This thesis argues that Noam Chomsky’s theory of propaganda is a useful way to understand class domination. The strengths and weaknesses of Chomsky’s theory are examined by means of a comparison with Antonio Gramsci’s theory of cultural hegemony. Since work that discusses and analyses Chomsky’s theory is sparse, this piece first gives a detailed explanation of his theory. This requires a short clarification of Chomsky’s terminology, focusing on his definitions of indoctrination and class. Thereafter a thorough account of Chomsky’s ideas regarding class structure, the indoctrinating functions of educational and media institutions and the difference between upper and lower class propaganda are discussed. A common criticism of Chomsky’s arguments is that they are conspiratorial. Thus, following the discussion of Chomsky’s theory I present an argument that Chomsky uses an institutional analysis as opposed to conspiracy theory to reach his conclusions. After arguing that Chomsky has a coherent, logical theory of propaganda that is not conspiratorial, this thesis shifts to a comparison of Chomsky and Gramsci’s theory. The elements of Gramsci’s theory that are relevant to Chomsky are discussed, focusing on their overall similarities, in particular, the question of consent. The final chapter consists of a comparison of the two theories, examining each theorist’s ideas on the nature of education, language, consent and the possible ways in which the lower classes can oppose their own oppression.

M.A. (Political Studies) / This study sets out to establish the presence of socialist trends within extra-parliamentary groups in South Africa. The role of socialism within the Azanian People's Organisation (AZAPOj, which supports the Black Consciousness philosophy, is considered. The study simultaneously examines the presence of socialism in the Afrikaner Weerstandsbeweging (AWB), as an all-white organisation. The study also indicates that socialism, in contrast with popular perceptions, is a complex socio-political system consisting of different variants. Socialism developed from, inter alia, discontentment with the supposed shortcomings of capitalist inspired democracies. Differing interpretations of socialism developed according to the specific needs of each society. At present, socialist ideologies are still mainly directed towards providing alternatives for economic inequalities and the welfare of the society in general. Three variants of socialism were identified for the purpose of this study. The first, democratic socialism, is closely related to the basic theory of democracy and therefore allows for the greatest extent of free market capitalism and private enterprise. The second, African socialism, developed as a result of the attainment of independence by African states in the early sixties, which left these states with the remnants of imperialism. African socialism is an outcry against the perceived injustices committed by white imperialists and therefore does not provide for white participation. The third variant, national socialism, by contrast to African socialism, is mainly pursued by white elitist groups ...

Papers one and two have been prepared for submission to the journal Psychology and Psychotherapy: Theory, Research and Practice. Paper one provided a review of studies investigating staff views about psychosocial aspects of recovery in psychosis. Fifteen studies met the criteria for the review. The first eight studies investigated staff views about recovery in psychosis more broadly. The remaining studies were grouped together according to similarities of recovery themes being investigated. Each study was summarised and critiqued with regards to their findings and limitations. Limitations to the review are also considered. The overall literature is evaluated and discussed with regards to clinical implications and suggestions for future research. Paper two investigated staff and service user views about mindfulness-based cognitive therapy groups for psychosis (MBCT). Q-methodology was used to explore participants’ beliefs about a range of views about MBCT for psychosis and to compare similarities and differences between views. Staff and service user data were analysed separately. Analysis resulted in a single consensus factor for staff views, and four factors for service user views about MBCT for psychosis. Overall, the staff sample strongly disagreed that mindfulness is harmful but were uncertain about its usefulness in the treatment of psychosis. The service user sample advocated the utility of mindfulness interventions for promoting wellbeing and reducing the symptomatic distress associated with psychosis. Paper three provides a critical reflection of the systematic review (paper one), and the empirical paper (paper two). An appraisal of the research process as whole is provided, in addition to how findings from paper one and paper two relate to the wider context of theory, research and practice.

There is a concern that children are deprived of opportunities for responding to challenges and exploring risky situations in outdoor play. Children are not afforded the chance to be challenged by risky, yet safe situations. Exposing children to risky activities is valuable but one should be conscious about children’s safety and therefore find the balance between hazardous situations and healthy risky experiences (Eager & Little, 2011:s.p.). Discouraging risky play has detrimental effects on children’s development which may hinder their functioning in school and later in life. Risky play opportunities are therefore essential to develop children’s confidence, self-esteem, autonomy and independence, as well as their problem solving and risk management skills. Therefore, parents and teachers in this study must empower children to engage in risky play. For caregivers to create opportunities to develop such skills at early learning centres, they must know and be conscious of the advantages of risky play for children’s development. Positive attitudes towards the implementation of risky outdoor play and adequate support are required from parents. Hence, the purpose of this study was to gain knowledge of parents and teachers’ experiences and views about risky outdoor play; what prevents or supports teachers and parents from permitting risky outdoor play; and how the outdoor learning environment provides opportunities for risky play. This study was underpinned by Barbara Rogoff’s sociocultural theory, which lays emphasis on how children cultivate knowledge by interacting with the social environment (Rogoff, 2008). The primary research question that guided this study is: How do parents and teachers experience and view risky outdoor play in early learning centres? This study employed a qualitative approach and is positioned within the interpretivist paradigm. A multiple case study design was utilised and aligned with the researcher’s goal of exploring and describing the views of parents and teachers on risky outdoor play. The study consisted of eight preschool teachers and seven parents from three different early learning centres, who shared their experiences and views of risky play. Data were generated from teachers by means of semi-structured group interviews, observations of teachers and children during outdoor play and document analysis entailing teachers’ daily planning of outdoor activities. Online semi-structured individual interview schedules were utilised to generate data from parents. The findings of the study show that both parents and teachers perceive risky play as imperative for children’s development. Furthermore, the constraints affecting children’s opportunities to participate in risky activities and the concerns thereof were outlined. Finally, the study identifies challenges that parents and teachers experience when implementing risky play, although both parents and teachers support and permit risky outdoor play at the early learning centres, as well as in the home environment. / Dissertation (MEd)--University of Pretoria, 2021. / Early Childhood Education / MEd / Unrestricted

Purpose: In the absence of a gold standard, this study illustrates the process involved in the cross-cultural translation and adaptation of the FOCUS© and its shortened version, FOCUS-34© (the Parent Form and Instruction Sheet, as well as the Clinician Form and Instruction Sheet), while also determining the social validity and clinical applicability of the translated measure. The target language used as example was Afrikaans, one of the 11 official languages of South Africa. Method: A two-phase cross-cultural translation model was employed in which Phase 1 (comprising a six-step blind back-translation procedure) was sequentially followed by Phase 2 (social validation and clinical applicability of the measure, using focus groups with stakeholders). Result: The extensive process followed in Phase 1 resulted in a clear and appropriate translation acceptable to both stakeholder groups (parents and speech-language pathologists). Both groups questioned the meaning of certain concepts, explored cultural differences and requested the extension of some items. Parents also shared their emotional reactions towards assessment, while therapists focussed on editorial changes to the measures. Conclusion: A framework is proposed for cross-cultural translation and adaptation of assessment measures with suitability in the speech-language pathology discipline.

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