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Brothers in arms? : a linguistic analysis of four documents from the UDW "fees crisis" of May 2000.Consterdine, Richard. January 2002 (has links)
This dissertation is a sociolinguistic study that applies the methods of Critical Discourse Analysis and Systemic Functional Grammar to written discourse generated in the context of student unrest at a South African tertiary educational institution in May 2000. The unrest was triggered by management's de-registration of students for non-payment of fees due, and hence the local press dubbed it the "fees crisis". Four one-page texts, each representing a major participant in the events of the "fees crisis", were selected for detailed analysis. The principal finding from the four analyzed texts is that they exhibit widely divergent discoursal styles that vividly express equally divergent ideologies and attitudes. Some of these ideological schisms are caused by the immediate situational context, where the groupings are competing for access to and control of resources, or to gain strategic advantages in a power struggle. The four texts are divided equally into two discoursal types: two employ the hegemonic, 'schooled' literacy; the other two use the marginalized, topic associative, oral literacy based style. This illustrates the radically different contexts of culture that inform the ideologies of the four participant groupings. Power struggle is inherent in all discoursal exchanges, but it is an element made especially prominent in discourse by the uncertainties associated with social transition such as that taking place currently in postapartheid South Africa. The frequency of the word "community" and its shifting semantic load in the four texts has been clearly demonstrated to encapsulate the vacillations in the groups' self-identities and inter-group relations already suggested by the broader stylistic variations between the four discourses. Uncertainty breeds fear, and like other primates, hominids display the greatest aggression when afraid. Discoursal analysis of the four "fees crisis" texts uncovers the reasons for the intense affect which characterized the events of the May 2000 "fees crisis". / Thesis (M.A.) - University of Natal, Durban, 2002.
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Experiences of Lesotho students studying at the University of Natal (Durban) (Edgewood Campus) : their perceptions in relation to oppression in the form of racism, xenophobia and sexism.Pae, Maletebele Eliza. January 2004 (has links)
This study explores the experiences of oppression Lesotho students studying at the
University of Natal (Durban). The study explored the experiences in relation to
oppression in relation to racism, xenophobia and sexism.
Interviews and observation were the research tools used in this study.
The results reveal that most of these students experience a vertical racism in the
same way black South Africans experience it and they also experience xenophobia
from black South African students. / Thesis (M.A.)-University of KwaZulu-Natal, 2004.
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Investigation of transactional sex among tertiary level students : a comparison of self-report data collection methodologies.Alledahn, Carmen. January 2011 (has links)
Transactional sex is associated with high-risk HIV transmission behaviours. Published prevalence rates of this behaviour are varying and the sensitive nature of this behaviour may inhibit self-report disclosure. A two-phase study, involving qualitative analysis of focus group discussions on transactional sex, and a subsequent survey employing different self-report methods amongst a population of female tertiary education level students (N=305) was undertaken. The Unmatched Count Technique (UCT) and the Self-Administered Questionnaire (SAQ) in both computer and paper modes were compared in terms of disclosure levels yielded and socially desirable response scores. Base rates of transactional sex as yielded by the UCT were comparable to those of published research. No statistically significant results were obtained for differences in disclosure levels of transactional sex between the UCT and the SAQ. Performance of the UCT was mixed, demonstrating that the reliability and validity of findings obtained by the UCT are contingent on many factors, and further research regarding this is required. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Students' perceptions of voluntary counselling and testing : a case study of the University of KwaZulu-Natal.Njagi, Fredrick Gachie. January 2005 (has links)
This exploratory study investigates the factors that facilitate or inhibit the uptake of voluntary counseling and testing (VCT) among students aged 18-24 at the Howard College campus of the University of KwaZulu-Natal. It also examines the sexual behaviour of the students in order to determine if, and to what they are at risk of HIV infection. The study used a self-completed survey questionnaire to elicit participants' responses. On one hand, the key factors that were found to motivate the students to undergo VCT include: the desire to know one's HIV status, peer influence, future planning and commitment to long-term relationships. On the other hand, factors that inhibit VCT uptake among students include lack of awareness, low risk perception, stigma, fear of an HIV positive test result, lack of confidentiality, long waiting period to secure an appointment, and perceived lack of benefits of counselling . The study also established that among the sexually active students, some engage in risky sexual behaviour such as
involvement with multiple sexual partners and inconsistent condom use. In the light of the findings, the study recommends measures that would be taken to improve VCT uptake amongst students, and contribute in curbing the spread of HIV. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2005.
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Attitudes of university students towards euthanasia.January 2008 (has links)
Euthanasia has emerged as one of the leading ethical and moral issues of our time. This
practice has been debated ever since ancient times. Medical and religious organizations
are the front runners of this debate. At present, people of all classes have joined in and
euthanasia movements have increased. Arguments in favour of euthanasia focus on the
principles of self-determination and autonomy. The opponents on the other hand stress
the danger of abuse of the practice and benefits of palliative care.
The objective of this study was to explore the attitudes of university students towards the
practice of euthanasia. The sample comprised three-hundred and ninety-two students
from the faculties of Theology (100), Human Sciences (96), Law (99) and Medicine (99).
Convenience sampling method was used to select the sample. Four different scales were
used to collect data. MANOVA was used to analyze data.
The results of this study showed that age and gender were not associated with the
students' attitudes towards euthanasia, experiences with regards to end-of-life situations,
level of religious beliefs and beliefs in autonomy. The students' year of study was also
not associated with their attitudes towards euthanasia, level of religious beliefs as well as
beliefs in autonomy. However, the findings showed that senior students had more
experiences with regards to end-of-life situations, followed by post graduate while first-
year students had the least experiences. Faculty was found to be associated with attitudes
towards euthanasia, experiences with end-of-life situations as well as level of religious
beliefs. Theology followed by Medical students showed the most positive attitudes
towards euthanasia. Human sciences had the least positive attitudes towards euthanasia.
Theology students had more experiences with regard to end-of-life situations while
Human sciences showed the least experiences. Theology students were the most religious
of the groups while Human sciences were the least. Medical students had the highest
autonomy more than Human sciences students. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Impoliteness in context: impoliteness, gender and construction of identities at a South African university.January 2007 (has links)
This thesis explores gender and impoliteness in the multilingual and multicultural context of the University of Natal, South Africa. My study uses respondents' perceptions of impoliteness to investigate how male and female students of different African cultures and language backgrounds construct and reconstruct their identities through their choices to use the languages available at the University of Natal. The study was motivated by a perceived dearth of research into gender-sensitive accounts of multilingual situations. The goal of this study is to contribute to the understanding of the invention of identities in a multilingual, multicultural and multiracial environment, while interrogating the relationship between impoliteness, whether perceived or intended, and the gendered identities available to the different African subgroups at the university. Hence the thesis reviews recent theoretical approaches to intercultural communication, impoliteness and gender, and attempts to identify a suitable framework for the understanding of gendered aspects of multilingualism in the university. A combination of qualitative and quantitative research methodologies was adopted for the study. I used several modes of data collection which included indirect observation carried out through the reporting of perceived impoliteness, questionnaire surveys for evaluations of instances of impoliteness and focus group discussions with different categories of students. Discourse analysis was drawn on for the presentation of the data. The body of data reveals that while there are some general perceptions of impoliteness amongst the students that transcend culture and language diversity, differences in the perceptions of and responses to impoliteness impact greatly on the ability of individuals to communicate effectively. The study shows that the different groups identified in the study: Zulu bradas, dilute males, Model C guys, diverse males, modern Zulu women and decisive females, whilst they are attending university, decide on and construct their identities according to their preferences. This is not necessarily a matter of their original cultural identity, especially in the case of the modern Zulu women, decisive females and Model C guys. A range of different identities from which the individual may choose is made possible at the university, given that the university has its own, non-ethnic culture. The preferred identity varies amongst the students: for instance, the Zulu bradas' desire to be seen as 'traditional' pushes them to construct a 'traditional' - as they see it - Zulu identity. The decisive females in contrast are far less culture-conscious and construct an identity that is related to their personal needs. Consequently, some respondents construct communal and others individual identities. The students' interpretations and judgements of impoliteness reveal that the preferred identities influence their evaluations of behaviour. Similarly, the gender of perceiver or speaker may influence the interpretation and assessment of the degree of impoliteness. A majority of the male respondents draw on gendered cultural expectations in their judgements, while the female respondents were more egalitarian in their approach. Identity in this study emerges as crucial for the understanding of impoliteness. The study further shows that whenever the individual's constructed identity is seen to be under attack, a student may respond with equal impoliteness to defend him/herself. While this research is specifically located in the context of the University of Natal, it is relevant to the South African workplace today, where linguistic and cultural diversity may enhance or impede racial integration and gender equality. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.
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Attitudes of learners towards physics and chemistry.Jivan, Roshni Chagan. January 1999 (has links)
The study investigated the attitudes of high school learners towards Physics and Chemistry.
The learners were in Sastri College, a high school in Kwa-Zulu Natal. The study also
investigated the relationship between attitude and performance. The sample consisted of
50, Grade 12, Physical Science learners.
The data was collected by means of a questionnaire, a semi-structured and individual
interviews and the matriculation results from the Department of Education and Culture.
The SPSS package was used to analysis the quantitative data. The interviews were used to
qualify and elaborate on the statistical findings. The findings showed that majority of the
learners had a positive attitude towards Physics while few learners had positive attitude
towards Chemistry. It was also found that attitude did not affect the performance of the
learners and there was no gender difference between attitudes and performance. / Thesis (M.Ed.) - University of Durban-Westville, 1999.
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Local is lekker? : a study of the perceptions of contemporary South African popular music among Durban adolescents at five culturally diverse schools in the greater Durban area.Ralfe, Sarah Isabel. January 2005 (has links)
Is local lekker? This study looks at the perceptions the youth in Durban hold towards
local music. Through a study of the Grade 11 learners at Bonela Secondary, Gelofte
Skool, Hillcrest High School, Thomas More College and Sastri College this research
looks at how much support is offered for local music. It considers how much local
music the respondents listen to, how much they purchase and how many local
concerts they attend.
This study also considers the mediathat the respondents are exposed to,in order to·
discover if any correlation occurs between the media that they are exposed to and
their perception of local music. The impact of globalization and cultural imperialism
on the consumption of local music are also considered. In addition, the study looks
at whether variables such as gender, school, "race" or the home language of the
respondents impact on their support for local music.
Both qualitative and quantitative data was collected. The respondents were required
to respond to a questionnaire which elicited responses concerning their perceptions
of local music, their support for local music and the media that they are exposed to.
From the questionnaires a group of respondents of differing views, genders and
home languages was selected to participate in a focus group interview.
Results show that the respondents support very little in the way of local music, with
regard to listening to local music, purchasing local music and supporting local
concerts. They are exposed to a great deal of foreign material and do not have much
exposure to local products. / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2005.
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Gendering politeness : speech and act among Zulu second language speakers of the English language on the Durban campus.Ige, Busayo Olamide. January 2000 (has links)
In this thesis. I have moved away from the general question of 'How do women and men behave linguistically?, (Sing and Bergvall. 1996:19) and have turned to investigate in particular how the speech act of apologies contributes to the production of people as 'women and men' (Sing and Bergvall, 1996:19). In other words, the investigation focuses on the effect of politeness strategies on the construction of gender identities. Using poststrucluralist feminist theory as developed primarily by Weedon (1987), this thesis investigates the politeness strategies employed by some Zulu students at the University of Natal, Durban, in their English-medium interactions with African international students. The speech act of apologies is the area of language investigated, with data being collected primarily by means of role-plays and focus groups. The focus of the analysis is limited to the performance of apologies towards non-Zulus by 12 Zulu
male and female students. To this end, the various strategies employed by the respondents were analysed according to the framework developed by Holmes (1989, 1995). In addition, information gathered in the focus groups revealed to what extent politeness strategies are still being transferred from Zulu to English. The strategies employed by these men and women are considered as revealing some of the ways by which politeness contributes to the construction of gender identities, in the University context. On the basis of this limited sample, it is argued that traditional Zulu male masculinity, while still dominant, is now being contested in the University context by some students favouring a less tradition-oriented identity. The strategies employed by the female respondents, on the other hand, suggest that Zulu women students may be beginning to reject traditional Zulu femininity in favour of more westernized identities. / Thesis (M.A.)-University of Natal, Durban, 2000.
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The influence of oral culture and English on the academic and social interaction among tertiary students for whom English is not a mother - tongue.Maharaj, Prenitha. January 1995 (has links)
The oral background, ability in English and academic and social interaction of the non
mother-tongue student was the focus of this study. The oral background of the African
student is an important consideration as it helps one to contextualise his life and
educational experiences. A severe lack of knowledge and interest in each others' cultures
and backgrounds among all the players at the tertiary institution was apparent.
The focus group interview technique was adapted to elicit students' perceptions of their own
problems. This technique proved invaluable in allowing participants to express their views
freely, thus offering the researcher an in-depth insight into their life at the tertiary institution
and an understanding of the problems they encounter. The focus group discussion was
supplemented by questionnaires.
The study comprised 40 non mother-tongue students who were divided into 8 groups of 5
students each. On completion of the group discussion, a verbatim transcript of each audio-recording
was made.
Analyses of the focus group discussion and the questionnaire revealed that non mother-tongue
students do in fact experience many problems with academic and social interaction
due to their cultural background and ability in English. These students feel isolated and
misunderstood. Racism, albeit subtle, seems to be a problem on the campus.
It was found that with a few exceptions, there is very little difference between the
experiences of the first year students as compared to the second year students. Also, the
admissions criteria for the different faculties did not 'eliminate' problems.This illustrates that
the problems do not 'disappear' after a whole year at the institution, because the underlying
causes are not being addressed. One cannot expect the non mother-tongue student to
simply adapt to the new experiences, namely, a different environment and a second
language as the medium of instruction and communication.
Several recommendations were made for the implementation of the research findings in the
tertiary environment. Further research possibilities were also suggested. / Thesis (M.A.)-University of Natal, Durban, 1995.
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