Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: School administrative clerks are a category of educational worker that is normally overlooked by those doing research on schools. These workers are also ubiquitously underappreciated in school discourses. There is a lack of research on the identities and practices of administrative clerks which is the specific focus of this thesis. This thesis aims to address this knowledge gap in the literature. Therefore the research questions addressed in this thesis were: (1) how are school administrative clerks’ identities and practices constituted? (2) what are school administrative clerks contributions to the functioning of schools? The research questions were answered by conducting a qualitative study that involved interviewing and observing three purposively chosen school administrative clerks as well as conducting document analysis of policy documents. The analysis of the data was written up in four articles, each employing theoretical frameworks apposite for the analysis that it pursued. The articles variously addressed the way in which school administrative clerks’ identities and practices are negotiated. They provided insight into their professional contributions in their worksites. This is a thesis by articles. It consists of six chapters. The introductory wraparound chapter is followed by four articles, which constitute the four middle chapters of the thesis. These four academic articles have been published in, or submitted for publication to, different journals. Chapter six is the conclusion chapter. The insights gained from the four articles were that the administrative clerks’ identities and practices were constituted by their exercise of agency. They enacted what I regarded as a form of ‘subordinated agency’. The first article suggests that their reflexive agency resulted in spatial practices that made a contribution to their schools’ management and teaching practices. The second article suggests that administrative clerks’ rhetorical agency was established through their careful and tactful negotiation of rhetorical spaces in order to exercise their voice. They accomplished this through their resistance to the rhetorical norms of the school. The third article argues that they enacted an ethical agency which was instantiated through their quest for self-transformation which led to professional practices that had considerable positive consequences for the school. The fourth article posits that their accumulation of information and relational resources translated into a form of participatory capital that laid the foundation for their agency. It is through the deployment of their participatory capital that they exercised their agency to fashion unique professional identities. The conclusion of the thesis is that agency plays a significant role in the way that school administrative clerks’ identities, practices and their contribution to their school spaces are instantiated. School administrative clerks’ identities and practices are constituted by the subordinated agency that they are able to marshal within the professional spaces of their work environments. It is this subordinated agency that propels the administrative clerks’ daily creative boundary crossings between their school management practices on the one hand and their broader educational practices on the other hand. The study thus presents an analysis of their incisive professional contribution in spite of their putative subordinated status. / AFRIKAANSE OPSOMMING: Skool administratiewe klerke is 'n groep opvoedkundige werkers wat normaalweg oor die hoof gesien word wanneer navorsing in skole gedoen word. Hierdie groep word ook duidelik onder verteenwoordig in diskoerse oor skole. Daar is 'n gebrek aan navorsing oor die identiteite en praktyke van administratiewe klerke. Laasgenoemde is die spesifieke fokus van hierdie tesis. Hierdie tesis poog om hierdie leemte in die literatuur aan te spreek deur die volgende navorsingsvrae aan te spreek: (1) hoe word skool administratiewe klerke se identiteit en praktyke gekonstrueer? (2) wat is die skool administratiewe klerke se bydrae tot die funksionering van skole? ’n Kwalitatiewe studie is gebruik om die navorsingsprobleem aan te spreek. Dit het die vorm van dokumente analise sowel as onderhoude en waarnemings van drie administratiewe klerke aangeneem. Elk van hierdie artikels spreek die skool se administratiewe klerk se identiteit en praktyke aan deur van ’n verskillende teoretiese raamwerk gebruik te maak. Hierdeur is insig verkry in hul professionele bydrae in hul onderskeie werksomgewings. Hierdie is 'n tesis deur artikel publikasie, wat uit ses hoofstukke bestaan. Die inleidende hoofstuk word gevolg deur vier hoofstukke, elk in die vorm van ’n artikel. Hierdie vier akademiese artikels is reeds gepubliseer of voorgelê vir publikasie in verskillende joernale. Die gevolgtrekking word in hoofstuk ses aangebied. Die vier artikels het na vore gebring dat skole se administratiewe klerke se identiteite en praktyke gekonstitueer word deur die uitoefening van hulle agentuur. Daar is bevind dat hulle ’n ondergeskikte agentuur uitoefen. Die eerste artikel benadruk dat hul agentuur die resultaat is van hulle refleksiewe ruimtelike praktyke. Die tweede artikel benadruk dat administratiewe klerke se retoriese agentuur voorgebring word deur hulle retoriese ruimtes, waarin hulle hulself laat geld deur versigtige en taktvolle optrede. Laasgenoemde word vermag deur hul dialektiese weerstand teen ruimtelike norme. Die derde artikel suggereer dat administratiewe klerke 'n etiese agentuur verkry deur hulle soeke na self-transformasie. Ek wil aanvoer dat laasgenoemde aanleiding gee tot professionele praktyke wat ‘n beduidende positiewe uitwerking op die skool het. Die vierde artikel dui daarop dat hul versameling van inligting en beskikbare bronne die grondslag lê vir hul agentskap. Dit is deur middel van die ontplooiing van hul deelnemende kapitaal dat administratiewe klerke by skole hulle agentskap so uitoefen dat dit meewerk in die vorming van hul unieke professionele identiteite. Die gevolgtrekking van hierdie proefskrif is dat agentskap 'n beduidende rol speel in die wyse waarop die identiteite en praktyke van ondergeskiktes soos administratiewe klerke in skoolruimtes gevorm word. Skool administratiewe klerke se identiteit en praktyke word gekonstitueer deur die ondergeskikte agentskap wat hulle in die professionele ruimte van hulle werksomgewing versamel. Dit is hierdie ondergeskikte agentskap wat dit vir die administratiewe klerke moontlik maak om daagliks die grense tussen skool bestuurspraktyke aan die een kant en hulle breër opvoedkundige praktyke aan die ander kant te oorbrug. Hierdie tesis bied 'n analise van die waardevolle professionele bydrae van skool administratiewe klerke, ten spyte van hulle ondergeskikte status.

Text in English / Guided by Connell’s social constructionist theory of hegemonic masculinity, in a study conducted at a township primary school in Gauteng East, I explored the way boys in Grade 7 interact with each other and girls, as a well as the way in which they understand the world around them in the context of gender relations. A purposive sampling method was used to select boys and girls to participate in this qualitative study. A total of 30 research participants, 17 boys and 13 girls, took part in this study. The methodology included the use of individual diaries and focus groups to solicit information and observe gender relations in boys and girls in the construction of masculinity. Masculinity in this study was constructed through power relations. The themes identified when analysing the social relationships between boys and girls were sexuality, the sturdy boy, homosociality, sex roles, defying authority and the comedian. / Sociology / M.A. (Sociology)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

This study concerns itself with how Afrikan masculinities were (perspective on the past), what they are now (perspectives on the present) and what they can, ideally, become (perspectives on the future). By employing a decolonial and Afrocentric approach of deconstructive and critical theory, transdisciplinarity and Afrikological perspectives, the study’s objective is to understand the impact of coloniality on Afrikan masculinities. Coloniality, in this context, refers to the impact of historical colonization, enslavement, Apartheid on (South) Afrikan societies, including how the after-effects and their multiple consequences for changes in (South) Afrikan culture, economy, politics, communities, families and individuals have impacted on the notions about, and roles of, Afrikan men. Further to this, the study seeks to understand the role of Afrikan culture in shaping solutions to problems identified, in the form of an innovative philosophy of education towards relevant Afrikan masculinities. Applying Participatory Action Research (PAR) as research methodology, the study examines how Afrikan masculinities are seen, understood and envisioned by Afrikan men and women. Empirical research was conducted with a co-research team in Mangaya village, Thulamela Municipality in Limpopo Province, South Afrika. Findings from the study were coded, cross-analysed, triangulated with literature and a number of discussions and dialogues, and eventually developed into concepts for emerging theory and practical interventions. The study found that many Afrikan men are caught between expectations to what they should become and systemic obstacles to fulfil these expectations. As a result of colonial injustices – and their many after-effects, many Afrikan men have become confused about their identity, irresponsible in their behavior, “broken” in their self-perception (and in the eyes of the world) and in deficit of Afrikan values as guidelines for meaningful, Afrikan manhood. Essential solution-concepts found were for Afrikan men to deepen their self-knowledge, seek healing, empowerment and engage in re-learning of indigenous guidelines. These concepts have been expressed through nine lessons, serving as an innovative, educational philosophy for Afrikan manhood. A mixtape featuring brief, motivational messages for young Afrikan men against a musical soundtrack was produced as a direct outcome of the study. / Educational Studies / D. Ed. (Philosophy of Education)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

Substantial contributions have been made by lesbian and gay developmental theorists in understanding the development of lesbian and gay sexual identities, or what has come to be known as the coming out process. “Coming out of the closet” has become a central metaphor, in western contexts, for the recognisable process gay men and lesbians undergo in order to claim a relatively stable and enduring sexual identity, while overcoming obstacles such as heterosexism. Lesbians’ sexual identities are examined in this thesis through a Foucauldian lens which is fused with a narrative-discursive perspective. The aim of this study is not to trace a progressive development of identity, but rather to consider how lesbians in this study are located within a specific context, namely, a historically white university in post-apartheid South Africa, and how their identities are dynamic products of ever-shifting socio-historical spaces. Eight lesbians’ stories are analysed using the narrative-discursive method, which allows for a consideration for how the construction and negotiation of identities is shaped and constrained by social and discursive conditions. The women in this study do utilise the concept of coming out to some extent in their stories, but this narrative does not entirely account for their experiences. Instead, these women’s accounts reflect the way in which they personally experience heterosexism, and how they constantly negotiate their sexual identities within certain social and geographical spaces. When the nuances of lesbians’ contexts are taken into account, it becomes clear that claiming a lesbian identity is more than just about “coming out”, and rather about an on-going process of identity management.

Abstract in English, Afrikaans and Zulu / The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation. / Die doel van hierdie studie was om te ondersoek hoe gender in klaskameronderrigaktiwiteite ervaar word en hoe dit in die Graad 9 Engelse handboek in Etiopië voorgestel word. Ten einde dit te doen, is die kontruktivistiese paradigma as beskouingswyse van die opvoedkundige wêreld gebruik. Die studie was kwalitatief, onderlê deur sosiokulturele teorie en genderskemateorie, en die ondersoekmetode van veelvuldige gevallestudies is gebruik. Deelnemers is met behulp van doelbewuste steekproefneming geselekteer en data is deur middel van onderhoude, observasies en 'n handboekoorsig ingesamel. Die studie is by vier regeringshoërskole onderneem, en die fokus was op Graad 9 in die Chacha, Minjar, DebreSina en Mekoy distrikte van die Noord-Shoa sone in die Amhara streek. Onderhoude is gevoer met sestien leerders, vier onderwysers en vier skoolhoofde. Daar was twee beduidende bevindings: 1) onvanpaste genderbehandeling in klaskameronderrigaktiwiteite, en 2) 'n wanbalans in gendervoorstelling in die Graad 9 Engelse handboek. Verskillende temas het uit die eerste bevinding voortgespruit, byvoorbeeld (a) die ongebalanseerde toekenning van rolle en verantwoordelikhede tussen seuns en dogters; (b) die vernedering van dogters deur ander; (c) die onvermoë van dogters om groepe te beheer en van gegewe geleenthede in die klaskamer gebruik te maak; (d) manlike oorheersing en vroulike ondergeskiktheid; (e) 'n leemte in die implementering van genderbeleid op skool; (f) belemmering van dogters se deelname deur patriargale denke; (g) die uitdagings van tradisionele genderdenke in die klaskamer; (h) die invloed wat ouers se praktyke en ervarings op leerders se praktyke en ervarings in die klaskamer het; (i) gebrekkige erkenning van dogters deur ander; en (j) self-oorskatting onder die seuns en self-onderskatting onder die dogters. Die temas van die tweede hoofbevinding het ingesluit: (a) die óórverteenwoordiging van mans en onderverteenwoordiging van vroue; (b) die teenwoordigheid van gendergekleurde woordeskat om vroue se passiewe rol te beklemtoon; (c) die aanmoediging van tradisionele genderverteenwoordiging deur huishoudelike take soos skoonmaak, kook en inkopies doen aan vroue toe te ken; (d) die manifestering van manlike uitnemendheid/"eerste wees"; en (e) 'n wanbalans in die verteenwoordiging van vroue en mans in illustrasies. Die studie beveel aan dat die skoolgemeenskap en die gemeenskap in gendergelykheid onderrig word ten einde genderstereotipering en bevooroordeelde optredes te ontmoedig. Vroulike onderwyseres behoort 'n rolmodel vir dogters te wees. Onderwysers moet gendersensitiewe materiaal gebruik om gendervrye bewustheid onder die jong geslag te kweek / Inhloso yocwaningo bekuwukubheka ukuthi ubulili bubonwa kanjani kwimisebenzi efundiswa emakilasini, nokuthi ubulili bukhonjiswa kanjani ezincwadini zesiNgisi ezibekelwe ukufundwa ebangeni lika-Grade 9 ezweni lase Ethiopia. Kulolu cwaningo kusetshenziswe i-constructivist paradigm njengendlela yokubheka ezemfundo. Ngokulandela ithiyori yezenhlalo namasiko i-sociocultural theory (SCT) kanye nethiyori i-gender schema theory (GST), ucwaningo lube yi-qualitative research kanti kusetshenziswe nocwaningo olubheka amacala amaningi i-multiple case study inquiry. Ababambe iqhaza bakhethwe ngokusebenzisa amasampula akhethwe ngenhlososo i-purposive sampling, kanti ulwazi luqoqwe ngokukuxoxisana ama-interviews, ukubhekisisa okwenzekayo (observations) kanye nokubuyekeza izincwadi zesiNgisi ezibekelwe ukufundwa ama-textbook. Ucwaningo lwenziwe ezikoleni eziphakeme ezine zikahulumeni, kanti kwagxilwa kakhulu ebangeni lika-Grade 9 ezifundazweni zasezweni lase Ethiopia okuyi-Chacha, eMinjar, eDebreSina, kanye namaDistrikhthi aseNorth Shoa Zone kanye nasezifundazweni zase Amhara. Kuxoxiswene ngama-interviews nabafundi abayishumi nesithupha, othisha abane kanye nothishanhloko abane. Kutholakale imiphumela emibili esemqoka: 1) ukungaphathwa kahle kodaba lobulili kwimisebenzi yokufundisa emaklasini, kanye 2) nokungabekwa kahle ngokulingalingana kodaba lobulili ezincwadini zesiNgisi ezibekelwe ukufundwa kubanga lika -Grade 9. Umphumela wokuqala uveze izingqikithi (themes) ezilandelayo, isibonelo, (a) ukungabiwa kahle ngokulingana ngendlela ehlelekile kwemisebenzi ngokubulili phakathi kwamantombazane kanye nabafana; (b) ukuhlazwa kwamantombazane okwenziwa ngabanye; (c), ukungabi nekhono kwamantombazane ukuhola amaqembu kanye nokusebenzisa amathuba emaklasini; (d) ukubhozomela kwabesilisa kanye nokuzithoba kwabesifazane; (e) igebe elikhona ngokusetshenziswa kwemigomo ebhekene nezobulili ezikoleni; (f) izihibe ezivimbela amantombazane ukubamba iqhaza ngenxa yemibono ebeka ukuthi abesilisa yibona ababalulekile (patriarchal thinking); (g) izinselele ezikhona ngezinkambiso zakudala maqondana nokucabanga ngezobulili emaklasini; (h) izindlela zezinkambiso zabazali zibe nomthelela kwizindlela zokwenza kanye nezipiliyoni zabafundi emaklasini; (i) ukungamukelwa kwamantombazane ngabanye; kanye (j) nokuzibeka phambili kakhulu kwabafana kanye nokuzibeka ezingeni eliphansi kwamantombazane. Izingqikithi (themes) zomphumela wesibili zibandakanya okulandelayo (a) ukumelwa kakhulu ngokweqile kwabesilisa kanye nezinga eliphansi lokumelwa kwabesifazane; (b) ubukhona besilulumagama i-vocabulary ephawula ngobulili nephakamisa nokungadlali ndima kwabesimame; (c) ukukhuthazwa kwezinkambiso zakudala zokumelwa kobulili ngokunikeza abesimame imisebenzi yokunakekela izingane kanye nokwenza imisebenzi yasendlini, efana nokuhlanza izindlu, ukupheka kanye nokuyothenga ezitolo; (d) umqondo wokubeka abesilisa phambili; kanye (e) nokungahleleki ngokufanele nokulingalingana ngokukhombisa ngezithombe phakathi kwabesimame nabesilisa. Ucwaningo luncoma ukuthi ukufundisa ngokulingana kwabafundi besilisa nabesifazane ezikoleni kanye nakwisizwe sonkana kungasetshenziswa ukudumaza umqondo wokubeka ubulili obuthile ngendlela nomqondo othize (gender-stereotyped) kanye nokwenza ukuthi abobulili obuthile kuphela okumele benze noma bangenzi imisebenzi ethile. Othisha besifazane kumele bebeyisibonelo kumantombazane. Abafundisi kumele basebenzise izincwadi zokufundisa ezingenabandlululo ngokobulili ukuze isizukulwane esisha bsiondisise ngezokulingana ngokobulili. / Curriculum and Instructional Studies / D. Phil. (Education in the subject Curriculum Studies)

Indiana University-Purdue University Indianapolis (IUPUI) / A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish]