The aim of this thesis is to analyze and interpret the hypermasculine elements of African American performance in rap music. It shall examine the ways in which the performance works as well as its possible influence on the public; therefore, it shall also react to the widespread criticism of the genre. In order to understand the complexity of the issue, it sketches the history of African American men struggling to attain their manhood and it points out the damage done to African American masculinity during the era of slavery and the following period of Reconstruction. Moreover, it is necessary to trace back the inspiration that helped to constitute the hypermasculine images. To do that, we shall look into the folkloric tradition of figures such as the "bad nigger" and "badman" or "bad nigga;" and we shall see how these personas transformed into the modern figures of "gangstas," pimps and hip hop revolutionaries. In the next two chapters, the thesis discusses the relation of rap music authenticity and the performativity of gender, which is based on Judith Butler's gender theory as described in her book Gender Trouble. Regarding authenticity, we shall dissect the term itself and its potential meaning for a work of art. In the last few chapters, the thesis attempts to categorize hip hop masculinity...

This study focused on the schools of KwaDabeka Township in KwaZulu-Natal. This project explored the underlying reasons for and types of violence, as well as initiatives for violence prevention. This is a qualitative study; therefore it is located within the interpretive paradigm. A case study strategy was employed in which qualitative methods such as interviews, observations, document reviews, and journals were used to collect data. The findings suggest that besides ill-discipline and uncooperativeness by learners, criminals and thugs from outside schools pose a threat to the stability of schools. The findings also suggest that girls and young boys are victims of violence in schools. The research findings suggest that violence production in schools is shaped by socio-economic status of community where the school is in, as well as gender and masculinity. / Educational Leadership and Management / M. Ed. (Education Management)

This study focused on the schools of KwaDabeka Township in KwaZulu-Natal. This project explored the underlying reasons for and types of violence, as well as initiatives for violence prevention. This is a qualitative study; therefore it is located within the interpretive paradigm. A case study strategy was employed in which qualitative methods such as interviews, observations, document reviews, and journals were used to collect data. The findings suggest that besides ill-discipline and uncooperativeness by learners, criminals and thugs from outside schools pose a threat to the stability of schools. The findings also suggest that girls and young boys are victims of violence in schools. The research findings suggest that violence production in schools is shaped by socio-economic status of community where the school is in, as well as gender and masculinity. / Educational Leadership and Management / M. Ed. (Education Management)