An analysis of special needs in a.a. milne’s children’s series, winnie the pooh, and the updated pooh series authored by david benedictus
- Authors: van Tonder, Tarryn
- Date: 2020-09
- Subjects: children’s literature , Children with disabilities--Education , Special education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21189 , vital:47393
- Description: A. A. Milne was an author that made an impact on the development of children’s literature that continues today. His collection of books, inspired by his own life experiences, has paved the way for the development of recognising individuals that behave in ways that are contrary to societal norms, a topic that had been given little attention before the Winnie the Pooh books were written. These little children’s books were a front runner in the discussion of disabilities and special needs characters in children’s literature and revealed to children that they did not need to be fearful of individuals who were unlike them. Winnie the Pooh books encouraged sensitivity toward those with disabilities and special needs and illustrated how one could show acceptance in a loving and safe environment. The Winnie the Pooh series incorporates captivating and endearing characters with physical or mental aberrations, thus, educating society, enlightening readers and paving the way for literature to incorporate novel characters that have physical barriers or deformities. Each character in the Winnie the Pooh books is unique in his or her own way, displaying various special needs, character ‘flaws’, personalities and disabilities. These special needs characters are depicted honestly and with a wry sense of humour wherein each is accepted despite his or her foibles. This collection of books opposed the norm in children’s literature of shunning differences and disabilities, but addressed this topic in an open, tolerant manner, enabling children around the globe to embrace the characters because of their uniqueness. A. A Milne defied society’s rules and norms and paved the way for child readers to be introduced to individuals with special needs in a fresh, inviting way, encouraging these young readers to envision affirming experiences in their interactions with special needs individuals. These books endeavoured to positively change perceptions concerning special needs and disabilities. As a result, the Winnie the Pooh books have altered mind-sets and inspired this topic to be brought to the forefront. This project seeks to provide an exploration of special needs within the characters of the Winnie the Pooh collection of books authored by A.A Milne, as well as the contemporary renditions of these books authored by David Benedictus, by analysing the characters through a psychoanalytical lens, as well as providing an extensive examination through the medical and social theories of disability. Thus, the study will provide a thorough, text-based literary analysis by discussing three main areas regarding the topic of special needs in Winnie the Pooh. The three focal areas in this study are as follows: firstly, to analyse the manner in which special needs or disabilities had been previously addressed and depicted in children’s literature; secondly, to identify the special needs traits in each of the Winnie the Pooh characters and examine how each of them are depicted or portrayed in the books written by A. A. Milne and David Benedictus; and thirdly, to examine what the other characters do to illustrate their acceptance of the special needs characters and consider how these books can be used as a tool in bibliotherapy. The analysis of The Winnie the Pooh books is important due to the way they address the topics of acceptance, friendship and love for individuals with special needs and disabilities. This study significantly contributes to the literary debates on the topics of special needs characters and their portrayal in children’s literature. The topic of special needs is on the rise in political and social debates and more efforts are made to create inclusion in society. Literature plays a fundamental role in shaping children’s perspectives on acceptance or fear regarding individuals who differ from them, including those that have special needs or a disability. Characters with special needs or disabilities have constantly been identified as villains, malevolent and rejected by society. A.A. Milne’s portrayal of characters with special needs in a friendly, loving and accepting way has made children from around the world fall in love with these characters. This study will contribute to the growing understanding of special needs and disabilities as represented in literature and contribute to the breadth of research on A.A. Milne’s, Winnie the Pooh books. , Thesis (MA) (English) -- University of Fort Hare, 2021
- Full Text:
- Authors: van Tonder, Tarryn
- Date: 2020-09
- Subjects: children’s literature , Children with disabilities--Education , Special education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21189 , vital:47393
- Description: A. A. Milne was an author that made an impact on the development of children’s literature that continues today. His collection of books, inspired by his own life experiences, has paved the way for the development of recognising individuals that behave in ways that are contrary to societal norms, a topic that had been given little attention before the Winnie the Pooh books were written. These little children’s books were a front runner in the discussion of disabilities and special needs characters in children’s literature and revealed to children that they did not need to be fearful of individuals who were unlike them. Winnie the Pooh books encouraged sensitivity toward those with disabilities and special needs and illustrated how one could show acceptance in a loving and safe environment. The Winnie the Pooh series incorporates captivating and endearing characters with physical or mental aberrations, thus, educating society, enlightening readers and paving the way for literature to incorporate novel characters that have physical barriers or deformities. Each character in the Winnie the Pooh books is unique in his or her own way, displaying various special needs, character ‘flaws’, personalities and disabilities. These special needs characters are depicted honestly and with a wry sense of humour wherein each is accepted despite his or her foibles. This collection of books opposed the norm in children’s literature of shunning differences and disabilities, but addressed this topic in an open, tolerant manner, enabling children around the globe to embrace the characters because of their uniqueness. A. A Milne defied society’s rules and norms and paved the way for child readers to be introduced to individuals with special needs in a fresh, inviting way, encouraging these young readers to envision affirming experiences in their interactions with special needs individuals. These books endeavoured to positively change perceptions concerning special needs and disabilities. As a result, the Winnie the Pooh books have altered mind-sets and inspired this topic to be brought to the forefront. This project seeks to provide an exploration of special needs within the characters of the Winnie the Pooh collection of books authored by A.A Milne, as well as the contemporary renditions of these books authored by David Benedictus, by analysing the characters through a psychoanalytical lens, as well as providing an extensive examination through the medical and social theories of disability. Thus, the study will provide a thorough, text-based literary analysis by discussing three main areas regarding the topic of special needs in Winnie the Pooh. The three focal areas in this study are as follows: firstly, to analyse the manner in which special needs or disabilities had been previously addressed and depicted in children’s literature; secondly, to identify the special needs traits in each of the Winnie the Pooh characters and examine how each of them are depicted or portrayed in the books written by A. A. Milne and David Benedictus; and thirdly, to examine what the other characters do to illustrate their acceptance of the special needs characters and consider how these books can be used as a tool in bibliotherapy. The analysis of The Winnie the Pooh books is important due to the way they address the topics of acceptance, friendship and love for individuals with special needs and disabilities. This study significantly contributes to the literary debates on the topics of special needs characters and their portrayal in children’s literature. The topic of special needs is on the rise in political and social debates and more efforts are made to create inclusion in society. Literature plays a fundamental role in shaping children’s perspectives on acceptance or fear regarding individuals who differ from them, including those that have special needs or a disability. Characters with special needs or disabilities have constantly been identified as villains, malevolent and rejected by society. A.A. Milne’s portrayal of characters with special needs in a friendly, loving and accepting way has made children from around the world fall in love with these characters. This study will contribute to the growing understanding of special needs and disabilities as represented in literature and contribute to the breadth of research on A.A. Milne’s, Winnie the Pooh books. , Thesis (MA) (English) -- University of Fort Hare, 2021
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Contested environmental knowledge: Struggles over meanings and uses of medicinal plants in Kabokweni, Mpumalanga Province, South Africa
- Authors: Mbeng, Emiline Oben Otang
- Date: 2020-09
- Subjects: Medicinal plants , Ethnobiology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21146 , vital:47143
- Description: The main aim of this study was to examine the meanings attached by locals to medicinal plants in Kabokweni, Mpumalanga and how such meanings tend to shape the character of local struggles over access to, use and even commercial benefits of medicinal plants. This study draws its theoretical schema from political ecology, especially ethnoecology where the goal is to elucidate environmental conflict, most especially in terms of contestations over knowledge, power and practice, as they relate to the meaning and control of medicinal plants in Kabokweni. The study, therefore, recognises the complex interconnections between nature and society through a careful analysis of what one might call the forms of access and control over resources and their consequences for environmental health and sustainable livelihood. In-depth interviews, oral histories and non-participant observation were used to collect data and thematic analysis was used to analyse the data into meaningful themes according to the research questions and objectives of the study. The study found that Swati medicinal plant names are not subjective, but depend on socio-cultural and pragmatic perspectives, and meanings shape local struggles over medicinal plants in Kabokweni. Four underlying discourses were identified from the analysis of local narratives on the meanings and uses of medicinal plants. Each discourse offered a noticeably different concept of medicinal plants and people-plant relationships. Firstly, the ‘sustainability discourse’ referred to the role of foresters and environmentalists in sustainably managing plant resources. Secondly, the ‘livelihood discourse’ was entrenched in the local culture and economy. Thirdly, the ‘knowledge discourse’ conceptualises medicinal plants predominantly in terms of species richness and natural processes, while the ‘economic discourse’ emphasised the economic potential of medicines derived from plants as their major concern. Powerful social actors who influenced decisions about use and management of indigenous medicinal plants controlled these discourses. Finally, the study argues that rural communities would continue harvesting natural resources, even if illegally. Hence, to avert conflicts between indigenous actors and environmental agencies, communities need to be integrated into management programs, so they can be aware of some crucial issues such as sustainable harvesting of medicinal plants. , Thesis (MSoc) -- Faculty of Social Science and Humanities, 2020
- Full Text:
- Authors: Mbeng, Emiline Oben Otang
- Date: 2020-09
- Subjects: Medicinal plants , Ethnobiology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21146 , vital:47143
- Description: The main aim of this study was to examine the meanings attached by locals to medicinal plants in Kabokweni, Mpumalanga and how such meanings tend to shape the character of local struggles over access to, use and even commercial benefits of medicinal plants. This study draws its theoretical schema from political ecology, especially ethnoecology where the goal is to elucidate environmental conflict, most especially in terms of contestations over knowledge, power and practice, as they relate to the meaning and control of medicinal plants in Kabokweni. The study, therefore, recognises the complex interconnections between nature and society through a careful analysis of what one might call the forms of access and control over resources and their consequences for environmental health and sustainable livelihood. In-depth interviews, oral histories and non-participant observation were used to collect data and thematic analysis was used to analyse the data into meaningful themes according to the research questions and objectives of the study. The study found that Swati medicinal plant names are not subjective, but depend on socio-cultural and pragmatic perspectives, and meanings shape local struggles over medicinal plants in Kabokweni. Four underlying discourses were identified from the analysis of local narratives on the meanings and uses of medicinal plants. Each discourse offered a noticeably different concept of medicinal plants and people-plant relationships. Firstly, the ‘sustainability discourse’ referred to the role of foresters and environmentalists in sustainably managing plant resources. Secondly, the ‘livelihood discourse’ was entrenched in the local culture and economy. Thirdly, the ‘knowledge discourse’ conceptualises medicinal plants predominantly in terms of species richness and natural processes, while the ‘economic discourse’ emphasised the economic potential of medicines derived from plants as their major concern. Powerful social actors who influenced decisions about use and management of indigenous medicinal plants controlled these discourses. Finally, the study argues that rural communities would continue harvesting natural resources, even if illegally. Hence, to avert conflicts between indigenous actors and environmental agencies, communities need to be integrated into management programs, so they can be aware of some crucial issues such as sustainable harvesting of medicinal plants. , Thesis (MSoc) -- Faculty of Social Science and Humanities, 2020
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Negotiating Coloured identities in conversation with peers in a post-apartheid Eastern Cape rural context
- Authors: Pretorius, Shaida Angelina
- Date: 2020-09
- Subjects: Colored people (South Africa) , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21123 , vital:47115
- Description: The Coloured is a contested identity, and many who see themselves as “Coloured” are grappling with this social identity in a rapidly changing South African context. Therefore this study has sought to investigate how Coloured adolescents construct identities of what it means to be Coloured in conversation with their peers in the post-apartheid context. A qualitative study was conducted which allowed a phenomenon like the identity of Coloured young people to be studied in depth, openness and rich detail. The research sample for this study consisted of young Coloured people in their late adolescence, who either attended secondary school or had matriculated and attained the status of young adults, and had grown up in the rural Eastern Cape setting in which the study was conducted. Focus group discussions were held, three of the groups comprised both White and Coloured Afrikaans-speaking secondary school learners, while the remaining two comprised Coloured young people only (a total of thirty-three participants). Nonetheless, all five of the focus group discussions provided appropriate forums for the young Coloured participants to verbalise their experiences and the ways in which they constructed their identities as young Coloured members of post-apartheid South African society. A discursive and rhetorical analytic approach was utilized to analyze the data obtained from the focus group conversations held. This research project has adopted the perspective of discursive psychology and social constructionist meta-theory in investigating how Coloured adolescents construct ethnic identities in conversation. The analysis revealed that the adolescents in the study appear to negotiate constructive and liberated identities of Colouredness in dialogue with peers regarding the multi-cultural school setting as a social space, relating to peers and building friendships, as well as dealing with multi-cultural love relationships. There are indications that they succeed in transcending the apartheid barriers of the past in terms of relating to fellow South Africans, both Black and White. In contrast, there were also discourses of Colouredness that were more unsettling and pointing to heavy identity struggles. It became evident from the analysis that the narratives of what being Coloured means in the post-apartheid era were also saturated with senses of struggle, uncertainty, dissatisfaction, hopelessness, to mention a few. It appeared that many Coloured voices were trapped in ideologies of the past where Colouredness was equated with not being worthy enough, and being marginalised. The present study showed that Coloured adolescents often recite the discourse of the “inbetween-ness” in the construction of narratives of being Coloured. The sense of Colouredness emerging from these narratives seems to resonate with what was experienced during the Apartheid era. From a dialogical self perspective multivoicedness in terms of constructing identities of being Coloured in conversation emerged. In a cultural context of perceived tensions, contradictions and ambivalence living in the new South Africa as a Coloured young person gave rise to contestation of identities of being Coloured as well as a multiplicity and diversity of voices and identities, including voices that transcend the restrictions and boundaries of the past. The theory developed by Hermans and colleagues of the multi-voiced and dialogical self, allowed for this multiplicity and dynamic complexity of identities to be studied sufficiently. , Thesis (MSoc Sci) (Counselling Psychology) -- University of Fort Hare, 2021
- Full Text:
- Authors: Pretorius, Shaida Angelina
- Date: 2020-09
- Subjects: Colored people (South Africa) , Post-apartheid era--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/21123 , vital:47115
- Description: The Coloured is a contested identity, and many who see themselves as “Coloured” are grappling with this social identity in a rapidly changing South African context. Therefore this study has sought to investigate how Coloured adolescents construct identities of what it means to be Coloured in conversation with their peers in the post-apartheid context. A qualitative study was conducted which allowed a phenomenon like the identity of Coloured young people to be studied in depth, openness and rich detail. The research sample for this study consisted of young Coloured people in their late adolescence, who either attended secondary school or had matriculated and attained the status of young adults, and had grown up in the rural Eastern Cape setting in which the study was conducted. Focus group discussions were held, three of the groups comprised both White and Coloured Afrikaans-speaking secondary school learners, while the remaining two comprised Coloured young people only (a total of thirty-three participants). Nonetheless, all five of the focus group discussions provided appropriate forums for the young Coloured participants to verbalise their experiences and the ways in which they constructed their identities as young Coloured members of post-apartheid South African society. A discursive and rhetorical analytic approach was utilized to analyze the data obtained from the focus group conversations held. This research project has adopted the perspective of discursive psychology and social constructionist meta-theory in investigating how Coloured adolescents construct ethnic identities in conversation. The analysis revealed that the adolescents in the study appear to negotiate constructive and liberated identities of Colouredness in dialogue with peers regarding the multi-cultural school setting as a social space, relating to peers and building friendships, as well as dealing with multi-cultural love relationships. There are indications that they succeed in transcending the apartheid barriers of the past in terms of relating to fellow South Africans, both Black and White. In contrast, there were also discourses of Colouredness that were more unsettling and pointing to heavy identity struggles. It became evident from the analysis that the narratives of what being Coloured means in the post-apartheid era were also saturated with senses of struggle, uncertainty, dissatisfaction, hopelessness, to mention a few. It appeared that many Coloured voices were trapped in ideologies of the past where Colouredness was equated with not being worthy enough, and being marginalised. The present study showed that Coloured adolescents often recite the discourse of the “inbetween-ness” in the construction of narratives of being Coloured. The sense of Colouredness emerging from these narratives seems to resonate with what was experienced during the Apartheid era. From a dialogical self perspective multivoicedness in terms of constructing identities of being Coloured in conversation emerged. In a cultural context of perceived tensions, contradictions and ambivalence living in the new South Africa as a Coloured young person gave rise to contestation of identities of being Coloured as well as a multiplicity and diversity of voices and identities, including voices that transcend the restrictions and boundaries of the past. The theory developed by Hermans and colleagues of the multi-voiced and dialogical self, allowed for this multiplicity and dynamic complexity of identities to be studied sufficiently. , Thesis (MSoc Sci) (Counselling Psychology) -- University of Fort Hare, 2021
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Psychological empowerment as a moderator of the relationship between job insecurity and intention to quit among employees at Emalahleni local municipality, Eastern Cape
- Mapete, Siphosethu https://orcid.org/0000-0003-1580-9382
- Authors: Mapete, Siphosethu https://orcid.org/0000-0003-1580-9382
- Date: 2020-09
- Subjects: Employee morale , Municipal officials and employees
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20174 , vital:45405
- Description: Psychological empowerment, job security and retention are important characteristics that all organisations would be happy to have among all their employees. This is because retention and psychological empowerment on their own are characteristics that are linked to many desirable organisational outcomes such as job satisfaction, productivity and employee retention. In other words, a psychologically empowered employee is an engaged and desirable one, and it is therefore extremely important for organisations to know how engagement among employees can be generated or enhanced, especially the case in the public sector that is characterised by high levels of stress among its employees. The main objective of the study is to explore the combined effect of psychological empowerment, job insecurity and intention to quit in the South African public sector where psychological empowerment plays a moderating effect. The study enquires into the effects gender, race, marital status, age and educational level have on the study variables. A quantitative approach is adopted. A structured self – administered questionnaire comprising of four sections: biographical information, Psychological Empowerment Questionnaire (PEQ), Job Insecurity Inventory (JII) and Turnover Intention Scale (TIS) was used to collect the data. Statistical Package for the Social Sciences (SPSS) will be used to analyse data, and both descriptive and inferential statistics were utilized. The results revealed a negative relationship between job insecurity and intention to quit. A negative relationship was also found between the dependent variable psychological empowerment and the independent variable intention to quit. Additionally, a combined effect of psychological empowerment and job insecurity on intention to quit was also found due to the fact that no previous studies found job insecurity to be significantly positively related to intention to quit. Job insecurity was also found to be significantly negatively related to intention to quit, and the two variables combined (psychological empowerment and job insecurity) were found to be even more strongly related to intention to quit than any of the two separately. These are the results the present study found. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
- Full Text:
- Authors: Mapete, Siphosethu https://orcid.org/0000-0003-1580-9382
- Date: 2020-09
- Subjects: Employee morale , Municipal officials and employees
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20174 , vital:45405
- Description: Psychological empowerment, job security and retention are important characteristics that all organisations would be happy to have among all their employees. This is because retention and psychological empowerment on their own are characteristics that are linked to many desirable organisational outcomes such as job satisfaction, productivity and employee retention. In other words, a psychologically empowered employee is an engaged and desirable one, and it is therefore extremely important for organisations to know how engagement among employees can be generated or enhanced, especially the case in the public sector that is characterised by high levels of stress among its employees. The main objective of the study is to explore the combined effect of psychological empowerment, job insecurity and intention to quit in the South African public sector where psychological empowerment plays a moderating effect. The study enquires into the effects gender, race, marital status, age and educational level have on the study variables. A quantitative approach is adopted. A structured self – administered questionnaire comprising of four sections: biographical information, Psychological Empowerment Questionnaire (PEQ), Job Insecurity Inventory (JII) and Turnover Intention Scale (TIS) was used to collect the data. Statistical Package for the Social Sciences (SPSS) will be used to analyse data, and both descriptive and inferential statistics were utilized. The results revealed a negative relationship between job insecurity and intention to quit. A negative relationship was also found between the dependent variable psychological empowerment and the independent variable intention to quit. Additionally, a combined effect of psychological empowerment and job insecurity on intention to quit was also found due to the fact that no previous studies found job insecurity to be significantly positively related to intention to quit. Job insecurity was also found to be significantly negatively related to intention to quit, and the two variables combined (psychological empowerment and job insecurity) were found to be even more strongly related to intention to quit than any of the two separately. These are the results the present study found. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
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