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Now showing 1 - 5 of 19

Recent Submissions

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    Conflict and Coverage: Unpacking Media Narratives of Palestinian Women in the Intifadas
    (University of the Witwatersrand, Johannesburg, 2025) Nussey, Cassandra Laura; de Matos Ala, Jacqueline
    This thesis draws upon a critical literacy framework and thematic analysis to examine depictions of Palestinian women in print news media narratives from the First and Second Intifadas. Through relevance sampling and the critical literacy framework, this thesis aims to evaluate media portrayals in print news articles to identify patterns of bias, stereotypes, and themes, including gender, violence, nationalism, statehood and liberation, religion, destruction, and family, with a focus on identifying sexism and Orientalism. The research seeks to determine how these depictions may influence public perception and aid in an understanding of violence against women in conflict zones such as the occupied Palestinian territories. The study highlights the importance of diverse media narratives in shaping awareness of Palestinian women’s experiences of the Intifadas. This research does not have human participants.
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    Mainstream Translation Theories in Journalist Translation into IsiXhosa
    (University of the Witwatersrand, Johannesburg, 2025) Mahlangabeza, Bukeka; Leal, Alice
    Translation, a complex and dynamic process, has garnered extensive scholarly attention, leading to the development of various theoretical frameworks to comprehend its intricacies (Freeman, 2009, p. 2). This study investigates the integrative application of three major theoretical frameworks in translation studies— Equivalence, Skopos theory, and the Cultural Turn—to construct a comprehensive and contextually grounded model for translating journalistic texts into isiXhosa. Drawing on foundational contributions by Vinay and Darbelnet (1958), Jakobson (1959), Nida (1964), Catford (1964), Koller (1979), Newmark (1981), Baker (1992), House (1997), and Pym (2010), the study critically engages with Equivalence theories, which prioritise the preservation of meaning, linguistic fidelity, and cultural nuance between source and target texts (Panou, 2013, p. 2). In parallel, the research examines the functionalist paradigm advanced by Vermeer’s (1989) Skopos theory, which foregrounds the translator’s purposeful agency in shaping the translation according to its intended function and audience (Venuti, 2008). The analysis further incorporates insights from the Cultural Turn, as articulated by Venuti (2008), which challenges notions of neutrality in translation and highlights the role of cultural, ideological, and socio-political factors in shaping the translation process. The primary objective of this research is to evaluate how the combined application of these theoretical approaches can inform and enhance the practice of translation in a Global South context, specifically in the case of isiXhosa. The methodological approach involved identifying the source text’s communicative function, analysing relevant post-colonial dimensions, and subsequently applying equivalence strategies to ensure cultural and linguistic appropriateness in the target language. The study thereby tests the practical utility of these theories when deployed in combination, rather than in isolation, to address the complexities inherent in cross-cultural translation. By synthesising these theoretical perspectives within the context of a real-world translation task, the study contributes to the ongoing discourse on translation theory hubs (TTHs) and their applicability across diverse linguistic and cultural settings. It iv offers both a theoretical and practical framework that underscores the interplay between linguistic precision, functional adequacy, and cultural sensitivity, thereby advancing translation practice and scholarship, particularly within the South African multilingual landscape.
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    A Case Study on the Portrayal of Violence in Black Male Characters and their Presentation in South African Film and Television: An Applied Drama and Theatre Perspective
    (University of the Witwatersrand, Johannesburg, 2025) Ndlovu, Buhlebenkosi
    This study critically examines the portrayal of violence and masculinity in South African television, focusing on Yizo Yizo and Kings of Jo’burg. Using a qualitative case study approach, it integrates Applied Drama techniques—particularly Image Theatre from Augusto Boal’s Theatre of the Oppressed—to explore how audiences interpret and respond to violent representations of Black male characters. Data was gathered through semi-structured interviews, questionnaires, and participatory workshops. The study is grounded in theories of Representation, Audience Reception, Masculinity, Structural Violence, Dramaturgy, and Dialogic Spaces. Findings reveal that Applied Drama enables participants to engage critically and emotionally with media portrayals, often challenging dominant stereotypes. The research highlights the potential of performative, participatory methods in media analysis and calls for more complex and ethical representations of Black masculinity in South African film and television.
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    (R)Evolutionary Lows: Electric Bass Lines in South African Music, 1970 to 1994
    (University of the Witwatersrand, Johannesburg, 2025) Hardcastle, Angus William
    This thesis explores the South African electric bass tradition from 1970 to the early 1990s. It focuses on the careers, early musicking and work of five prominent bass players: Sipho Gumede, Bakithi Kumalo, Fana Zulu, Spencer Mbadu and Carlo Mombelli. These musicians were chosen to broadly sample the developing bass styles within the country’s jazz and popular music scenes. Being the first generation of electric bass players to have access to the instrument from a young age they developed the techniques, styles and standards for future generations. My study focuses on the compositional styles, performance techniques and grooves of their work and musicking. I have transcribed and analysed three works from each bass player’s body of work, and include two transcriptions of the music of Joseph Makwela, who may be considered the father of South African electric bass. I have also written brief musical biographies of the musicians constructed from in-depth interviews I did with them.
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    Teacher strategies for implementing inclusive education in the foundation and intermediate phase classrooms: A South African Perspective
    (University of the Witwatersrand, Johannesburg, 2025) Sekgothe, Amogelang Felicia
    Inclusive education in South Africa has gained increasing attention due to its emphasis on ensuring equitable access to quality education for all learners, regardless of ability, socio- economic background, or learning needs. Despite progressive policy frameworks such as the Education White Paper 6 and the SIAS policy, the practical implementation of inclusive education remains inconsistent, particularly within the Foundation and Intermediate Phases of mainstream primary schools. This study aimed to examine the strategies that teachers use to successfully implement inclusive education and the challenges they encounter in doing so. Anchored in Bronfenbrenner’s Person–Process–Context–Time (PPCT) model, the study adopted a qualitative, exploratory research design within the interpretivist paradigm. Three mainstream schools (two public and one private) located in Gauteng Province were selected using purposive sampling. Twelve teachers from three Gauteng schools participated in focus group discussions, and data were analysed thematically. The findings revealed that although teachers are committed to inclusive ideals, they continue to face considerable contextual, institutional and systemic challenges such as overcrowded classrooms, limited resources, insufficient training, and inconsistent support from school-based and district-based support teams. Nevertheless, participants demonstrated agency through adaptive strategies, including differentiated instruction, collaborative support networks, and the use of visual and experiential teaching methods . Mapping these practices against the PPCT model illuminated how teacher characteristics, relational processes, and contextual factors interact to influence inclusive classroom practices over time. The study contributes to existing literature by offering an integrated ecological perspective on inclusive education in South Africa, highlighting the need for sustained professional development, resource strengthening, and policy coherence to enhance inclusive practice in primary schools.