Teenage pregnancy among high school girls in Mthatha, South Africa
- Meel, A
- Authors: Meel, A
- Date: 2011
- Subjects: Teenage pregnancy -- Prevention , Teenage pregnancy -- Social aspects , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: vital:18428 , http://hdl.handle.net/11260/d1006969
- Description: Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials and Methods: This is an observational cross sectional, analytic study of teenage pregnancy conducted among high school teenage girls in the Mthatha region of South Africa. Result: A total of 1150 teenage girls from 15 to 19 years of ages responded from seven high schools in the Mthatha region of South Africa. In total 113 (10%) of teenage high school girls were currently mothers or had previously been pregnant. The proportions of those who had ever been pregnant increased significantly with age. The risk of falling pregnant among public high school teenage girls had two times higher compared to private high school teenage girls. Condoms were the most common method of contraception whereas the oral pills were the least common in practice. About half of teenage girls who had ever been pregnant had an abortion and of this one-third had had a backstreet/illegal abortion. The frequency of substance use was significantly higher among teenage girls who had ever been pregnant. A significant correlation was found between low socio-economic status, public schools and teenage pregnancy in this study. Conclusion: Teenage pregnancy is common among high school girls from 15 to 19 years of age in the Mthatha Region, South Africa. Poor socio-economic family conditions, lack of contraceptive use, early sexual maturation, risky behaviour, lack of knowledge about sexuality and reproductive health, multiple sexual partners and substance use were the common contributing factors of teenage pregnancy.
- Full Text:
- Date Issued: 2011
- Authors: Meel, A
- Date: 2011
- Subjects: Teenage pregnancy -- Prevention , Teenage pregnancy -- Social aspects , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: vital:18428 , http://hdl.handle.net/11260/d1006969
- Description: Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials and Methods: This is an observational cross sectional, analytic study of teenage pregnancy conducted among high school teenage girls in the Mthatha region of South Africa. Result: A total of 1150 teenage girls from 15 to 19 years of ages responded from seven high schools in the Mthatha region of South Africa. In total 113 (10%) of teenage high school girls were currently mothers or had previously been pregnant. The proportions of those who had ever been pregnant increased significantly with age. The risk of falling pregnant among public high school teenage girls had two times higher compared to private high school teenage girls. Condoms were the most common method of contraception whereas the oral pills were the least common in practice. About half of teenage girls who had ever been pregnant had an abortion and of this one-third had had a backstreet/illegal abortion. The frequency of substance use was significantly higher among teenage girls who had ever been pregnant. A significant correlation was found between low socio-economic status, public schools and teenage pregnancy in this study. Conclusion: Teenage pregnancy is common among high school girls from 15 to 19 years of age in the Mthatha Region, South Africa. Poor socio-economic family conditions, lack of contraceptive use, early sexual maturation, risky behaviour, lack of knowledge about sexuality and reproductive health, multiple sexual partners and substance use were the common contributing factors of teenage pregnancy.
- Full Text:
- Date Issued: 2011
Power in periods: a Foucauldian-feminist exploration of menstruation in an all-girls’ secondary school in South Africa
- Authors: Parkinson, Catherine Anne
- Date: 2021-10-29
- Subjects: Menstruation South Africa , Menstruation Social aspects South Africa , High school girls Health and hygiene South Africa , Communication in reproductive health South Africa , Sexual health South Africa , Sex differences (Psychology) in adolescence South Africa , Male domination (Social structure) South Africa , Feminist theory , Foucault, Michel, 1926-1984. Surveiller et punir. English , Discourse analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190930 , vital:45042
- Description: Absenteeism from school among girls due to a lack of menstrual health management (MHM) products has increasingly attracted attention from researchers and activists in recent years. Having highlighted the challenges caused by a lack of MHM products, the focus has been on the available facilities at schools to ensure MHM. Many schools in South Africa lack water, sanitation and hygiene (WASH) to ensure hygiene standards for the removal of bodily excre-ment, which further causes distress to girls needing MHM while at school. To investigate fur-ther the MHM challenges girls face, apart from access to products and WASH, this qualita-tive study purposively selected an all-girls’ school with access to good sanitation facilities. This research uses Foucauldian Discourse Analysis and Feminist Theory to explore the forms of discipline and control that girls experience at school to contain their bodily functioning and fluids, and the forms of resistance and support that girls encounter with MHM at school. I will argue that the ambivalent meanings girls acquire about menstruation at home and in soci-ety persist at school despite their own views that menstruation is normal. While MHM prod-ucts and WASH facilities need to be freely available, the problematic social response to men-struation is what needs to be addressed in order to emancipate women from the social patriar-chal power that informs their understanding that menstruation is shameful. MHM cannot only encompass products and facilities but needs to encompass a change in societal views of sex-ual and reproductive health. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Parkinson, Catherine Anne
- Date: 2021-10-29
- Subjects: Menstruation South Africa , Menstruation Social aspects South Africa , High school girls Health and hygiene South Africa , Communication in reproductive health South Africa , Sexual health South Africa , Sex differences (Psychology) in adolescence South Africa , Male domination (Social structure) South Africa , Feminist theory , Foucault, Michel, 1926-1984. Surveiller et punir. English , Discourse analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190930 , vital:45042
- Description: Absenteeism from school among girls due to a lack of menstrual health management (MHM) products has increasingly attracted attention from researchers and activists in recent years. Having highlighted the challenges caused by a lack of MHM products, the focus has been on the available facilities at schools to ensure MHM. Many schools in South Africa lack water, sanitation and hygiene (WASH) to ensure hygiene standards for the removal of bodily excre-ment, which further causes distress to girls needing MHM while at school. To investigate fur-ther the MHM challenges girls face, apart from access to products and WASH, this qualita-tive study purposively selected an all-girls’ school with access to good sanitation facilities. This research uses Foucauldian Discourse Analysis and Feminist Theory to explore the forms of discipline and control that girls experience at school to contain their bodily functioning and fluids, and the forms of resistance and support that girls encounter with MHM at school. I will argue that the ambivalent meanings girls acquire about menstruation at home and in soci-ety persist at school despite their own views that menstruation is normal. While MHM prod-ucts and WASH facilities need to be freely available, the problematic social response to men-struation is what needs to be addressed in order to emancipate women from the social patriar-chal power that informs their understanding that menstruation is shameful. MHM cannot only encompass products and facilities but needs to encompass a change in societal views of sex-ual and reproductive health. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation of the educational aspirations of high school female learners
- Authors: Willemse, Anneley
- Date: 2008
- Subjects: Women -- Education Student aspirations Vocational interests High school students Sex discrimination in education Sex differences in education Teenage girls -- Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1833 , http://hdl.handle.net/10962/d1004301
- Description: Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.
- Full Text:
- Date Issued: 2008
- Authors: Willemse, Anneley
- Date: 2008
- Subjects: Women -- Education Student aspirations Vocational interests High school students Sex discrimination in education Sex differences in education Teenage girls -- Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1833 , http://hdl.handle.net/10962/d1004301
- Description: Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.
- Full Text:
- Date Issued: 2008
Understanding individual, family and community perspectives on delaying early birth among adolescent girls
- Samandari, Ghazaleh, Sarker, Bidhan Krishna, Grant, Carolyn, Talukder, Aloka, Mahfuz, Sadia Nishat, Brent, Lily, Nitu, Syeda N.A., Aziz, Humaira, Gullo, Sara
- Authors: Samandari, Ghazaleh , Sarker, Bidhan Krishna , Grant, Carolyn , Talukder, Aloka , Mahfuz, Sadia Nishat , Brent, Lily , Nitu, Syeda N.A. , Aziz, Humaira , Gullo, Sara
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281153 , vital:55697 , xlink:href="https://doi.org/10.1186/s12905-020-01044-z"
- Description: Background: Pregnancy among adolescent girls in Bangladesh is high, with 66% of women under the age of 18 reporting a first birth; this issue is particularly acute in the northern region of Bangladesh, an area that is especially impoverished and where girls are at heightened risk. Using formative research, CARE USA examined the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Bangladesh. Methods: In July of 2017, researchers conducted in-depth interviews of community members in two sub-districts of northern Bangladesh (Kurigram Sadar and Rajarhat). Participants (n = 127) included adolescent girls (both married and unmarredi), husbands of adolescent girls, influential adults in the girls’ lives, community leaders, and health providers. All interviews were transcribed, coded and organized using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, pressure from mothers-in-law and health provider bias interfere with a girl’s ability to delay childbearing. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue; provider bias may also prevent access to methods. While participants agree that pursuit of education and economic opportunities are important, better futures for girls do not necessarily supersede their marital obligations of childrearing and domestic chores. Conclusions: Findings indicate the need for a multi-level approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Interventions must mitigate barriers to reproductive health care; train adolescent girls on viable economic activities; and provide educational opportunities for girls. Effective programs should also address contextual issues by including immediate members of the girls’ families, particularly the husband and mother-in-law.
- Full Text:
- Date Issued: 2020
- Authors: Samandari, Ghazaleh , Sarker, Bidhan Krishna , Grant, Carolyn , Talukder, Aloka , Mahfuz, Sadia Nishat , Brent, Lily , Nitu, Syeda N.A. , Aziz, Humaira , Gullo, Sara
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281153 , vital:55697 , xlink:href="https://doi.org/10.1186/s12905-020-01044-z"
- Description: Background: Pregnancy among adolescent girls in Bangladesh is high, with 66% of women under the age of 18 reporting a first birth; this issue is particularly acute in the northern region of Bangladesh, an area that is especially impoverished and where girls are at heightened risk. Using formative research, CARE USA examined the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Bangladesh. Methods: In July of 2017, researchers conducted in-depth interviews of community members in two sub-districts of northern Bangladesh (Kurigram Sadar and Rajarhat). Participants (n = 127) included adolescent girls (both married and unmarredi), husbands of adolescent girls, influential adults in the girls’ lives, community leaders, and health providers. All interviews were transcribed, coded and organized using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, pressure from mothers-in-law and health provider bias interfere with a girl’s ability to delay childbearing. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue; provider bias may also prevent access to methods. While participants agree that pursuit of education and economic opportunities are important, better futures for girls do not necessarily supersede their marital obligations of childrearing and domestic chores. Conclusions: Findings indicate the need for a multi-level approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Interventions must mitigate barriers to reproductive health care; train adolescent girls on viable economic activities; and provide educational opportunities for girls. Effective programs should also address contextual issues by including immediate members of the girls’ families, particularly the husband and mother-in-law.
- Full Text:
- Date Issued: 2020
Nabakansike mu musebo
- Small girls, Mwansa, Lili, Tracey, Hugh
- Authors: Small girls , Mwansa, Lili , Tracey, Hugh
- Date: 1949-07-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Kwawambua f-za
- Language: Bemba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/205052 , vital:46852 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT051-C52 , Research no. C3J5
- Description: A school song sung by girls.
- Full Text: false
- Date Issued: 1949-07-22
- Authors: Small girls , Mwansa, Lili , Tracey, Hugh
- Date: 1949-07-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Kwawambua f-za
- Language: Bemba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/205052 , vital:46852 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT051-C52 , Research no. C3J5
- Description: A school song sung by girls.
- Full Text: false
- Date Issued: 1949-07-22
A Kowoko ndi ndhondo
- Chewa girls, Composer not specified, Tracey, Hugh
- Authors: Chewa girls , Composer not specified , Tracey, Hugh
- Date: 1950-05-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Malawi Kasungu f-mw
- Language: Nyanja
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/211271 , vital:47596 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT167-D28 , Research no. DX3
- Description: Mcoma dance song for women and girls with 2 goblet drums, one weighted and whistles accompaniment.
- Full Text: false
- Date Issued: 1950-05-22
- Authors: Chewa girls , Composer not specified , Tracey, Hugh
- Date: 1950-05-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Malawi Kasungu f-mw
- Language: Nyanja
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/211271 , vital:47596 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT167-D28 , Research no. DX3
- Description: Mcoma dance song for women and girls with 2 goblet drums, one weighted and whistles accompaniment.
- Full Text: false
- Date Issued: 1950-05-22
Mrs Kwaza with Sunbeams camping
- Date: 1932?
- Subjects: Calata, James Arthur,1895-1983 -- Photographs Sunbeams (Girls' society) -- South Africa (Eastern Cape) --Cradock -- Photographs Pathfinders (Organization) Churchwork with youth -- South Africa (Eastern Cape) -- Cradock -- Photographs Girls -- Societies, Etc. -- Photographs Boys -- Societies, Etc. -- Photographs Churchwork with children -- South Africa (Eastern Cape) -- Cradock -- Photographs
- Type: Image
- Identifier: http://hdl.handle.net/10962/24205 , vital:23212 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017 , PIC/A 4945-22
- Description: A photograph album compiled by Mary Butler, containing photographs of Wayfarers, Sunbeams and Pathfinders, mostly in Cradock. Two newspaper clippings and a handwritten concert programme included. There are three photographs of Rev. James Arthur Calata's young daughters, and he himself is included in two photographs. This photograph showing Mrs Mkwaza with Sunbeams camping. Sunbeams, a church group for young girls and boys, is a program for children to develop skills like camping, sports, personal health
- Full Text: false
- Date Issued: 1932?
- Date: 1932?
- Subjects: Calata, James Arthur,1895-1983 -- Photographs Sunbeams (Girls' society) -- South Africa (Eastern Cape) --Cradock -- Photographs Pathfinders (Organization) Churchwork with youth -- South Africa (Eastern Cape) -- Cradock -- Photographs Girls -- Societies, Etc. -- Photographs Boys -- Societies, Etc. -- Photographs Churchwork with children -- South Africa (Eastern Cape) -- Cradock -- Photographs
- Type: Image
- Identifier: http://hdl.handle.net/10962/24205 , vital:23212 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017 , PIC/A 4945-22
- Description: A photograph album compiled by Mary Butler, containing photographs of Wayfarers, Sunbeams and Pathfinders, mostly in Cradock. Two newspaper clippings and a handwritten concert programme included. There are three photographs of Rev. James Arthur Calata's young daughters, and he himself is included in two photographs. This photograph showing Mrs Mkwaza with Sunbeams camping. Sunbeams, a church group for young girls and boys, is a program for children to develop skills like camping, sports, personal health
- Full Text: false
- Date Issued: 1932?
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
Masesa
- Girls from Macia, Composer not specified, Tracey, Hugh
- Authors: Girls from Macia , Composer not specified , Tracey, Hugh
- Date: 1955-10-11
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Mozambique Macia f-mz
- Language: Gitonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/226665 , vital:49360 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT371-J22 , Research no. H1R11
- Description: Indigenous folk song for the Masese dance, with singing, drumming, whistling and clapping.
- Full Text: false
- Date Issued: 1955-10-11
- Authors: Girls from Macia , Composer not specified , Tracey, Hugh
- Date: 1955-10-11
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Mozambique Macia f-mz
- Language: Gitonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/226665 , vital:49360 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT371-J22 , Research no. H1R11
- Description: Indigenous folk song for the Masese dance, with singing, drumming, whistling and clapping.
- Full Text: false
- Date Issued: 1955-10-11
A sociological study of menstrual hygiene management in schools in the Makana District, Eastern Cape, South Africa
- Authors: Bloem, Sharon Gretchen
- Date: 2021-10-29
- Subjects: Schoolgirls Health and hygiene South Africa Makhanda , Menstruation Social aspects South Africa Makhanda , Health behavior in adolescence South Africa Makhanda , Teenage girls Health and hygiene South Africa Makhanda , Teenage girls Physiology South Africa Makhanda , Life skills South Africa Makhanda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/189974 , vital:44952
- Description: Appropriate menstrual hygiene management is affected by taboos and secrecy surrounding menstruation. Inadequate information and knowledge about menstruation and lack of resources for managing menstruation hygienically have impacted adolescent girls on a psychosocial and physical level. Consequently, the dignity of schoolgirls during the onset of menstruation through puberty and adolescent phases is jeopardised. It is therefore imperative to understand the normal physiological changes that school-going children from Grades 6 to 12 undergo and acknowledge how these changes affect their education within the school environment. In the Makana district, Eastern Cape, South Africa, the topic of menstrual hygiene management is under-researched at schools and, therefore, this research explores school educators’ perceptions of menstrual hygiene management at primary, secondary and private schools in this area. Schools have a responsibility to create a safe environment for learners’ education, which includes the topic of menstruation without discriminating against or labelling menstruating girls. This research found that the topic of menstruation is only discussed in Life Science and Life Orientation subjects and only covers the physiological changes of the body. These subjects, however, exclude the topic of menstrual hygiene management. This study found that several schools in the Makana district are not adequately equipped to provide for the needs of menstruating girls and therefore educators need to be prepared to deal with menstruation in the school context. The educators are also required to go for regular training or workshops to equip them to manage menstruation in a school environment. The infrastructure of a school includes water and sanitation which are components of menstrual hygiene management. The infrastructure at the participating public schools was inadequate and therefore impacted on the menstrual hygiene management for the girls. The unavailability of water, the non-existence of a sick room and lack of a waste disposal system at some public schools presented further challenges for menstrual hygiene management. A qualitative research method was applied in this study and a symbolic interactionism approach was used. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Bloem, Sharon Gretchen
- Date: 2021-10-29
- Subjects: Schoolgirls Health and hygiene South Africa Makhanda , Menstruation Social aspects South Africa Makhanda , Health behavior in adolescence South Africa Makhanda , Teenage girls Health and hygiene South Africa Makhanda , Teenage girls Physiology South Africa Makhanda , Life skills South Africa Makhanda
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/189974 , vital:44952
- Description: Appropriate menstrual hygiene management is affected by taboos and secrecy surrounding menstruation. Inadequate information and knowledge about menstruation and lack of resources for managing menstruation hygienically have impacted adolescent girls on a psychosocial and physical level. Consequently, the dignity of schoolgirls during the onset of menstruation through puberty and adolescent phases is jeopardised. It is therefore imperative to understand the normal physiological changes that school-going children from Grades 6 to 12 undergo and acknowledge how these changes affect their education within the school environment. In the Makana district, Eastern Cape, South Africa, the topic of menstrual hygiene management is under-researched at schools and, therefore, this research explores school educators’ perceptions of menstrual hygiene management at primary, secondary and private schools in this area. Schools have a responsibility to create a safe environment for learners’ education, which includes the topic of menstruation without discriminating against or labelling menstruating girls. This research found that the topic of menstruation is only discussed in Life Science and Life Orientation subjects and only covers the physiological changes of the body. These subjects, however, exclude the topic of menstrual hygiene management. This study found that several schools in the Makana district are not adequately equipped to provide for the needs of menstruating girls and therefore educators need to be prepared to deal with menstruation in the school context. The educators are also required to go for regular training or workshops to equip them to manage menstruation in a school environment. The infrastructure of a school includes water and sanitation which are components of menstrual hygiene management. The infrastructure at the participating public schools was inadequate and therefore impacted on the menstrual hygiene management for the girls. The unavailability of water, the non-existence of a sick room and lack of a waste disposal system at some public schools presented further challenges for menstrual hygiene management. A qualitative research method was applied in this study and a symbolic interactionism approach was used. , Thesis (MA) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Mai frendi
- St Annes College girls, performer not specified, composer not specified, Tracey, Hugh
- Authors: St Annes College girls , performer not specified , composer not specified , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Zambia city not specified f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/366878 , vital:65916 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0183-AW22
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
- Authors: St Annes College girls , performer not specified , composer not specified , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Zambia city not specified f-za
- Language: Tonga
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/366878 , vital:65916 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0183-AW22
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
Chemirocha
- Chemutoi Ketienya, Kipsigis girls, Tracey, Hugh
- Authors: Chemutoi Ketienya , Kipsigis girls , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kipsigis
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/395740 , vital:69115 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0921-D6L22a
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
- Authors: Chemutoi Ketienya , Kipsigis girls , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kipsigis
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/395740 , vital:69115 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0921-D6L22a
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
Talatamy Chebwomut
- Chemutoi Ketienya, Kipsigis girls, Tracey, Hugh
- Authors: Chemutoi Ketienya , Kipsigis girls , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kipsigis
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/395753 , vital:69116 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0921-D6L22b
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
- Authors: Chemutoi Ketienya , Kipsigis girls , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kipsigis
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/395753 , vital:69116 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0921-D6L22b
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
The impact of early marriage on the education attainment of the San-girl child in Omaheke Region, Namibia
- Kavari, Elizabeth Ikka Tjipetekera
- Authors: Kavari, Elizabeth Ikka Tjipetekera
- Date: 2013
- Subjects: Women -- Namibia , Marriage -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9165 , http://hdl.handle.net/10948/d1020052
- Description: One of the basic challenges that faces Namibian society as it emerges from colonial times is the issue of inequality and the oppression of women and girls. The San girl-child is no exception in this regard. San women in Namibia are subject to low socio- economic status and the poorest rates of formal education. San girls who enrolled at primary school hardly make it to secondary schools because of their significantly high dropout rate. This is prevalent among girls in particular as a result of early pregnancies, marriages and other related factors. The practice of early marriage is still prevalent, despite the Namibian government’s efforts to address the issues of inequality and oppression of women. For example, article 10 of the Namibian Constitution that stipulates that all persons are equal before the law. It also prohibits any discrimination on ground of sex, race etc. Moreover, in spite of the adoption of some National Gender legal Frameworks and the signing of various regional and international gender instruments, barriers to gender equality, equity and education attainment for the San girl child remain in place. However, in Namibia as in many developing countries researches onto early marriage has largely been neglected and data on various aspects of early marriage is minimal. Hence, the study aimed to shed light on the impact of early marriages on the education attainment of the San-girl child in particular as well as to draw the attention of policymaker and the Omaheke region community attention tothese harmful traditional and socio- economic practices, such as early marriage. For my study on the perceptions of selected respondents of the impact of early marriage on the education attainment of the San-girl child, I used aqualitative research approach and employed a semi-structured interview technique as my main data collection tool. The study revealed that early marriage impacts negatively on the education attainment of the San girl-child and that this undermines the status of San girls and constitutes a barrier to gender equality and equity attainment in their lives.
- Full Text:
- Date Issued: 2013
- Authors: Kavari, Elizabeth Ikka Tjipetekera
- Date: 2013
- Subjects: Women -- Namibia , Marriage -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9165 , http://hdl.handle.net/10948/d1020052
- Description: One of the basic challenges that faces Namibian society as it emerges from colonial times is the issue of inequality and the oppression of women and girls. The San girl-child is no exception in this regard. San women in Namibia are subject to low socio- economic status and the poorest rates of formal education. San girls who enrolled at primary school hardly make it to secondary schools because of their significantly high dropout rate. This is prevalent among girls in particular as a result of early pregnancies, marriages and other related factors. The practice of early marriage is still prevalent, despite the Namibian government’s efforts to address the issues of inequality and oppression of women. For example, article 10 of the Namibian Constitution that stipulates that all persons are equal before the law. It also prohibits any discrimination on ground of sex, race etc. Moreover, in spite of the adoption of some National Gender legal Frameworks and the signing of various regional and international gender instruments, barriers to gender equality, equity and education attainment for the San girl child remain in place. However, in Namibia as in many developing countries researches onto early marriage has largely been neglected and data on various aspects of early marriage is minimal. Hence, the study aimed to shed light on the impact of early marriages on the education attainment of the San-girl child in particular as well as to draw the attention of policymaker and the Omaheke region community attention tothese harmful traditional and socio- economic practices, such as early marriage. For my study on the perceptions of selected respondents of the impact of early marriage on the education attainment of the San-girl child, I used aqualitative research approach and employed a semi-structured interview technique as my main data collection tool. The study revealed that early marriage impacts negatively on the education attainment of the San girl-child and that this undermines the status of San girls and constitutes a barrier to gender equality and equity attainment in their lives.
- Full Text:
- Date Issued: 2013
An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya
- Authors: Mwingi, Mweru P
- Date: 2008
- Subjects: Education -- Kenya -- Case studies Education -- Economic aspects -- Kenya -- Case studies Student aspirations -- Kenya -- Case studies Women -- Vocational guidance -- Kenya -- Case studies Sex discrimination in education -- Kenya -- Case studies Sex discrimination against women -- Kenya -- Case studies Sexism in education -- Kenya -- Case studies Women -- Education -- Kenya -- Case studies Educational equalization -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1583 , http://hdl.handle.net/10962/d1003465
- Description: Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.
- Full Text:
- Date Issued: 2008
- Authors: Mwingi, Mweru P
- Date: 2008
- Subjects: Education -- Kenya -- Case studies Education -- Economic aspects -- Kenya -- Case studies Student aspirations -- Kenya -- Case studies Women -- Vocational guidance -- Kenya -- Case studies Sex discrimination in education -- Kenya -- Case studies Sex discrimination against women -- Kenya -- Case studies Sexism in education -- Kenya -- Case studies Women -- Education -- Kenya -- Case studies Educational equalization -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1583 , http://hdl.handle.net/10962/d1003465
- Description: Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.
- Full Text:
- Date Issued: 2008
Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
Chemirocha
- Chemutoi Ketienya with Kipsigis girls (Performer), Chemutoi Ketienya (Composer)
- Authors: Chemutoi Ketienya with Kipsigis girls (Performer) , Chemutoi Ketienya (Composer)
- Subjects: Homorous song , Indigenous folk music , Chepkong 6-string laced lyre (pentatonic) , Kabsabet , Kenya
- Type: Sound , Music
- Identifier: vital:15276 , MOA02-08 , MOA2 , http://hdl.handle.net/10962/d1017219
- Description: Homorous song by Chemutoi Ketienya with Kipsigis girls with the pentatonic Chepkong 6-string laced lyre , This recording is held at the International Library of African Music. For further information contact ilamlibrary@ru.ac.za , This recording was digitised by the International Library of African Music , Original format: 15ips reel , Equipment used in digitisation: Studer B 67 Tape Recorder; Nagra III , Software: Sound Forge V.6 , Sample rate: 44100Hz 16Bit Stereo
- Full Text: false
- Authors: Chemutoi Ketienya with Kipsigis girls (Performer) , Chemutoi Ketienya (Composer)
- Subjects: Homorous song , Indigenous folk music , Chepkong 6-string laced lyre (pentatonic) , Kabsabet , Kenya
- Type: Sound , Music
- Identifier: vital:15276 , MOA02-08 , MOA2 , http://hdl.handle.net/10962/d1017219
- Description: Homorous song by Chemutoi Ketienya with Kipsigis girls with the pentatonic Chepkong 6-string laced lyre , This recording is held at the International Library of African Music. For further information contact ilamlibrary@ru.ac.za , This recording was digitised by the International Library of African Music , Original format: 15ips reel , Equipment used in digitisation: Studer B 67 Tape Recorder; Nagra III , Software: Sound Forge V.6 , Sample rate: 44100Hz 16Bit Stereo
- Full Text: false
Malala wabila
- Muchindu, Ruth, Tonga girls, Composer not specified, Tracey, Hugh
- Authors: Muchindu, Ruth , Tonga girls , Composer not specified , Tracey, Hugh
- Date: 1957-06-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/232046 , vital:49955 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT452-L73 , Research no. L2D14
- Description: A munkuntu dance song for boys and girls about Malala wanting a baby accompanied by drums, one played with a stick.
- Full Text: false
- Date Issued: 1957-06-22
- Authors: Muchindu, Ruth , Tonga girls , Composer not specified , Tracey, Hugh
- Date: 1957-06-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Zambezi Valley f-za
- Language: Tonga (Zambia)
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/232046 , vital:49955 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT452-L73 , Research no. L2D14
- Description: A munkuntu dance song for boys and girls about Malala wanting a baby accompanied by drums, one played with a stick.
- Full Text: false
- Date Issued: 1957-06-22
Chila nabanku ngotasha aciwama
- Small girls, Mwansa, Lili, Tracey, Hugh
- Authors: Small girls , Mwansa, Lili , Tracey, Hugh
- Date: 1949-07-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Kwawambua f-za
- Language: Bemba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/205038 , vital:46850 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT051-C52 , Research no. C3J4
- Description: A school song sung by girls.
- Full Text: false
- Date Issued: 1949-07-22
- Authors: Small girls , Mwansa, Lili , Tracey, Hugh
- Date: 1949-07-22
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Zambia Kwawambua f-za
- Language: Bemba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/205038 , vital:46850 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Field Tapes, Rhodes University, Makhanda, South Africa , HTFT051-C52 , Research no. C3J4
- Description: A school song sung by girls.
- Full Text: false
- Date Issued: 1949-07-22
Orange Express
- Girls of St. Mary's Institution, not specified, Composer not specified, Tracey, Hugh
- Authors: Girls of St. Mary's Institution , not specified , Composer not specified , Tracey, Hugh
- Date: 1951-05-22
- Subjects: Popular music--Africa , Field recordings , Africa, Sub-Saharan , Africa Lesotho City not specified f-lo
- Language: Southern Sotho
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/225963 , vital:49278 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR1985 , XYZ5718
- Description: Girls singing choral music
- Full Text: false
- Date Issued: 1951-05-22
- Authors: Girls of St. Mary's Institution , not specified , Composer not specified , Tracey, Hugh
- Date: 1951-05-22
- Subjects: Popular music--Africa , Field recordings , Africa, Sub-Saharan , Africa Lesotho City not specified f-lo
- Language: Southern Sotho
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/225963 , vital:49278 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR1985 , XYZ5718
- Description: Girls singing choral music
- Full Text: false
- Date Issued: 1951-05-22