The South African media portrayal of Sindisiwe Manqele’s intimate partner homicide Case of Nkululeko ‘Flabba’ Habedi: A feminist narrative analysis
- Authors: Ntweni, Nosiphiwo
- Date: 2022-01
- Subjects: Homicide -- Psychological aspects , Content analysis (Communication)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23787 , vital:60542
- Description: The story construction of intimate partner homicide in the media reflects the inherent influence the media has on the society and the shaping of its attitudes. This study uses an exploratory qualitative research design with the aim that is to investigate how the South African news media constructs and narrates the Intimate Partner Homicide of Nkululeko ‘Flabba’ Habedi by Sindisiwe Manqele. This objective was achieved through feminist narrative analysis of 30 South African media articles, with an underpinning theory of feminist constructionism. Feminist constructionism is a theoretical framework that ties together feminist psychology and social constructionist methods. The main ideas followed by the S.A. media reporters were sub-divided into three main deductive themes; ‘sad/victim’, ‘mad’ and ‘bad’. Overall, Manqele as a character, was demonised and portrayed as a villain, which followed the bad narrative. The ‘sad/victim’ narrative followed, and then the ‘mad’ narrative. The ‘sad/victim’ narrative frames Manqele as a victim of intimate partner violence (IPV). The ‘mad’ narrative showed up in the smallest number of the sample represented her as unstable and irrational. The ‘bad’ Manqele was primarily depicted as wicked and evil manipulator, the jealous, cold-blooded killer, and a promiscuous, sexual deviant. The possibility of history of IPV in the relationship its context was largely ignored. The narrative about rappers made allowances for the use of drugs, living a life of sexual experimentation and living with culture of aggression. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2022
- Full Text:
- Date Issued: 2022-01
- Authors: Ntweni, Nosiphiwo
- Date: 2022-01
- Subjects: Homicide -- Psychological aspects , Content analysis (Communication)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23787 , vital:60542
- Description: The story construction of intimate partner homicide in the media reflects the inherent influence the media has on the society and the shaping of its attitudes. This study uses an exploratory qualitative research design with the aim that is to investigate how the South African news media constructs and narrates the Intimate Partner Homicide of Nkululeko ‘Flabba’ Habedi by Sindisiwe Manqele. This objective was achieved through feminist narrative analysis of 30 South African media articles, with an underpinning theory of feminist constructionism. Feminist constructionism is a theoretical framework that ties together feminist psychology and social constructionist methods. The main ideas followed by the S.A. media reporters were sub-divided into three main deductive themes; ‘sad/victim’, ‘mad’ and ‘bad’. Overall, Manqele as a character, was demonised and portrayed as a villain, which followed the bad narrative. The ‘sad/victim’ narrative followed, and then the ‘mad’ narrative. The ‘sad/victim’ narrative frames Manqele as a victim of intimate partner violence (IPV). The ‘mad’ narrative showed up in the smallest number of the sample represented her as unstable and irrational. The ‘bad’ Manqele was primarily depicted as wicked and evil manipulator, the jealous, cold-blooded killer, and a promiscuous, sexual deviant. The possibility of history of IPV in the relationship its context was largely ignored. The narrative about rappers made allowances for the use of drugs, living a life of sexual experimentation and living with culture of aggression. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2022
- Full Text:
- Date Issued: 2022-01
Dynamics of deviant behaviour among school learners: A case of selected boy’s high school in the Eastern Cape Province
- Ngwane, Lwando https://orcid.org/ 0000-0002-6404-899X
- Authors: Ngwane, Lwando https://orcid.org/ 0000-0002-6404-899X
- Date: 2021-06
- Subjects: Deviant behavior
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21015 , vital:46894
- Description: Deviant behaviour within the school setting poses a threat to the physical and social survival of individuals. Therefore, this study explored the dynamics of deviant behaviour among school learners in a selected boy’s high school in the Eastern Cape Province in South Africa. The study had the central aim of achieving the following specific objectives: (i) identify factors contributing to deviant behaviour among school learners, (ii) ascertain consequences of deviant behaviour among school learners, and (iii) establish preventative measures that should be employed to address deviant behaviour among school learners in a selected boy’s high school in the Eastern Cape Province in South Africa. The study utilised a qualitative research approach and a qualitative research paradigm in the form of case study research design. In terms of data collection, the study applied an in-depth one-on-one interviews and focus group discussions. Furthermore, the study employed non-probability sampling, specifically snowball sampling, and sampled twenty (20) participants. These comprised ten (10) learners, three (3) Life Orientation (LO) teachers and seven (7) key informants (School Governing Body (SGB) members and the school principal). In addition, the study employed a qualitative data analysis approach, with data being analysed thematically. The study established that there is no single cause of deviant behaviour among school learners but a series of distinct factors contributing towards deviant behaviour in various ways, such as use of drugs, low self-esteem, poor upbringing, and poor academic performance. Other factors included negative peer group influence, social media, and lack of self-discipline as well as lack of moral values and negative self-concept. The study concludes that through implementation of awareness campaigns, deviance policy, educational programmes, sport and recreational activities, safety and security, and social and behavioural change programmes, deviant behaviour can be addressed at school. Furthermore, it can be concluded that good behaviour among learners are central to effective teaching and learning at school; therefore, this should be inculcated in the learners. In light of the above findings, the Department of Education (DoE), policy makers, and school administrators should ensure that schools are provided with adequate facilities for teaching and learning, sports and recreational activities as well as information communication technologies and internet connectivity. School principals, members of School Governing Bodies (SGBs), teachers and parents should reduce deviant behaviour though increased supervision. , Thesis (MSoc) -- Faculty of Social Science and Humanities, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Ngwane, Lwando https://orcid.org/ 0000-0002-6404-899X
- Date: 2021-06
- Subjects: Deviant behavior
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21015 , vital:46894
- Description: Deviant behaviour within the school setting poses a threat to the physical and social survival of individuals. Therefore, this study explored the dynamics of deviant behaviour among school learners in a selected boy’s high school in the Eastern Cape Province in South Africa. The study had the central aim of achieving the following specific objectives: (i) identify factors contributing to deviant behaviour among school learners, (ii) ascertain consequences of deviant behaviour among school learners, and (iii) establish preventative measures that should be employed to address deviant behaviour among school learners in a selected boy’s high school in the Eastern Cape Province in South Africa. The study utilised a qualitative research approach and a qualitative research paradigm in the form of case study research design. In terms of data collection, the study applied an in-depth one-on-one interviews and focus group discussions. Furthermore, the study employed non-probability sampling, specifically snowball sampling, and sampled twenty (20) participants. These comprised ten (10) learners, three (3) Life Orientation (LO) teachers and seven (7) key informants (School Governing Body (SGB) members and the school principal). In addition, the study employed a qualitative data analysis approach, with data being analysed thematically. The study established that there is no single cause of deviant behaviour among school learners but a series of distinct factors contributing towards deviant behaviour in various ways, such as use of drugs, low self-esteem, poor upbringing, and poor academic performance. Other factors included negative peer group influence, social media, and lack of self-discipline as well as lack of moral values and negative self-concept. The study concludes that through implementation of awareness campaigns, deviance policy, educational programmes, sport and recreational activities, safety and security, and social and behavioural change programmes, deviant behaviour can be addressed at school. Furthermore, it can be concluded that good behaviour among learners are central to effective teaching and learning at school; therefore, this should be inculcated in the learners. In light of the above findings, the Department of Education (DoE), policy makers, and school administrators should ensure that schools are provided with adequate facilities for teaching and learning, sports and recreational activities as well as information communication technologies and internet connectivity. School principals, members of School Governing Bodies (SGBs), teachers and parents should reduce deviant behaviour though increased supervision. , Thesis (MSoc) -- Faculty of Social Science and Humanities, 2021
- Full Text:
- Date Issued: 2021-06
The Effect of training and development on employee performance in the Buffalo City Municipality in the Eastern Cape of South Africa
- Authors: Adom, Richard Kwame
- Date: 2019-09
- Subjects: Employees -- Training of , Performance -- Management , Employees -- Rating of
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20153 , vital:45377
- Description: Training and development are regarded as significant tools for any organisation to achieve the target goals and objectives. These goals and objectives are heavily and highly dependent on its workforce. In the literature, it is well documented that many organisations invest in employees’ training and development to enhance their performance and the growth of the organisation. Many organisations, however, including the Buffalo City Municipality, regard training and staff development as needless expenditure, and always do little, or make no effort to improve employees’ technical know-how. Such actions incapacitate staff to adapt to the ever-changing working environment and rapid technological innovation. This study employed purposive sampling technique to draw a sample of 70 employees from a total of 150, through structured interviews and a self-administered questionnaire, to examine the effect of training and development on employees’ performance in the Buffalo City Municipality, situated in the Eastern Cape of South Africa. The findings of the study generally revealed that training and development does not only increase employees’ performance, but assists in developing the overall personality of employees by making them more productive through building their senses of teamwork, boosting the attitude of staff which is the most critical component in attaining profit, and developing a cordial relationship and connectivity between management and the workforce. The study, therefore, recommended that the municipality, as a matter of urgency, earmarks a certain percentage of its resources for employees training and development, based on identified skills gaps to sharpen employees’ skills, competencies, capabilities and technical know-how, to capacitate them to cope with the ever-changing working environment and innovations, and to enhance their motivation, satisfaction and performance. , Thesis (MPA) -- Faculty of Management and Commerce, 2019
- Full Text:
- Date Issued: 2019-09
- Authors: Adom, Richard Kwame
- Date: 2019-09
- Subjects: Employees -- Training of , Performance -- Management , Employees -- Rating of
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20153 , vital:45377
- Description: Training and development are regarded as significant tools for any organisation to achieve the target goals and objectives. These goals and objectives are heavily and highly dependent on its workforce. In the literature, it is well documented that many organisations invest in employees’ training and development to enhance their performance and the growth of the organisation. Many organisations, however, including the Buffalo City Municipality, regard training and staff development as needless expenditure, and always do little, or make no effort to improve employees’ technical know-how. Such actions incapacitate staff to adapt to the ever-changing working environment and rapid technological innovation. This study employed purposive sampling technique to draw a sample of 70 employees from a total of 150, through structured interviews and a self-administered questionnaire, to examine the effect of training and development on employees’ performance in the Buffalo City Municipality, situated in the Eastern Cape of South Africa. The findings of the study generally revealed that training and development does not only increase employees’ performance, but assists in developing the overall personality of employees by making them more productive through building their senses of teamwork, boosting the attitude of staff which is the most critical component in attaining profit, and developing a cordial relationship and connectivity between management and the workforce. The study, therefore, recommended that the municipality, as a matter of urgency, earmarks a certain percentage of its resources for employees training and development, based on identified skills gaps to sharpen employees’ skills, competencies, capabilities and technical know-how, to capacitate them to cope with the ever-changing working environment and innovations, and to enhance their motivation, satisfaction and performance. , Thesis (MPA) -- Faculty of Management and Commerce, 2019
- Full Text:
- Date Issued: 2019-09
Exploring the practices of school management teams (SMT's) in the promotion of quality teaching and learning: A case study of three rural primary schools in King Williams Town District
- Authors: Blie-Musoke, Nondumiso
- Date: 2012-01
- Subjects: School management teams , Effective teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24671 , vital:63434
- Description: This study sought to investigate the practices that the School Management Teams (SMTs) utilize in promoting and monitoring quality teaching and learning in the rural primary schools. The researcher thought it important due to the fact that such actions form part of their central activities. It also aims to explore the kind of difficulties that may be experienced by these formations in rural settings while supporting quality teaching and learning. The main delineations and limitations of this work was that SMTs are supposed to be operational across the spectrum of schools from the first grade to the last one in the high schools. However, due to time constraints and lack of resources, this study was only carried out in three rural primary schools of the king William’s Town district. SMTs are ideally made up of the Principal, Deputy-Principal and HODs (school heads of Department) of these sampled schools who were interviewed. However, in some of the schools under study, the positions of HOD and deputy-principals had already been abolished. The researcher was informed that this was because they had low numbers of learners. In such instances, Senior Teachers were substituted since they are incorporated in the SMTs of those schools. These educators were purposively selected from the foundation, intermediate and senior phases in each primary school. With the research exploring the practices of the SMTs of three rural primary schools, a case study research design was utilized. The research instruments utilized by the researcher to collect data in this case study were Interviews and Document Analysis. The data collected was put into categories and interpreted into common themes. Sources included responses of the participants, school documents, field notes and other relevant documentation such as minutes of the minutes of the SMTs. Constructs, themes and patterns that speak to the strategies used by SMTs in promoting teaching and learning in schools were explored. Briefly, the main findings indicated that the SMTs of the sampled rural primary schools do understand the Departmental policies, but need to be innovative and create space for the practices that they could employ to promote quality teaching and learning. They seem to be working under difficult circumstances. They are grossly over-loaded as full-time administrators and teachers with many learning areas, as well as being responsible for the school nutrition programme. The vacant posts created by retired caretakers added to the overload. There was a concern about the difficulty they were experiencing in the teaching and learning of Mathematics which is nationally regarded as a scarce skill. As an overview of the researcher’s conclusions, it is noted that the SMTs do support the educators to a certain extent. However, there was no documentation that showed how resolutions were made and implemented to validate the nature of support that they give to them. There seemed to be a lack of meaningful parental involvement in the sampled rural primary schools, possibly due to poverty, lack of education and alcohol abuse in the community. Lastly, it seemed to the researcher that there could be uncertainty and uneasiness about the functionality of the senior teachers. Their job descriptions as members of the SMTs remain vaguely defined. In response to the problem statement posed in this study, six major recommendations were made as follows: • Schools, irrespective of their size, ought to have clerks who are able to deal specifically with office administration and external communications. • The teacher-learner ratio as a means of determining the number of educators a school ought to have, should be reviewed as a matter of urgency, if the vital goal of quality teaching and learning is to be realized. • A clear official mandate concerning the job description of senior teachers ought to be established and their positions advertised in that category. This will ensure their equitable distribution as some schools are having them in excess, while others have none. • The department of Education should work with sister departments in government such as Social Development to enforce the law regarding parental negligence. A data basis of negligence parents should be compiled by the concerned departments and reviewed from time to time. Teachers should attend workshops on various policies that govern their roles in the delivery of quality teaching and learning. They need not be conversant with the subject matter only, but also with the relevant policies as a vehicle that facilitates service delivery in education. The introduction of Mathematics support educators who specialized in the learning area should be introduced in each phase of schooling. Such incumbents would rotate from school to school within a circuit, with special reference to rural schools where they would tackle problematic topics as reported by the educators. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Blie-Musoke, Nondumiso
- Date: 2012-01
- Subjects: School management teams , Effective teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24671 , vital:63434
- Description: This study sought to investigate the practices that the School Management Teams (SMTs) utilize in promoting and monitoring quality teaching and learning in the rural primary schools. The researcher thought it important due to the fact that such actions form part of their central activities. It also aims to explore the kind of difficulties that may be experienced by these formations in rural settings while supporting quality teaching and learning. The main delineations and limitations of this work was that SMTs are supposed to be operational across the spectrum of schools from the first grade to the last one in the high schools. However, due to time constraints and lack of resources, this study was only carried out in three rural primary schools of the king William’s Town district. SMTs are ideally made up of the Principal, Deputy-Principal and HODs (school heads of Department) of these sampled schools who were interviewed. However, in some of the schools under study, the positions of HOD and deputy-principals had already been abolished. The researcher was informed that this was because they had low numbers of learners. In such instances, Senior Teachers were substituted since they are incorporated in the SMTs of those schools. These educators were purposively selected from the foundation, intermediate and senior phases in each primary school. With the research exploring the practices of the SMTs of three rural primary schools, a case study research design was utilized. The research instruments utilized by the researcher to collect data in this case study were Interviews and Document Analysis. The data collected was put into categories and interpreted into common themes. Sources included responses of the participants, school documents, field notes and other relevant documentation such as minutes of the minutes of the SMTs. Constructs, themes and patterns that speak to the strategies used by SMTs in promoting teaching and learning in schools were explored. Briefly, the main findings indicated that the SMTs of the sampled rural primary schools do understand the Departmental policies, but need to be innovative and create space for the practices that they could employ to promote quality teaching and learning. They seem to be working under difficult circumstances. They are grossly over-loaded as full-time administrators and teachers with many learning areas, as well as being responsible for the school nutrition programme. The vacant posts created by retired caretakers added to the overload. There was a concern about the difficulty they were experiencing in the teaching and learning of Mathematics which is nationally regarded as a scarce skill. As an overview of the researcher’s conclusions, it is noted that the SMTs do support the educators to a certain extent. However, there was no documentation that showed how resolutions were made and implemented to validate the nature of support that they give to them. There seemed to be a lack of meaningful parental involvement in the sampled rural primary schools, possibly due to poverty, lack of education and alcohol abuse in the community. Lastly, it seemed to the researcher that there could be uncertainty and uneasiness about the functionality of the senior teachers. Their job descriptions as members of the SMTs remain vaguely defined. In response to the problem statement posed in this study, six major recommendations were made as follows: • Schools, irrespective of their size, ought to have clerks who are able to deal specifically with office administration and external communications. • The teacher-learner ratio as a means of determining the number of educators a school ought to have, should be reviewed as a matter of urgency, if the vital goal of quality teaching and learning is to be realized. • A clear official mandate concerning the job description of senior teachers ought to be established and their positions advertised in that category. This will ensure their equitable distribution as some schools are having them in excess, while others have none. • The department of Education should work with sister departments in government such as Social Development to enforce the law regarding parental negligence. A data basis of negligence parents should be compiled by the concerned departments and reviewed from time to time. Teachers should attend workshops on various policies that govern their roles in the delivery of quality teaching and learning. They need not be conversant with the subject matter only, but also with the relevant policies as a vehicle that facilitates service delivery in education. The introduction of Mathematics support educators who specialized in the learning area should be introduced in each phase of schooling. Such incumbents would rotate from school to school within a circuit, with special reference to rural schools where they would tackle problematic topics as reported by the educators. , Thesis (MEd) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-01
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