This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms. An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices. On the basis of this research, important implications for practice at policy and pedagogical levels are identified.

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From introduction: The aim of this thesis is to describe and analyse the effects of labour migration on marriage and family life. The field material is from Burnshill, a village situated in the Keiskammahoek district in the Ciskei. Keiskammahoek is bounded on the East by the districts of King William's Town and Stutterheim, on the West and South by Middledrift and on the North by Cathcart. The inhabitants of Burnshill are overwhelmingly Xhosa and Mfengu (the main ethnic groups in the Ciskei) but also include a small proportion of people whose clans are of Mpondo and Thembu origin. This village has undergone extensive change. As we shall show later, it was settled de novo by the Mfengu and the Xhosa during the second half of the past century. This is one of the reasons why it lacks the homogeneity and continuity of cultural tradition which are predominant features of long-established communities.

The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate. The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)

Text in Afrikaans / This thesis offers a case illustration where autonomy as explanatory construction is described from ecosystemic thinking. Certain important constructions with the emphasis on autonomy are discussed. The focus is on a family in which incest occurred. Some possible patterns in such families are discussed. The content is presented in the form of a play in four acts, namely: Act 1 : The incest relationship Act 2: The disclosure of the secret Act 3: The involvement of the people concerned Act 4: The involvement of the helping professions The autonomy of the incestuous family and the way in which conservation is manifested is described. The research applies the theory to describe the process of an incest drama in one family. Conclusions and recommendations are applied to the general social work practice. / Hierdie verhandeling bied 'n illustrasie waar outonomie as verduidelikende konstruksie vanuit ekosistemiese denke in 'n gevallestudie beskryf word. Sekere belangrike konstruksies van ekosistemiese denke, met die klem op outonomie, word bespreek. Die fokus is verder ook op 'n gesin waarin · bloedskande voorkom en enkele moontlike patrone in hierdie gesinne word bespreek. Die inhoud word in die vorm van 'n drama wat in vier bedrywe uitgespeel word, aangebied, naamlik: Die 1e Bedryf: Die Bloedskande-verhouding Die 2e Bedryf: Die Bekendmaking van die geheim Die 3e Bedryf: Die Reaksie van die persone betrokke Die 4e Bedryf: Die Betrokkenheid van die helpende professies Die outonomie van die bloedskandegesin en hoe daar konservering in bogenoemde vier bedrywe voorkom, word beskryf. Daar word ook gefokus op die outonomie van die navorser en die professionele persone betrokke. Die teorie is toegepas in die navorsing om die proses van 'n bloedskandedrama van een Die teorie is toegepas in die navorsing om die proses van 'n bloedskandedrama van een gesin volledig te beskryf. Gevolgtrekkings en aanbevelings dui op die bruikbaarheid in die algemene maatskaplike werk praktyk. / Social Work / M.A. (Social Sciences)

It has been suggested that gambling behaviour may not be solely controlled by schedules of reinforcement, but may be under the control of verbal behaviour. Relational frame theory is a contemporary account of verbal behaviour which may be able to account for aspects of gambling behaviour that cannot be explained by a pure schedule of reinforcement account. Chapter 2 demonstrated that contextual cues may influence preferences for concurrently available slot-machines, thus overriding the contingencies of reinforcement in place. Chapter 3 demonstrated that the presence of accurate or inaccurate rules may influence slot-machine choice and affect gambling persistence. Participants that received inaccurate rules regarding the payout probability of a slot machine, gambled for longer than those given accurate rules. Chapter 4 reported that the discriminative functions of slot-machines could be transformed in accordance with derived same and opposite relations, such that participants showed preferences for slot-machines that had never been experienced before. Chapter 5 demonstrated that not only could preferences for concurrently available slot machines be transformed in accordance with derived comparative relations, but found that preferences for slot machines increased relative to the relational network that had been trained. In Chapter 6, ratings of wins, near-misses and losses on a computer simulated slot-machine could be altered in accordance with derived same and opposite relations, and could even override the non-arbitrary properties of a slot-machine. It was concluded that gambling is verbal behaviour and can be accounted for by derived relations and the transformation of function. These findings may explain instances of gambling behaviour which cannot be accounted for by the direct acting contingencies.

Previous researchers such as McGuire & Slater (2005) noted that people have an inherent need to share favourite music with other people, and also theorised that a democratisation of culture is taking place with consumers effectively standing by (or in some cases even replacing) traditional tastemakers by sharing music with one another through the Internet; thus shaping culture and in turn themselves. In addition, this theory supports the notion that once music consumers discover others online who have similar or interesting tastes, they may begin to interact with one another; therefore leading to the formation of communities around an artist or genre (or around a particular tastemaker such as a podcaster) which may also provide benefits to consumers in other areas of their social lives. The motivation of this thesis was to explore how these online social influences compared to the traditional offline social influences that can be inferred upon music consumption behaviours and habits. Methods of consumption can include listening to music alone or with others, obtaining music in different formats and on various platforms, and attending live events such as music shows or festivals. A study was conceptualised on behaviours relating to live music consumption, with a literature review being conducted on the exploration of the music industry and its digitisation, identity theory (both individual and collective), and social influence. The research methodology was separated into two phases; the first being a qualitative exploratory investigation consisting of a webnography data collection which was used to examine relevant trends in online forums, and the second an online survey. The online survey allowed for the quantitative testing of the theoretical frameworks identified by the literature review, as well as enabling the development of predictive models for live music consumption behaviours in both the online and offline social contexts.

M.Ed. (Educational Psychology) / The question of exercising authority has become crucial as a result of many disciplinary problems which educators progressively encounter. Social structures in educational context are presently changing drastically and consequently children and adults are facing new demands in their disciplinary relationship. This study forms part of a research project initiated by the Department of Educational Sciences of the Rand Afrikaans University. The importance of ten facets of discipline in the consideration of the discipline of children is being investigated. The aim of this study is to determine the importance of authority as a facet of discipline. Once this is known, educators in future could be directed towards this. In this research project authority has been fundamentally analysed. A literature study revealed aspects such as the acceptance of the child that he/she is subjected to authority, the child's attitude towards authority, the childs human decency, the mutual support of teachers and parents in implementing authority, the fact that the child should know that educators have authority over him/her, that the child should know that authority is the "rule of life" and that the child should know that authority is meant to protect him/her. Following the identification of the above mentioned aspects, a questionnaire was compiled to establish perceptions regarding the importance of authority as a facet of discipline. Parents and teachers were approached to respond to the questionnaire. The validity of the findings obtained from the questionnaire were investigated through factor analyses. A principal component analysis (peA) was followed by a principal factor analysis (pFA). The reliability of the information was investigated by means of an item analysis. Hypotheses on gender, language, qualification, educator status, school involvement, age, permanent residence religion marital status of respondents, number of children in primary school, number of children in secondary school and income level of respondents were tested. Significance was tested on the 1%- and 5%-level. The most important findings of the above mentioned investigation are as follow: The high averages obtained on all of the items on the importance of authority indicate that authority as a facet of discipline is very important. The high value which was attached to the mutual support of teachers and parents in ' implementing authority, that the child should know that authority is meant to protect him/her and that the child's human decency should be considered in an authority situation, show these aspects to be of fundamental importance to education. Significant differences of opinion between respondents were found to exist between gender, language groups, qualification groups, religious groups, marital status groups, residential localities, number of children in secondary school and income groups. No significant differences of opinion were found between respondents at different degrees of school involvement, educator status, age groups and number of children in primary school. It is concluded that respondents are of opinion that authority is of the utmost importance in the disciplining of children. It is recommended that guidance programmes in authority should be developed to equip parents and teachers with the necessary knowledge, skills, attitudes and understanding regarding the discipline of the child.