This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated that her right to education is marginalised and that in the many cases cultural and religious beliefs dominate the need to equal access to education. This research identified perceived factors that may influence the infusion of human rights education and values in the teaching–learning practice of selected secondary schools in the Eastleigh community, and propose possible curriculum guidelines that are feasible to foster the education of the girl–child. The researcher explores the perception of teachers and students in four selected schools (code named A, B, C, D) in the community and analyses the extent of gender–equality in the school curriculum. Using a qualitative research approach that employed the phenomenological method of enquiry, face–to–face interviews were conducted with 20 teachers in four secondary schools, five in each school. Questionnaires were served on 200 girl–students of Grades 11 and 12, fifty per school selected using a purposeful sampling method. The curriculum in selected subjects of the secondary schools was analysed. The analyses of all the research instruments led to the discovery of the factors influencing the infusion of human rights education and values in the teaching–learning of the selected schools. Top on the list of these factors are the problems of teacher–student ignorance of human rights education and values. Other factors are gender–fair deficiency in the school curriculum, school–slum environments and combined religio–cultural dilemmas that place constraints on the educational environment of girl–children in the multicultural community. To foster the education of the girl–child, thirteen curriculum guidelines clustered under three broad groups are proposed. Firstly, under the modified curriculum content, subjects that project human rights education and values need to be made compulsory for all students, though at different class levels. Subjects with low or no gender–fair objectives need to be modified in order that human rights education and values could be taught across the school curriculum. Secondly, there is the need for context–relevant curriculum planning that embraces cultural and religious issues and communicating values in the schooling system. Thirdly, a democratic school atmosphere is the product of curriculum efforts that is geared towards training genderresponsive teachers, ensuring gender equality and promoting extracurricular activities favouring multicultural awareness and respect among students. This research contributes to the development of a curriculum engaged in advancing human rights education and values of the girl–child especially in patriarchal urban settings of East–Africa. It draws attention to the often neglected educational empowerment of the girl–child to foster her role and to provide opportunities in a contemporary global environment. / Thesis (PhD (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012.

The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.

The 17 July 1863 saw a British military force led by Major General Cameron, with Crimean War experience, invade the Waikato of Aotearoa New Zealand, and essentially ending for Waikato Maori on 2 April 1864 at Orakau when Cameron with 1,200 troops, defeated a group of 300 Maori that included representatives of at least nine iwi, and women and children, led by Rewi Maniapoto.In December 1863, well before the events of Orakau, the New Zealand Settlements Act of 1863 (NZSA) was passed into law. This Act’s only purpose was to confiscate 1,408,400 hectares of land from Maori; 486,500 hectares from Waikato Maori, of whom Ngati Maniapoto are an important part. The Act deprived Maori of their traditional lands and the means to participate in the economy, with serious social and economic consequences for them well into the 20th century.In 1993, tertiary educational status was granted to what was essentially an initiative of the people of Ngati Maniapoto that began in 1983 to provide educational alternatives to young people, predominately Maori. This initiative became Te Wananga o Aotearoa (TWOA). Over a period of six years from 1998, TWOA moved from being an insignificant tertiary educational institution to the largest in the country in terms of student and equivalent full time student numbers. By mid 2005, TWOA was under the control of the State, the first time such a situation had occurred in this country, and completely contrary to the independence provisions that the Education Act 1989 bestows on tertiary educational institutions.This thesis is an examination of the State’s battle for control of TWOA, to consider likely reasons why the State sought this control, and the tactics used by the State to achieve this outcome.The thesis examines the part that knowledge and access to education plays in global economics in the late 20th and early 21st century, and will consider whether knowledge and access to education was as economically important to individuals in these times, as land was in 1863.The fact that TWOA’s success was achieved completely within the parameters of the tertiary education policies of both successive Governments since 1998 was irrelevant to the NZ Labour Party led Government of 2005. They appeared to set out on a predetermined path to gain control, in order to neutralise TWOA’s growth and to then reshape the sector to ensure that such success did not happen again. The conclusion is that what was seen as a just a small ‘window’ to get some leverage, was thrown open, and very powerful levers then used, to achieve this end.

This study sought to uncover gender bias in selected Shona novels and examine the manner in which authors present the subject. The major objectives were to identify the effects of hostile gender relations and assess Shona novel authors’ commitments to promote healthy gender relations which are pre-requisites for national development. The study adopted the dual approach by fusing feminism with Afrocentricity as the literary tool of analysis. These theories served as lenses for exploring gender biases in selected Shona novels. The liberal feminism was the most relevant feminist theory to this study because it advocates more about inclusion and unrestricted participation of women in all spheres of social life. The research was anchored on the qualitative design. The methodology used to gather data for analysis involved interviewing three out of four authors of this research’s selected Shona novels, eight Shona literature lecturers from teachers’ colleges and universities in Zimbabwe as well as five accomplished scholars who have also written their own Shona novels. Questionnaires were administered to thirty two students, twenty from teachers’ colleges and twelve from universities in Zimbabwe. The total number of all participants in this study was forty-eight and purposive sampling was used to come up with the sample. Data was analysed in descriptive form. This study has established that most Shona novelists are not gender neutral. While some authors are championing the emancipation of women others are perpetuating their marginalisation. Basing on the findings of this study, the researcher recommends that Shona authors should be sensitised through workshops, seminars or conferences on the need to pen gender balanced novels if national development is to be realised. This would help the societies who are the consumers of such novels to be gender neutral through emulating the positive portrayal attributed to characters. The Zimbabwe Schools Examinations Council (ZIMSEC), teachers’ colleges and universities should approve gender neutral Shona novels so that students can have appropriate role models to emulate. It is envisaged that this research will be of great benefit to all those who will have the privilege to access it. Gained knowledge will help to extricate women from marginalisation and also promote healthy gender relations. / African Languages / M.A. (African Languages)

Microfinance has generally been acclaimed as one way to reduce poverty through the provision of financial services targeting the previously “unbankable” poor. Persons with Disabilities (PWDs) are amongst society’s most excluded groups financially and the absence of PWDs within mainstream Microfinance urges Disabled People’s Organisations (DPOs) to directly engage in Microfinance. The practices by such alternative actors are suggested to be generally rejected because they risk being inefficient and failing. The objective of this study is to analyse examples of how DPOs in Nepal practice Microfinance and whether they generally follow recommended best practices. The correlation with what is perceived as best practices provide evidence to suggest whether the DPOs’ practices should be generally rejected or motivated as plausible and justified accordingly. To accomplish this, a well-justified analytical framework of recommended best practices for DPOs engaged in Microfinance is created, and field research is undertaken in Nepal, April-May 2014. It can be concluded that recommended best practices are followed at a general level; however, the extent varies within and between the analysed practices. The results provide sufficient evidence to suggest that the practices are plausible and justified accordingly, and should not be generally rejected.

This essay deals with the topic of regional integration in Africa. Using the Southern African Development Community (SADC) as an example, it seeks to answer the question what constitutes a successful region organisation. To do this a number of criteria defining success were developed and subsequently applied to the SADC, the main one beeing the organisations ability to adapt to change. In order to be able to show whether and how the SADC has reacted to and accommodated changes, the analysis was built around a description of the historical evolution of the SADC(C). The changes made by the SADC (political structure, membership, goals) have been summarised and assessed. Special attention was paid to the (potential) problems identified by Winfried Lang (1982). Guided by the thoughts of Winfried Lang and the criteria used in this essay defining what constitutes a successful regional organisation, we find that the Southern African Development Community is rather successful. The SADCC seems to have created a good basis for integration, and the organisation has proven ist ability to adapt to changes, even if they are as all-embracing as the end of the apartheid regime in the RSA and the subsequent membership of the former opponent. One can thus suppose that the SADC could, if necessary, accomodate changed circumstances again, and is thus unlikely to become one of the many failed regional organisations in Africa.

The vulnerable social situation of the indigenous women in Bolivia is often on the agenda of many organisations (CSOs and NGOs). Especially, the deep rooted socio-political discrimination of this group has been addressed in several researches and during various international development forums. However, few of these investigations have tried to understand in what ways the Aymara women themselves want to be supported by organisations in order to become socially empowered. In regard to this, the contemplation of this Master Thesis has been to, in an inductive manner, increase the understanding of the concept of social empowerment from the perspectives of Aymara women and NGOs/CSOs. To do so a qualitative field based study, aimed at letting Aymara women themselves explain the social situation, was conducted in Bolivia during the spring 2007. The outcome of this research has also served as a foundation to a discussion, with special references to the Swedish aid-agency Svalorna Latinamerika, concerning what NGOs and CSOs ought to consider when working with social empowerment of Aymara women. The overarching methodological approach of the study has been that of a bottom-up implementation analysis. In order to retrieve information from the field techniques such as socio-anthropological studies, observations, interactions and interviews have been applied. Several interesting insights and conclusions have been retrieved from the investigation. The primarily conclusion drawn is that empowerment can neither be received nor given as it has the features of a learning process. Accordingly, in regard to this organisations must adopt the role of 'supporters' rather than 'suppliers'. Secondly, it has been reasoned that any undertaking aimed at supporting social empowerment for and of Aymara women must be synchronised with the progression of the women's learning processes. This specifically suggests that organisations must adopt long-run as well as holistic programmes rather than ad hoc activities. The overall conclusion drawn is that if the social empowerment for and of Aymara women is to benefit from the undertakings of organisations the planning, implementation and evaluation of the activities must primarily be based on terms given by the women. 4

Isolated hip fracture following a minor fall is a serious injury, normally requiring urgent surgical treatment and a complex recovery journey. Although commonly associated with the elderly, incidence and impact in adults under 60 years of age may be underestimated. The extensive literature almost exclusively focuses on the elderly, surgical interventions and relatively short-term outcomes. Young adults are also missing from the dominant societal discourse and healthcare policy on fragility hip fracture. They therefore represent a silent sub-subset of the fragility hip fracture population, whose recovery experiences and needs, particularly in the longer term, remain largely unknown. A critical interpretivist approach and The Silences Framework (Serrant-Green, 2011), were used to ‘give voice’ to young adults with isolated hip fracture. Thirty participants, between one and ten years post injury, completed an in-depth, minimally structured interview in which they told their story of recovery. An inductive, thematic analysis was undertaken integrating Braun and Clarke (2006) and the four phase cyclical analysis of The Silences Framework (Serrant-Green, 2011). One cross-cutting theme: Communication emerged, together with four other main themes: Experience of care, Impact on self, Impact on others and Moving forward. 11 The findings indicated wide variation in the quality of care, often influenced by social and professional norms regarding hip fracture patient characteristics such as age and mode of injury. Multi-faceted, often long term, physical, social and psychological impact on participants, their family and wider social networks was also found. This included Post Traumatic Stress Disorder type symptoms and impact on work, finances and relationships. The study highlighted some limitations of the current hip fracture care pathway for supporting the specific recovery needs of young adults. It also identified some limited effectiveness of commonly used patient reported outcome measures for hip fracture in this young client group. Exploring the recovery experiences of this under-represented group confirmed, but also altered the silences initially identified. Furthermore, it uncovered new silences which informed recommendations for future research; healthcare practice and policy. This study offers the first long term exploration of the impact of isolated hip fracture following a minor fall in young adults from their perspective. In doing so, it has also demonstrated the appropriateness of The Silences Framework (Serrant-Green, 2011) for guiding a person-centred, experience-based, acute orthopaedic/rehabilitation study undertaken by a student researcher.

MA (English) / Department of English / The prevalence of patriarchal norms and the privileging of the African man in African literary works gradually led to an erasure of women‘s identities, thereby leaving them to hold peripheral positions. This has motivated African women critics to engage in linguistic and performative methodologies to restructure African women‘s status in postcolonial writings. Using feminist literary theory, Marxist literary criticism and postcolonial theory, among others, this study explores the changing images of women as depicted in a selection of Yvonne Vera‘s works, namely: Butterfly Burning (1998); Under the Tongue (1996); Without a Name (1994) and Nehanda (1993). Close reading and textual analysis are employed in examining the strategies devised by Vera to assess patriarchal attitudes that suppress women as well as reconfiguring their identities. This study is inspired by the desire to investigate the techniques employed by an African woman writer in speaking against marginalisation, exploitation and oppression of women in a postcolonial literary environment. Of primary concern to this study, is an examination of how Vera unleashes, re-writes and re-negotiates the potential of an African woman in her novels. This study distinctly shows that, as a subaltern writer, Vera reconfigures her female characters‘ identities through social and economic liberalisation. It is clear in this study that economic liberty has a great impact on the life of an African woman. This study contributes to the growing body of works that appreciates women writers‘ efforts in transforming, reifying and reinstating the image of African women in fictional works. / NRF

Thesis (M. A. (English Studies)) -- University of Limpopo / The primary aim of this study is to examine gender stereotypes and their profound impact on the socialisation of females and males. Further, it analyses the extent to which these stereotypes inform the relations and interactions between males and females and their general deportment. Nervous Conditions (1988) by Tsitsi Dangarembga and The Joys of Motherhood (1994) by Buchi Emecheta are the selected primary fictional texts to be textually examined and analysed. The study focuses on women oppression, discrimination, misogyny, sexism, marginalisation and subjugation that flow from gender socialisation. Furthermore, gender socialisation cultivates in the male a macho sense of self-importance, privilege, entitlement, invincibility and substantive power. Lastly, the study seeks to contribute to the body of knowledge about the topical debate on women emancipation and gender equity transforming patriarchal societies.