A thesis submitted to the faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the Doctor of Philosophy Degree in Interdisciplinary Studies, 2017 / Despite slow pace of transformation in post-apartheid South Africa’s corporate sector, the department of labour recently showcased some Johannesburg Stock Exchange listed corporations for executing effective diversity strategies. The strategies and discourses of diversity in these appraised corporations had not been studied scholarly, particularly from a critical perspective. This inquiry adopted a multiple case study design and the framework of critical diversity literacy to study the nature, texture, and the depth of strategies and discourses of diversity in three of these appraised corporations in the financial, retail, and private healthcare sectors. Research entailed analysis of 35 published documents to examine conceptual framing of diversity; indepth semi-structured interviews with 6 transformation managers to explore prevailing organisational diversity culture and the designed strategies to transform such dynamics; and focus groups with 32 employees from dominant and subordinated groups to gauge the efficacy of executed strategies in promoting equality and social justice. The findings suggest that appraised corporations mainly complied with prescripts of employment equity law and executed managerial instrumentalism oriented diversity initiatives. Diversity conceptual frameworks regarded inequality, oppression and dominance as historical legacies, rather than present day phenomena that are tied to coloniality of power and being and reproduced through neoliberalism. Diversity initiatives were minimalistic and impelled identity siloism, race and gender blindness, medicalization and hyper-individualisation of disability, nurturing of white fragility, and reproduction of gender binaries. Blacks, women, queer persons and persons with disabilities were barely visible in positions of power, strategic influence and high income. These subjugated groups constantly performed whiteness, normative masculinity, ablebodiedness and heteronormativity in order to fit in. This performance is systematised under the guise of merit without recognising its dehumanising effects. The findings suggest the inadequacy of employment equity legislation driven reform to produce real equality as this law is a product of ILO’s neoliberal “Decent Work” rhetoric. The study contributes to the closure of lacunae concerning paucity of agentic critical diversity studies that examine effective organisational diversity discourses. The study accentuates the importance of situating effective diversity discourses being evaluated in the broader context of contemporary global system of power and related hegemonic ideologies that re-produce inequality. By so doing scholars will be able to analyse the studied diversity discourses holistically and make informed decisions on their efficacy to yield social justice for the marginalised across various intersections of power, inequality and identity differences. / XL2018

Thesis (Ph.D., Science of Religion and Missiology)--University of Pretoria, 2006. / Includes bibliographical references (p. 318-329)

Thesis (PhD(Science of Religion and Missiology)--University of Pretoria, 2006. / Includes bibliographical references (p. 318-329)

Thesis (MMus (Music))--Stellenbosch University, 2008. / The Libertas Choir occupies an exceptional place in the history of choral music in South Africa, especially in the Western Cape. The research on this choir is presented here in the form of a historical study, tracing the details chronologically from a politically inspired mass choir in 1986 to the founding of the Libertas Choir in 1989, and then following its history until the end of 2006. The first three chapters contain highlights of the first 17 years (1989-2006) while the subsequent chapters contain compositions specifically composed or arranged for the choir, a profile of the conductor, issues that the choir faced as well as an insight into the choir as “ambassador” for South Africa. Documenting the history of this multiracial choir in South Africa, the thesis includes an account of the contribution the choir has made to the development of music in a multicultural society as well as how it has fostered the belief that music sets no social or cultural boundaries. This study also documents the choir’s contribution to the development of multicultural choir performances. The research covers indigenous South African music that has been performed by the choir, as well as new compositions and choral arrangements that were instigated and disseminated by the choir. A selection of programmes sung by the choir during this time is included.

Thesis (MBA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The author is an Afrikaans-speaking, white male person, who was previously an extreme, selfdeclared racist. The author was also a member of an elite unit in one of the right-wing political organisations, which resulted in being author arrested during the 1994 National South African elections. The author transformed from being an extreme self-declared racist to become a person who respects and appreciate racial diversity. The author conducted a reflective autoethnographic study from his personal life experiences, which is complemented with critical feedback from people whom the author holds in high esteem. Feedback was gathered in order to identify the transformation process, which the author experienced in the quest of becoming an authentic leader. The aspects identified in the transformation process enabled the author to understand what is required in the future to become a truly authentic, value-based leader. This research study could assist white Afrikaans-speaking people and the broader community of South African people to transform towards acceptance and appreciation of racial diversity.

Faculty of Humanities Department of Psychology Date: 29 May 2017 / The transition to higher education is a complex period for most youth that challenges them to constantly negotiate their identities. In the university campus, students interact and socialize with students from diverse cultural backgrounds and they are confronted with reflecting on their existing attitudes, beliefs, values and behaviours. The current study aims to understand how different cultural values and beliefs may influence the personal identity of students in a multicultural university. This study employed a qualitative research approach. The study employed an interpretive research design which entailed conducting semi-structured, individual interviews to collect data. The participants were 6 second year students enrolled in the Humanities faculty, who were purposely selected at the University of the Witwatersrand. Thematic analysis was employed in analysing the data. The specific thematic analysis method employed was interpretative phenomenological analysis, in which the focus was on understanding how students make sense of the experience regarding being in contact with other students from diverse backgrounds. The findings of the study show that students identify with different social structures, thus maintaining multiple identities in diverse setting of the university. These identities are found to be dominant in contexts in which they are established. The findings show that students maintain a positive self-concept, which is contributory to how they adjust and find belonging in the university environment. Belonging was found to occur within the student cultures inherent in the university setting, such as leisure activities, religious involvement, and other activities of entertainment on campus. Religion emerged as the dominant influence on the personal identity of the majority of the participants; however, other students highlighted other social structures as contributory factors as compared to religion. Parental involvement and childhood experiences continue to influence students' negotiation of a personal identity in the university campus. In conclusion, based on the findings of the study, it is clear that students embrace the diversity within the university campus, while maintaining connections with identities that existed prior their time spent in university. This is a clear demonstration of the continuity in identity formation and belonging in the social setting of Higher Education. / MT2018

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2016 / The market research industry prides itself on providing accurate and reliable information and solutions to varying business problems. However, the industry has been faced with the challenge of racial transformation at senior decision-making positions of the organisations. The pace of upward mobility of black researchers is slow and this is a threat for the industry because the senior level positions are often tasked with the analysis of research data and formulation of the strategic insights and business solutions to communicate to clients and stakeholders to meet their business needs. Therefore, it is difficult to be confident that the data about the black market does not get lost in translation and interpretation due to cultural nuances that may not be accessed. What is unique about the market research industry is that promotions to senior level positions are based on training on the job and the mastering of relevant skills on the job rather than specific prior training at college or university level. This opened theoretical and practical questions about the individual and organisational qualities that made it difficult for black researchers to progress to senior level positions. A phenomenological research approach was implemented to explore the lived experiences of the black researchers and the organisations, which could explain the slow upward mobility pace. In-depth semi-structured individual interviews were conducted with four CEOs of prominent organisations in the industry and 14 black researchers at various levels in these organisations. These interviews identified the organisational identity espoused by the leadership and the organisational identity lived by the black researchers. Narrative identity research approach and Erikson’s (1956) stage developmental model guided the process of understanding the individual identity of the black researchers at the point of the interview. The results suggest that there are three categories of black researchers in the industry. It is those who are not promoted within a specified timeframe promised by the leadership who leave the organisations, those who are not promoted but stay in the organisations for longer periods than would have been expected and those researchers who are promoted to senior level positions. Each of these categories shows unique individual qualities that potentially shape their experience in the organisations. A framework for understanding the interplay between the various lived experiences and outcomes has been developed. The slow pace of racial transformation at senior levels of the organisations can be traced to the responses of organisational management to change and the types of social exchange relationships between the black researchers and management. Future research may quantify the findings and validate the framework developed in this study to establish generalisability in the industry and in contexts outside the market research industry. A case study research methodology focusing on all the demographics of the organisations could also enrich the framework. / MT 2018

Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum. / Prof. C. Burnett-Louw Prof. W.J. Hollander

South Africa is a nation that was born from a struggle that can be said to have turned racial divisions and discrimination into a diversity of heritages. Thus, contemporary South Africa has become a country recreated in such a way that its people are able to embrace diversity freely. This research study aimed to provide insights into South Africa’s diversity in culture and linguistics that were moulded into a single song, the South African National Anthem. The research study aimed to determine the selected sample’s (Nelson Mandela Metropolitan University Staff and Students) responses to the representation of the South African National Anthem based on two specific performances. The research study aimed to determine how the two online videos affected the perceptions of NMMU Staff and Students of the South African National Anthem and South Africa as a brand. The research study aimed to determine how the two performances of the South African National Anthem under study were received by Staff and Students at NMMU. The study also aimed to highlight the similarities and differences in the sample’s responses, based on this reception. The selected YouTube videos under study are: SA anthem destroyed URL: http://www.youtube.com/watch?v=beg0-kMN3fM Ard Matthews ruins the SA national anthem URL: http://www.youtube.com/watch?v=fu6IG0Wx19w. An electronic questionnaire with both closed and open-ended questions was used to draw a conclusion regarding the selected sample’s perceptions of the South African National Anthem. Following the questionnaire results, a rhetoric analysis of the sample’s questionnaire responses was conducted. This text analysis and interpretation was conducted to gain insight into themes that were labelled based on the questionnaire responses, thus affecting perceptions of the sample and determining whether the South African National Anthem was perceived as a tool for division or unification.

M.Inf. / South African libraries are enterprises where diversity is fast becoming the norm. Many South African Librarians work in libraries where the need to educate staff to respect human cultures in all their variety has been identified as a significant institution goal. Acquiring knowledge and understanding of culture factors is the key to successful communication across cultures. This study concentrates on how library managers should communicate with employees in an inter-cultural environment as well as how employees should communicate amongst themselves. Communication barriers between employees in libraries have been discussed and it was concluded that a mastery of communication skills which includes an understanding and appreciation of cultural differences is vital for South African libraries of all colours and cultures. How to go about creating a multicultural library was discussed and it was emphasised that library managers should take positive and measurable actions to transform their libraries into multicultural enterprises. The empirical study done at the Johannesburg Public Library indicated that Black South Africans would like White South Africans to learn at least one Black language in order to facilitate communication. Although not one White South African interviewed in this study spoke a Black language, they experienced a certain degree of difficulty in understanding or interpreting a Black's English or Afrikaans. With regard to non-verbal communication, eye contact was equally important to both groups. Being on time was definitely more important to Blacks than Whites. In terms of vocal quality, Whites found Blacks to speak too loudly and were inclined to shout. In terms of world views, 80% of Blacks followed an Afrocentric world view and 90% of the Whites followed a Eurocentric world view. The majority of Blacks favoured intuitive thinking, 30% confirmed that analytical thinking was the only way to think so as to arrive at a logical deduction. The question on stereotypes pointed to Blacks mainly thinking of Whites as independent. Guidelines for effective inter-cultural communication in South African libraries are provided.