The current study is a psychobiography. The subject was chosen through purposive sampling based on the researcher’s personal interest and the remarkable impact this woman had within her society. Ellen Kuzwayo also meets the requirements of a psychobiography in that she is historically well known, inspirational, and her life has been completed. The study applies a qualitative research method in the form of a psychobiography, which aimed to describe Ellen Kuzwayo`s life accordingto Daniel Levinson`s Life Structure Theory of Adult Development. Levinson`s theory divides the lifespan into four developmental eras, each with its own biopsychosocial character. Each era in turn is divided into shorter periods of development. Levinson`s theory was chosenbecause it is specifically relevant to the development of women. The findings of the study indicate that Kuzwayo’s life was consistent with the pattern of development which Levinson (1996) identified. Kuzwayo was relatively successful in resolving the life tasks and transitional periods proposed by Levinson. This research study has given a positive demonstration of the value of development theory to investigate a particular human life. Furthermore, it emphasized the uniqueness of individuals in coping with the challenges of life. As a result it has opened up the possibility of perceiving people and their actions in a different way. Consequently, recommendations are offered in order to extend psychobiographical research on the life of Ellen Kuzwayo.

Studies have shown that BBBEE parties are unsuccessful in raising banking finance due to a number of reasons. The objective of the enactment of the Broad Based Black Economic Empowerment (BBBEE) Act is primarily to promote the participation of black people in the economy. The measurement of BBBEE is determined by the codes of good practice for Qualifying Small Enterprises (QSE), which consists of seven elements namely: ownership, management control, employment equity, skills development, preferential procurement, enterprise development and socio-economic development. Enterprises with annual turnover ranging from R5 million and R35 million qualify as QSE. These elements measure the level of BBBEE status. The enactment of the National Credit Act replaced the Usury Act, 1968 and the Credit Agreements Act, 1980. The objective of the act is to promote accessibility to the credit market and to prevent the over-indebtedness of consumers. The Act is applicable to natural persons with contractual capacity and juristic persons with monetary assets or annual turnover of less than R1 million. This study aims to establish the facilitation of access to banking finance for BBBEE SME’S within the George and Mossel Bay area as these towns form part of the Garden Route Business Banking Division of Nedbank. The effect of the BBBEE and NCA on the accessing of banking finance was studied and analysed. Credit applications are subject to stringent credit scoring systems to rate applicants, monitor performance and manage accounts. The Basel rating which measures the minimum level of capital a bank should hold to protect investors determines the interest rate charged for loans. These ratings affect the accessibility of banking finance. A framework for bank and SME relationship building shows the relationships between: • The accounts manager’s role in relationship management; • Branch staff role in relationship management; • Corporate policies as part of relationship management. A survey was conducted in the form of a questionnaire in order to obtain primary information from two sample groups, banking officials and BBBEE clients to establish the relationship between the two sample groups. Quantitative techniques were used and the data obtained from the two sample groups were analysed. The study revealed that the by establishment of relationships between BBBEE clients and banking officials would facilitate access to banking.

M.A. (African Languages) / Please refer to full text to view abstract

Thesis (M. A. (Xitsonga)) -- University of Limpopo,2015 / The purpose of this study is to analyse the behaviour of tycoon’s wives in the selected literature, namely; Ndzhaka ya vusiwana by B.K.M. Mtombeni and Mangava ya Joni by D.R.Maluleke. In Ndzhaka ya vusiwana two stories were analysed, namely; “Mudlayi wo tidlaya” and “Vubombi bya swolomba”. In Mangava ya Joni two stories were analysed, namely; “Xiwelano” and “Xihahisile”. Textual analysis was used in this study to analyse the behaviour of tycoons’ wives. Textual analysis is the method communication researchers use to describe and interpret the characteristics of a recorded and visual message. The purpose of textual analysis is to describe the content, structure and functions of the messages contained in texts. This study was attempted to answer the following questions:  What is the behaviour of the wives of tycoons in Xihungasi and Mangava ya Joni?”  What influenced the wives of tycoons to have such behaviour?  What are the benefits of such behaviour? The findings of the study revealed that in most cases, the wives of tycoons have good behaviour. They love their rich husbands and children, are very hardworking and they respect other people. The findings of this study also revealed that in most cases the tycoons have various behaviour patterns. Some tycoons have good behaviour while others are violent, hate other people and dishonest. The findings of this study also revealed that the wives of tycoons are influenced by their childhood behaviour, neighbours and friends. Their love to their husbands also influence them to behave properly.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business and Executive Coaching Johannesburg, 2017 / This qualitative study explored the leadership journeys of black women executives (BWEs), to understand those elements they perceived to enable and those they perceived to inhibit their career progression, as well as to establish implications for coaching. Eighteen participants were interviewed. The sample included BWEs who had been coached, those who had not, human resources managers, and line managers to create some triangulation. The BWEs were all in the top two organisational levels, as defined by the Employment Equity Act. A semi-structured interview guide was utilised for the BWEs and another for HR and line managers. Interviews were recorded, transcribed, and uploaded into ATLAS.ti analysis software. Coding was conducted inductively to identify themes that emerged. The study highlighted the importance of ensuring that all parties to the coaching intervention are fully briefed, aligned, and coaching-ready before implementation. If readiness is not ensured, the process can be negatively affected. A key finding was that a minimum of a bachelor’s degree, but preferably a postgraduate degree, enabled the career progression of BWEs. Once in the workplace BWEs need to continue with self-development. Elements that were found to enable career progression for BWEs were hard work, networking, self-development, and access to mentors. Resilience was found to be important in managing the challenges the BWEs’ experience in the workplace. Elements that inhibit BWEs’ career progression were found to be lack of implementation of employment equity (EE) or transformation in the workplace. It was also found that BWEs operate in challenging work environments where they experience marginalisation, stereotyping, and racism. Work-life integration is an issue as they are the homemakers. Another key finding was that coaching could contribute to BWEs’ career progression. It is important that all parties in the process are coaching-ready. It was also found that coaching heightened resilience for BWEs. Coaching was shown to be utilised for leadership development, including improving communication skills. Line managers were unsure of the objectives for which their BWE charges were being coached. This highlighted the importance of aligning all parties and ensuring coaching readiness before coaching implementation. This point is also important because to be successful, coaching needs the support of organisational leadership. It was encouraging to realise that the line managers viewed coaching as confidential between coach and coachee; however, they appeared to have had no input into development needs identification. This could point to a missed opportunity to align coaching with business needs. The intrapersonal skills of self-confidence and self-awareness were shown to have been developed through coaching. These skills are vital to effective leadership. The BWEs’ experiences of coaching were found to be challenging, and uncomfortable, and BWEs found that the coach did not understand or trivialised the coachee’s issues. Coaching conversations are meant to be challenging, however too much challenge can derail the process. BWEs experienced coaching as uncomfortable because the conversation delved directly into deep personal issues without preparing the coachee or building rapport and a trusting relationship. Two BWEs felt that their coaches had trivialised or misunderstood their issues. The finding that line managers were unaware of the development needs being addressed in their BWEs’ coaching, the BWEs’ experiences of discomfort in the coaching process, and coachees feeling that the coach had trivialised the coachee’s issues, highlights the important matter of coaching readiness. Coaching readiness is important to the success of any coaching engagement. Without participants being fully ready for coaching, the process might be compromised. Coaching was found to be an appropriate tool for leadership development and improving the career progression prospects of BWEs. It was also found that it is important to ensure that every party to the coaching is coaching ready. / MT2017

Bibliography: pages 126-137. / Black schooling has been plunged into deep crisis following persistent political and ideological assertiveness by users' against the intransigent State. Assertive practices in the State black secondary schools climaxed with the refusal by students to sit for examinations. Accompanying these assertive practices were the disintegration of order and the alarming failure rate, all of which put teachers in the midst of accusations from both the State and some users. The State blamed teachers for disorderliness, the lack of discipline of students and for not doing their work efficiently. Some users accused teachers of incompetency and often of sustaining the State hegemony. Teachers, however, redirected the accusations at the State for its authoritarianism. These labellings reflect the impact the interminable education crisis has had on teachers working within State schools which are the site of race and class struggle. The crisis bears heavily and negatively on teachers' authority to an extent where some scholars highlight that teachers have become professionally dysfunctional and have since lost authority (see below). The study takes these charges seriously and is geared towards understanding teachers' authority within the context of South African education system whose bias favours white, in particular Afrikaner supremacy and the domination of the ruling classes. This could mean that teachers' authority is either a creation of this supremacy/domination and its maintenance or a product of resistance towards such domination. In order to test this theoretical supposition, particular attention was given towards understanding the significance of teachers' authority, its social bases, the way it is exercised and its stability or instability in the context of the current education crisis. What came to light was the fact that teachers exercised a form of authority predetermined by the State whilst at the same time there were attempts to move away from that practice and establish an alternative authority. The new form of authority was interpreted as being influenced by an ideology whose ultimate aim was to transform the imposed status quo. The conclusions were that teachers' authority remained in crisis as did the schools, due to teachers' work which either conflicted with the educational policy or which propped up the system in the face of insurmountable resistance from users. It was suggested that teachers are likely to thrive in the crisis if they were able to collectively amass political professional power in alliance with the community to engage in counter-hegemony.

A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts (Sociology) / Can there ever be a space for radical Black performativity, by which I mean, a type of Black performance that is a challenge to, and not just a reiteration of (including in others’ enjoyment of it) the anti-Blackness of the world? This project – film and conceptual essay - investigates the limits and boundaries of this question and it does so through kwaito: a uniquely South African post 1994 musical and cultural phenomenon that is specifically born from the experiences of township life and of Blackness in South Africa. It does so as a way to think about the validity of the proposition put forward by Black Studies (mainly in Afro-pessimism) that violence in the modern world underwrites the Black person’s capacity to think, act, and exist spatially and temporally, this is in opposition, say, to Fred Moten’s Black Optimism, that holds that ‘objects’, that is to say Blacks, can and do resist and they do so through performance. This project then enters the debate in Black Studies through a questioning of the ‘authenticity’ of Black radical performativity and cultural practices and it reads kwaito as a Black cultural performative practice that is a form of fugitivity. This paper looks at some of the more hopeful, humanistic interpretations of Black aesthetics and proposes as a challenge that we rather think about and read kwaito as something close to a deranged apocalyptic response to anti-Blackness, that does not offer answers, and is a movement that operates as a form of fugitivity that unveils the quotidian and banal subjectivity of Black township life in South Africa post 1994. / NG (2020)

The thesis intends to describe the life and work of Khabi Mngoma, protagonist of black music education in South Africa (latter half of the twentieth century), with reference to historical, socio-political, anthropological, educational and musicological aspects. His musical development from a mere participator in musical activities of his environment to a dominantly influential initiator of cultural and musical activities and education programmes on a national scale, is investigated. The study is presented in thirteen chapters: the first three chapters explore the musical influences of Khabi Mngoma's childhood (in the township-, school-and rural environment respectively), and the musical influences of his early adulthood. Particular, reference is made to his first academic musical studies in Western classical music, and the arousing of his interest in the academic study and performance of African music. The following nine chapters describe Khabi Mngoma's cultural and music educational activities (1948 - 1990) and explore the growing recognition of him as a cultural and music educational leader in South Africa. This period of Khabi Mngoma's life and work is divided into five periods: his work in Orlando, Soweto and Johannesburg during the years of his association with the Orlando High School (1948 - 1952; the first period); the second period refers to Khabi Mngoma's Social and Cultural work for the National War Memorial Health Foundation (1953 - 1957); the third, fourth and fifth periods relate to Khabi Mngoma's cultural and educational activities associated with the periods of employment by the Johannesburg City Council (1957 - 1964; third period), Dorkay House (Union Artists) and Reckitt & Colman (1965 - 1975: simultaneous employment; fourth - period), and finally the University of Zululand (1975 - 1987; the fifth period). The fifth period continues into the years following his retirement in 1987, with his influence on a national scale continuing to be established through various significant involvements, discussed in this study. The decision to arrange Khabi Mngoma' s adult life and career into five periods needs explaining. I am aware that human endeavor can never be neatly compartmentalized, because so many aspects of such endeavour overlap. This format is not intended to imply a rigid delineation; it is derived from the chronological arrangement of my material, and is intended to guide the reader through this study.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, 2005.

This study is, by its intention at any rate, an attempt at assembling the scattered fragments of Can Themba’s life to make a composite being out of the various existing phenomena that shaped the contours of his life in both literary and literal senses. Given the disjunctive manner in which Can Themba and his work have been represented thus far, a combination of Historical and Biographical research methods will underpin the approach of this study. The resultant approach is the Historical-Biographical method of research. According to Guerin et al (2005, 22) the Historical-Biographical approach “sees the work chiefly, if not exclusively, as the reflection of author’s life and times or the life and times of the characters in the work.” This research is premised on the conviction that an individual is a constellation of multiple factors that play a pivotal role in the construction of their persona. These factors will be traced from his family background, early schooling, tertiary education, socio-economic conditions as well as his contribution to various newspapers and journals. While so much has been written about Themba and his work, there is no comprehensive biography of Can Themba as a person. Most importantly, the factors that contributed to his making as well as his breaking, or destruction, have not been interrogated in a form of comprehensive academic research. Rightly or wrongly, Themba’s meteoric rise into the South African literary canon is often traced from the moment he won the inaugural Drum Magazine short story competition. Themba became one of the most popular journalists and rose within the ranks of Drum to become the Assistant Editor. However, my research demonstrates that winning the Drum short story competition was the culmination of a literary talent that was developed and had been simmering for a number of years. Themba studied at the University of Fort Hare between 1945 and 1951 alongside the likes of Dennis Brutus, Ntsu Mokhehle, Robert Mangaliso Sobukwe, Mangosuthu Buthelezi, and many other prominent individuals. He was a regular contributor to The Fortharian, a university publication that published opinion pieces, poems and short stories. This is a vital component of Themba’s intellectual growth and it remains the least explored aspect of his life. As a result, what has been discursively documented by various scholars, writers and journalists, thus far, is a very parochial representation of Can Themba’s oeuvre. / English Studies / D. Litt. et Phil. (English Literature)