This study concerns itself with how Afrikan masculinities were (perspective on the past), what they are now (perspectives on the present) and what they can, ideally, become (perspectives on the future). By employing a decolonial and Afrocentric approach of deconstructive and critical theory, transdisciplinarity and Afrikological perspectives, the study’s objective is to understand the impact of coloniality on Afrikan masculinities. Coloniality, in this context, refers to the impact of historical colonization, enslavement, Apartheid on (South) Afrikan societies, including how the after-effects and their multiple consequences for changes in (South) Afrikan culture, economy, politics, communities, families and individuals have impacted on the notions about, and roles of, Afrikan men. Further to this, the study seeks to understand the role of Afrikan culture in shaping solutions to problems identified, in the form of an innovative philosophy of education towards relevant Afrikan masculinities. Applying Participatory Action Research (PAR) as research methodology, the study examines how Afrikan masculinities are seen, understood and envisioned by Afrikan men and women. Empirical research was conducted with a co-research team in Mangaya village, Thulamela Municipality in Limpopo Province, South Afrika. Findings from the study were coded, cross-analysed, triangulated with literature and a number of discussions and dialogues, and eventually developed into concepts for emerging theory and practical interventions. The study found that many Afrikan men are caught between expectations to what they should become and systemic obstacles to fulfil these expectations. As a result of colonial injustices – and their many after-effects, many Afrikan men have become confused about their identity, irresponsible in their behavior, “broken” in their self-perception (and in the eyes of the world) and in deficit of Afrikan values as guidelines for meaningful, Afrikan manhood. Essential solution-concepts found were for Afrikan men to deepen their self-knowledge, seek healing, empowerment and engage in re-learning of indigenous guidelines. These concepts have been expressed through nine lessons, serving as an innovative, educational philosophy for Afrikan manhood. A mixtape featuring brief, motivational messages for young Afrikan men against a musical soundtrack was produced as a direct outcome of the study. / Educational Studies / D. Ed. (Philosophy of Education)

The purpose of the study was to explore and describe the perceptions of adolescents about sexuality and sexually transmitted infections, which probably contribute towards the high incidence of sexually transmitted infections amongst this group.The study was designed as a qualitative, exploratory and descriptive research. A focus group interview and unstructured observation were used to collect data, using a nonprobability snowball sample. The group consisted of 12 male and female adolescents residing in a specific geographical area in Pretoria and attending different high schools. Recommendations made focus on: the approach to sex education programmes factors that need to be addressed in order to improve adolescent sexual health empowerment strategies of teachers, parents and community leaders on adolescent sexuality and sexually transmitted infections so that in turn, they should be able to empower adolescents on their sexual roles and thus make informed choices The impact of implementing the recommendations will benefit individuals, families and communities. / Health Studies / M.A.(Health Studies)

This is a transdisciplinary study of how ‘popular cultures of survival’ regenerate and rehumanise township residents and communities whose social fabric and intergenerational bonds have been violently torn by endemic suffering. I focus specifically on township mothers’ and daughters’ lifeworlds with the aim of recentering these marginalised lives so that they can inform us about retheorising marginality and in this way enrich our limited academic discourses on the subjectivities of poor urban African women. Located in the interdisciplinary field of popular culture studies, the study draws on and synthesises theoretical insights from a number of disciplines such as sociology, political-science, anthropology, history, literary studies, womanist and feminist studies and indigenous studies, while using a variety of methods and sources such as interviews, reports, observation, newspapers, field notes, photo-albums, academic articles and embodied expressions to create a unique theory on the lived and embodied suffering and healing experiences of township women. I have called this situated conceptual framework that is theoretically aligned to African womanism and existential phenomenology, but principally fashioned out of township mothers and daughters ways of understanding the world and their place in it--Township mothers’ and daughters’ lived and embodied ‘cultures of survival’. And in order to surface their popular cultural survival strategies I have adopted an African womanist interpretative phenomenological methodological framework. This suggested conceptual and methodological framework has allowed me to creatively explore the dialectical tensions of the everyday township philosophies, aesthetics and moralities of ‘ukuphanta’, to hustle and ‘ukuhlonipha’, to respect, and show how they create the moral-existential ground for township mothers and daughters not only to continue to survive, but to reclaim lives of dignity and sensuality amidst repeated negation and historical hardships. / Sociology / D.Litt. et Phil. (Sociology)

Sickness is a problem that has not escaped any society and thus is on the agenda of every culture. Since time immemorial cultures have searched for answers to the questions raised by the phenomenon of sickness but none have provided solutions, as it has become clear that sickness is part of our human existence. Many people have resorted to religion in search consolation in times of affliction and the Roman Catholic Church is not immune to this expectation, as we see many leaving the church in search of healing in the African Traditional Religions and other Christian churches because they feel that the church is inadequately dealing with the problem. In this study the author undertakes a research journey within the Diocese of Witbank of the RCC to investigate as to why the church’s healing ministry is not effective. Through engagement with participants in the research field and relevant literature the author discovered that the RCC is seen to be suspicious of the African worldview and consequently does not take its members’ fears and frustrations around the phenomenon of sickness serious as it judges them to be superstitious. This suggests that there is nothing that Western Christianity can learn from African cultures maintaining its superior attitude and further alienating indigenous communities. The author suggests that in order for the RCC to responds with relevance to this problem it needs to reconcile the Christian worldview, which is western, with the African worldview. He puts high on the agenda of Christian theology the urgent call to African theologians to develop an African theology that will give birth to a genuine African Christianity. In conclusion as a solution the author proposes an integrated and intercultural healing ministry for the Diocese of Witbank. This model is aimed at appropriating African values, idioms and language in the RCC to create an atmosphere where the church is seen as a welcome guest who comes bearing gifts but at the same time expects to be taken care of by its host. / Philosophy, Practical and Systematic Theology / M. Th. (Pastoral Therapy)

Most black rural schools in South Africa are beset with discipline and relationship problems attributed to the way children interpret and exercise their rights. Children's misconceptions of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was done through participant observation, in-depth interviews with two principals and a tribal chief, and focus group interviews with two groups of teachers, parents and learners. Data were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and morality. Recommendations include that rights-education be introduced in schools to improve children's understanding ofrights and to address negative social behaviour. Educators need to be empowered to handle human rights issues within socio-educational institutions. / Educational Studies / M. Ed. (Socio-Education)