The following study is an exploration of religious Zimbabwean migrant men's representations of lobola. The study was undertaken to strengthen conversations about hegemonic masculinity which often marginalize both the role of religion in shaping masculinities and simultaneously may homogenize the notion of 'cultural tradition'. The research uses qualitative methods which seek to uncover the way in which Zimbabwean men who identify as Christian negotiate aspects of masculinity in relation to their lived experience of undertaking marriage through lobola. My main methodological aim was to allow participants to represent their own experiences, as these engage with both changing economic circumstances and Pentecostal Christianity. In order to analyse the empirical data I employ a theoretical framework which explores contextual and relational understandings of masculinity, religion and marriage. The dominant themes discussed include discourses on normativities; economic migration; religiosity and marriage which are used to further understand narratives of Zimbabwean men's lived experience of lobola. I argue that the negotiation of these intersectional aspects creates zones of tension which Zimbabwean men must negotiate with on an ongoing basis. The study argues that the past two decades of economic and political stress, coupled with a plethora of changing 'norms' about the meaning of heterosexuality, marriage, and partnership, mean that daily performativities of Christian-identified masculinity are both strongly embedded in fixed notions of gender normativity and simultaneously seek to accommodate changing circumstances.

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Within contemporary scholarship on formations of gender and their connections to violences, important questions concerning the politics of masculinities arise. Leading scholars, such as Kopano Ratele, argue for African contexts to be theorized beyond frameworks developed by scholars such as Connell, Kimmel, and Messerschmidt, whose research is grounded in work outside the continent's histories. At the same time, many scholars and policy-makers share the recommendation that global goals for a sustainable world-order demand the reduction of violence, especially violence against women and girls. Masculinities scholarship has, overall, explored the meaning of violence against women for diverse masculine constituencies in much less depth than it has engaged questions of the constructions of hegemonies, the experiences of violence within men's own lives, and the impact of changing economic and political orders on constructions of masculinity. This thesis seeks to address the gap between theorization on masculinity which respects diversity and complexity and theorization on violence against women, particular intimate partner violence within marriage, which tends to imagine a homogenous perpetrator: husband. It is vitally important to investigate and contextualize the discourses of people gendered as 'men', within very specific contexts, to explore the connections made between 'becoming men' and the meaning of domestic violence in their own spaces. Of particular focus in this thesis is an interrogation of the place of domestic violence in men's social worlds. The thesis contributes to knowledge on masculinities by offering an unusually detailed set of culturally sensitive and contextual insights into the social world that is iteratively navigated by married men in a manner to gain recognition as credible, a world in which previous research has already revealed to include women's experiences of abuse, discrimination, and stigma from their husbands. The thesis uses qualitative methods to generate material from men in north-western Ghana through in-depth interviews and focus group sessions. The work takes as a useful entry point the lived experiences, language, and vernacular understandings of people who are, in twenty-first century Ghana, legally criminalized for domestic violence. While such criminalization is welcome, from diverse points of view, the research undertakes a complex qualitative search into how possible 'perpetrators' themselves construct the connection between masculinity, the contemporary socio-economic order, and violence against women, especially wives. The material is analyzed intensively through thematic discourse analysis, and the argument overall is that that violence against wives is discursively connected to how the 'states' and 'citizens' discursively construct masculinity, femininity, and the credibility of violence within a larger gender-nation battle. The analysis simultaneously reveals a dramatic distinction between the construction of violence against wives as legitimate 'correction' (something far from a criminal court) and its construction as 'abusive,' and thus potentially actionable. This distinction alone deepens an understanding of the difficulty of implementing any Domestic Violence Acts, and also leads to questions about the construction of homosociality as a zone of safety and status, one threatened by behaviour from twenty-first century wives. This thesis both confirms earlier research on masculinities and domestic violence in its clear revelation of discursive collusion between men on the appropriate forms of disciplining intimate partners, and also suggests some debate in this collusion. The overarching contribution of the research comes in its argument that the possibility of domestic violence is embedded within contemporary meanings for masculinity, wifehood, marriage and the nation.

This dissertation engages with critical pedagogic theories and activism from a black feminist perspective. The central argument is that education is not only confined to the formal classroom but also takes place in the most unlikely places outside the classroom. This work is premised on the educational philosophies of liberation, embodiment and freedom of the oppressed and the marginalised. The qualitative research is largely presented as ethnographical research, with the researcher located as both participant in the evolvement of the two educational programmes and as writer of this dissertation. Both educational programmes deal with performance and performativity and aim to give voice to the marginalised bodies and lives in the university environment. The research demonstrates how two marginalised groups claim space on campus through performativity involving the body and voice. In the Edudrama, Reclaiming the P…Word, young black women, via representation of word and body, transform the performance space into one in which the misogynistic and racist gaze is transformed. This feminist theatre is intrinsically related to the feminist political work of reclamation of the black female body, which became invisible and objectified for abuse under colonialism, apartheid and patriarchy. The various feminist elements and processes involved in creating feminist text and theatre are discussed. The praxis involved in these processes is then theorised in terms of critical pedagogy as black feminist intellectual activism. In the case of the lesbian, gay and transgender programme, Loud Enuf, the bodies and voices are used differently in the public campus domain to challenge homophobia. This programme is used to raise awareness about sex, sexuality, sexual orientation and gender identity. This programme is intensely political and challenges ambiguous understandings regarding the notion of equality in South Africa post-1994.

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Includes bibliographical references (p. 241-268). / Within international theory of gender and education, sexuality is implicated as one of the major factors responsible for the differential participation of boys and girls in schooling and the persistent gender inequalities in education in Sub-Saharan African countries and Uganda in particular. In spite of multiple interventions to address the inequalities, gender disparities remain apparent and such disparities continue to entail increased vulnerability to sexual abuse, HIV transmission, unwanted teenage pregnancies, sexual exploitation and the overall silence about sexual experience, for those gendered as girls and women. Comprehensive gendered sexuality education is widely seen as a valuable site of intervention for addressing these problems, thereby facilitating the process of attaining gender equality and equity in society. The relationship between sexuality education and gender dynamics remain, however, complex at multiple levels of the educational process. The main objective of this study is to explore the operation of gender dynamics in school sexuality education. The research interrogates the interactions between contemporary curriculum based ideas of sexuality education in Uganda and the gendered realities of key participants in the pedagogic process. The substantive focus of my study is on secondary school students' and teachers' experiences and interactions with formal school sexuality curriculum. Under the notion that the community of pedagogy for students comprises parents, the research includes an exploration of parents' engagement with the school-based sexuality education. My study draws on qualitative data obtained through qualitative methods namely observation, in- depth and key informant interviews and focus group discussions. Template and thematic analysis was used. The study theorises that the current sexuality education being conducted in Uganda's secondary schools is deficient in terms of content and approach and is based on gender biased materials and textbooks. Overall the education offered is inadequate, largely prescriptive and feminized, generally divorced from students' personal experiences, and sometimes even contradictory. The study reveals complex gendered sexual experiences of students that position boys and girls differently often causing gender inequalities in sexuality education classrooms. The study illuminates the need for a rigorous re-examination of the current curriculum learning resources and advocates an empowerment approach that integrates considerations of gender dynamics throughout the approach to formal sexuality education in a bid to challenge gendered discrimination.

Includes bibliographical references (p. 270-284). / This study examines the critical role that adult education played in a housing social movement whose membership was mainly poor African women in informal settlements. In this social movement women have combined learning with the struggle to obtain social goods from the state. The study explores the interconnectedness between learning, development and social change. The conceptual framework developed from a feminist critique of popular education was applied in the methodology and yielded insights with regard to the learning of VM women. The feminist critique allowed for an exploration of the contradictions within popular education and people-centred development. In addition it provided a vocabulary to explain the learning and agency of VM women. The conceptual framework allowed me to argue that learning is contextual, and to analyse and understand learning in the micro-context (VM and the life changes and learning of VM women) it is necessary to examine the interaction between the macro-- (political, economic and policy context of South Africa) and micro-contexts. The interaction of these contexts has brought political opportunities to mobilise the agency of poor African women who were seeking solutions to their housing problems.

Includes bibliographical references (p. 160-167). / This Master's Research Project has sought to investigate the discursive space for 'gender struggles' within contemporary South African class based social justice activism. It has done so in the form of a qualitative case study, analysing particular 'gender' interventions designed by a left-wing popular education organisation during 2006, and how these are theorized and contextualised against this specific moment in time in post-apartheid South Africa. The research has looked at how and why the organisation is presently trying to challenge gendered power inequalities in its internal and external work, strengthening women activists in the Community-based organisations and Social Movements which it targets, and contribute to putting women's strategic gender interests on the agenda of these movements, while simultaneously seeking to theorize the meaning of 'political' gender work in relation to its dominant perspective of class justice. The researcher has followed a specific empowerment initiative targeting women activists during the year, and has also engaged closely with the institutional dynamics in the organisation under study. The data has been gathered through interviews with staff members and women activists, and through participatory observation in educational events and office meetings. The theoretical framework for the study was designed in relation to Shireen Hassim's investigations of the "discursive space" for South African feminist groups to articulate their demands while continuing to work within the dominant, male-led resistance movements (Hassim, 2006:14-19), and to Amanda Gouws' theorizing of citizenship as including 'embodied' participation in political processes and activism (Gouws, 2005:1-16,71-87). It furthermore builds on contemporary theories on social movements and grassroots mobilisation in South Africa (recaptured by Ballard et. aI., 2006:3-19), on feminist consciousness-raising (Kaplan, 1997) and on organisational change for gender equality (Rao and Kelleher, 2003). Some of the suggestions made, while analysing the data against this theoretical framework, include; That the conflict which has emerged in the organisation under study in relation to the new 'gender programme' is indeed a contestation over the meaning of 'political' gender work, and over who can be a legitimate 'political actor' (Hassim, 2006: 17); simultaneously and contradictive, there is an awareness in the organisations that the nature of the 'working class' is shifting in pace with neo-liberal globalisation processes, and that rank-and-file members in working class organisations are now the unemployed or the casual workers, a majority of them being women (although leadership structures largely remain male territory), which theoretically should also prompt a shift in the focal organisations approach to 'political' gender work, but in practice, this is still a struggle; the empowerment programme which the research has followed closely throughout the year has led to women participants being ostracised, after surfacing issues of sexual harassment in the movements, but the rational/intellectual, spiritual and emotional learning which has happened in the group is analyzed as having been empowering on both an individual and collective level, inspiring new women's network to develop within movements of both men and women. The study suggests that engaging 'gender' and expanding the notion of 'political work' and who can be a 'political actor' is crucial if left-wing education and support organisations seek to remain relevant within a rapidly changing context.

This research paper aims at analysing the evidentiary hurdles of sexuality-based refugee applications in Cape Town, the so-called gay capital of Africa. Amidst authorities' fear of bogus applicants, asylum-seekers fleeing homophobic persecution in their country of origin have to navigate the burden of proving to the South African state that they are 'truly' gay, despite sexuality's arguably elusive and intangible nature. Drawing from a literature review from fields as diverse as international human rights, queer and critical race theory, postcolonial feminism, and migration studies I start from a macro perspective by analysing the evolution of refugee studies and the emergence of the 'sexual refugee' within the human rights system, going on to explore the implications of such emergence for sexual minorities from the Global South. The study then brings its focus to the regional/local in order to look at the relationship between South Africa and the rest of the continent in terms of LGBT and refugee protection, at which point I trace the directions and encounters of my brief empirical research, dwell on issues of research reflexivity and positionality, and present the data collected through semi-structured interviews with three gay men from Uganda and Zimbabwe who sought asylum in Cape Town.

The purpose of the study was to explore gender experiences of Home economics professionals in Botswana educational institutions with the aim of presenting argument against this colonial mentality that still lingers in the education system of Botswana and result in Home economics teachers suffering professional indignity in schools and colleges. In Botswana. Home economics teachers do not easily progress to senior positions like other subject teachers do. However they always find themselves overloaded with both domestic and public activities. This situation prevents them from being fully and effectively productive in their day-to-day duties. The researcher of the paper is a Home economics teacher, first in secondary school and now in colleges of education. She has a first-hand experience of this indignity and it is this frustration that sparked her to do so much research and create a correct image of this long neglected or down trodden noble subject.