Doctoral Degrees (School of Education Studies)

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Browsing Doctoral Degrees (School of Education Studies) by Author "Beyers, C."

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    Chronicles of the experiences of orphaned students in a higher education institution in Kwazulu-Natal
    (University of the Free State, 2015-02) Mthiyane, Ncamisile Parscaline; Nkoane, M. M.; Beyers, C.
    English: Given the escalating number of orphans globally, orphanhood and caring for the orphaned has become one of the major challenges faced by societies. In South Africa, the major goal for the supportive initiatives and developments is to meet the needs of a democratic society. This growing numbers of Orphaned and Vulnerable Children (OVC’s) may have considerable impact on the higher education institutions (HEIs) and on the lives of higher education (HE) students. One of the consequences of challenges faced by students in HEIs is characterised by the recent access of students from diverse historical, educational, socioeconomic and socio-cultural backgrounds. Access to students from diverse backgrounds previously unrepresented in HE, the disadvantaged and orphaned, is still a challenge for HEIs and to some extent contributes to them giving up their studies or dropping out. Working within the critical emancipatory paradigm, this study seeks to chronicle the experiences of orphaned students at a HEI; to give them a platform on which to voice their perceptions through critical engagement in meaning-making discourses about their lives and circumstances. An eclectic mix of Critical Emancipatory Research (CER) and Bronfenbrenner’s Ecological Systems Theory (BEST) is utilised with the understanding that orphanhood is a social challenge; and inorder to make any interventions the outcomes are to be psychosocially, historically, politically and culturally responsive or appropriate to individuals who are pushed to margins of the society. While CER in this study addresses issues such as empowerment in contexts, inequality, oppression, domination, suppression, alienation, power and transformation, Bronfenbrenner’s Ecological systems theory is adopted to focus on the quality of interrelationship between HE orphaned students and their contexts. Methodologically, this qualitative study presents how CER and BEST principles are integrated within Participatory Action Research (PAR), an approach which enhances collaborative engagements, and empowers students to take decision by putting theory into practice. A single case study was chosen and utilised to allow for in-depth explorations of the participants’ experiences and how they address orphanhood needs and challenges in a HEI. Purposive snowballing sampling was utilised to identify participants. To generate data from one-on-one and focus group discussions (FGDs), reflection journals and verbal reflections, a Free Attitude Interview (FAI) technique was employed. Considering the sensitive nature of reliving the past in this study, ethical considerations were observed to guard against possible ethical dilemmas, and the less obvious yet harmful effects of research. Critical Discourse Analysis (CDA) approach was utilised to analyse written texts and spoken words to reveal the discursive sources of power, dominance, inequality, and bias and how these sources are initiated, maintained and transformed within specific contexts. The findings and conclusions of the study have proved the existence of orphaned students in HEI. Further highlighted is how issues of orphanhood, economic challenges and poverty are embedded in how this impact on academic performance, curricula needs and approaches relevant for pre-service teachers. Therefore, following engagement in transformative and participatory methods that embraces students’ capabilities, form basis for psychosocial empowerment. As a recommendation based on findings and conclusions, I have suggested that further studies on the application, monitoring and evaluation of the strategies for care and support framework of the orphaned in an HEI and how these could be linked to and applied utilising participatory approaches (PAR). Further recommendations include preservice training programmes on psychosocial development; review of HE policies focussing on accessibility and relevancy and creation of ongoing support and mentoring programmes for the students to feel effectively empowered and emancipated in the years spent in HEI an implication for improved rates of input and output.
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    Exploring the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness
    (University of the Free State, 2022) Bosch, Levina Catherina; Beyers, C.; Mukuna, K. R.
    The premise of this study is to explore the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness. In order to understand the complexity of this study, it is important to note the past inequalities and the effect of it on children, specifically on their concentration levels within the classroom and the changes it brought to where the education system is today. This background gave way to the purpose of this study to determine the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness, as well as to determine the experience teachers have with learners’ concentration levels in school. Furthermore, I want to establish how teachers perceive neurofeedback and the implementation thereof. This will indicate if it would be possible to implement neurofeedback training into the South African educational system and to determine the support teachers need to do so. A mixed method approach was followed, whereby the research adopts an embedded convergent research design, whereby qualitative and quantitative research data are embedded in a larger design. The sampling utilizes a simple multi-stage purposeful random sample design. The first stage is a random selection and the following stage is purposive selection of participants (Onwuegbuzie & Collins, 2007). The population involved all Primary Schools from the Motheo District, in the Free State Province, South Africa, who were willing to take part in this study. The data gathered from the questionnaires was analysed by a statistician with the program called Python to the point where the data could be represented in graph form. The data from the document analysis was done, were a six (6) page report, received from the qualified occupational therapist. The data from the focus group interview was also interpreted in conjunction with the data found from the document analysis to clarify, support and strengthen the results found. Literature was also collected with regard to theories and aspects of concentration, child development, as well as neurofeedback, and the necessary inferences and conclusions drawn. Findings from the study were significant and positive in terms of the possible implementation of Brain Gain Neurofeedback training into the South African school curriculum as well as the need, almost desperation, that were identified that exist among teachers.
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    A participatory visual exploration of nurturing masculinity amongst Eastern Cape-based Xhosa male foundation phase teachers
    (University of the Free State, 2023) Kagola, Obakeng; Müller, M.; Beyers, C.
    Teaching in the Foundation Phase (grades R to 3) is commonly perceived as a profession designated for females. Global research, including specific studies in South Africa, indicates that male teacher involvement in the education of young children aged five to nine remains limited. Scholars attribute this lack of participation to the socially constructed notion that teaching in the Foundation Phase is exclusively women’s work, reinforced by the belief that this profession primarily involves nurturing and caring activities. Additionally, the literature suggests that rigid masculine ideals and patriarchal practices contribute to men’s resistance and reluctance to engage in nurturing and caring professions, as they fear being perceived as less masculine or inadequate. Moreover, male teachers in the Foundation Phase face scrutiny and questioning of their masculinity, as their choice of profession deviates from the socially constructed norms of hegemonic masculinity. Some of the male Foundation Phase teachers attempt to reaffirm their masculine identities by distancing themselves from nurturing activities perceived as soft, aiming to conform to hegemonic masculine ideals. This study was aimed at exploring the use of participatory visual methods to explore nurturing masculinities amongst Xhosa male Foundation Phase teachers in the Eastern Cape province of South Africa. The qualitative study adopted a transformative paradigm and employed participatory visual research methodologies (PVRM) as its design. Two feminist theories, namely Raewyn Connell’s theory of masculinity and a feminist post-structural lens, guided the interpretation of the data. Six Xhosa male Foundation Phase teachers were recruited as participants using snowball sampling. Data were collected through the participatory visual methods photovoice, metaphor-drawing and collage-making. The participants were engaged in the initial stage of analysis through participatory analysis, which was followed by thematic analysis of the generated data. The findings reveal that Xhosa male Foundation Phase teachers navigate their positions as men within the amaXhosa cultural context as fathers and husbands in their communities, homes and schools. Consequently, their performances fluctuate between hegemonic and complicit streams of masculinity in and around the classroom. Their understanding of nurturing is influenced by their childhood experiences and transitioning into amaXhosa cultural practices of manhood. In their early years, participants experienced a feminine approach to nurturing and care from their mothers and grandmothers. In their later years, they were exposed to fatherly and more cultural masculine forms of love and support as they navigated through the passage of manhood. The Xhosa male Foundation Phase teachers who participated in this study facilitated nurturing in and around their classrooms by constructing respect, care and support for self and others. This involved acts of kindness and empathy. They further challenged patriarchal practices such as the notion that “men must be respected”, which can hinder their ability to foster nurturing environments. The study offers recommendations for policy, practice and future research. For instance, faculties of education providing Foundation Phase qualifications should enhance teacher training on pedagogical strategies that enable teachers to address sensitive topics such as gender diversity and inclusivity without feeling uncomfortable or unprepared. Research is needed in South Africa regarding the inclusion of males in the education of young children in the early years, particularly exploring learners’ perceptions and experiences of being nurtured by male Foundation Phase teachers.
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    Psychosocial effects of child sexual abuse on the holistic development of the girl child in Zimbabwe
    (University of the Free State, 2021) Mugabe, Miriam; Beyers, C.
    This study examined the psychosocial effects of child sexual abuse on the holistic development of the girl child, with the aim of suggesting sound preventive and protective measures that can be taken to mitigate the problems of child sexual abuse among Form Two learners in Gokwe District, Zimbabwe. Child sexual abuse has devastating, lifelong effects on girl victims, generating great anguish and causing disruption to their lives. This research was informed by Ellis Rational Behavioural therapy, Erikson’s psychosocial theory and Bronfenbrenner’s ecological theory. In this study, a qualitative phenomenological design was used, with in-depth interviews, and focus group discussions as data collection instruments from ten Form Two learners, two teachers, two headmasters and one police officer. The participants were purposively sampled. An inductive approach to analysing the responses to interviews and focus groups was undertaken to allow patterns, themes, and categories to emerge. Cultural and religious practices, poverty and HIV/AIDS were noted as the main factors which exacerbated the problem of child sexual abuse among learners. Generally, the learners who participated in this study pointed out that their perpetrators were not strangers but close family members, teachers, neighbours, care givers and respected people in the community. Findings of this study also revealed that child sexual abuse affects the moral, physical, cognitive/intellectual, emotional, social and behavioural development of form two girl learners, impacting on their academic performance, health and their survival. This study recommended that there is need for the government to introduce strict laws on offenders of child sexual abuse. There is need for all stakeholders, including the government, to address the root causes of child sexual abuse (such as poverty, cultural and religious factors, neglect, traditional myths and divorce). In addition, communities should be educated and conscientised on the dangers of child sexual abuse.
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    Sociodemographic factors and their influence on school health and HIV programmes: the case of Lesotho
    (University of the Free State, 2020-06) Letsie, Puleng Relebohile; Beyers, C.
    Many adolescents and young people approach adulthood faced with conflicting and confusing messages about sexuality, gender, and culture. These are often exacerbated by embarrassment, reprimanding, silence, and disapproval of open discussion of sexual matters. These young people, often school-going, are affected by many challenges, and in various ways. Some of these challenges include HIV, high morbidity, premature deaths, orphan hood and early and unintended pregnancy (EUP), among other challenges. These are more pronounced in Lesotho, as the country has the second highest HIV prevalence globally. Moreover, they are exacerbated by the high levels of other communicable and non-communicable diseases, social inequalities, and economic challenges. The education sector is facing considerable challenges due to the high HIV prevalence among adolescents and youth, increasing levels of school-related gender-based violence, as well as the large number of teenage pregnancies among school-going adolescents and young people. In Lesotho, and in most countries in Southern Africa, young people are reported to have their sexual debut from as early as 12 years. School settings therefore provide an important opportunity to reach large numbers of young people with HIV prevention, treatment and impact mitigation programmes through integrated school health and Comprehensive Sexuality Education (CSE) programmes, offering an appropriate structure through the formal curriculum. Although the education sector has been responding to these challenges, glaring gaps continue to surface. These are mainly related to the social and cultural dynamics about educating young people about health, sex, sexuality, HIV and other social issues. Among the various sociodemographic factors, this study critically analyses how gender and culture specifically, affect and influence school health and HIV programmes, with a specific focus on comprehensive sexuality education (CSE) within schools. It highlights the key health issues and challenges, as well as other critical social issues facing adolescents. Furthermore, it continues to narrate the nature and scope of school-based health and HIV prevention programmes in Lesotho. It draws special attention to the relationship between sociodemographic factors and the education sector; and highlights how the selected sociodemographic factors influence and affect school health and HIV programmes, specifically sexuality education. It then concludes with recommending a culturally sensitive and gender transformative implementation framework that can be adopted to contextualise responses to the HIV epidemic and enhance CSE implementation, as it emphasises what is required for effective health and HIV programmes in schools. The findings revealed that the roles, attributes, behaviours, and level of comfort of parents / guardians and teachers highly affect the success of school health and sexuality education programmes. The curriculum content should be informed by prevalent, gender transformative and culturally sensitive materials and issues, with learners and communities also contributing to the development of the curriculum and strategies to roll it out. Emphasis is placed on the need for deeper and more meaningful content within the curriculum, as well as the continuous updating of key health topics, such as menstrual health management (MHM), which is a glaring gap in the current curriculum. Finally, for school health and sexuality education programmes to be effective, meaningful, and efficient, they should be implemented alongside youth-friendly health services. For them to have considerable impact, these programmes should look beyond the individual to the society, addressing not only safer sexual practices, but underlying contextual issues, such as gender inequality and culture. These factors include parental involvement in school-based health and HIV programmes; community involvement in the review of curricula; and stakeholder perceptions about the key issues around sexuality and related challenges.