Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Mining as a historical male-dominated space is confronted by various transformational structural changes. While the racial composition of mining boards has improved, gender representation of women in boards is problematic. Owing to our historical legacy of apartheid and decades of colonialism, South Africa became a victim of an unequal society. The new political dispensation under the leadership of Nelson Mandela sought to redress those inequalities after the fall of apartheid in 1994. However, gender inequalities and the gender subject remain contentious issues, particularly in historically male-dominated sectors such as mining. With legislation enforcement, only a few mining companies have improved the representation of women on boards (WoB), while some companies remain with no women or only one woman on board. However, despite the atrocities of apartheid, South African mining sector is relatively performing better in terms of WoB than countries that were not exposed to such a discriminatory dispensation. Yet still, mining lags far behind compared to other industries in South Africa. This outlook led me to conduct a multiple cross-case analysis research study to explore how women were integrated into mining by reviewing talent management practices used to appoint women (and men) by exploring recruitment, development and retention practices. I adopted an emancipatory critical research approach, a feminist epistemological paradigm, and I considered African feminism a suitable research approach given the unique context of South African mining history. The results showed that the industry still faces gender structural inequalities guided by an indoctrinated mindset of the sector, and that it is still to a great extent racially biased. While most focus of talent management is directed at recruiting more women, men still control recruitment, which is biased and informal, and different or stringent recruitment criteria are applied for women. Even though women occupy a few board seats and exceed the critical mass in some boards, they still face change-resistant attitudes and stereotypes and a double glass ceiling in terms of who has a right of voice, which disregarded their talent. All women regardless of race, were subject to stereotypes, but dealt with them differently. I found that black women are more affected than any other racial group due to their social identities, facing triple oppression due to their gender and race, but also class, which affects their confidence and their talent offering to board responsibilities. In fear of marginalisation, the black women in my study felt that they needed to earn the trust of men, especially those of white men. White, Indian and 1coloured women who were affected by gender stereotypes were silent about those prejudices, but were also still discriminated against with fewer board opportunities. The effectiveness of training and development of directors and retention was hindered by the culture in mining, individual constructed identities and societal gender constructions of roles and responsibilities. These constructions undermined the talent of women in boards and constructed the talent of men as superior. / Thesisi ye e fa tlhahlobo ye e tseneletšego ya ditirišo tša taolo ya talente ka dikhamphaning tše tshela tša meepo tša go ngwadišwa le JSE ka Afrika Borwa. E nyakišiša gobaneng talente ya mosadi e hlokomologilwe, le gore gobaneng basadi ba tšwela pele go ba palo ye nnyane mo dibotong le ge e le gore molao wa Afrika Borwa o thekga tekatekano ya bong le gore tokafatšo ya taba (business case) e hlatsetšwe go ya ka tirišo. Mokgwatlwaelo wa basadi wa Afrika o šomišwa ka go kopantšha mokgwa wa maemo a magareng woo o lebantšhago go kopano ya morafe le bong. Tšhomišo ya mokgwatlwaelo wa basadi wa Afrika gape e dira teori seemo sa go ithuta bong go ya ka mabaka a moswananoši gomme mo tabeng ye, intasteri ye e tletšego ka banna ka nageng ya morago ga kgatelelo le morago ga kgethollo. Dipoelo di bontšhitše gore intasteri e lebana le diphapano tša sebopego tša bong tše di hlahlwago ke maikutlo ao a tsentšwego a lekala, le le sa ntšego le tšea lehlakore go ya ka morafe. Komiti ya ditšhišinyo e tletše ka thwalo ya taolo ya banna, yeo e tšeago lehlakore ebile e se ya semmušo, gomme dikriteria tša go fapana tša thwalo di a šomišwa go basadi. Basadi ka moka go sa šetšwe morafe, ba be ba lebana le ditlwaedi, eupša ba be ba šogana le tšona ka go fapana. Basadi ba bathobaso ba sa ntše ba lebana le kgatelelo ya go menagana gararo ya go amana le bong bja bona, morafe, le boemo. Ka go tšhoga nyenyefatšo, basadi ba Bathobaso ba be ba nyaka tumelelo go banna, kudu ya banna ba Bathobašweu. Basadi ba Bathobašweu, Bathobaso, Maindia le Bammala ba be ba sa bolele ka dikgethollo, eupša gape ba be ba sa ntše ba gatelelwa kgahlanong le menyetla e se mekae ya boto. Katlego ya tlhahlo le tlhabollo ya balaodibagolo le kganetšo di šitišitšwe ke setšo sa meepo, maitšhupo ao a bopilwego a go ikgetha le dibopego tša bong tša setšhaba tša dikarolo le maikarabelo. Dibopego tše di nyaditše talente ya basadi ka dibotong gomme di bopile talente ya banna go ba ya maemo a godimo. Nyakišišo ye e kgatha tema go dingwalo tša tirišo tša basadi mo dibotong ka go nyakišiša mašomelo a taolo ya talente – a selo se se hlokomologilwego basading mo dinyakišišong tša diboto. E hlaloša ka fao basadi ba thwalwago, hlahlelwago maemo a boto le go hlaloša hlokomologo ya go tsenela taolo ya talente. / Business Management / Ph. D. (Management Studies)

Educational Studies / D. Ed. (Comparative Education)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

INTIMIDATION AS A FACTOR IN THE LIBERATION STRUGGLE OF SOUTH AFRICA WITH SPECIAL REFERENCE TO BELA BELA (WARMBATHS): AN ANTHROPOLOGICAL PERSPECTIVE The cultural revitalisation or adjustment model of Anthony Wallace provides a basis for interpreting religious, political and other revitalisation movements. This study focuses on political revitalisation movements. Participation in the activities of revitalisation movements does not always occur voluntarily. Leaders of such movements apply techniques and methods of intimidation enforcing change and participation. In South Africa, political revitalisation was inter alia brought about by the ANC as political liberation movement who used methods of violent and non-violent intimidation to force people, regardless of their ethnic affiliation, to support the movement and enforce political change. The ANC inter alia used charactersitic cultural phenomena and components of Bantu-speakers as resources for intimidation to ensure unanimity, participation and ultimately to achieve political liberation. Cultural components that were exploited included communality, group solidarity, administration of justice, songs and dances. / INTIMIDASIE AS 'N FAKTOR IN DIE VRYHEIDSTRYD IN SUID-AFRIKA MET SPESIALE VERWYSING NA BELA BELA (WARMBAD): 'N ANTROPOLOGIESE PERSPEK.TIEF Kulturele vernuwmg ts 'n universele verskynsel. Anthony Wallace se model van kulturele vernuwing of -aanpassing bied 'n raamwerk vir die verduideliking en interpretasie van die fases waardeur kulturele vernuwingsbewegings van 'n godsdienstige, politieke of ander aard ontwikkel. In hierdie studie word daar uitsluitlik gefokus op vernuwingsbewegings van 'n politieke aard. Aangesien deelname aan die aktiwiteite van kulturele vernuwings- en aanpassingsbewegings nie noodwendig vrywillig geskied nie, het leiers van hierdie bewegings gebruik gemaak van tegnieke en metodes van intimidasie om deelname en vernuwing op die massas af te dwing. In SuidAfrika is politieke vernuwing onder andere teweeggebring deur die ANC as politieke bevrydingsbeweging. Die ANC het gebruik gemaak van gewelddadige (harde of direkte) sowel as nie-geweldadige (sagte of indirekte) intimidasie om mense, ongeag hulle etniese aanhorigheid, te dwing om die beweging se oogmerke aktief te ondersteun om politieke verandering te weeg te bring. As dee! van die strategie om deur intimidasie mense tot deelname aan massa-aksies soos optogte, betogings en massa-vergaderings te dwing, het die ANC gebruik gemaak van bepaalde kultuur verskynsels en -komponente wat eie is aan die lewensbeskouinge en lewenswyse van Bantoe-sprekendes. Kultuurkomponente wat suksesvol benut is deur die leiers en lede van bevrydingsbewegings omvat, onder andere verskynsels soos kommunaliteit, groep solidariteit, die regspraak, liedere en danse. Hierdie kultuurkomponente en verskynsels is verander en aangepas om ten eerste eenheid en deelname te bewerkstellig en te verseker en uiteindelik om die hoofdoelwit van politieke bevryding te bereik. / Anthropology and Archaeology / M.A. (Anthropology)

The use of methylenedioxymethamphetamine (MDMA) or Ecstasy is a phenomenon that has established itself in the widespread Rave culture. Ecstasy use causes not only physical, social and psychological problems in the development of the adolescent but may also influence his concentration and learning abilities. To prevent these problems educators should be well informed regarding current drug use trends and also be capable of assisting adolescents. Research regarding the nature of Ecstasy use and the characteristics of its users is lacking nationally. The increase in use amongst school going adolescents and young adults and the fact that there are side effects and unknown long term effects has made it imperative that educators learn as much as possible about this drug. The purpose of this research is therefore to furnish the educator with accurate information that will enable him to obtain a reference point from which assistance can be offered to the young Ecstasy user. / Psychology of Education / M.Ed.(Guidance and Counselling)

Text in German, summaries in English and German / This dissertation is a missiological research on reports of first and second generation missionaries from the Hermannsburg mission society in Germany. The missionaries worked for their lifetime among the Batswana. An important point in the first chapter is the attempt to clarify the theological foundation for the understandung of inculturation, from which my conception later arose. The second chapter deals with the founders of the Hermannsburg missionary society and describes the spiritual background of the missionaries. The following three chapters cover the work of the missionaries, in each case father and son at Dinokana, Bethanie and Phokeng chronologically from 1857 - 1940. Special attention is given to their socio-cultural expierences and traditional-religious knowledge. The last chapter evaluates the work of the missionaries and takes into account the present missiological debate on mission. Here again it becomes clear what I mean by Inculturation. / Die vorliegende Arbeit ist eine missionsgeschichtliche und -theologische Untersuchung uber die ersten beiden Generationen Hermannsburger Missionare unter den Batswana in Transvaal. Im ersten Kapitel stelle ich verschiedene Konzepte zum Verstandnis von lnkulturation vor, aus denen ich Anstosse fur meine eigene Konzeption gewonnen habe. Das zweite Kapitel beschreibt die spirituelle Herkunft der Missionare und ihre theologische Pragung. In den folgenden drei Kapiteln untersuche ich die Arbeit der Missionare, jeweils Vater und Sohn, auf ihren Stationen Dinokana, Bethanie und Phokeng von 1857 - 1940 in chronologischer Reihenfolge. Ein besonderer Schwerpunkt liegt dabei auf den sozio-kulturellen Erfahrungen und traditionell-religiosen Erkenntnissen dieser Missionare. Das letzte Kapitel enthalt eine Bewertung der Missionsarbeit und beleuchtet sie auf den Hintergrund der gegenwartigen missionstheologischen Diskussion. Besonder in diesem Kapitel wird noch einmal deutlich wie ich Inkulturation verstanden habe. / Missiology / D.Th. (Missiology)

Educational Studies / D. Ed. (Comparative Education)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

INTIMIDATION AS A FACTOR IN THE LIBERATION STRUGGLE OF SOUTH AFRICA WITH SPECIAL REFERENCE TO BELA BELA (WARMBATHS): AN ANTHROPOLOGICAL PERSPECTIVE The cultural revitalisation or adjustment model of Anthony Wallace provides a basis for interpreting religious, political and other revitalisation movements. This study focuses on political revitalisation movements. Participation in the activities of revitalisation movements does not always occur voluntarily. Leaders of such movements apply techniques and methods of intimidation enforcing change and participation. In South Africa, political revitalisation was inter alia brought about by the ANC as political liberation movement who used methods of violent and non-violent intimidation to force people, regardless of their ethnic affiliation, to support the movement and enforce political change. The ANC inter alia used charactersitic cultural phenomena and components of Bantu-speakers as resources for intimidation to ensure unanimity, participation and ultimately to achieve political liberation. Cultural components that were exploited included communality, group solidarity, administration of justice, songs and dances. / INTIMIDASIE AS 'N FAKTOR IN DIE VRYHEIDSTRYD IN SUID-AFRIKA MET SPESIALE VERWYSING NA BELA BELA (WARMBAD): 'N ANTROPOLOGIESE PERSPEK.TIEF Kulturele vernuwmg ts 'n universele verskynsel. Anthony Wallace se model van kulturele vernuwing of -aanpassing bied 'n raamwerk vir die verduideliking en interpretasie van die fases waardeur kulturele vernuwingsbewegings van 'n godsdienstige, politieke of ander aard ontwikkel. In hierdie studie word daar uitsluitlik gefokus op vernuwingsbewegings van 'n politieke aard. Aangesien deelname aan die aktiwiteite van kulturele vernuwings- en aanpassingsbewegings nie noodwendig vrywillig geskied nie, het leiers van hierdie bewegings gebruik gemaak van tegnieke en metodes van intimidasie om deelname en vernuwing op die massas af te dwing. In SuidAfrika is politieke vernuwing onder andere teweeggebring deur die ANC as politieke bevrydingsbeweging. Die ANC het gebruik gemaak van gewelddadige (harde of direkte) sowel as nie-geweldadige (sagte of indirekte) intimidasie om mense, ongeag hulle etniese aanhorigheid, te dwing om die beweging se oogmerke aktief te ondersteun om politieke verandering te weeg te bring. As dee! van die strategie om deur intimidasie mense tot deelname aan massa-aksies soos optogte, betogings en massa-vergaderings te dwing, het die ANC gebruik gemaak van bepaalde kultuur verskynsels en -komponente wat eie is aan die lewensbeskouinge en lewenswyse van Bantoe-sprekendes. Kultuurkomponente wat suksesvol benut is deur die leiers en lede van bevrydingsbewegings omvat, onder andere verskynsels soos kommunaliteit, groep solidariteit, die regspraak, liedere en danse. Hierdie kultuurkomponente en verskynsels is verander en aangepas om ten eerste eenheid en deelname te bewerkstellig en te verseker en uiteindelik om die hoofdoelwit van politieke bevryding te bereik. / Anthropology and Archaeology / M.A. (Anthropology)