South African women of different ethnicity and background, having lived under apartheid, are now challenged by the freedoms expressed in the Bill of Rights and the new Constitution. This study, identifying the connections between gender, race, class and social relations, incorporates an ethnographic methodology and a cultural studies perspective in the reception analysis of thirteen multicultural focus groups. In the analysis of their response to two locally produced situation comedies, Suburban Bliss and Going Up III, the effort to determine existing cultural barriers is made, examining laughter as a benchmark for the comprehension by women from different backgrounds. The theoretical framework for the research evaluates the extent to which the writers, producers and directors created a text which connects with the multicultural women viewers' reality. Changes affecting the South African Broadcasting Corporation (SABC) in terms of broadcasting policy, are traced, and a brief history of the organization since the inception of broadcasting in South Africa is incorporated. Language policy had ret1ected the overt political ideology of Afrikaner nationalism, consequently the political changes resulting from the 1994 democratic election led to major transformations in language and style of programming to incorporate local content for multicultural audiences. This caused economic hardship for the SABC, as advertising revenue was drastically curtailed. Textual analysis of both Suburban Bliss and Going Up III employed a mix of structural, semiotics, and ideological analysis. Through interviews with the production team it became apparent that SB was based on American sitcom genre, while GU III is a hybrid combination, conceived to meet the perceived needs of the local multilingual multicultural audience. The extent to which the programmes mediate the producer/audience relationship, contributing to the hegemonic process is investigated, as the interpretation of the text can be different in the decoding from that originally intended by the producer or encoder when creating the programme. The situation comedies by depicting in a humorous vein the realities of affirmative action, adult access to pornography, the aspirations of the new black elite, feminine participation in the democratic process, and the rejection of authoritarian censorship from the state or the home indicates the ideological position of the production teams. The responses of the focus groups were examined in terms of their own identity as well as where an historic individuality expands into the collective communities of nations, gender, classes, generations, race and ethnic groups. Identity was perceived as connected but distinct and separate, as any event can affect both individuals and society. The thesis explores the proposition that humour as 'cultural reconcilation' can be effective if people are prepared to alter negative patterns of thinking and social practices. / Thesis (Ph.D.)-University of Natal, Durban, 1998.

The thesis takes the form of an investigation into the various causes leading to the demise of the English language television single play in South Africa. It does not position the genre within any particular theoretical framework, but argues within the context of a liberal/critical discourse that the single play owes its development and significance to the contribution of its many writers, as well as to the creative input of the various producers, directors, from within and outside the SABC. Furthermore, it evaluates the genre within the bureaucracy of the SABC and the input of the various drama managers, among others, whose decisions have affected the position of the single play. The single play is seen as a development of drama having evolved from the stage play, though moving progressively towards the production values of film. Research will show that in the South African context, the creative practitioners of the single play and technology have intersected with style, reflecting the dominant form of naturalism, mainly evidenced during the early period when many single plays were produced in the studios of Auckland Park. Within a wider sociopolitical context, the single play has been evaluated as a negotiation among writers, censorship, technology, naturalism and bureaucracy. The investigation will show that the major cause for its demise was the SABC's increasing commercialisation of TV -1, with the result that programmes on this channel were evaluated in terms of their ability to deliver large audiences to the advertisers. This placed the single play in competition for transmission space with the more popular drama series and serials. Furthermore, the business principle of cost-effectiveness applied to the single play made it more expensive to produce than series and serials. The author's own practical involvement in the production of video and television programmes, including drama, together with primary source information gleaned from some forty interviews with practitioners and those whose decisions impacted on the genre, have been added to the body of the research. / Thesis (Ph.D.)-University of Natal, Durban, 1993.

After decades of democracy, South Africa (SA) is still a country that is characterised by huge inequalities and socio-economic challenges which are intense in most rural areas. As microcosms of a larger context, rural schools tend to bear the brunt of numerous challenges as they have to cope with poor infrastructure, scarce resources and under-qualified teachers. In spite of the many challenges rural schools experience, the country has adopted an accountability systems approach that uses examination results in measuring school performance, thereby ignoring the contextual factors that rural schools face. This study sought to explore and understand the notion underperformance in a secondary school in the rural Ilembe District in KwaZulu-Natal from the perspectives of learners, parents and teachers. Guided by the propositions derived from theories of underperformance and of rurality, the study was located within an interpretive paradigm and utilised the qualitative approach to research. An ethnographic design involving observations, interviews and document analysis was utilised as it was important to capture the experiences, interpretations and meanings that participants gave to school underperformance in their particular contexts. The findings suggest that there is a disjuncture between educational policy, schooling and contextual factors afflicting particularly rural schools. In essence, participants’ perspectives on school underperformance were influenced by a number of contextual factors; however, existing national education policy tends to ignore not only what happens within the rural school, but also the context in which the school is located (i.e., its rurality). The factors that informed the perspectives of the participants can be categorised into: 1) factors within the school such as the school context or location (rurality), learning prospects, the values and standards that rural people attribute to schooling, and curriculum relevance; 2) perspectives on the relationship among the rural household, the community and the school; and 3) perspectives on the role and value of schooling in a rural setting. The study therefore argues that approaches used to measure performance or underperformance must take into consideration the context/place in which such schools are located. Moreover, educational policy and decision making should place rural inhabitants at the forefront of educational planning. In order to address school underperformance in rural areas, the study advocates an improved theoretical lens in the form of a place sensitive approach which will engender understanding of this phenomenon. Such an approach would put context/place at the centre of educational analyses and allow for conciliation between policy, schooling and contextual factors. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

This study investigated teachers’ competency in mediating information literacy in the classroom. At the heart of the problem was teachers’ own understanding of information literacy and their competency in information literacy education. The significance of the study is based on the following premises: information literacy is inferred in all the national curriculum statements; first year university students are expected to be able to learn independently from information resources, access and use information increasingly available online only, and write assignments based on research papers but their preparation at the school level appears inadequate and disparate; the education ministry has queried teachers’ lack of abilities in teaching research assignments and projects, often the vehicle for information literacy; and school librarians, the traditionally accepted purveyors of information literacy education, are scarce in South Africa making teachers the default information literacy educators. Further support for the study comes from the international literature: there is continued vocalization of the importance of information literacy through its association with inquiry-based learning. In teacher education certain assumptions have been questioned such as teachers’ innate abilities to mediate information literacy through their subject; and trainee teachers not needing information literacy education. Twenty nine participants in an information literacy education course at the University of the Western Cape formed the purposive sample. A mixed methods approach combined quantitative and qualitative modes of research and data. Data collection methods and tools included a pre- and post-course questionnaire, journals, interviews and assignment artefacts. The overriding mode of inquiry for the current study was qualitative. The principal theories guiding the study are constructivism, inquiry-based learning, and the process-based approach to information seeking behaviour. The important elements of an inquiry model, that incorporate information literacy, such as process learning, asking good questions, motivation, scaffolding, mediated learning and metacognition formed the kernel of the study. The study achieved its purpose in showing in a nuanced way that teachers, having undergone information literacy education, could teach their learners information literacy to a greater or lesser extent using a guided inquiry project. The course intervention saw participants progressing from a limited, unclear understanding of information literacy to having a satisfactory grasp of information literacy (education). Formerly, participants presented learners with a research project accompanied sometimes with a list of instructions, but only saw the completed project at the end. The course taught participants that information literacy needs to be made explicit in the classroom. One of the biggest challenges was using web-based information. The research shows that teachers need to be conversant and comfortable in the web environment and this conversion takes time and persistent breaking down of barriers. Using a change agency continuum, the study shows the participants’ varying degrees of change of beliefs from transmission teaching to using a guided inquiry approach. In comparing a (school) librarian’s approach to information literacy to the teachers’, the most glaring differences were teachers’ initial acceptance that information literacy occurs instinctively; that libraries were storehouses of “stuff” such as books; that textbooks are adequate for research projects; and that the ethical use of information was inconsequential. The study suggests that alternative sociological theories such as ICT for Development or Chatman’s Information Poverty could better explain the historical effect of teachers’ unequal access to information and the challenge of educating teachers in information literacy education in developing countries. The study recommends that all teachers receive information literacy education as part of their pre-service teacher training and that practicing teachers receive effective in-service training in mediating projects in the classroom. Teacher education policy documents need to make more explicit reference to information literacy education. The absence of the position of school librarian requires serious consideration as the lack of access to an organised, functioning school library continues to thwart literacy and information literacy. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Yizo Yizo, a South African drama series aired in 1999, received extraordinary positive and negative attention for its gritty depictions of township school life. The dissertation explores the relationship between the context, programme/text, the viewers/audiences, the content and the form of Yizo Yizo. Representations of violence and gender relations in Yizo Yizo are the primary concern of the dissertation. Contextual analysis is followed by an outline of the narrative needed to engage viewers' responses. This outline forms the basis for a discussion on representations of violence and gender relations, utilising textual and audience analysis to interrogate the nature of images. Concluding chapters connect issues of representation and reality, completing the critical circle introduced in the opening chapters through an analysis of the programme's title. Yizo Yizo is examined using a cultural studies approach, assessing "the relationship between texts -- representations that produce meanings--- and their contexts" (Tomaselli, 1989:38). The methodology employed to deconstruct representations of violence, gender relations and realism, follows recent work on 'facticity' and essentialism in African-American cultural production (Smith, 1992; Lubiano, 1997). In reference to depictions of violence and gender relations, the dissertation follows the established monographs of the British Broadcasting Standards Council (BSC), the Independent Broadcasting Authority (IBA) of the United Kingdom, and the Human Sciences Research Council (HSRC) of South Africa (Gunter, 1986, 1987; Gunter & Wober, 1988; Cumberbatch & Howitt, 1989; Glanz 1994, respectively). Utilising textual and reception analysis, the study found Yizo Yizo's use of violence is substantiated through its dramatic intent. However, the drama fell short of exposing the 'myths' of township high schools. Thus, the viewer is left with dominant depictions of evil as responsible for the state of disequilibrium, leaving little room for an interrogation of the 'real' issues at Supatselo High. The series also side steps the historical context that impacts the present conditions of township learning. Moreover, the portrayal of female characters in the series perpetuates dominant patriarchal ideology by regurgitation myths and stereotypes. Research also highlighted the problem of viewing Yizo Yizo in an educational framework. The substantial drop in audience ratings for the final episode, which focused on a school that established or restored the 'culture of learning and teaching', indicates the series fell short of its educative potential. The series does not truly interrogate the socio-economic and political context of education in South Africa. Instead, the 'crisis' in education is paralleled with issues of delinquency rather than socio-economic inequalities of an educational system with a history tainted by the legacy of apartheid. A further finding indicates that due to violent content, language and other issues, the SABC should have scheduled the programme after 9pm, during the watershed period. / Thesis (M.A.)-University of Natal, 2000.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The study attempts to assess the capacity of football development programmes to help bring about development at the individual and societal levels. It is concerned with understanding the needs of underprivileged communities through their involvement in football for development programmes and whether such programmes are viable mechanisms to empower these communities with opportunities for a better livelihood. The study will consider whether grassroots sport programmes have any role to play in the formulation of development policy that promoted social integration, self-actualisation, improving cognitive skills, health conditions in underprivileged societies. Included within this formulation is the awareness of how to provide employment opportunities. The study will contextualise development within Amartya Sen's capabilities theory whilst looking at the role of sport as both a means to an end and as an end in itself through the lens of the work of social theorists such as Pierre Bourdieu, Robert Putnam and Abraham Maslow. A literature review on some of the potential benefits and costs of sport for development programmes, including a review of international literature of similar concepts being applied around the world will provide the background for assessment of the study. Central to this study‟s research is the particular initiative taken by WhizzKids United, a locally-based organization working in the field of life-skills development through the active participation of youth from underprivileged communities in and around the city of Durban in South Africa. Further assessment will take into account the perceptions of participants and stakeholders in relation to the impact the 2010 FIFA World Cup will have on development policy in South Africa, as well as on the delivery of football for development programmes such as WhizzKids United. / Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2010.

This exploratory case study investigated the Graduate Assistant (GA) Scholarship Programme at Technikon Natal (TN) as a staff development mechanism. Although GA programmes are not a new concept and have been used internationally for decades as a means to develop academic staff, the programme at TN has some differences. This programme was initiated to address the development of young Black, and in the main African, academics in order to assist with meeting future employment equity requirements. The programme in its simplest form offers the GA the opportunity to gain teaching experience while studying for a post graduate qualification. Between 1995 and 2000, fifty GAs were involved in the programme at TN, with the majority of GAs studying at the BTech qualification level. This case study identified the juxtaposition of two perspectives of influence, those of the institutional and the individual issues. The institutional issues identified were categorised into policy and procedural issues and the individual issues focused on staff development and mentorship issues. Although the findings cannot be generalised, significant issues have been identified which could prove of value to a wider audience. In addition to developing Black academics, the programme makes a significant contribution to increasing the achievement of higher qualifications from the technikon sector. This is desirable in order to produce the technological foundation for South Africa's future economy. The study identified great potential in the GAs and in the community at TN who have embraced this opportunity to develop young academics of the future. Although there are a number of issues to be addressed, the key stakeholders of this study; the GAs and their Heads of Departments, are well supported by the management and relevant units at TN. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

The purpose of this study was to explore how teacher learning happened informally at the workplace. Another aim was to describe the ways in which informal learning contributes to teacher development. The study also endeavoured to establish if the school supported or hindered informal learning. The method of case study was used to understand how both novice and experienced teachers learn informally in a secondary school. The study examined five teachers’ informal learning experiences in the school by drawing on accounts of the individual teachers’ perceptions and reflections documented in journals, photographs and interviews. The journal entries were used to write narratives which outlined how teachers learnt informally in the workplace. Teachers were asked to take photographs of the places in which they learnt informally. The interviews awarded teachers the opportunity to talk about the photographs they chose to capture. The study found that teachers engage in various forms of informal learning opportunities at school. These opportunities were both planned and unplanned. The research indicated that informal learning is situated. Some of the learning opportunities included being part of a learning community, learning by interacting with colleagues in informal chats and attending meetings. In these instances it was found that teachers learnt with and from others, which is socially. This illustrates collaborative learning in the school. Teachers also engaged in individual learning. It was discovered that the school must provide opportunities for teachers to engage in informal learning. The study considered the various opportunities that existed in the school for teachers to develop and found that such opportunities contributed towards extending teacher knowledge and development. The study found that teachers in the study were willing to take the initiative to seek the learning they thought they required. The study recommends that informal learning be recognised as an authentic form of teacher learning and development in schools. Further, schools must become sites of learning for teachers by creating, encouraging and sustaining learning opportunities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This exploratory study focuses on the learning experiences of Life Science teachers and seeks to understand the knowledge, skills and attitudes they learn in professional development initiatives (PDIs), and the usefulness and relevance attributed to them in their daily activities. The research design of the study is located within a qualitative, interpretive paradigm. Data was collected through one-on-one semi-structured interviews with Life Science teachers, facilitators and the advisory teacher in the Ohangwena region. An analysis of workshop documents supplemented the interview data. The data was analysed with the use of thematic content analysis and then grouped into categories and further into themes to develop an explanation of what is learnt, how learning happens and where it happens. The analysis of data has drawn on a triple-lens framework according to Fraser, Kennedy, Reid, & McKinney (2007) to examine the conditions for continuous professional development (CPD) models which teachers undertake. One of the main findings of this study indicates that Life Science teachers learn in multiple settings, formal and informal, planned and incidental. The knowledge and skills they learn include content knowledge, teaching strategies, as well as new curricular knowledge and practical skills. Learning strategies include lectures, group discussions, doing and experimenting, peer-coaching and collaborations. The main formal professional development initiatives in the region were said to be workshops and projects. However, self-initiated learning opportunities were also reported. Teachers expressed that they did not feel well-supported by the Ministry of Education and by school managements. Poor planning and coordination, lack of financial support, lack and inadequacy of resources like laboratories and textbooks were all indicated as challenges that teachers faced when attempting to participate in professional development. The study concludes that more coherent and continuous professional development programmes that support and allow teachers to engage in lifelong learning based on context, collaboration, peer-coaching and distributed expertise need to be created at school and circuit levels. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.