Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study explores the needs of sibling-bereaved adolescents in high schools in the Western Cape, South Africa. A grounded theory approach was used to examine unexpected sibling bereavement with specific focus on participant perceptions and experiences regarding support provided by their high school. Interviews and focus groups were conducted with siblings who were in high school when their brother or sister died suddenly. An argument is developed for why high schools need insight into effective ways of supporting sibling-bereaved adolescents as they attempt to fit in and function at school. As this study was conducted in a multi-language environment, attention is given to the differing abilities of adolescents to articulate their bereavement experience. The effectiveness of focus groups with this population and the importance of providing psycho-education support during the interviewing process are emphasised. The scarcity of studies on adolescent bereavement in South Africa can be attributed to a combination of the emotional painfulness of the subject for adolescents and gatekeeping by school personnel and parents. Understandably, concerns about disclosure and fresh trauma/grief triggering may be given precedence over research. Themes grounded in the data uncovered a psychosocial journey involving disruption, transition and changed self. Bereaved siblings felt singled out as different from their peers when they return to school. Hence discreet acknowledgement and disclosure of the death is important to them. A key finding is that accomplishment plays a significant role in boosting the flagging morale of bereaved adolescents. Accomplishment aids their inviduation and stimulates them to regain interest in their own life goals. While individual teachers and other school personnel were considered helpful, there was an absence of a structured plan of support for bereaved adolescents in the schools examined. Attachment theory foregrounded an explanation of why the loss of a sibling during adolescence can have a lasting influence on the future of those left behind. Most adolescents in the study evidenced a desire for an on-going connection with their sibling who died while they simultaneously took on new roles to try and fill the void created by their death. Findings from this study are intended to provide richer insight into the complexity of adolescent sibling bereavement and may also serve to inform educational and health care interventions for bereaved learners in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie verken die behoeftes van adolessente in hoërskole in die Wes-Kaap, Suid-Afrika, ná die verlies van ’n broer of suster. ’n Gegronde-teorie-benadering is gebruik om ondersoek in te stel na adolessente wat onverwags ’n broer of suster verloor het, met bepaalde klem op deelnemers se opvattings oor, en ervarings van, die steun wat hulle van hul onderskeie hoërskole ontvang het. Onderhoude en fokusgroepe is dus gehou met adolessente wat op hoërskool was toe hul broer of suster skielik gesterf het. Die studie beredeneer waarom hoërskole insig moet hê in die doeltreffende ondersteuning van adolessente wat ’n broer of suster aan die dood moes afstaan, namate hulle weer op skool probeer inpas en funksioneer. Aangesien hierdie studie in ’n meertalige omgewing uitgevoer is, word adolessente se wisselende vermoëns om hul ervaring van verlies te verwoord, in ag geneem. Die doeltreffendheid van fokusgroepe met hierdie populasie, sowel as die belang van psigo-opvoedkundige steun gedurende die onderhoudproses, word beklemtoon. Die seldsaamheid van Suid-Afrikaanse studies oor adolessente wat broers of susters verloor, kan toegeskryf word aan ’n kombinasie van die emosionele pyn wat die onderwerp by adolessente oproep, en skoolpersoneel en ouers wat adolessente teen sodanige navorsing beskerm. Uiteraard is dit te verstane dat kommer oor openbaarmaking en die vars trauma/hartseer wat dit kan ontlok, dikwels voorrang kry bo navorsing. Die temas wat in die data vasgelê was, bring ’n psigososiale reis van ontwrigting, oorgang en verandering van die self aan die lig. Adolessente wat broers of susters aan die dood moes afstaan, het met hul terugkeer skool toe uitgesonder en anders as hul portuur gevoel. Dus is oordeelkundige erkenning en openbaarmaking van die sterfgeval vir hulle belangrik. Een van die belangrikste bevindinge is dat prestasie ’n beduidende rol speel om die verswakte moreel van sodanige adolessente ’n hupstoot te gee. Prestasie help met hulle individuasie, en stimuleer hulle om opnuut in hul eie lewensdoelwitte belang te stel. Hoewel individuele onderwysers en ander skoolpersoneel as tegemoetkomend beskou is, was daar geen gestruktureerde ondersteuningsplan vir die adolessente in die betrokke skole nie. Die gehegtheidsteorie doen ’n verklaring aan die hand van waarom die verlies van ’n broer of suster gedurende adolessensie ’n blywende invloed kan hê op die toekoms van die kinders wat agterbly. Die meeste adolessente in die studie het ’n begeerte getoon na ’n voortgesette band met hul oorlede broer of suster, terwyl hu lle terselfdertyd nuwe rolle aanvaar het om die leemte van die oorledene te probeer vul. Bevindinge uit hierdie studie is bedoel om dieper insig te bied in die kompleksiteit van adolessente wat broers of susters verloor, en kan ook opvoedkundige en gesondheidsorgintervensies vir sodanige leerders in Suid-Afrika rig.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: In one of Uganda’s main national newspapers, the New Vision, women and men advertise that they seek ‘white’ partners. Using emergent design, this study set out to explore this yearning for local - ‘white’ relationships. I conducted exploratory and semi-structured interviews with 20 of these women and men. As I started conducting the interviews, it became clear that this was a topic which provoked emotionally charged responses and a great deal of ‘identity work’, with participants identifying with, or disidentifying from, particular groups and categories, notably ‘prostitutes’ and ‘traditional’, ‘cultural’ or ‘modern’ women and men. Engaging critically with post-colonial writings and contemporary feminist research, I argue that my respondents provided important insights into the broader dynamics of gender, sexuality, race and power, as well as processes of identity construction in post-colonial Uganda. I explore the fantasy constructions and stereotypes perpetuating beliefs in ‘white’ superiority and address the various influences upon which respondents draw to bolster constructions of ‘whites’ as superior. These are marked by explicit beliefs in racial hierarchy, as well as ‘modernisation’ and ‘developmental’ discourses which positively associate ‘modernisation’ with ‘Westernisation.’ I discuss respondents’ negative constructions of local, ‘black’ men and women born out of past experiences with local partners. Male respondents expressed frustration with Ugandan women, whom they constructed as ‘money minded’, whom they believe forfeit dignity, for love of money, in their search for modernity. ‘Tradition’ and ‘culture’ were often invoked by men against women, who were seen as failing to live up to presumed cultural standards of femininity. I also explore female respondents’ appeals to ‘tradition’ and ‘culture’ which they feel benefit Ugandan men to the detriment of women and romantic relationships. I show that female respondents draw on discourses of Western ‘modernity’ and human rights, to illustrate the extent of gendered inequalities in Uganda, and find that Western humanism, embodied in the ‘white’ male, is constructed as a solution to their relationship dilemmas. / AFRIKAANSE OPSOMMING: In New Vision, een van Uganda se vernaamste nasionale nuusblaaie, plaas vroue, sowel as mans, advertensies waarin hulle aandui dat hulle op soek is na ‘wit’ metgeselle. Hierdie etnografiese studie steek voelers uit en probeer vasstel wat die motivering is om in verhoudings met ‘wit’ metgeselle betrokke te raak. Semigestruktuele onderhoude was met respondente (wat advertensies geplaas het) gevoer. Die studie vind dat respondente hul geslags- sowel as rasse-identiteit konstrueer. In sommige gevalle word dit gedoen deur identiteite te konstrueer waarmee hulle hulself nie wil assosieer nie. Deur bogenoemde in diepte te ondersoek, kry ons insig in die wyse waarop, in die kontemporêre Ugandese konteks, identiteitsvorming plaasvind. Ek ondersoek ook respondente se verbeeldingryke konstruksies en stereotipes wat die opvatting wil vestig dat ‘wit’ gelyk aan ‘superieur’ is. Ek spreek dan ook die verskeie beïnvloedingsvelde aan wat respondente gebruik en waarop hulle hul ‘wit is superieur’ opvatting bou. Ek dui aan dat die beïnvloedingsvelde dikwels gekenmerk word deur ‘n eksplisiete geloof in die bestaan van ‘n bepaalde hiërargie van ras. Diskoerse oor modernisering en ontwikkeling waarin ‘modernisering’ en ‘vooruitgang’ sterk geassosieer of gelykgestel word met verwestering is ook aan die orde van die dag. Voorts bespreek ek respondente se negatiewe konstruksie van plaaslike mans en vroue en die feit dat dit dikwels gebore is uit hul vorige (negatiewe) blootstelling aan plaaslike metgeselle. Manlike respondente spreek dikwels hul frustrasie uit met ‘geldgierige’ Ugandese vroue wat, volgens hulle, van hul eertydse waardigheid afstand doen in hul koorsagtige soek na modernisasie. Mans assosieer sterk met eie ‘tradisie’ en ‘kultuur’ en hulle voel dikwels dat vroue nie voldoen aan die mans se selfopgelegde kulturele standaarde van vroulikheid nie. Voorts ondersoek ek die pleidooie van vroue waarin hulle aanvoer dat sekere ‘tradisionele’ en ‘kulturele’ gebruike Ugandese mans onbillik bevoordeel. Ek dui aan dat vroulike respondente gebruik maak van redenasies oor Westerse modernisasie asook menseregte, in hul pogings om die mate van geslagsongelykheid wat in Uganda bestaan, uit te lig. Laastens vind ek dat Ugandese vroue Westerse humanisme (wat verpersoonlik word deur ‘wit’ mans) beskou as die oplossing vir hul verhoudingsprobleme.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen as one of the first steps to promote equality and human rights in post-apartheid South Africa. With the implementation of inclusive education, education became less segregated and fragmented, with the aim of ensuring equal learning opportunities for all children, including those with disabilities. The main driving force of inclusive education in South Africa is the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system published in 2001. The aim of this study was to understand inclusive education from the perspectives of those who are charged with the implementation thereof. Classroom educators (teachers) together with district-based support teams are seen as the primary resource for achieving the goal of an inclusive education and training system. This study focused on the perspectives of teachers from one primary and one secondary school in one education district (Education District A) and District-based support team members from another education district (Education District B) in the Western Cape. The study takes on a social constructionist paradigm and illustrates how our understanding and conceptualisation of disability have changed overtime. A social constructionist paradigm highlights the way in which disability is a socially constructed and how it changes according to our understanding thereof. The different models of disability and the role of education was also a main focus of this study. A qualitative research design was used, with purposive and opportunity sampling being applied. Data was gathered using focus groups and in-depth semi-structured interviews and was analysed using thematic analysis. The key findings of this study showed that the teachers and district-based support team members believe that inclusive education can be successful in South Africa provided that changes are made in how it is currently conceptualised and implemented. The teachers have a very different perspective on inclusive education from the support team members. The teachers believe that the success of inclusive education can only be ensured if barriers to teaching are prevented or eradicated, while the support team members believe the success of inclusive education depends on the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achieved and that the inclusion and education of all learners are of great importance. / AFRIKAANSE OPSOMMING: Die bekendstelling van inklusiewe onderwys in die Suid-Afrikaanse onderwysstelsel kan gesien word as een van die eerste stappe om gelykheid en menseregte in post-apartheid Suid-Afrika te bevorder. Met die implementering van inklusiewe onderwys het die onderwysstelsel meer toeganklik en minder gefragmenteerd geword. Die doel van inklusiewe onderwys is om te verseker dat alle kinders, ook dié met gestremdhede, gelyke leergeleenthede kry. Die belangrikste dryfkrag agter inklusiewe onderwys in Suid-Afrika is die Onderwys Witskrif 6 oor Spesiale Onderwys: Die bou van 'n inklusiewe onderwys-en opleidingstelsel wat in 2001 gepubliseer is. Die doel van hierdie studie was om inklusiewe onderwys vanuit die perspektiewe van diegene wat dit moet implementeer te verstaan. Klaskamer opvoeders (onderwysers) asook distrikgebaseerde kringondersteuningspanne word gesien as die primêre bronne vir die bereiking van 'n inklusiewe onderwys-en opleidingstelsel. Hierdie studie het op die perspektiewe van onderwysers, van een primêre en een sekondêre skool in een onderwysdistrik (Onderwysdistrik A), en kringondersteuningspanlede, van ʼn tweede onderwysdistrik (Onderwysdistrik B), in die Wes-Kaap gefokus. Die studie neem 'n sosiale konstruktivistiese paradigma aan en illustreer hoe ons begrip en definiëring van gestremdheid oor tyd verander het. 'n Sosiale konstruktivistiese paradigma beklemtoon die manier waarop gestremdheid sosiaal gekonstrueer is en hoe dit verander volgens hoe ons begrip daarvan verander. Die verskillende modelle van gestremdheid en die rol van onderwys was ook 'n hooffokus van hierdie studie. 'n Kwalitatiewe navorsingsontwerp is gebruik, doelgerigte steekproefneming en geleentheid-steekproefneming was toegepas om die deelnemers te kies. Data is ingesamel deur middel van fokusgroepe en in-diepte semigestruktureerde onderhoude en is ontleed deur gebruik te maak van tematiese analise. Die belangrikste bevindings van hierdie studie was dat die onderwysers en distrikgebaseerde kringondersteuningspanlede van mening is dat inklusiewe onderwys slegs in Suid-Afrika suksesvol kan wees mits daar veranderinge gemaak word in hoe ons dit tans konseptualiseer en implementeer. Die onderwysers se perspektief van inklusiewe onderwys verskil heelwat van die perspektiewe van die kringondersteuningspanlede. Die onderwysers is van mening dat van inklusiewe onderwys slegs verseker sal wees indien hindernisse wat onderrig verhoed, voorkom of uitgewis word. Kringondersteuningspanlede is weer van mening die sukses van inklusiewe onderwys afhang van die identifisering en voorkoming van hindernisse van leer. Beide groepe is egter van mening dat inklusiewe onderwys 'n baie goeie ideaal is om na te streef, maar dat dit nog nie bereik is nie, ook dat die insluiting en opvoeding van alle leerders van groot belang is.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study focuses on the gendered social relations that are attached to food, through an exploration of women’s management of food and food security in poor households in Paternoster, a small fishing community on the west coast of the Western Cape Province of South Africa. My study explores how women navigate the everyday provision, management and distribution of food within a context of limited resources, with food understood both in terms of sustenance and as implicated in processes whereby gender norms and larger concerns with ‘respectability’ (ordentlikheid) are established and maintained under difficult economic conditions. One of the important strategies employed to ensure food security within households in Paternoster is the establishment and maintenance by and among women of foodways in and between households. An exploration of foodways between households sheds light on the various social networks that exist in Paternoster and the important role of women within these networks. Paternoster is a space where the navigation of these issues is informed by the long history of subsistence fishing in the area and the symbolism attached to fish and fishing in the ways in which the local fishing community engages with the challenges of food security. Of particular interest is how women manage individual and/or household food security in Paternoster in the light of existing gender dynamics involved in the production, collection and consumption of food. The sharp division of labour historically has meant that women have traditionally been involved in the pre- and post-harvest sector, rather than in the actual catching of fish. This study is also driven by concerns around the impacts of the changing fishing environment on food security and social relations in this small village. One of the major consequences of these changes is the feeling of impending food insecurity experienced by many households. The increase in mechanization in marine resource use activities, drastic changes in fishing policies and the process of fisheries rights allocations as well as diminishing fish stocks are systematically impacting on the social systems and lived experiences of the people who were, and still are, heavily dependent on the fishing industry in Paternoster for their livelihoods.. Paternoster has seen the development of new sources of employment as a result of the growth of tourism, which has presented women in particular with new work opportunities, including working in guest houses and restaurants. However, this is on the low wage end. In this context the management of food security within the household and between households through maintaining foodways and established food networks is predominantly the responsibility of women. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op sosiale verhoudings van gender wat verband hou met voedsel, deur‘n verkenning van vroue se bestuur van voedsel en voedselsekerheid in arm huishoudings in Paternoster, ‘n klein vissersgemeenskap aan die weskus van die Wes-Kaap Provinsie van Suid-Afrika. My studie verken hoe vroue die daaglikse voorsiening, bestuur en verspreiding van voedsel navigeer in ‘n konteks van beperkte hulpbronne, met ‘n begrip van voedsel as lewensmiddele sowel as geïmpliseer in prosesse waarin gender-norme en ‘n gerigtheid op 'ordentlikheid' onder moeilike ekonomiese omstandighede gevestig en onderhou word. Een van die belangrike strategieë wat deur en tussen vroue in huishoudings in Paternoster onderneem word om voedselsekerheid te verseker is die vestiging en onderhouding van voedselnetwerke (foodways) in en tussen huishoudings. ‘n Verkenning van voedselnetwerke tussen huishoudings werp lig op die verskeidenheid sosiale netwerke wat in Paternoster bestaan en die belangrike rol van vroue in hierdie netwerke. Paternoster is ‘n plek waar die navigasie van hierdie kwessies ingelig word deur die lang geskiedenis van bestaansvissery in die gebied sowel as die simboliek wat aan vis en visvang geheg word in die wyses waarop die plaaslike gemeenskap met die uitdagings van voedselsekerheid handel. Wat van besondere belang is, is hoe vroue individuele en huishoudelike voedselsekerheid in Paternoster bestuur in die lig van die bestaande gender-dinamika met betrekking tot die produksie, versameling en gebruik van voedsel. Die skerp historiese geslagsverdeling van arbeid het beteken dat vroue tradisioneel betrokke was in die voor- en na-oes proses, eerder as in die werklike vang van vis. Hierdie studie word ook gemotiveer deur kommer oor die impak wat die veranderende vissery-omgewing op voedselsekerheid en sosiale verhoudings in hierdie dorpie het. Een van die belangrikste gevolge van hierdie veranderinge is die gevoel van dreigende voedselonsekerheid wat deur talle huishoudings ondervind word. Die toename in meganisering in die aktiwiteite rondom die gebruik van mariene hulpbronne, die drastiese veranderinge in visserybeleid en die toekenningsproses van visregte asook die afname in visbronne impakteer sistemies op die sosiale sisteme en ervaring van die mense wat sterk afhanklik was van die visindustrie in Paternoster vir hul leeftog afhanklik was en nog steeds is. Paternoster het die ontwikkeling van nuwe bronne van werk ervaar as gevolg van die groei van toerisme. Dit het aan vroue veral nuwe werksgeleenthede gebied, insluitend werk in gastehuise en restourante. Hierdie werk was egter op die lae loonvlak. In hierdie konteks is die bestuur van voedselsekerheid binne die huishouding en tussen huishoudings, deur die handhawing van foodways en gevestigde voedselnetwerke hoofsaaklik die verantwoordelikheid van vroue.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH SUMMARY: This study explores the application of Web 2.0 thinking to development studies. It specifically addresses ‗online social lending for development' as an example of ‗Development 2.0,‘ the subject of an ongoing conversation between the fields of information and communication technologies (ICTs) and international development. The paper has two aims: to develop a definition of Development 2.0, and to explore an empirical example of a Web 2.0 model that seeks to alleviate poverty. Reflecting on the literature pertaining to ICT for development (ICT4D), the investigator establishes preliminary principles of Development 2.0: facilitating citizen participation and voice, encouraging collaboration, increasing transparency and enabling relationships. These principles are then considered in the context of online social lending for development, with a particular look at Kiva.org, the microlending website at the center of the study. The empirical research for this case involved several months of interaction with some of Kiva‘s primary stakeholders in San Francisco, CA and Kisumu, Kenya. As a Kiva Fellow, the investigator engaged in participant observation, focus groups, analysis of secondary data, email interviews and weblog interviews with various people involved in the Kiva system. Stemming from this investigation, the author offers a descriptive and exploratory case study of Kiva‘s operations and its level of Development 2.0 integration. With reference to this Kiva case study and the initial Development 2.0 principles, the investigator offers a new definition: Development 2.0 is the application of Web 2.0 thinking to development studies. Development 2.0 practice takes advantage of networked social interaction and data generation, reaching the ‘long tail’ of the world’s poor; it actively employs transparency, collaboration, and citizen participation with the aim of continual, reflexive improvement in sustainable human-centered development. The author concludes that Kiva is a relevant example of Development 2.0, but it does not offer full transparency to all stakeholders, nor does it take advantage of the full possibilities of networked social interaction, which could lead to more holistic development for Kiva borrowers. The author argues that Development 2.0 principles have intrinsic value, and should be pursued as both a means and an end for ICT4D practice. The paper ends with a call for further research into Kiva, Development 2.0, and the practice of online social lending for development. / AFRIKAANSE OPSOMMING: Hierdie studie stel ondersoek in na die toepassing van Web 2.0 beginsels vir ontwikkelingstudies. Dit spreek spesifiek ‗aanlyn sosiale lenings vir ontwikkeling‘ aan, 'n onderwerp wat debat ontlok tussen die velde van Inligting en Kommunikasie Tegnologie (IKT) en Internasionale Ontwikkeling. Die verhandeling het twee doelwitte: om 'n definisie vir Ontwikkeling 2.0 te ontwikkel en om ondersoek in te stel na 'n empiriese voorbeeld van 'n Web 2.0 model wat die verligting van armoede nastreef. Na 'n refleksie oor die literatuur wat met IKT‘s verband hou, stel die navorser die voorwaardelike beginsels van Ontwikkeling 2.0 vas: die fasilitering van burgerlike deelname en inspraak, bevordering van samewerking, verhoogde deursigtigheid en instaatstellende verhoudings. Hierdie beginsels word dan oorweeg in die konteks van aanlyn sosiale lenings vir ontwikkeling, met spesifieke ondersoek na Kiva.org, 'n mikro-lening webwerf wat sentraal tot hierdie studie staan. Die empiriese ondersoek vir hierdie gevallestudie het verskeie maande van navorser-interaksie met van Kiva se primêre rolspelers in San Francisco (VSA) en Kisumu (Kenia) behels. Die ondersoeker het as 'n 'Kiva Fellow‘ deur middel van deelnemende waarneming, fokusgroep onderhoude, benutting van sekondêre bronne, e-pos- en webblog onderhoude met verskeie persone betrokke in die Kiva stelsel in wisselwerking getree. Na aanleiding van hierdie studie, bied die navorser 'n beskrywende en verklarende gevallestudie van Kiva se werksaamhede en vlak van Ontwikkeling 2.0 integrasie aan. Met verwysing na hierdie Kiva gevallestudie en die aanvanklike Ontwikkeling 2.0 beginsels, bied die ondersoeker ‗n hersiene definisie aan: Ontwikkeling 2.0 is die toepassing van Web 2.0 beginsels tot ontwikkelingstudies. Ontwikkeling 2.0 praktyk trek voordeel uit netwerk-sosiale interaksie en data-generering, wat die ‘verste punt’ van die wêreld se armes bereik; dit streef aktief deursigtigheid, samewerking en burgerlike deelname na; tot die bevordering van die aaneenlopende, refleksiewe verbetering in volhoubare mens-gesentreerde ontwikkeling. Die ondersoeker kom tot die gevolgtrekking dat Kiva 'n relevante voorbeeld van Ontwikkeling 2.0 is, maar dat dit nie volwaardige deursigtigheid vir alle rolspelers bied nie, en nog minder van die geleentheid gebruik maak om voordeel te trek van die volle moontlikhede van netwerk-sosiale interaksie, wat tot meer holistiese ontwikkeling vir Kiva leners kan lei. Die ondersoeker argumenteer dat Ontwikkeling 2.0 beginsels 'n intrinsieke waarde het en nagestreef behoort te word in die praktyk as beide ‗n middel tot en ‗n einde vir ‗IKT vir Ontwikkeling‘ (ICT4D). Die verhandeling word afgesluit met 'n oproep vir verdere navorsing oor Kiva, Ontwikkeling 2.0 en die gebruik van aanlyn sosiale lenings vir ontwikkeling.

Thesis (MA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The 1994 election seems to stand as a clear divide between past and present in South Africa. But while it was believed that this election would catapult South Africa into a promising new era of democracy and equality, it has become all too clear that the transition was unfortunately limited to the political sphere. Despite some progress being made in the economic sphere, we still have a visible correlation between race and class – a correlation that certainly stems from the apartheid era, signifying a definite continuity of an era long past. In the social sphere we have also struggled to achieve complete integration. We find that racial categories of old have remained an important part of the ‘new’ South Africa. While we were promised a non-racial country, government policies such as Affirmative Action and Black Economic Empowerment have been a constant reminder of supposed racial differences – signifying another continuity of apartheid. While the post-apartheid period can be summarised as a period of change, we find that it can also be summarised by the continuities of the past. It was found that, specifically in my research area, a rural farmers’ community, the continuities of the past are visible in the everyday structures of society. For my research subjects, white Afrikaners, it was found that the 1994 election proved to be no ‘road to Damascus’ regarding beliefs about the racial other. I found that interracial social interaction is still governed by fixed racial boundaries that are rarely crossed and, if crossed, this is done so conditionally. These boundaries seemed to be reinforced by the active socialisation of a community. While many argue that the post-apartheid period has brought on an identity crisis for white Afrikaners, I found that my research subjects have failed to encounter such a crisis, as they have held on to fixed racial boundaries in an attempt to preserve and protect their identity. We find ourselves in a time where we are urged to move beyond our apartheid past, yet many are unable to do so. But the question remains: given our past, should this come as a surprise to anyone? / AFRIKAANSE OPSOMMING: Die verkiesing van 1994 staan as ‘n duidelike skeiding tussen die verlede en die hede in Suid-Afrika. Maar al is daar geglo dat hierdie verkiesing Suid-Afrika in ‘n belowende nuwe era van demokrasie en gelykheid sou inskiet, het dit al hoe meer duidelik geraak dat die oorgang ongelukkig tot die politieke sfeer beperk was. Ten spyte van vordering in die ekonomiese sfeer, vind ons nog steeds dat daar ‘n sigbare ooreenkoms tussen ras en klas is – ‘n ooreenkoms wat seer seker geërf is vanaf apartheid en dui op ‘n definitiewe voortsetting van ‘n era wat lankal verby is. In die sosiale sfeer sukkel ons ook om volkome integrasie te bereik. Ons vind dat die rasse-kategorieë van ouds steeds ‘n belangrike deel van die ‘nuwe’ Suid Afrika bly. Hoewel ‘n nie-rassige land belowe is, dien regeringsbeleide soos Regstellende Aksie en Swart Ekonomiese Bemagtiging as ‘n konstante herinnering aan sogenaamde rasseverskille – nog ‘n voortsetting van apartheid. Terwyl die post-apartheid tydperk opgesom kan word as ‘n tydperk van verandering, vind ons dat dit ook opgesom kan word deur voortsettings van die verlede. Veral in my navorsingsgebied, ‘n plattelandse boeregemeenskap, het ek gevind dat die voortsettings van die verlede sigbaar was in die alledaagse strukture van die samelewing. Vir my navorsingssubjekte, blanke Afrikaners, is dit gevind dat die 1994-verkiesing geensins gedien het as ‘n ‘pad na Damaskus’ in terme van oortuigings aangaande die ‘ander’ ras nie. Ek het gevind dat interrassige sosiale interaksie steeds regeer word deur gevestigde rasse grense wat selde oorgesteek word, en indien wel oorgesteek, word dit voorwaardelike gedoen. Dit wil voorkom of hierdie grense versterk word deur die aktiewe sosialisering van die gemeenskap. Terwyl baie outeurs argumenteer dat die post-apartheidtydperk ‘n identiteitskrisis vir blanke Afrikaners tot gevolg gehad het, het ek gevind dat my navorsingssubjekte nie so ‘n krisis ervaar het nie omdat hulle vasklou aan gevestigde rassegrense in ‘n poging om hul identiteit te bewaar en beskerm. Ons vind onsself in ‘n tyd waar ons aangespoor word om verby ons apartheid verlede te beweeg, maar steeds is baie mense nie in staat om dit te doen nie. Die vraag bly staan: gegewe ons verlede, kom dit vir enigiemand as ‘n verrassing?

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Amidst debates over the transformation of South African (SA) Higher Education (HE), the core institutional function of community engagement is a possible means of bolstering the developmental role of HE in relation to community needs. The potential for community engagement, and more specifically service-learning, to contribute to community development is yet to be fully explored in the SA context. Broad policy mandates such as the Reconstruction and Development Programme (GNU, 1994) and the White Paper on Transformation of Higher Education (DoE, 1997) have created a policy environment supportive of community engagement as an institutional function of HE advancing the state’s developmental agenda. In the course of the national reorganization of the HE system, the Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) initiative undertook feasibility studies of community engagement in SA HE and consulted widely around community engagement. The main outcome has been service-learning’s promotion as an endorsed means of knowledge-based community engagement. Concerted efforts to build the institutional capacities for service-learning nationwide have since been conducted and service-learning is now an increasingly prominent means of community engagement in HE. The conceptual origins of service-learning suggest that mutual student and community benefits are achieved in the course of service-learning programmes, with significant research substantiating student learning outcomes. However, there is limited research available on community outcomes and a lack of empirical evidence on how the community is engaged in service-learning. Conceptualizations of service-learning partnerships in SA yield the introduction of a third party, the partner organization as the host of the service-learning modules in addition to the university and the community. The Triad Partnership Model applied at Stellenbosch University (SU) provides an opportunity to explore the experience of the third party, the partner organization, in what is conceptualized as a dyadic relationship between student and community. As a former student, representative of a partner organization and co-facilitator in a servicelearning module, the author explores the experiences of representatives of partner organizations of service-learning in HE. This dissertation presents the experiences of ten site-supervisors from nine partnering organizations of Stellenbosch University as evidence of some of the developmental outcomes of two service-learning modules. The study discusses the various stages in the process of partnership as it pertains to outcomes experienced by the sitesupervisors of the partner organizations. These experiences help clarify the developmental implications of the Triad Partnership Model for the partner organizations of the two service-learning modules studied. The dissertation concludes by making recommendations for future areas of study and makes some considerations for prospective service-learning modules at SU. / AFRIKAANSE OPSOMMING: Die kern institusionele funksie van gemeenskapsbetrokkenheid is te midde van die debate oor die transformasie van Suid-Afrikaanse (SA) Hoër Onderwys (HO), ‘n moontlike wyse om die ontwikkelingsrol van HO in verhouding tot gemeenskapsbehoeftes te bevorder. Die potensiaal van gemeenskapsontwikkeling, en meer spesifiek diensleer se bydrae tot gemeenskaps-ontwikkeling, is nog nie voldoende in die SA konteks ondersoek nie. As breë beleidsmandate het die Heropbou en Ontwikkelingsprogram (GNU, 1994) en die Witskrif oor die Transformasie van Hoër Onderwys (DoE, 1997) ‘n beleidsomgewing geskep wat ondersteunend is vir gemeenskapsinteraksie as ‘n institusionele dryfkrag van HO om die Staat se ontwikkelingsagenda te bevorder. Ten tye van die nasionale herorganisering van die HO stelsel het die Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) inisiatief volhoubaarheidstudies van gemeenskapsbetrokkenheid in SA HO gedoen en ook gekonsulteer oor verskeie aspekte rondom gemeenskapsbetrokkenheid in die breë. Die belangrikste uitkoms hiervan was die bevordering van diensleer as ‘n legitieme wyse van kennisgebaseerde gemeenskapsbetrokkenheid. Doelbewuse pogings is onderneem om die institusionele kapasiteit vir diensleer op nasionale vlak uit te bou, wat vandag ‘n toenemende prominente wyse van gemeenskapsbetrokkenheid in HO is. Die konsepsuele oorsprong van diensleer veronderstel dat gemeenskaplike student- en gemeenskapsvoordele deur die verloop van diensleermodules bereik word. Alhoewel daar heelwat navorsing gedoen is wat fokus op leeruitkomste vir studente, is daar weining navorsing beskikbaar oor gemeenskapsuitkomste, sowel as ‘n tekort aan empiriese bewyse van hoe die gemeenskap betrokke is by diensleer. Konsepsualisering van diensleer vennootskappe in SA sluit ‘n derde party in, die vennootskap-organisasie waar die diensleermodule gehuisves word, bykomend dus tot die universiteit en gemeenskap. Die Triad Vennootskap Model wat by die Universiteit van Stellenbosch (US) toegepas word, bied die geleentheid om ondersoek in te stel na die ervaring van ‘n derde party, die vennootskap-organisasie, oor wat gekonseptualiseer word as ‘n diadiese verhouding tussen student en gemeenskap. As ‘n vorige student, verteenwoordiger van ‘n vennootskap-organisasie en mede-fasiliteerder in ‘n diensleermodule, stel die outeur ondersoek in na die ervarings van verteenwoordigers van vennootskaporganisasies van diensleer in HO. Hierdie verhandeling stel die ervarings van tien supervisors van nege vennootskaporganisasies van die Universiteit van Stellenbosch voor, as bewys van sommige van die potensiële uitkomste van twee diensleer modules. Die ondersoeker bespreek die fases van die proses van vennootskap-vorming soos wat dit verband hou met uitkomste wat supervisors ervaar het. Hierdie ervarings help om die ontwikkeling implikasies van die Triad Vennootskap Model vir die deelnemer-organisasies van die twee diensleermodules wat bestudeer is, te verhelder. Die verhandeling word afgesluit deur aanbevelings te maak vir toekomstige studie-areas en oorweging te skenk vir toekomstige diensleermodules by die US.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study focuses on the use of a responsive evaluation approach in evaluating programme implementation: Safe Schools and the Child Friendly Schools Programmes. A case study design was adopted for use in the study. That was done by using Robert Stake’s responsive approach but modified to include: Stakeholder audience identification, consultation and issues exploration; Stakeholder concerns and issues analysis; Identification of evaluative standards and criteria; Designing and implementation of evaluation methodology; Data analysis and validation and Reporting. The study was done in two phases. Phase 1 focused on the Safe Schools Programme involving seven schools in the Capricorn district, Limpopo province. Preliminary results from phase 1 revealed that there was no implementation of the Safe Schools Programme. In phase 2 of the study the focus was on the implementation of Child Friendly Schools Programme. It involved three schools in the Capricorn and Waterberg districts, Limpopo province. Data collection was done by using three methods which are Observation, Interview and Documents. The results indicate that there is no implementation of the safe schools programme but there is implementation of the CFS programme. Although there is no implementation of the SSP, schools have initiated strategies to deal with safety issues. On the implementation of CFS programme, schools differed greatly in their approach. The study also documents the strengths, limitations and lessons learnt from the use of responsive evaluation approach as outlined by Robert Stake. The major contribution of the study is that Responsive Evaluation approach has gone through major changes over a period of time to the extent that its latter position seems to be contradicting some of its earlier positions. Further, evaluators should be patient, flexible and have listening, writing and observation skills when using the approach. / AFRIKAANSE OPSOMMING: Die studie fokus op die gebruik van ‘n responsiewe evalueringsbenadering in die evaluering van die programimplementering van die Veilige-skole- en die Kindvriendelike skoleprogramme. ‘n Gevallestudie ontwerp, naamlik Robert Stake se responsiewe benadering, is in die studie gebruik. Die benadering is aangepas om die volgende in te sluit: Identifikasie van die belanghebbende gehoor; konsultasie en eksplorasie van aangeleenthede; Analise van belanghebbended bekommernisse en vrae; identifisering van evalueringstandaarde en –kriteria; Ontwerp en implementering van evalueringsmetodologie; Data-analise en –validering, en verslagdoening. Die studie het in twee fases plaasgevind. Fase 1 het gefokus op die Veiligeskoleprogram wat sewe skole in die Capricorndistrik, Limpopo provinsie, insluit. Voorlopige resultate van Fase 1 het gewys dat daar geen implementering van die Veilige- skoleprogram was nie. In Fase 2 van die studie was die fokus op die implementering van ‘n Kindvriendelike Skoleprogram. Dit het drie skole in die Capricorn- en Waterbergdistrikte, Limpopoprovinsie, betrek. Data-insameling is gedoen deur gebruik te maak van drie metodes, te wete: waarneming, onderhoudvoering en dokumentering. Die resultate dui daarop dat daar geen implimentering van die Veilige -skoleprogram is, maar wel implimentering van die Kindvriendelike-skole-program. Alhoewel daar geen geen implimentering van die Veilige-skoleprogram was nie, het skole strategiee inisieer om veiligheidkwessies te hanteer. Wat die implementering van die Kind-vriendelike program betref, verskil skole grootliks in hul benadering. Die studie dokumenteer ook die sterkpunte, beperkings en lesse geleer uit die gebruik van die responsiewe evalueringsbenadering soos uiteengesit deur Robert Stake. Die hoofbydrae van die studie is dat die Responsiewe Evalueringsbenadering groot veranderings oor ‘n tydperk ondergaan het tot die mate dat die mees onlangse standpunte blyk om sommige van die vorige standpunte te weerspreek. Verder behoort evalueerders geduldig en plooibaar te wees, en oor luister, skryf- en waarnemingvaardighede te beskik by die gebruik van die benadering.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009. / This study focuses on academic entrepreneurship. It commences with a literature review on international trends in academic entrepreneurship, with a particular focus on incentive schemes used by selected countries to encourage innovativeness in academic institutions. Linkages between these incentives schemes and the improvement in the level of innovations made are demonstrated. This study will also show that in some countries, such as Brazil and Finland, these innovation incentives have led to the formation of start-up companies and an increased number of patents. The international scenario in academic entrepreneurship is linked to the South African scenario, as presented in the chapter on the science and technology landscape in South Africa. The main focus of the South African scenario will be on the National Innovation Competition (NIC), which is an instrument of the Innovation Fund specifically aimed at encouraging and providing innovation incentives at the level of higher education institutions. This research report also provide findings of interviews with different people within the academic entrepreneurship fraternity as well as an assessment of the differences between the winning and the non-winning business plans, which are used as a basis of providing incentives to the winners of the NIC. Recommendations are made in an attempt to provide solutions to the challenges encountered in the NIC at both institutional levels, as participants, and at government level, as funders of the NIC. This will hopefully improve the effectiveness and efficiency of the NIC. Although the NIC was only started in 2004, it is envisaged that areas of improvement can be identified at this early stage. This, coupled with the lessons learnt from the international literature review, will provide a mechanism that will make the NIC a powerful instrument to encourage innovation at HEI (Higher Education Institution) level. The conclusions drawn from this report include lessons learnt from the international literature review.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009. / Cape Town’s growing economy has benefited greatly from its natural resources. The city boasts the unique Table Mountain; Blue Flag beaches; and the distinctive fynbos of the Cape Floral Kingdom, all of which have contributed considerably to the revenue generated by the tourism industry. Even though the city’s economy appears robust, many people living in townships on the Cape Flats continue to face a reality of being trapped in a state of deprivation; unable to access those natural resources as a means to make a living; and unable to cope with shocks, trends and seasonality in a dynamic, vulnerable society plagued by inequitable distribution of wealth and environmental degradation. Yet, while access to financial, natural (and other) assets is limited, poor people can rely upon their social assets – or Social Capital (SC) in order to make a living. This case study explores the three types of Social Capital – (i) Bonding SC (between project beneficiaries), (ii) Bridging SC (between project beneficiaries and implementing agents) and (iii) Linking SC (between implementing agents and local government organs) – in an attempt to understand their impact on the livelihoods of project beneficiaries involved in the Khayelitsha-based Siyazama Community Allotment Gardening Association (SCAGA). This was done with the purpose of enabling development practitioners, government officials and local people to work together to plan sustainable initiatives that enhance peoples’ quality of life. Although case studies have been criticised by some authors as lacking scientific rigor and do not address generalisability, this study employed a case study approach due to its appropriateness when dealing with a small number of participants and the specific context of their complex real-life activities in great depth. By taking a post-positivistic stance, the researcher was able to appreciate the different constructions and meanings that people place upon their life experiences.