Magister Artium (Psychology) - MA(Psych) / This study is about the way in which men, specifically in the local context of Cape Town, dominate the rap music culture. Globally, rapping is associated with poetic lyrics that express the rappers' environment or worldview. Historically women's worldviews were kept silent and it is within this context that this investigation explored why women are not represented well in the rap culture. The significance of the study lies in the possibility of identifying ways in which women interested in becoming rap artists could overcome the barriers that currently inhibit their participation. This project represents an interdisciplinary study that falls within the realms of social psychology, music, feminism and social constructionism. Specifically, this thesis employed feminist psychology and social constructionism to construe and interpret the roles of women in rap music. Working within a qualitative feminist framework, the data was gathered through focus groups and in-depth telephonic individual interviews with participants. The discussions held with the participants were transcribed and the data was analyzed thematically. The results reflect that women feel that they are being discriminated against in rap culture on the basis of their gender. Despite the key finding that women are being discriminated against in the rap culture, it was also found that when the two sexes came together and spoke about the gender inequalities in the culture, a strong awareness of gender sensitivity was created. This study therefore suggests that one powerful way of challenging gender inequality in rap culture may be through raising awareness by way of discussions of gender bias and discrimination at rap forums, radio talk shows and workshops aimed at unifying the South African rap culture.

<p>This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.</p><p>Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.</p><p>The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.</p>

This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change. Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material. The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.

The purpose of this study is to discuss further how an English teacher in a Swedish high school can utilize a novel like Jane Austen´s Pride and Prejudice in their classroom. This has been investigated by looking at how to use the book thematically with the class topic and by looking at activities and ideas used by teachers who have worked with the book in its entirety. Other aspects such as student motivation, catering to students' interests and needs and looking at what the teacher can do to make the reading experience exciting and relevant for their students have also been considered. By further investigating how the topic class is presented in Pride and Prejudice through the characters, their connections, and aspirations, this study has also tried to answer whether it is possible to discuss a topic like class in Pride and Prejudice without mentioning the relationships and marriage.

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