences for characteristics associated with EHDI services. Methods: This study employed a mixed methods evaluation design, which comprised of three phases. Phase 1 employed a convergent design, which merged narrative inquiry findings and survey research results to gain insight into the main aim of the study. Phase 2 and Phase 3 employed an explanatory sequential design, whereby the quantitative conjoint analysis results obtained in phase 2 are further explained by the qualitative focus group interview findings in Phase 3. Each research article that forms part of this thesis presents its own specific research design and methodology. Non-probability purposive sampling was used to recruit and select participants. Sixteen caregivers of children with hearing impairment who were enrolled at an EI preschool centre participated in Phase 1 of the study. Thirty-one participants participated in Phase 2 of the study and five participants participated in Phase 3. Data analysis: Narrative interview and focus group interview data were analysed using Reflexive Thematic Analysis; while descriptive statistics, Chi-squared statistic and multinomial logistic regression analysis were used to analyse the quantitative data. All quantitative data were analysed using STATA version 1.5. For each research paper, the specific data analysis procedure used is discussed. Results: Findings from this study provide insight into caregivers’ experiences with EHDI programmes in South Africa. Caregivers reported varied expectations and experiences 3 throughout the EHDI process. The lack of mandated and universal implementation of EHDI programmes resulted in these programmes failing to meet caregivers’ expectations of early identification of their child’s hearing impairment and subsequent timely enrolment in EI programmes. Given the reported late-diagnosis of hearing impairments, EHDI programmes also failed to meet caregivers’ expectations that their child would acquire age-appropriate spoken language skills and be mainstreamed following enrolment in EI. Furthermore, available EHDI programmes were not accessible to caregivers due to services being fragmented, distance challenges, high cost of services, and use of English throughout the EHDI process. Despite EHDI programmes failing to meet caregivers’ expectations, they expressed satisfaction with the support they received during the EHDI process in the form of informational counselling, sign language training, and financial support which enabled them to access EHDI services for their child. The factors that contributed to caregivers’ negative experiences with EHDI programmes were also identified as barriers to accessing EHDI programmes, while the factors that caregivers were satisfied with were identified as facilitators to EHDI programmes in the South African context. Based on the results from the modified MPOC-56 and the narrative interviews (Phase 1), EHDI programmes within the South African context were perceived to be family-centred. However, there are various opportunities to improve these services, particularly aspects (domains) of “respectful and supportive care” and “enabling and partnership”, which both had low sub-scale scores of 5.5 and 5.8, respectively. Furthermore, results of the conjoint analysis (Phase 2 & 3) revealed that caregivers preferred that EHDI services be conducted in their home language (r = 1.609); diagnostic evaluations be conducted at their nearest healthcare facility (r = 0.262); early intervention services be provided at their home ( r = base level); support service be provided as a regular part of early intervention services (r = 4 0.095); and that the cost of EHDI services be decreased in order to ensure affordability of these services (r = 0.262). Conclusion: Current findings emphasise the need to implement comprehensive and universal EHDI programmes within the South African context. With comprehensive and universal implementation of EHDI programmes, there is a need to tailor EHDI services through responsive strategies and inclusive policies. By addressing caregivers’ expectations, experiences, levels of satisfaction, family-centredness, and preferences of EHDI programmes; EHDI programmes can be tailored to ensure quality, effective, and contextually responsive services that enhance the EHDI process, resulting in improved outcomes for children with hearing impairment and their families.

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