Text in English Summary in English, Tshivenda and Setswana / Rastafari (this term is preferred to Rastafarianism) is known as a movement which originated in Jamaica and has since spread throughout the world. The movement has attracted much attention from the public and media worldwide because of reggae music. This study set out to investigate the lived experiences of Rastafari women of Tshwane. The purpose of the study was to describe their experiences regarding their roles, duties and responsibilities. It paid particular attention to the behavioural patterns of women within what is often regarded as a patriarchal order. The study was qualitative in nature and made use of various data gathering techniques such as life histories, focus groups, semi-structured and unstructured in-depth interviews, observations and field notes. My findings are, firstly, that Rastafari pays very scant attention to women. Secondly, in contemporary times some practices enforced by their holy books feel oppressive. Lastly, the lived experience reveal that Rastafari as a culture changes with time and women influence the movement. / Rasiṱafari tshi ḓivhea sa tshigwada tshine vhubvo hatsho ha vha ngei Jamaica zwino tsho phaḓalala na ḽifhasi ḽoṱhe. Tshigwada tsho kunga vhunzhi ha zwitshavha na nyanḓadzamafhungo ḽifhasini ḽoṱhe nga nṱhani ha muzika wa rigei. Ngudo iyi yo dzudzanyelwa u ṱoḓisisa nga ha vhutshilo ha tshigwada tsho tsikeledzwaho tsha vhafumakadzi vha Rasiṱafari vho no wanala Tshwane. Ndivho ya ngudo iyi ndi u ṱalusa tshenzhemo yavho zwi tshi ya kha mishumo na vhuḓifhinduleli havho. Yo sedzesa kha kutshilele kwa vhafumakadzi kha sisiṱeme ya matshilisano hune vhanna vha dzhiwa sa vhone vhalanguli. Ngudo yo lavhelesa nga maanḓa kha u ṱanḓavhudza vhuvha ha tshithu ho shumiswa thekhiniki dzo fhambanaho dza u kuvhanganya data u fana na ḓivhazwakale dza vhutshilo, zwigwada zwo sedzeswaho khazwo, na inthaviyu dzine mbudziso dza vha dzo thoma dza dzudzanywa na inthaviyu ine mbudziso dza vha dzi songo dzudzanywa, kuvhonele na mafhungo e a kuvhanganywa kha vhupo. Mawanwa anga ndi, zwa u thoma, Rasiṱafari i sedzesa zwiṱuku kha vhafumakadzi. Zwa vhuvhili, zwazwino maitele ane a tevhedzwa nga maṅwalo makhethwa a pfala a tshi tsikeledza. Zwa u fhedzisela, vhutshilo ha tshigwada tsho tsikeledzwaho vhu dzumbulula uri mvelele ya Rasiṱafari ine vhadzulapo vha Afrika vha shela mulenzhe khayo I khou shushedzwa nga mvelele ya mashango a vhukovhela, i ne ya kunga na u ṱanganedzwa nga vhafumakadzi. Zwenezwo, Rasiṱafari sa tshigwada tsha mvusuludzo a yo ngo ima fhethu huthihi fhedzi i khou shanduka na tshifhinga. / Rastafari e itsege jaaka mokgatlho o o tlholegileng kwa Jamaica, mme go tloga foo wa anamela mo lefatsheng lotlhe. Mokgatlho o o nnile le kgogedi e kgolo mo bathong le bobegakgang lefatshe ka bophara ka ntlha ya mmino wa reggae. Patlisiso eno e ikaeletse go sekaseka maitemogelo a a tshedilweng ke basadi ba kwa Tshwane ba Rastafari. Maikemisetso a patlisiso ke go tlhalosa maitemogelo a bona mabapi le seabe, ditiro le maikarabelo a bona. E etse tlhoko thata mekgwa ya maitsholo ya basadi mo go se gantsi se kaiwang e le thulaganyo e e bayang banna kwa godimo. Patlisiso e ne e le e e lebeletseng go tlhaloganya mabaka le megopolo (qualitative) mme e dirisitse mekgwa e e farologaneng ya go kokoanya tshedimosetso go tshwana le hisetori ya botshelo, ditlhopha tsa puisano (focus groups), dipotsolotso tse di rulaganeng fela di sa tsepama (semi-structured interviews) le dipotsolotso tse di sa rulaganang tse di tsenelelang ko botennye jwa kgang, go ela tlhoko mmogo le dintlha tse di kwadilweng mo tsamaong ya patlisiso. Diphitlhelelo tsa me ke gore, sa ntlha, Rastafari e tsaya basadi tsia go se kae fela. Sa bobedi, mo dinakong tsa ga jaana, ditiro dingwe tse di laelwang ke dibuka tsa bona tse di boitshepo di utlwala di gatelela. Sa bofelo, maitemogelo a senola gore setso sa Rastafari se mo go sona Bantsho ba nang le seabe, se tshosediwa ke setso sa bophirima se se nang le kgogedi, mme se amogelwa ke basadi. Ka jalo, Rastafari jaaka mokgatlho wa tsosoloso, ga e a tsepama, mme e fetoga le dinako. / Anthropology and Archaeology / M.A. (Anthropology)

Abstract in English, Afrikaans and Venda / Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon. The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format. The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources. Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research. / Konstruktivisme is ʼn leerteorie wat betreklik nuut is en wat fokus op die gebruik van leerdergesentreerde strategieë vir leer. Inisiatiewe vir opvoedingshervorming in Zimbabweis daaropgerig om konstruktivisme-geïnspireerde strategieë in die klaskamer te inkorporeer – met gemengde resultate. Sommige onderwysers verkies om steeds tradisionele benaderings tot leer in hul klaskamers te volg, al is dit onderwysergesentreerde benaderings waarop daar oor die algemeen neergesien word. In hierdie studie is die persepsies van laerskool studentonderwysers rakende die praktiese toepassing van konstruktivisme in die klaskamer ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik en die studie is gegrond in ʼn konstruktivistiese en interpretivistiese paradigma wat ten doel het om die persepsies vanuit studentonderwysers se werklike (‘lived’) ervarings, te verstaan. ʼn Steekproef is onder altesaam agt studentonderwysers gedoen deur middel van doelbewuste steekproefneming, gerieflikheidsteekproefneming en gestratifiseerde ewekansige steekproefneming. Data is ingesamel deur middel van ʼn literatuurstudie, leswaarnemings en semi-gestruktureerde individuele onderhoude. Die akkuraatheid van die studie is gehandhaaf deur betroubaarheid en die geloofwaardigheid van die bevindinge te verseker. Algemeen ooreengekome etiekvoorskriftewat by die meeste instellings geld, is nagekom.Data is ontleed met behulp van Tesch se metode van data-ontleding, en sodoende kon die navorser kategorieë en temas identifiseer en in narratiewe formaat daaroor verslag doen. Die navorsingsresultate toon dat studentonderwysers ʼn positiewe persepsie van die praktiese toepassing van konstruktivisme in leer het. Deelnemers het hul oortuiging gedeel dat die praktiese toepassing van konstruktivisme, tot ʼn dieper vlak van leer en beter begrip by leerders lei. Deelnemers het egter ook aangedui dat hulle ʼn gebrek aan ondersteuning van mentoronderwysers, sowel as ʼn tekort aan hulpbronne, ondervind het in hul pogings om konstruktivisme in leer en onderrig te implementeer tydens hul praktiese onderwys. Met inagneming van hierdie bevinding doen die navorser verskeie aanbevelings aan verskillende belanghebbers, met die doel om studentonderwysers te help om meer doeltreffend in konstruktivistiese onderwys te wees. Die navorser hetook aanbevelings vir verdere navorsing gedoen. / Thyeori ya u fhaṱa nḓivho na mihumbulo miswai tou vha thyeori ya u guda ya zwinozwino yo sedzaho kha zwiṱirathedzhi zwo ḓisendekaho nga mugudi kha u guda. Nungo dza u vhuedzedza pfunzo Zimbabwe dzo livhiswa kha u ṱanganyisa zwiṱirathedzhi zwa u fhaṱa zwo ṱuṱuwedzwaho kiḽasini, na mvelelo dzo ṱanganyiswaho. Vhaṅwe vhadededzi vha khou bvela phanḓa na u takalela u shumisa maitele a kale a u guda kiḽasirumuni, naho izwi zwi tshi ḓisendeka nga mudededzi na u dzhielwa fhasi. Ṱhoḓisiso yo sedzulusa kuvhonele kwa vhadededzi vha matshudeni vha tshikolo tsha phuraimari musi zwi tshi ḓa kha u shumisa nyito ya thyeori ya u fhaṱa nḓivho na mihumbulo miswa kiḽasirumuniHo shumiswa kuitele kwa ṱhoḓisiso ya khwaḽithathivi, ngudo yo ḓitika nga tshiedziswa tsha u fhaṱa nḓivho na muhumbulo miswa na u ṱalutshedzayo livhiswaho kha u pfesesa kuvhonele kubvaho kha tshenzhemo ine ya khou itea zwenezwo nga vhadededzi vha matshudeni.Kha vhadededzi vha matshudeni vhoṱhe vha malo, vhe vha itwa tsumbonanguludzwa kha ngudonga nḓila ya zwine zwa khou sedzwa khazwo, u swikelelea na tshigwada tshiṱuku tsho nangwaho. Data yo kuvhanganywa nga kha u sedza hafhu maṅwalwa, u sedza ngudo na inthaviwu dza u vhudzisa muthunga muthu dzo dzudzanywaho. Ndeme na u itwa nga vhuronwane ha ngudo zwo itwa nga u vhona zwauri hu na u fulufhedzea na u khwaṱhisedzwa ha mawanwa. Mafhungo a vhuḓifari e a tendelaniwa khao nga u angaredza nga zwiimiswa zwinzhi o tevhedzwa. Data yo saukanywa hu tshi shumiswa kuitele kwa Tesch kwa u saukanya data, hune muṱoḓisisi a topola khethekanyo na thero, na u vhigwa nga nḓila ya u tou ṱalutshedza. Mawanwa a ngudo o sumbedzisa uri vhadededzi vha matshudeni vha na mbonalo yavhuḓi ya nyito i re khagala ya u fhaṱa nḓivho na mihumbulo miswa kha u guda. Vhadzheneleli vho bvisela vhupfiwa havho khagala uri nyito dzi re khagala dza u fhaṱa nḓivho na mihumbulo miswa zwi livhisa kha vhudzivha ha u guda na u pfesesa huhulwane nga vhagudiswa. Vhadzheneleli naho zwo ralo vho bula zwauri kha nungo dzavho dza u shumisa thyeori ya u fhaṱa nḓivho na mihumbulo miswa kha u guda na u funza nga tshifhinga tshavho tsha ngudo dza nyito vho tshenzhela u shaya thikhedzo u bva kha vhadededzi vhane vha khou guda khavho na ṱhahelelo ya zwiko. Musi hu tshi khou dzhielwa nṱha mawanwa aya, muṱoḓisisi o ita themendelo dzo vhalaho kha vhadzhiamikovhe vho fhambanaho hu na nḓivho ya u thusa vhadededzi vha vhagudiswa uri vha vhe vhadededzi vha re na vhukoni kha u fhaṱa nḓivho na mihumbulo miswa. Muṱoḓisisi o dovha a themendela ṱhoḓisiso i yaho phanḓa. / Psychology of Education / Ph. D. (Psychology of Education)