This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.

This study investigates the role of resilience in women coping with the life transition of divorce. Five women were interviewed and an in-depth qualitative analysis undertaken, in order to explore the subjective experience of resilience during the period of separation and divorce, and its effect on post-divorce adjustment. In addition, the usefulness of formal divorce support groups to enhance resilience was examined. It was found that the most important aspects of resilience as reported by the women were social support; spirituality; personality traits such as optimism, courage and resourcefulness; an orientation toward the future; and competence/mastery of one's environment (including mastery of one's thoughts and emotions). It appeared that resilience facilitated adjustment in several ways; notably in providing a sense of purpose, control and competence resulting in an experience of personal growth. All of the women felt that they had developed a sense of their own identity and greater self-determination through the process of divorce. Support groups might be potentially effective in providing assistance in dealing with emotional issues such as anger and forgiveness; with skills development such as emotion regulation and cognitive techniques like reframing; as well as practical and informational support. Such groups might also provide a temporary community of social support where divorced women can interact with other people who are experiencing the same things. The study illuminated the subjective, often unique experience of separation and divorce; this emphasises the challenge for divorce groups to offer support which addresses this uniqueness. / Psychology / D.Litt. (Psychology)

Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2009. / The potential for the sex tourism industry to become legalised in South Africa with the upcoming 2010 FIFA World Cup is an issue which has raised much controversy and is now at the top of the agenda for debate within government, the business sector and civil society. The study investigates perceptions of students at a Further Education & Training College towards the sex tourism industry, together with selected components of that industry. The study is undertaken to better understand student's perceptions of the sex tourism industry. In order to achieve this, the researcher set out to better understand the sex tourism industry as a whole; as well as to investigate selected socio-cultural impacts that the sex tourism industry can have upon society in order to explore the positive and negative impacts that sex tourism can have upon the youth. In terms of South African legislation, prostitution is illegal under the Sexual Offences Act 23 of 1957, and the study examines current calls for the sex tourism industry to be legalised or decriminalised in light ofthe forthcoming 2010 FIFA Soccer World Cup. The study further examines life orientation for learners and sex education for sex workers. Life orientation is examined as it may have an effect on students' perceptions towards the sex tourism industry. The training of tourism and hospitality staff is seen as a vehicle for combating one of the components ofthe sex tourism industry, namely, child sex tourism and, thus, it is necessary to examine a number ofits other components. The study briefly touches on life orientation, as a key element in ensuring that learners become competent members of society, and as a tool which assists in providing them with essential life skills. Sex education is seen as necessary for both learners and sex workers in order to enable them to comprehend their rights and choices in life. For the purposes ofthe empirical study, the researcher makes use of first year tourism students at an FET College to gain insight into a student's perspective of the sex tourism industry. The iv researcher makes use of students in order to obtain a varied perspective as the students hail from different walks oflife and have diverse views and opinions. Entry into prostitution comes as a result of one or more of a number of contributing factors such as poverty and human trafficking. The contributing factors are researched and are explained in the literature review. The need to conduct the study emanates from the fact that the sex industry forms a large part of the tourism industry and it is a growing industry in South Africa. The research focuses on two areas: the students' perceptions of the sex tourism industry and the social impacts that the sex tourism industry can have upon society. The research methodology includes a literature search followed by the data collection for the empirical survey. The data collection procedure is explained in detail in the relevant chapter. A combination of the qualitative and quantitative approaches are followed for the· empirical survey. Such an approach is also known as a ''triangulative approach". The empirical survey together with the ensuing statistical analysis are conducted in collaboration with the CPUT registered statistician. The responses to the questionnaire are statistically analysed by the statistician, after which the results are described and interpreted by the researcher. The study finds that the majority of students do not want the sex tourism industry to become legalised and perceive the sex industry as immoral. The social impacts of the sex tourism industry can be harmful to society and the study found that the majority ofstudents understood the impact the industry can have and the role that education plays in reducing a few ofthese selected impacts. Finally, a set ofrecommendations and a number ofconcluding remarks are made. A comprehensive bibliography is included.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-19T11:19:39Z No. of bitstreams: 1 giselederezendefranco.pdf: 1258218 bytes, checksum: 181b9a5a7315ccce0e74d3d8b7d1a302 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T13:45:31Z (GMT) No. of bitstreams: 1 giselederezendefranco.pdf: 1258218 bytes, checksum: 181b9a5a7315ccce0e74d3d8b7d1a302 (MD5) / Made available in DSpace on 2016-02-26T13:45:31Z (GMT). No. of bitstreams: 1 giselederezendefranco.pdf: 1258218 bytes, checksum: 181b9a5a7315ccce0e74d3d8b7d1a302 (MD5) Previous issue date: 2014-02-25 / O desenvolvimento de habilidades afetivas, cognitivas e sociais são consequências do desenvolvimento positivo, configurando-se como fatores protetivos frente situações de vulnerabilidade. Nesta vertente, insere-se o Programa Habilidades de Vida, um modelo fundamentado em evidências oriundas da literatura internacional, e incluindo habilidades de autoconhecimento, pensamento crítico e criativo, manejo de emoções e stress, tomada de decisão, resolução de problemas, comunicação eficaz, empatia e relacionamento interpessoal. É escasso na literatura nacional estudos que avaliam de forma objetiva este programa, assim o presente estudo teve como objetivo implementar e avaliar os efeitos de uma intervenção baseada em habilidades de vida entre adolescentes em situação vulnerabilidade social. Especificamente, foram avaliados os efeitos diretos sobre habilidades sociais específicas, interligadas a domínios das habilidades de vida por equivalência conceitual, a saber: Abordagem afetiva, Autocontrole, Empatia e Assertividade; e o efeito preconizado sobre o bem-estar subjetivo. Consecutivamente, avaliou-se numa pesquisa de seguimento a relevância do programa nas interações da vida cotidiana, seis meses após a intervenção. Participaram 33 adolescentes do sexo masculino, com média de 12,8 anos e frequentadores de um instituto filantrópico da cidade de Juiz de Fora/MG. O estudo com desenho quaseexperimental contou com pré e pós-avaliação, sendo os adolescentes divididos em dois grupos: 1) GI, grupo de intervenção com 18 participantes; 2) GC, grupo de comparação com 15 participantes. Após procedimentos éticos, iniciou-se o pré-teste mediante aplicação do Inventário de Habilidades Sociais para Adolescentes e da Escala de Bemestar Subjetivo. Seguiu-se com a implementação do programa junto ao GI que envolveu 12 encontros, de 60 minutos cada, totalizando 24 horas de intervenção com a utilização de dinâmicas, vivências e jogos, acompanhados por observações assistemáticas registradas em um diário. Finalizado o programa realizou-se o pós-teste mediante os mesmos instrumentos e sua implementação junto ao GC. Na pesquisa de seguimento aplicou-se um questionário semi-aberto. Os dados obtidos foram tabulados e analisados. Os resultados indicaram efeitos benéficos diretos da intervenção sobre a habilidade social de civilidade e indiretos sobre o afeto positivo, indicador do bem-estar. Constatou-se, na pesquisa de seguimento, que os adolescentes adquiriram conhecimentos e atitudes positivas necessárias para as interações sociais, tendo-se verificado a prevalência das habilidades de vida mencionadas como mais praticadas, tais como relacionamento interpessoal, comunicação eficaz, tomada de decisão, empatia e pensamento criativo. Os resultados reforçam a relevância da implementação de programas proativos, com a criação de estratégias que possam beneficiar aspectos do desenvolvimento psicossocial dos jovens, promover o afeto positivo e fomentar fatores de proteção, como as habilidades de vida, frente situações adversas. Conclui-se pela necessidade do desenvolvimento de novos estudos de intervenção no contexto nacional. / The development of emotional, cognitive and social abilities is a consequence of positive development, shaping them into protective factors considering situations of vulnerability. That is where The Life Skills Project is located, a model based on evidences from international literature, including self-consciousness abilities, critical and creative thought, handling of emotions and stress, decision-making, problemsolving, efficient communication, empathy and interpersonal relationship. It is scarse in national literature studies that evaluate in an objective form this program. Thus, this paper aims to implement and assess the effects of an intervention based on life skills among adolescents living in a situation of social vulnerability. Specifically, direct effects on particular social skills were assessed, namely: Affective Approach, Self- Control, Empathy and Assertiveness. Furthermore, the forebode effect on the Subjective Well-Being was also evaluated. Consecutively, the relevance of the program in everyday life was assessed in a segment research, six months after the intervention. Thirtythree male adolescents of an average age of 12,8 years participated. All of them were regulars at a philanthropic institute in Juiz de Fora (MG) city. The study with quasiexperimental design counted on pre- and post-evaluation, in which the adolescents were divided into two groups: 1) IG, intervention group with 18 participants; 2) CG, comparison group with 15 participants. After some ethical procedures, the pre-test started by means of application of the Social Skills Inventory for Adolescents and the Subjective Well-Being Scale. Then the implementation of the program in the IG was held and it consisted of 12 meetings of 60 minutes each, covering a total of 24 hours of intervention with the use of group activities, experiences and games along with unsystematic observations registered in a diary. Concluding the program, the post-test in the CG was held through the use of the same tools and implementation strategies exploited with the IG. It was applied a semi-open questionnaire during the segment research. The data obtained were charted and analyzed. The results indicated direct beneficial effects from the intervention on social abilities and civility and indirect ones on positive affection, an indicator of well-being. Considering the segment research, it was found that the adolescents acquired knowledge and positive attitudes needed to social interactions, with the prevalence of Life Skills mentioned as the most practiced, such as interpersonal relationship, effective communication, ability to take decisions, empathy and creative thought. The results reinforces the relevance of proactive programs implementation through the creation of strategies able to benefit some aspects of psycho-social development of young people, promote the positive affect and encourage protective factors, such as life skills when they are facing adverse situations. It was concluded that the development of new studies of intervention in national context id needed.

A prevalência de problemas de saúde mental em crianças vem aumentando ao longo dos anos. Atualmente os transtornos de ansiedade são os mais prevalentes na infância; o estresse tem se tornado um problema cada vez mais frequente na população infantil; e grande parte dos casos de depressão na vida adulta tiveram início na infância. Por todos esses problemas que permeiam o desenvolvimento infantil, é importante a criação de práticas que previnam essas dificuldades e promovam a saúde mental em crianças. As Habilidades Sociais (HS) e para a Vida (HV) são partes importantes do contexto de promoção de saúde infantil, contribuindo para um enfrentamento saudável diante das demandas cotidianas. É nesse contexto que os conhecimentos advindos dos estudos da Terapia Cognitivo-Comportamental (TCC) podem ser importantes para o desenvolvimento de programas de promoção de saúde mental e prevenção aos transtornos mentais na infância. O objetivo geral do presente trabalho foi avaliar o Programa de Promoção de Habilidades para a Vida (PRHAVIDA) em grupo de crianças em contexto escolar, visando investigar seus efeitos sobre as medidas de ansiedade, estresse, depressão e HS. O PRHAVIDA tem como principal propósito a promoção de saúde mental para grupo de crianças e adolescentes em contexto escolar, por meio do treinamento de HS e HV, embasado na abordagem Cognitivo-Comportamental. A pesquisa envolveu um delineamento quase-experimental, com uma metodologia pré e pós-teste com grupo lista de espera não equivalente com adição do delineamento cruzado e correlacional preditivo. Utilizou-se de dados secundários. Foram incluídas na amostra os dados referentes a 87 crianças de 8 a 10 anos que participaram do PRHAVIDA entre os anos de 2012 e 2015. Os instrumentos utilizados no estudo foram Spence Childrens Anxiety Scale, Escala de Estresse Infantil, Inventário de Depressão Infantil e Inventário Multimídia de Habilidades Sociais em Crianças. Os resultados evidenciaram que após a intervenção houve redução nos sintomas de depressão, ansiedade generalizada e adequação da agressividade, e aumento da adequação da assertividade. Além disso, foi identificado que a reação psicológica com componente depressivo pode predizer a ausência da assertividade juntamente com sintomas obsessivos-compulsivos que predizem a assertividade e a ausência da adequação da passividade. O estudo apresentou resultados importantes que podem contribuir para o aperfeiçoamento do programa e sugerindo caminhos para novos estudos de promoção de saúde e prevenção de transtornos mentais na infância. / The prevalence of mental health problems in children has increased over the years. Currently anxiety disorders are the most prevalent in childhood; stress has become an increasingly common problem in children; and most cases of depression in adulthood began in childhood. For all these problems that pervade child development, it is important to create practices that prevent these difficulties and promote mental health in children. Social Skills (SS) and Life (LS) are important parts of child health promotion context, contributing to a healthy coping in the face of everyday demands. In this context, the knowledge derived from studies of cognitive-behavioral therapy (CBT) may be important for the development of mental health promotion and prevention of mental disorders in childhood. The aim of this study was to evaluate the Life Skills Promotion Program (PRHAVIDA) in group of children in schools, in order to investigate their effects on measures of anxiety, stress, depression, and HS. The PRHAVIDA has as main purpose the promotion of mental health group of children and adolescents in schools, through the HS and HV training, based on cognitive-behavioral approach. The research involves a quasi-experimental design with methodology pre and post-test with the waiting list group not equivalent with the addition of cross-over design and correlational predictive. Used secondary data. They were included in shows the data for 87 children aged 8 to 10 years who participated in the PRHAVIDA between the years 2012 and 2015. The instruments used in the study were Spence Children\'s Anxiety Scale, Child Stress Scale, Children\'s Depression Inventory and Inventory Multimedia Social Skills in Children. The results showed that after the intervention there was a reduction in symptoms of depression, generalized anxiety and adequacy of aggression, and increase the adequacy of assertiveness. In addition, it was identified that the psychological reaction with depressive component can predict the absence of the assertion along with obsessive-compulsive symptoms that foretell assertiveness and lack of adequacy of passivity. The study showed significant results that can contribute to the improvement of the program and suggesting ways for new health promotion studies and prevention of mental disorders in childhood.

M.A. / The institutionalisation and rehabilitation of juvenile delinquents has always been a contentious issue, generating much research and differences in opinions. What to do with youngsters who are too young to be criminals and too violent to be youth, remains a complex dilemma in a society where the incidence of juvenile delinquency is increasing by the day. The South African phenomenon of a marginalised generation who readily takes part in criminal behaviour, necessitated the development of a co-ordinated strategy involving formal and informal support groups in the training and development of this group. The establishment of e ,e first Youth Development Centre in Newcastle, named Ekuseni, was initiat ,* by President Nelson Mandela, in response to his concern that the conditions in South African jails are not conducive to transforming and developing young prisoners. The Ekuseni project was aimed at providing young convicted persons with appropriate life skills, education and training, to enable them to pa cipate fully in society. The aim of this study was to develop a psycho-educational programme to facilitate leadership competencies in young prisoners. The leadership programme constitutes one of the development programmes in the holistic rehabilitation model, developed specifically for the Ekuseni project by the Rand Afrikaans University. The leadership programme is aimed at developing various leadership competencies, grounded in leadership competency theory. The competencies included in this study were more specifically based on the research and the development of a unique leadership model for the South African organisational context by Charlton (1993). These concepts were adapted and integrated with theory on juvenile delinquency to develop a leadership program= suitable for South African youth in prison. The first step in the programme was to help students to create a vision for themselves and for the Ekuseni Youth Development Centre, and to take responsibility for attaining that vision. This included a shift from an external to an internal locus of control. Through learned communication skills, e competency to communicate this vision to other prisoners, to enlist them in dedicated action towards a constructive future, was facilitated. The development of conflict management skills as an essential competency for leaders in a youth prison, were facilitated in order for leaders to constructively resolve conflict between prisoners and staff, as well as between prisoners themselves. This is especially necessary in conflict between youth gangs in prison. Trust, earned by leaders through reliable and consistent behaviour is a fourth competency facilitated through IP is programme. Students were taught the art of interpersonal trust, which in turn enabled them to help others and empower themselves. The evaluation of the effectiveness of this programme did not fall nV in the parameters of this study. It is therefore recommended that this study be evaluated in future, before it is implemented in other youth prisons in South Africa.

M.Ed. (Curriculum Studies) / The study's main focus was on the integration of the theme HIV/AIDS into Life Orientation by educators in the senior phase. The purpose of the study was to investigate to what extent HIV/AIDS is integrated into the Life Orientation Learning Area to help to curb the spread of this leprosy in farm communities. The study explored through in-depth interviews, observations and the knowledge of the educators, learners and parents. The transcripts were analysed. The key finding of this study was that the educators are able to integrate HIV/AIDS theme into Life Orientation albeit there are still uncertainties about the aims of LO and what role the educators have to play.

Doctor of Education / Department of Special Education / Warren J. White / The current study, based solely on teacher-report, provides descriptive data regarding current transition-related instructional practices among Kansas special educators of secondary-aged youth with emotional and behavioral disorders. Students with E/BD are the least likely of all students with disabilities to gain and maintain positive post-school outcomes in the areas of employment, personal-social skills, and community and independent living. Students who demonstrate functional life skills and self-determination skills independent of instruction and directive generally report a higher quality of life than those who are unable. Transition-related instruction specifically addressing functional life skills and self-determination skills may assist these students in their quest for positive post-school outcomes. Research indicating what, if any, transition skills instruction these students receive is not available. Teachers (N = 165) reported a desire to provide transition skills instruction to youth with E/BD (N = 1,076) yet reported having very little transition training (fewer than eight clock hours) and providing very little instruction (less than two hours weekly). Teachers reported that many students with E/BD do not demonstrate life skills and self-determination skills independent of instruction or directive, yet fewer than 11% of the student population had, within their IEP, a goal addressing the specified transition skills. IDEA 2004 regulations mandate that teachers address the transition needs of students with disabilities within a statement of needed transition services, which is not happening with any regularity. The self-determination skills of demonstrating positive social interactions, making appropriate choices and decisions, and employing self-regulation, though often deficits of youth with E/BD, were among the skills mentioned least frequently within the goals of these students. Based on the Pearson r correlation-coefficient analysis no significant relationship was indicated between the number of years of experience of the teachers and the number of minutes of transition instruction teachers provided to this student population. Very few significant relationships existed between the level of independence students reportedly demonstrate each life skill and self-determination skill and a) the amount of transition training the teacher had received and, b) the amount of transition-related instruction teachers reportedly provide. The teacher’s focus has frequently shifted from transition to educational reform.

M.Ed. (Science Education) / Evolution was introduced as a new section of Life Sciences in the National Curriculum Statement in 2008, anecdotal evidence indicating that this incorporation was not welcomed by all teachers, learners, parents and schools with the same enthusiasm. For example, many Christian teachers and learners seem to have religious objections, but while there is ample research available in the United States of America and Great Britain on their views of evolution, that on the South African Life Sciences classroom is limited. Therefore, this study strives to determine the lived experiences of these teachers and learners and how they relate to the topic. The objectives were to investigate how Christian teachers of Life Sciences experience the teaching of evolution in the classroom; the knowledge and skills they have in order to teach natural selection and evolutionary biology, as prescribed by the National Curriculum Statement; and the barriers they face in the teaching of evolution and natural selection. Meanwhile, Grade 12 learners completed a questionnaire before and after receiving tuition on evolution in order to determine their lived experiences. This study is part of a trilogy within a Research Niche Area of the University of Johannesburg, with the other two researchers focusing on Islam perspectives (Yalvac, 2011) and the Hindu perspective (Reddy, 2012). This is an explanatory sequential mixed method study with an element of phenomenology. Quantitative data was collected which informed the qualitative research, the latter being used to examine the lived experiences of Life Sciences teachers, the former to determine learners’ attitudes toward evolution as well as gauging the teachers’ general understanding of the theory of evolution. Third generation Cultural Historical Activity theory (CHAT) was used as the theoretical framework through which the lived experiences of Christian teachers and learners were analysed. This is appropriate for this study as it views the teachers and learners holistically, by taking their culture and history into account, and it provides a vehicle for looking at what Pintrich, Marx and Boyle (1993) call, the “hot” factors associated with controversial conceptual change. The findings of my study show that many Christian teachers and learners experience conflict between their religion and evolution and many tensions arise in the activity system when using CHAT as a lens. These tensions mainly arise due to a lack of the teachers’ PCK and the conflict arising because of religious objections. The findings furthermore show that learners have a relative naïve understanding of evolution before tuition and have many misconceptions regarding it. A clear polarisation can be seen after tuition as learners move from a neutral stance with regards to evolution to either a more creationistic or scientific point of view. In the final chapter I make recommendations on how the teaching and learning of evolution can be improved in the South African classroom.