This thesis is the documentation of an investigation to explore the applicability and use of indigenous African instruments in the development of primary school music curriculum for Zimbabwe. Although music is regarded as one of the compulsory subjects of the Zimbabwean primary school curriculum, it is noted with concern that western musical arts ideas are prominent in the school syllabus hence, they underline the whole essence of music teaching in the post-independence Zimbabwean education system. This is done at the expense of indigenous African musical arts practices that learners can easily identify with in their respective local communities. The purpose of my study therefore, is to determine critical elements of a curriculum development framework for facilitating the inclusion of indigenous African instrumental performance practices as substantive music resource stuff in the westernised Zimbabwean primary school music curriculum provisions. Zimbabwe has a variety of indigenous African instruments that include mbira, mazambi, magagada, chipendani and chigufe. For the purpose of carrying out this research, three indigenous African instruments are identified as instruments of focus. These are marimba (African xylophone), ngoma (African drum) and hosho (African percussion shakers). Thus, the term indigenous African instruments is consistently used collectively to mean the identified instruments. The study also samples songs from a selected Ndau cultural arts functions such as zvipunha and zvimworoni that could be utilised as education activities for classroom music teaching and learning initiatives in Zimbabwe. The idea of including culture-inclined resource materials for music teaching in the westernised post-independence Zimbabwean primary school music education initiatives implies curriculum change and innovation. Thus, curriculum change in Zimbabwe could be viewed as a reputable way to fulfil complete socio-cultural, educational and political sovereignty towards diluting the impact of colonial repression and neo-colonialism in Zimbabwe. It is notable, however that, colonial repression in Africa has caused and is still causing a permanent dislocation between indigenous black Africans and their cultural arts practices and heritages. My study doesn’t aim to achieve piece-meal changes in the primary school curriculum. Neither does it aim to suggest a complete overhaul of the current westernised primary school music curriculum. With this study, I aim to achieve a reasonable inclusivity and fusion of divergent cultural arts opinions towards musical hybridism in the Zimbabwean musical arts education milieu. This, I believe, shall help to establish an alliance of traditional African and western arts elements to attract both domestic and international appreciation of contemporary musical arts education initiatives in the post-independence Zimbabwean society. Relevant information has been gathered through documentary analysis, interviews, participant observation and focussed discussions. The findings reveal that the majority of primary school teachers and learners need considerable cultural arts rehabilitation because colonial repression had conditioned their perceptions to see no sensible value in indigenous African instrumental performance practices as part of the school education curriculum. The study also reveals that even the training of primary school music educators in Zimbabwe is grossly inadequate. Hence, the majority of these primary school teachers are pedagogically restricted to facilitate the teaching of skills-based subjects like music at any level of the Zimbabwean education system. Therefore, it is sensible to conclude that generalist primary school teachers are unreliable education practitioners who need further education and training in order to acquire relevant competences to teach music effectively in schools. Finally, lack of human and physical resources such as music instruments and textbooks has also been viewed as another impediment factor crippling teacher performance in the teaching of music in the majority of primary schools in Zimbabwe. / Thesis (PhD)--University of Pretoria, 2017. / Humanities Education / PhD / Unrestricted

The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

MA (eSiswati) / Sikhungo I-MER Mathivha Sefitwilimi Tendzabu, Buciko Nemasiko

MAAS / Department of African Studies / This study explored into the effects of traditional medicine on reproductive health of rural women. Negative reports associated with traditional medicine due to bogus traditional practitioners expose most women to the harmful consequences of concoctions supplied and administered on them. However, factors such as people’s great confidence in traditional medicine and high costs associated with conventional Western medical treatments lead most rural women to traditional medicine usage. The study examined women’s perspectives on traditional medicine, factors which led rural women to use traditional medicine, meanings that people make about women and reproductive health, reproductive health implications of using traditional medicine as well as remedies for ensuring that traditional medicine is safe for women’s reproductive health. The study was grounded on the critical and socio-cultural theory. An explorative qualitative research was used. Data was collected through open-ended questions, observation as well as focus group interviews and then analysed using the thematic analysis method. The study participants consisted of rural women, traditional healers, elderly people and Western-trained doctors who were all sampled using non-probability sampling methods. The findings of the study showed that African traditional medicine plays a pivotal role in reproductive health care by offering readily available, cheap, culturally-oriented and accessible health care for most rural women. However, it was noted that the use of African traditional medicine by unqualified practitioners and the incorrect usage of the medicine by patients resulted in negative results that could lead to death or barrenness. Thus, the study recommends an introduction of a regulatory framework on the production, storage, use and trade of African traditional medicine. / NRF

Cultural views are known to play a critical role in the identification, diagnosis and intervention of developmental disorders, such as Autism Spectrum Disorder (ASD). Indigenous views regarding the nature and causes of ASD have often been overlooked. Based on the paucity of research on indigenous perspectives on ASD in South Africa, as well as the alarming rise in the incidence of ASD, the purpose of the study is to investigate the views held by members of the Sepedi group in South Africa regarding ASD. Research relating to ASD has mostly been conducted in other countries or according to Western or conventional scientifically proven positions. The study attempts to answer the following primary research question: “What are Sepedi cultural views regarding the nature, cause/s as well as intervention of Autism Spectrum Disorder?” The theoretical framework that was utilised during the study was that of Indigenous Knowledge Systems (IKS). Furthermore, the study was approached from a phenomenological paradigm. A qualitative approach as well as case study design were followed, and purposive sampling was used. The first method of data collection was a focus group and subsequently, semi-structured interviews were conducted. The data were analysed using inductive thematic analysis to pinpoint recurring themes. These five themes are (1) Indigenous African Views, (2) Participants’ views of causes, (3) Circumstances surrounding diagnosis, (4) Personally coping with ASD, and (5) Intervention with a child with ASD. Results obtained from the study could be utilised within a diagnostic, intervention and educational approach that is uniquely South African. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd / Unrestricted

Wars involving either Russia or the United States have been a mainstay of the 20th and 21st centuries, since the end of World War II, in their search of hegemonic dominance over the international world order. This search for supremacy has generated numerous questions regarding whether Russia or the United States should be viewed as Empires. When the question of Empire arises it tends to focus on how the indigenous populations that reside in these war zones may be affected. However, the question of how indigenous forces are used as a way to examine if states accept or deny imperial responsibility/empire is not a widespread topic. Therefore, this thesis is intended to answer that question. In the process it examines three case studies per country. First, looking at Russia's case studies: Afghanistan, Chechnya, and Crimea. Second, examining the United States' case studies: Vietnam, Iraq, and Afghanistan. The research conducted for this thesis has provided a number of key findings regarding both countries. It has demonstrated, on the one hand, that Russia has created a framework for imperialization, which can be tailor fitted to the socio-cultural landscape of any state they desire to add to their imperial body. Consequently, this state should instead be viewed as the Neo-Russian Empire; a state that...

The purpose of this thesis is to analyze perceptions about the Sami ethnic identity. In order to analyze the topic, this thesis is using a qualitative method. It seeks to answer the research questions “how do the Sami perceive they can live and express their ethnic identity?” and “how are the Sami people´s ethnic identity being portrayed by others”?. The conclusions were reached through studying language and to be more specific, a discourse analysis using various academic papers and from newspaper articles. The analysis is based on a broad analytical framework which consists of stigma by Goffman, Ethnicity by Olsson, Ålund, and Johansson, and ethnic identity three-stage model development by Phinney. These theories and concepts were chosen since they are the most suitable theories in order to analyze the objective. The findings were broken down into four different topics, the topics are “reindeer herding”, “relationship with each other and other indigenous groups”, “climate change” and “Sami identity”. The results suggest that Sami people are proud of their identity and that they can express their identity, even though there are perceptions that they live in a colonial system. The results also suggest that non-Sami people very often perceive the Sami ethnicity in a negative way. The results correspond to stigma and ethnicity and mostly regarding ethnic identity development. However, there are some flaws in the ethnic identity development three-stage model.

Given the ongoing biodiversity decline during a time of Indigenous resurgence, Indigenous Protected and Conserved Areas (IPCAs) are garnering interest from the academic community, Indigenous and state governments, and protected area practitioners. Though Indigenous forms of land and sea protection have existed for millennia, these actors are exploring how IPCA development and support can meet needs to protect biodiversity and respect Indigenous rights and roles in conservation. My main research objective was to advance academic and practical applications of IPCAs by drawing from global IPCA research while assisting the Kitasoo/Xai’xais Nation’s IPCA planning process. I investigated two research questions: 1. What are the key successes, challenges, and lessons from IPCA research globally? 2. What can we learn from the Kitasoo/Xai’xais Nation’s rationale and process for developing an IPCA? To answer my first question, I reviewed 58 papers, describing 86 specific IPCA initiatives involving at least 68 Indigenous Peoples across 25 countries. Indigenous Peoples established IPCAs independently and through local- and broad-scale partnerships. Where state IPCA support existed, it was through formal legislation, agreements, and policies, and informally through local relationships and shared values. IPCAs created socio-cultural, political, and ecological benefits. Challenges limited benefits while demanding additional resources for mitigation. I recommend that states and other external actors create/improve IPCA policies, legislations, and resources as defined by Indigenous Peoples; facilitate Indigenous leadership to shape external IPCA establishment and development mechanisms; and create internal Indigenous engagement/partnerships mechanisms. I suggest that Indigenous Peoples would benefit from building partnerships to support and manage their IPCAs. Finally, I recommend that IPCA managers commit more resources, particularly in monitoring and management that integrates management priorities with local and larger scale social-environmental issues. To answer my second question, in collaboration with the Kitasoo/Xai’xais Nation, we used participatory action research to assist efforts to plan a land-and-sea IPCA in Kitasoo/Xai’xais Territory. Together, we used mixed methods to summarize the Nation’s rationale and process. IPCA development is an iteration of ongoing efforts to address limitations of state protected areas to better reflect Kitasoo/Xai’xais rights and responsibilities while preserving culture, biodiversity, and economic opportunity. The Kitasoo/Xai’xais process is rooted in long-term Territory planning and contemporary stewardship capacity building, has benefitted from global IPCA research, and has ongoing multi-generational engagement. The Nation faces challenges similar to other protected areas and is additionally burdened by ongoing colonization impacts. To address these challenges, the Nation is seeking state legislative IPCA recognition, applying Indigenous and complementary western stewardship approaches, and pursuing responsibility-based partnerships. This research makes both practical and academic contributions. It assisted the Kitasoo/Xai’xais IPCA process by contributing to planning and documentation, to be used and modified by the Nation to implement current and future IPCAs. Other Indigenous organizations can adapt the lessons and processes described for their IPCA interests. Additionally, this work provides recommendations for states and other actors at various scales to improve IPCA support and recognition. This work also contributes to literature which highlight Indigenous-led conservation initiatives, including IPCAs, as potential pathways towards supporting biodiversity conservation and Indigenous resurgence. / Graduate

The subaltern is a recurrent literary figure in Mexican narrative. The objective of this thesis is to investigate three ethnic groups – indeed, subalterns – in Mexico which include: Afro-Mexicans, indigenous groups, and Filipino colonial subjects from the perspectives of the Mexican Revolution, post-revolutionary Mexico, and the conquest of the Philippines in the sixteenth century. The principal characters play crucial roles in events shaping the history and culture of Mexico and thus demonstrate their importance to the country's development while also revealing the reality of subalterns. The literary research shows that trying circumstances or a lack of self-identity were the main causes for a character to be or become a subaltern in addition to their inherent ethnic disadvantages. However, the characters who overcame their subaltern state often changed personality traits or adapted to their surroundings in order to be assimilated into the majority culture.

In this dissertation, I examine how massive technocratic investments deployed over the last twenty years are changing the ways in which Peru’s tropical rainforests come to be experienced, known and governed in the context of climate change and biodiversity loss. I focus on the region of Loreto, Peru’s largest Amazonian region, in order to explore recent changes in two realms of tropical rainforest governance: the traceability of tropical timber and the georeferentiation of Indigenous lands. Drawing on 24 months of ethnographic and archival fieldwork following the activities of state bureaucrats, loggers, Indigenous peoples, land surveyors and other human and more-than-human actors, I show how such interventions have focused on stabilizing elusive calculative abstractions that I call metaphysical objects: objects such as lines, points or volumes that cannot be directly experienced through the senses, but whose continuous stabilization through everyday technocratic labor carries the promise of making rainforest information ever more coordinated, standardized and self-consistent. As emerging regimes of global environmental governance increasingly demand modes of epistemic coordination and standardization at planetary scales, I argue that metaphysical objects are becoming themselves important terrains of political struggle where what comes to be at stake are the terms of their always precarious stabilization. In this context, I contend that following the speculative processes by which metaphysical objects are precariously stabilized across tropical rainforest, Indigenous communities and state offices is crucial to understand the political and epistemic dilemmas that surround emerging regimes of global environmental governance in the age of climate change and biodiversity loss.