Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 345-362). Available also in a digital version from Dissertation Abstracts.

This study highlights the contribution of activists from Durban and Cape Town in the anti-apartheid struggle in South Africa in the early nineteen seventies. Historians tend to generally disregard this period, that followed the state crackdown on black political organisations and leaders, especially when writing on the 1960s Defiance Campaign and the 1976 uprising. The respondents in this study developed their political consciousness during the period when internationally there was growing popular resistance to the Vietnam War, coupled with the emergence of the militant Black Power Movement in the USA. This was also the period of the development of the Black Consciousness Movement among 'black' university students in South Africa. The emergence of the dynamic Black Consciousness Movement gave young individuals the ammunition to explore a new identity that could help them discard the shackles of the oppressive consciousness drummed through apartheid schooling. The thesis of this study is about the significant impact the deconstruction of racial identities had on the lives of young activists who resisted racial and class oppression, during the period incorrectly described as The Fifteen Year Night After Sharpeville2 '. It contends that revolutionary zeal evoked spontaneous learning. Powerful learning occurred when it was linked to the struggle against oppression. Under such conditions groups and individuals took responsibility for their own learning and developed skills and strategies that has largely stayed with them for the rest of their lives. This study presents the oral stories of some activists from the Durban and Cape Town areas and explores the activities of these two groups, hundreds of miles away from one another who pursued activities that were largely similar. The focus is on the learning that emerged through the consciousness raising and the conscientisation processes that helped activists psychologically liberate themselves from racial indoctrination. It traces the 2 Jaffe, 1994: 182 development of their consciousness during their youth and examines how that consciousness impacted on their lives as well as their understanding of their social identities in the present. The Black Consciousness philosophy drew individuals away from the preconceived notions rooted in the oppressive ideology of apartheid and created a new identity that promoted 'black' pride and solidarity. Although the groups operated almost 1700 kilometres apart, this study found that those activists who were exposed to philosophies like Freire's 'Education for Liberation' converged towards a common goal for revolutionary social change. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2007.

The South African 'helping' profession of Speech and Hearing Therapy (SHT) is unable to train sufficient numbers of Black African First-Language (BAFL) speaking graduates to support claims of equity in service provision to the population as a whole. The first part of this study presents a model of professional development that argues for the profession's epistemological foundations to be significantly implicated in creating a training programme that is both structurally racist and resistant to fundamental change. Set against this, however, is the socio-political context of South Africa that is demanding educative parity. This study, therefore, attempts a re-problematisation of the professional curriculum by firstly re-locating the research approach away from the problematic epistemological foundations of the discipline, and secondly, by introducing the historically marginalised voice in professional curriculum debates: A BAFL-speaking student who has experienced significant difficulty in negotiating the professional curriculum. This life-history study is, therefore, aimed at revealing a student's interpretations of her training through the lens of her past life experiences. Nolwazi's story points to a fundamental difference in conceptualising the nature of 'help' or 'care', from that of her professional training programme. As a result, and while claiming that the rational, objective discourse of the training programme teaches separation of therapist from client, she experiences significant alienation from the teaching and learning process. On the basis of her analysis offering a significant resonance to the arguments put forward in developing the current model of professional training, an alternative model of curriculum process for a therapeutic discipline is presented. Realistically, however, it is suggested that a curriculum founded on 'care' will not supersede that based upon 'separation' - because of the interests served in maintaining the latter. It is concluded that the professional training programme will be able to resist change to its epistemological foundations, and that issues of inequity will become obsolete, once South African schools are able to provide a sufficient pool of BAFL speaking students who have been educated to accept western rationality as the legitimate basis for the expression of a health profession's 'care.' / Thesis (Ph.D.) - University of Durban-Westville, 2002.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: C. Pascal.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2672. Includes bibliographical references (leaves 210-216).

Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).

M.A. (Psychology) / Please refer to full text to view abstract

M.A. (Clinical Psychology) / This study primarily investigates the content and subtypes of stereotypes that Black students hold towards Black students who listen to Rock music. The secondary aim of this study was to explore ethnic group differences in music listenership, especially with regard to Rock and Rap/Hip-Hop genres, which are associated with White youth culture and Black youth culture respectively. Using a Likert type scale, participants indicated the frequency with which they listened to Rock, Rap/Hip-Hop, Country, and Classical music genres. Results indicated that most Black respondents either rarely or never listened to Rock while most White respondents listened to Rock either occasionally or most of the time. Rap/Hip-Hop was the most popular genre among all respondents. Further results of this study also indicated the presence of a measureable stereotype consisting of 31 stereotypic attributes that Black students hold towards other Black students who listen to Rock music. The specific stereotype, identified by this study, of Black students who listen to Rock music contained two subtypes, namely the Sociable Unique Artistic, Free-spirits subtype and the Odd Deviant and Boisterous subtype. The Sociable Unique Artistic, Free-spirits subtype included attributes that were more positive in comparison to the Odd Deviant and Boisterous subtype which contained negative stereotypes. Suggestions of how future research can build on or extend the information gained from the present study were also made.