https://ir.unisa.ac.za/handle/10500/14524 2026-09-17T22:12:00Z 2026-09-17T22:12:00Z Shabangu, Duduzile Priscilla https://ir.unisa.ac.za/handle/10500/33031 2026-08-27T11:39:25Z 2026-01-01T00:00:00Z

Exploring teachers' experiences in interacting with HIV+ learners in the foundation phase Gauteng East schools Shabangu, Duduzile Priscilla The HIV and AIDS pandemic presents many challenges to education in South African schools. The South African National Department of Education declared itself a central player in addressing many challenges presented by HIV and AIDS in schools. A significant challenge in this context lies in the need to enhance teachers’ experiences and capacity in interacting with HIV+ learners in the Foundation Phase within Gauteng East schools. The main purpose of this study was to explore the experiences of teachers in interacting with foundation phase learners who are HIV+. Data were collected through qualitative in-depth face-to-face interviews with ten teachers who were purposefully chosen to participate in the study. Two theories were employed in this study - theory of planned behaviour, with regard to understanding the factors that influence how teachers perceive, intend, and behave when interacting with HIV+ learners, and the intergroup contact theory - were adopted to help in creating strategies and interventions that will boost communication, foster understanding, and lessen stigma in creating inclusive and encouraging learning environments for HIV+ learners. The data revealed three themes and sub-themes; the themes are: (i) Navigating clinical, social, and emotional challenges (ii) The need for improved preparation and systemic support; and (iii) Pathways to improvement: recommendations for policy and practice. The study found that there are complex realities in teachers’ experiences in interacting with foundation phase HIV+ learners in Gauteng East schools. The participating teachers have been confronted with challenges that extend beyond conventional pedagogic roles, as they must navigate issues of learner medical non-compliance, stigma, and learners’ emotional distress, often without adequate institutional or professional support. Recommendations have been proposed for educational institutions and policymakers to improve support for HIV+ learners in schools. The study is significant because it provides empirical insights into how HIV-related issues are negotiated in early childhood classrooms, an area that is still understudied, by emphasising teachers' lived experiences.

2026-01-01T00:00:00Z Dewa, Thandiwe https://ir.unisa.ac.za/handle/10500/33030 2026-08-27T11:28:03Z 2026-02-01T00:00:00Z

Gender normativity in education : implications on teacher-learner relationships in King Cetshwayo District rural schools Dewa, Thandiwe This qualitative research study explored gender normativity and its implications for teacher-learner relationships in rural schools in the King Cetshwayo District of the KwaZulu-Natal province in South Africa. Semi-structured, in-depth interviews were conducted with 14 teachers to gain a deeper understanding of their perceptions of gender. This research employed Judith Butler’s theory of gender performativity and the intersectionality theoretical framework to examine how teachers’ perceptions of gender were shaped and how these perceptions influenced their expectations for gender performance and their daily interactions with gender-nonconforming learners in rural school settings. The study found that teachers’ relationships with gender-nonconforming learners were strained due to traditional stereotypical gender performance expectations and the negative reactions of most teachers to scenarios involving gender nonconformity. The study makes recommendations aimed at changing teachers’ perceptions of gender to promote positive teacher-learner relationships within school environments and to enhance the creation of safe learning spaces that accommodate all learners, regardless of their gender differences.

2026-02-01T00:00:00Z Sosibo, Nothando Bridget https://ir.unisa.ac.za/handle/10500/32578 2026-07-06T14:00:57Z 2026-01-31T00:00:00Z

Life after being diagnosed with HIV/AIDS : exploring the experiences of young women aged 18-35 diagnosed with HIV/AIDS in Mtubatuba Municipality, Kwazulu-Natal province Sosibo, Nothando Bridget In rural South Africa, young women face multiple challenges after being diagnosed with HIV/AIDS. This study explored the lived experiences of young women aged 18 to 35 who had been diagnosed with HIV/AIDS in the Mtubatuba Local Municipality, KwaZulu-Natal province, using the health belief model (HBM) and Goffman’s stigma theory to frame their psychosocial journeys. The study was guided by the interpretivist paradigm, where a qualitative research design was employed, using purposive sampling to access 15 participants. Semi-structured interviews were conducted, and thematic analysis was utilised for data analysis. The findings indicate that initial reactions to the diagnosis are marked by profound shock, fear of death, anger, and self-blame, which highlight the enduring perception of HIV as a fatal and morally stigmatised condition in rural communities. However, there was a gradual move towards acceptance, which is largely facilitated by counselling, health education, and supportive family networks. Health workers are pivotal in reframing HIV as a manageable condition, although inconsistencies in counselling quality highlight structural gaps in care. While family and peer support provide emotional stability, disclosure is fraught with fear of rejection, gossip, and community judgement. The absence of formalised external support groups and economic empowerment initiatives further exacerbated the participants’ psychosocial vulnerabilities. Coping strategies included strict adherence to antiretroviral treatment through alarms, calendars, and reminders; reliance on prayer and spirituality for resilience; lifestyle modifications such as reduced alcohol intake; and cautious navigation of romantic and sexual relationships. The study concludes that while biomedical interventions have transformed HIV into a manageable chronic condition, psychosocial and structural challenges remain significant barriers to holistic well-being. The study recommends strengthening community-based counselling, stigma reduction campaigns, and socio-economic support structures, alongside integrating spiritual care and safe disclosure protocols.

2026-01-31T00:00:00Z Gama, Dalisu Dumisani Thanduxolo https://ir.unisa.ac.za/handle/10500/32423 2026-05-05T08:50:49Z 2025-11-01T00:00:00Z

"Raw is law": exploring sexual behaviours of gay men who use pre-exposure prophylaxis (PrEP) in Gauteng, South Africa Gama, Dalisu Dumisani Thanduxolo This study explored the sexual behaviours of gay men who use pre-exposure prophylaxis (PrEP) in Gauteng, South Africa, through the perspectives of Erving Goffman’s stigma theory and Berger and Luckmann’s social constructionism theory. Employing these two theories, the study examined how sexual identities and the stigma associated with human immunodeficiency virus (HIV) and PrEP influence the sexual behaviours and decision-making processes of gay men. Consequently, the study explored the stigma and related barriers to accessing PrEP and its influence on sexual behaviours of gay men. Data were collected through in-depth interviews with 10 gay men in the Gauteng province of South Africa. The key findings are presented through three major themes. The first theme highlights the prevalence of risky sexual behaviours among most gay men who take PrEP, including condomless sex and multiple sexual partners, both before and after initiating PrEP. The second theme underscores that PrEP does not solely dictate sexual behaviour; rather, many participants continued to use it alongside other HIV-prevention strategies, such as condoms. The third theme addresses the stigma related to PrEP and uncovers the ongoing experiences of shame and negative labelling by friends, family, partners, healthcare professionals, and society as a whole. Overall, the study reveals a complex interaction between PrEP uptake, sexual behaviours, and stigma. While PrEP serves as an important method of HIV prevention, its impact varies among the gay men who use it. The persistent stigma surrounding PrEP highlights the urgent need for targeted education and awareness, continuous screening for sexually transmitted infections, and stigma-reduction initiatives to support and encourage informed and safe sexual health practices by gay men. The limited data available suggest that research focusing exclusively in gay men who take PrEP has not been sufficiently explored in South Africa. This research contributes to the body of knowledge on how PrEP affects various aspects of the lives of men who identify as gay and thus contributes by enhancing existing HIV-prevention methods. In addition to the wider prevention strategies, the research proposes how the methods can be better tailored for gay men. Additionally, the study also proposes a number of strategies to address various stigmas and social challenges faced by gay men who take PrEP. Based on the findings, recommendations were developed to inform strategies for HIV prevention, advance awareness and education in communities, reform healthcare practices, and influence health policy in inclusive and affirming ways.

2025-11-01T00:00:00Z