“When the rainbow is enuf”: black postgraduate women’s experiences and perceptions of higher education and institutional culture – a case study of Rhodes University
- Authors: Gamedze, Ayanda
- Date: 2020
- Subjects: Rhodes University , College students, Black -- South Afrca , Women college students, Black -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147215 , vital:38605
- Description: This thesis sets out to investigate the perceptions which Black postgraduate students hold of the present-day toward Historically White Universities (hereafter referred to as HWUs) in South Africa as unique sites from which to investigate institutional culture and the legacy of educational marginalisation. Black women are of particular focus because of the interlocking nature of social inequalities that uniquely influence their comparable experience in the academy. Rhodes University, a top-ranked traditional university provides the institutional site for this investigation into HWUs. This thesis seeks to further explore the suggestion that desegregation of South Africa's institutions of higher learning have meant access, but not always acceptance. The paper explores what Black women students perceive to be Rhodes University's institutional culture and its impact on their lived realities. Subsequently, these women have learned who they are, and what place they occupy in South Africa today, through navigating a space not necessarily accommodating to Blackness and difference. There exists a plethora of literature on the issues which Black women scholars systematically encounter daily in the academy, in sub-Saharan Africa and beyond. Nonetheless, there needs to be a further inquiry on the question of belonging of Black womanhood in HWU post the student-led movements of the past few years that have renewed the challenge to South Africa's colonial past, its neoliberal present, and its scourge of gender-based violence. This paper captures an ongoing conversation around the role of Black women in addressing transformation in HWU. As a Black woman in an HWU, I found myself wondering whether there are certain experiences students like me have in common – realities with nuances we call to identify with to some extent. I collected data from six Black women with whom I conducted interviews, and used it to compile this report and its analysis. I believe that the social significance of this study speaks to the importance of hearing the stories of subaltern groups that are positioned in spaces of privilege, yet continue to be defined by the disadvantage of their gender, race, and various other factors.
- Full Text:
- Date Issued: 2020
- Authors: Gamedze, Ayanda
- Date: 2020
- Subjects: Rhodes University , College students, Black -- South Afrca , Women college students, Black -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147215 , vital:38605
- Description: This thesis sets out to investigate the perceptions which Black postgraduate students hold of the present-day toward Historically White Universities (hereafter referred to as HWUs) in South Africa as unique sites from which to investigate institutional culture and the legacy of educational marginalisation. Black women are of particular focus because of the interlocking nature of social inequalities that uniquely influence their comparable experience in the academy. Rhodes University, a top-ranked traditional university provides the institutional site for this investigation into HWUs. This thesis seeks to further explore the suggestion that desegregation of South Africa's institutions of higher learning have meant access, but not always acceptance. The paper explores what Black women students perceive to be Rhodes University's institutional culture and its impact on their lived realities. Subsequently, these women have learned who they are, and what place they occupy in South Africa today, through navigating a space not necessarily accommodating to Blackness and difference. There exists a plethora of literature on the issues which Black women scholars systematically encounter daily in the academy, in sub-Saharan Africa and beyond. Nonetheless, there needs to be a further inquiry on the question of belonging of Black womanhood in HWU post the student-led movements of the past few years that have renewed the challenge to South Africa's colonial past, its neoliberal present, and its scourge of gender-based violence. This paper captures an ongoing conversation around the role of Black women in addressing transformation in HWU. As a Black woman in an HWU, I found myself wondering whether there are certain experiences students like me have in common – realities with nuances we call to identify with to some extent. I collected data from six Black women with whom I conducted interviews, and used it to compile this report and its analysis. I believe that the social significance of this study speaks to the importance of hearing the stories of subaltern groups that are positioned in spaces of privilege, yet continue to be defined by the disadvantage of their gender, race, and various other factors.
- Full Text:
- Date Issued: 2020
‘This sea of darkness, craziness and opportunity’: students experiences of depression and social identities at a South African university
- Authors: Craig, Ashleigh
- Date: 2020
- Subjects: Depression, Mental -- South Africa -- Makhanda , Depression in adolescence -- South Africa -- Makhanda , College students -- Mental health -- South Africa -- Makhanda , Group identity -- South Africa -- Makhanda , Phenomenological psychology , Education, Higher -- Social aspects -- South Africa , Rhodes University
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/118632 , vital:34655
- Description: This study explores how the interaction between depression and social identities is experienced by South African university students. Semi-structured interviews were conducted with eight students at Rhodes University who have had depressive experiences and analysed using Interpretative Phenomenological Analysis. The following five superordinate themes emerged out of the data: 1) the self looking in, 2) the self looking out, 3) the misunderstood self, 4) the student self and 5) the loss of self. Findings showed that students’ depression is significantly influenced by their social identities, which are experienced as multi-faceted and ever-changing within the university context. The related therapeutic implications are also discussed.
- Full Text:
- Date Issued: 2020
- Authors: Craig, Ashleigh
- Date: 2020
- Subjects: Depression, Mental -- South Africa -- Makhanda , Depression in adolescence -- South Africa -- Makhanda , College students -- Mental health -- South Africa -- Makhanda , Group identity -- South Africa -- Makhanda , Phenomenological psychology , Education, Higher -- Social aspects -- South Africa , Rhodes University
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/118632 , vital:34655
- Description: This study explores how the interaction between depression and social identities is experienced by South African university students. Semi-structured interviews were conducted with eight students at Rhodes University who have had depressive experiences and analysed using Interpretative Phenomenological Analysis. The following five superordinate themes emerged out of the data: 1) the self looking in, 2) the self looking out, 3) the misunderstood self, 4) the student self and 5) the loss of self. Findings showed that students’ depression is significantly influenced by their social identities, which are experienced as multi-faceted and ever-changing within the university context. The related therapeutic implications are also discussed.
- Full Text:
- Date Issued: 2020
Who are you? Online practices of self-representation of black gay men at Rhodes University on the geosocial networking application Grindr
- Authors: Olivier, Jason Eben
- Date: 2021-10-29
- Subjects: Grindr (Computer program) , Gay men, Black South Africa Makhanda , Gay men Identity , Internet and gay men South Africa Makhanda , Social media and college students South Africa Makhanda , Masculinity South Africa Makhanda , Racism in the sexual minority community South Africa Makhanda , Sexism South Africa Makhanda , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294851 , vital:57262
- Description: The study investigates how young black gay men at Rhodes University use technology to explore their sexual identity and focuses specifically on their self-representation choices. Incorporating qualitative semi-structured interviews and a walkthrough of Grindr, the research asked participants to share their experiences of using Grindr, a geo-social networking application, and how their self-representation practices on the site contributed to their conception of what it means to be a young black gay man online. Using a thematic analysis of the data collected from five self-identified black gay Rhodes University students, findings indicate that self-representation choices of black gay men on Grindr become a complex experience influenced by overt sexist and racist micro-aggressions in an environment where masculinities operate in a hierarchy of desire, preference, and attractiveness with race operating as an important signifier of these even in a post-Apartheid South Africa that is celebrated for its world-class Constitution. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Olivier, Jason Eben
- Date: 2021-10-29
- Subjects: Grindr (Computer program) , Gay men, Black South Africa Makhanda , Gay men Identity , Internet and gay men South Africa Makhanda , Social media and college students South Africa Makhanda , Masculinity South Africa Makhanda , Racism in the sexual minority community South Africa Makhanda , Sexism South Africa Makhanda , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294851 , vital:57262
- Description: The study investigates how young black gay men at Rhodes University use technology to explore their sexual identity and focuses specifically on their self-representation choices. Incorporating qualitative semi-structured interviews and a walkthrough of Grindr, the research asked participants to share their experiences of using Grindr, a geo-social networking application, and how their self-representation practices on the site contributed to their conception of what it means to be a young black gay man online. Using a thematic analysis of the data collected from five self-identified black gay Rhodes University students, findings indicate that self-representation choices of black gay men on Grindr become a complex experience influenced by overt sexist and racist micro-aggressions in an environment where masculinities operate in a hierarchy of desire, preference, and attractiveness with race operating as an important signifier of these even in a post-Apartheid South Africa that is celebrated for its world-class Constitution. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Where leaders learn : towards the greater realization of the Rhodes University vision
- Authors: Badat, Saleem
- Date: 2007-01-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7689 , http://hdl.handle.net/10962/d1015834
- Full Text:
- Date Issued: 2007-01-01
- Authors: Badat, Saleem
- Date: 2007-01-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7689 , http://hdl.handle.net/10962/d1015834
- Full Text:
- Date Issued: 2007-01-01
What are the pertinent intersections in the lives of black women at Rhodes University?
- Authors: Gushman, Lutho Phinda
- Date: 2021-10-29
- Subjects: Women, Black South Africa Makhanda , Student movements South Africa Makhanda , Intersectionality (Sociology) , Pluralism , Matrix organization South Africa Makhanda , Women, Black Education (Higher) South Africa Makhanda , Social action South Africa Makhanda , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190990 , vital:45047
- Description: After the 2016 #FeesMustFall protest(s), higher education institutions were dramatically altered with respect to their institutional cultures; the narratives of those who were historically side-lined and marginalised took centre stage. At Rhodes University social activism was constitutive of three components; a ‘revolt’ against the fee increment; a contestation of the rape culture; and a rejection of the colonial curriculum. These concerns, in their varied articulations, made up different social and academic realities that define(d) Rhodes University and affected how individuals experienced institutional culture. According to Ndlovu (2017) while these expressed acts (in the form of protests and institutional shutdowns) of resistance against the system of higher education subsided after the fees must fall campaign, these served to centre the narratives of the marginalised. Keeping with this thinking, the argument presented in this thesis explores the experiences of black women in higher education after the call towards coordinated resistance. Using qualitative data in the form of narrative interviews, the thesis documents how the participants continued their academic and social life post-resistance. This rupture of resistance created a complex matrix of individual subjectivity where participants engaged with traditional social academic norms in new spaces of resistance; a phenomenon that enlivened the intersectionality that came to define the higher education landscape of the country. This thesis explores the stories of the participant’s as they engage(d) with what is becoming a new institution—that is the University in South Africa, with a case-in-point being Rhodes University—and to understand the power relations and intersections that define their lived experiences. This study found that the reality of existing within the confines of power—with its fluidity—meant that black women operate both within spaces of privilege and oppression simultaneously. As such, and following Vivian May’s (2015) argument, this study concludes that black women are situated and simultaneously constrained by power. Thus spaces of resistance are constantly in flux and determined by their relations within power. , Thesis (MA) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Gushman, Lutho Phinda
- Date: 2021-10-29
- Subjects: Women, Black South Africa Makhanda , Student movements South Africa Makhanda , Intersectionality (Sociology) , Pluralism , Matrix organization South Africa Makhanda , Women, Black Education (Higher) South Africa Makhanda , Social action South Africa Makhanda , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190990 , vital:45047
- Description: After the 2016 #FeesMustFall protest(s), higher education institutions were dramatically altered with respect to their institutional cultures; the narratives of those who were historically side-lined and marginalised took centre stage. At Rhodes University social activism was constitutive of three components; a ‘revolt’ against the fee increment; a contestation of the rape culture; and a rejection of the colonial curriculum. These concerns, in their varied articulations, made up different social and academic realities that define(d) Rhodes University and affected how individuals experienced institutional culture. According to Ndlovu (2017) while these expressed acts (in the form of protests and institutional shutdowns) of resistance against the system of higher education subsided after the fees must fall campaign, these served to centre the narratives of the marginalised. Keeping with this thinking, the argument presented in this thesis explores the experiences of black women in higher education after the call towards coordinated resistance. Using qualitative data in the form of narrative interviews, the thesis documents how the participants continued their academic and social life post-resistance. This rupture of resistance created a complex matrix of individual subjectivity where participants engaged with traditional social academic norms in new spaces of resistance; a phenomenon that enlivened the intersectionality that came to define the higher education landscape of the country. This thesis explores the stories of the participant’s as they engage(d) with what is becoming a new institution—that is the University in South Africa, with a case-in-point being Rhodes University—and to understand the power relations and intersections that define their lived experiences. This study found that the reality of existing within the confines of power—with its fluidity—meant that black women operate both within spaces of privilege and oppression simultaneously. As such, and following Vivian May’s (2015) argument, this study concludes that black women are situated and simultaneously constrained by power. Thus spaces of resistance are constantly in flux and determined by their relations within power. , Thesis (MA) -- Faculty of Humanities, Politics and International Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Welcome message from the Vice-Chancellor, Dr. Saleem Badat
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7676 , http://hdl.handle.net/10962/d1015821
- Full Text:
- Date Issued: 2008-02-01
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7676 , http://hdl.handle.net/10962/d1015821
- Full Text:
- Date Issued: 2008-02-01
Welcome address of the Vice-Chancellor of Rhodes University, Dr Saleem Badat
- Authors: Badat, Saleem
- Date: 2008-02-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7675 , http://hdl.handle.net/10962/d1015820
- Full Text:
- Date Issued: 2008-02-04
- Authors: Badat, Saleem
- Date: 2008-02-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7675 , http://hdl.handle.net/10962/d1015820
- Full Text:
- Date Issued: 2008-02-04
Vice-Chancellor's address to new students 1976
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7337 , http://hdl.handle.net/10962/d1017066
- Full Text:
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7337 , http://hdl.handle.net/10962/d1017066
- Full Text:
Vice Chancellor's Oppidan Newspaper message, 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7649 , http://hdl.handle.net/10962/d1015777
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7649 , http://hdl.handle.net/10962/d1015777
- Full Text:
- Date Issued: 2007
Vice Chancellor's message to the Toronto Old Rhodian Reunion
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7648 , http://hdl.handle.net/10962/d1015776
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7648 , http://hdl.handle.net/10962/d1015776
- Full Text:
- Date Issued: 2007
Vice Chancellor New staff welcome address, 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Type: text
- Identifier: vital:7646 , http://hdl.handle.net/10962/d1015774
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Type: text
- Identifier: vital:7646 , http://hdl.handle.net/10962/d1015774
- Full Text:
- Date Issued: 2007
Vice Chancellor New staff welcome address, 2006
- Authors: Badat, Saleem
- Date: 2006
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7645 , http://hdl.handle.net/10962/d1015773
- Full Text:
- Date Issued: 2006
- Authors: Badat, Saleem
- Date: 2006
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7645 , http://hdl.handle.net/10962/d1015773
- Full Text:
- Date Issued: 2006
VC's summing up of Rhodes University 2006 Imbizo
- Authors: Badat, Saleem
- Date: 2006-07-23 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7608 , http://hdl.handle.net/10962/d1011806
- Description: Summary of key discussions and purpose of the Rhodes University 2006 Imbizo, Mpekweni Sun Hotel, 23 July 2006.
- Full Text:
- Date Issued: 2006-07-23
- Authors: Badat, Saleem
- Date: 2006-07-23 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7608 , http://hdl.handle.net/10962/d1011806
- Description: Summary of key discussions and purpose of the Rhodes University 2006 Imbizo, Mpekweni Sun Hotel, 23 July 2006.
- Full Text:
- Date Issued: 2006-07-23
Transformation at Rhodes University: investigating the extent of support for the participation of students with disabilities in the transformation processes of the Institution
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
The South African Higher Education / Rhodes University labour market
- Authors: Badat, Saleem
- Date: 2007-10-10 , 2014-07-11
- Subjects: Universities and colleges -- South Africa , Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7630 , http://hdl.handle.net/10962/d1012598 , Universities and colleges -- South Africa , Rhodes University
- Description: Rhodes University Sociology lecture - Industrial and Economic Sociology II: The sociology of labour markets
- Full Text:
- Date Issued: 2007-10-10
- Authors: Badat, Saleem
- Date: 2007-10-10 , 2014-07-11
- Subjects: Universities and colleges -- South Africa , Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7630 , http://hdl.handle.net/10962/d1012598 , Universities and colleges -- South Africa , Rhodes University
- Description: Rhodes University Sociology lecture - Industrial and Economic Sociology II: The sociology of labour markets
- Full Text:
- Date Issued: 2007-10-10
The future direction of Rhodes University
- Authors: Badat, Saleem
- Date: 2007-07-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7687 , http://hdl.handle.net/10962/d1015832
- Full Text:
- Date Issued: 2007-07-01
- Authors: Badat, Saleem
- Date: 2007-07-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7687 , http://hdl.handle.net/10962/d1015832
- Full Text:
- Date Issued: 2007-07-01
The changing face of Rhodes University: exploring aspects of visuality, sexuality and protest between the apartheid and postapartheid periods
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
Talk to first year students
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7347 , http://hdl.handle.net/10962/d1017076
- Full Text:
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7347 , http://hdl.handle.net/10962/d1017076
- Full Text:
Students’ perceptions towards the influences of social media on students’ academic engagement at a tertiary institution: a case study on the use of Facebook and Twitter at Rhodes University
- Authors: Moongela, Harry
- Date: 2018
- Subjects: Facebook (Firm) , Twitter (Firm) , Social media in education -- South Africa -- Makhanda , Motivation in education -- South Africa -- Makhanda , Education, Higher -- Effect of technological innovations on -- South Africa -- Makhanda , Rhodes University
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/60730 , vital:27823
- Description: The use of social media has become an integral part of student’s academic lives and has had an impact on students’ academic engagement in tertiary institutions. Subsequently, researchers have shown an interest in investigating the impact of social media on students’ academic engagement. Despite the fact that researcher have shown interest, there still remains a limited number of studies that have discussed the effects of social media on students’ academic engagement, particularly within a South African context. Also, studies that have been carried have revealed limited and mixed findings. This study then aims to further investigate whether the exposure of students to social media has an effect on their academic engagement and how tertiary institutions together with students can use social media to improve students’ academic engagement. A qualitative research method using an interpretive (inductive) approach is carried out to find out students’ perceptions towards the use of social media and its influence on students’ academic engagement. The study then reveals recommendations from students’ perceptions on the effective ways of using social media to benefit students’ academic engagement in tertiary institutions.
- Full Text:
- Date Issued: 2018
- Authors: Moongela, Harry
- Date: 2018
- Subjects: Facebook (Firm) , Twitter (Firm) , Social media in education -- South Africa -- Makhanda , Motivation in education -- South Africa -- Makhanda , Education, Higher -- Effect of technological innovations on -- South Africa -- Makhanda , Rhodes University
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/60730 , vital:27823
- Description: The use of social media has become an integral part of student’s academic lives and has had an impact on students’ academic engagement in tertiary institutions. Subsequently, researchers have shown an interest in investigating the impact of social media on students’ academic engagement. Despite the fact that researcher have shown interest, there still remains a limited number of studies that have discussed the effects of social media on students’ academic engagement, particularly within a South African context. Also, studies that have been carried have revealed limited and mixed findings. This study then aims to further investigate whether the exposure of students to social media has an effect on their academic engagement and how tertiary institutions together with students can use social media to improve students’ academic engagement. A qualitative research method using an interpretive (inductive) approach is carried out to find out students’ perceptions towards the use of social media and its influence on students’ academic engagement. The study then reveals recommendations from students’ perceptions on the effective ways of using social media to benefit students’ academic engagement in tertiary institutions.
- Full Text:
- Date Issued: 2018
South Africa in Africa Research Initiative Closed Conference
- Authors: Badat, Saleem
- Date: 2007-07-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7661 , http://hdl.handle.net/10962/d1015793
- Full Text:
- Date Issued: 2007-07-04
- Authors: Badat, Saleem
- Date: 2007-07-04
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7661 , http://hdl.handle.net/10962/d1015793
- Full Text:
- Date Issued: 2007-07-04