https://ir.unisa.ac.za/handle/10500/30866 2026-05-05T13:31:36Z 2026-05-05T13:31:36Z Mugejo, Livit https://ir.unisa.ac.za/handle/10500/32378 2026-05-05T08:23:36Z 2025-06-30T00:00:00Z

A critical analysis of immunity extended to the spouses of the heads of state Mugejo, Livit

2025-06-30T00:00:00Z Kape, Luka Shirley https://ir.unisa.ac.za/handle/10500/32305 2026-03-31T16:00:29Z 2025-12-31T00:00:00Z

Vat en sit: Intimate partner violence against women in Ratanda South of Heidelberg Kape, Luka Shirley ‘Vat en sit’1 relationships have become an alternative form of domestic partnership as compared to marriage, without following the process of lobola. With an increased number of couples opting for ‘vat en sit’ relationships, women are becoming more at risk of experiencing intimate partner violence. The purpose of this study was to investigate intimate partner violence against women in these types of relationships. The study adopted a feminist approach as a contextual framework to understand the social problems and issues these women experienced. Qualitative research was employed to better understand the experiences of women, with the use of semi-structured interviews to collect data. A total of eight women who are in ‘vat en sit’ relationships, residing in Ratanda, with ages ranging from 22 to 46 years old were interviewed. Four key themes, reasons why couples enter into ‘vat en sit’ relationships, acts of unfaithfulness and trusting issues, expressions of intimate partner violence (physical, psychological, sexual and financial), and protection order emerged from the thematic data analysis indicating the existence of intimate partner violence in ‘vat en sit’ relationships. The findings indicated that women in these relationships experience physical, psychological, sexual and financial abuse from their partners. The study recommends that approach to the arrest and prosecution of perpetrators be intensified by the criminal justice system to avoid further abuse in ‘vat en sit’ relationships.

2025-12-31T00:00:00Z Mokhesi, Teboho Maxwell https://ir.unisa.ac.za/handle/10500/32120 2025-02-27T12:22:10Z 2024-10-03T00:00:00Z

Perceptions of adolescents in Gauteng, South Africa towards gender roles Mokhesi, Teboho Maxwell Gender roles remain one of the most contentious subjects in modern society, due to their far-reaching consequences on both structural and cultural norms. Perceptions of gender roles vary significantly among individuals, ranging from traditional to more egalitarian views. Until recently, research has predominantly focused on adult perspectives, with little attention given to adolescents, particularly in the Global South. This study seeks to address this gap by exploring South African adolescents’ understanding of gender roles within the context of the country’s patriarchal values. The study followed a qualitative research paradigm, guided by feminist approaches and social role theory. A narrative inquiry method was used to gather data from six participants (three males and three females) between 18 and 20 years old (at the time of the study), recruited through snowball sampling. Semi-structured interviews were conducted, and the data were analysed thematically. The findings reveal that traditional gender roles remain pervasive in the lives of South African adolescents from Gauteng, although the impact on individual agency varies depending on the context. Parents play a key role in transmitting gender role expectations, but these influences are often shaped by the adolescents’ broader social environments, including peers and media. In conclusion, traditional gender roles continue to shape gender relations among South African adolescents. The study highlights the complex and fluid nature of gender and gender role attitudes, emphasising the need for ongoing dialogue and a commitment to improving gender relations in society.; Dikarolo tsa bong e ntse e le e nngwe ya ditaba tse tsosang kgang setjhabeng sa sejwale-jwale ka lebaka la ditlamorao tse kgolo ho ditlwaelo tsa popeho le setso. Maikutlo a dikarolo tsa bong a fapana haholo hara batho, ho tloha moetlong ho ya ho maikutlo a tekano. Ho fihlela morao tjena, diphuputso di shebile haholo maikutlo a batho ba baholo, ho sa natswe tlhokomelo e nyane ho batjha, haholo-holo lefatsheng le ka Borwa. Phuputso ena e shebana le ho rarolla lekgalo lena ka ho lekola kutlwisiso ya batjha ba Afrika Borwa mabapi le dikarolo tsa tekano ho latela maemo a naha a bopatriareka. Phuputso ena e ile ya latela mohlala wa boleng ba dipatlisiso, o tataiswang ke mekgwa ya bosadi le kgopolo-taba ya karolo ya setjhaba. Ho sebedisitswe mokgwa wa ho etsa dipatlisiso ho bokella datha ho tswa ho bankakarolo ba tsheletseng (ba batona ba bararo le ba batshehadi ba bararo) ba dipakeng tsa dilemo tse 18-19, ba thaothuweng ka disampole tsa ho thaotha. Dipuisano tse batlang di hlophisitswe hantle di ile tsa etswa, mme datha ya hlahlojwa ka mokgwa o hlophisitsweng. Diphumano di senola hore dikarolo tsa moetlo tsa bong di dula di atile maphelong a batjha ba Afrika Borwa ba tswang Gauteng, leha ditlamorao ho mokgatlo ka mong di fapana ho latela maemo. Batswadi ba bapala karolo ya bohlokwa ho fetiseng ditebello tsa karolo ya bong, empa ditshusumetso tsena hangata di hlohlelletswa ke maemo a bophelo a batjha, ho kenyeletswa dithaka le metjha ya phatlalatso ya ditaba. Qetellong, dikarolo tsa setso tsa bong di tswelapele ho theha dikamano tsa bong hara batjha ba Afrika Borwa. Phuputso e totobatsa semelo se rarahaneng le se sa rarahanang sa maikutlo a karolo ya botona le botshehadi, ho hatisa tlhokahalo ya dipuisano tse tswelang pele le boitlamo ba ho ntlafatsa dikamano tsa tekano setjhabeng.; Iqhaza lezobulili lilokhu lingesinye sezihloko ezidida kakhulu emphakathini wanamuhla ngenxa yemiphumela enembangela enkulu ekwakhekeni nasezimisweni zamasiko. Yehluke kakhulu imibono yabantu ngeqhaza lezobulili, kusukela ekubukeni ngokwesiko kuye ngokokulingana. Njengamanje-ke, ucwaningo luzogxile kakhulu emibonweni yabantu abadala, kube kuncane kakhulu okuyimibono yentsha, ikakhulu engxenyeni eseNingizimu yomhlaba. Lolu cwaningo luhlose ukubhekana negebe elikhona ngokuthi luhlonze lokho okuqondwa yintsha yaseNingizimu Afrika mayelana neqhaza lezobulili ngokwezimiso zenzalabantu ezweni. Ucwaningo lusebenzise uhlelo lokuhlaziya iqophelo, ngokuqondiswa yizindlela zokuvikelwa kwabesifazane kanye netiyori emayelana neqhaza lomphakathi. Lapha kusetshenziswe indlela yophenyo elandisayo ukuze kuqoqwe idatha kubabambiqhaza abayisithupha (abesilisa abathathu nabesifazane abathathu) abaphakathi kweminyaka eyi-18-19 ubudala, abatholakale ngokohlelo lokubanxenxa. Kwenziwa inhlolovo evulelekile, kwase kuthi idatha yona yahlaziywa ngokwengqikithi yocwaningo. Imiphumela iveza ukuthi iqhaza lezobulili ngokwesintu lisalokhu lihamba phambili empilweni yentsha eNingizimu Afrika ehlala eGauteng, nakuba umthelela walokhu kumuntu ngamunye wehlukile kuye ngesimo esibhekwayo. Abazali badlala indima ebalulekile ekufundiseni ngalokho okulindelekile ngokweqhaza lezobulili, kodwa lokhu kudalwa nayisimo senhlalo kubantu abasha, okuhlanganisa nontanga kanye nabezindaba. Uma sesiphetha, iqhaza lezobulili ngokwesintu liyaqhubeka nokubumba ubudlelwano bobulili entsheni yaseNingizimu Afrika. Ucwaningo lugqamisa ukwehluka nesimo semvelo yobulili kanjalo nokuziphatha ngokweqhaza lezobulili, ngokugqugquzela isidingo sokuba nezingxoxo kanjalo nokuzibophezela ekwenzeni ngcono ubudlelwano bezobulili emphakathini. Abstract in English with Sepedi and Zulu summaries

2024-10-03T00:00:00Z Sempe, Matobako https://ir.unisa.ac.za/handle/10500/32111 2025-02-18T08:43:28Z 2024-10-01T00:00:00Z

Grade 12 rural mathematics teachers 'discourses during calculus lessons: a case of effective teachers in Qwa-Qwa, Free State Province, South Africa Sempe, Matobako This study investigates the mathematical discourses of Grade 12 mathematics teachers in rural classrooms during Calculus lessons in Qwa-Qwa, Free State Province, South Africa. The selection of five teachers was based on their consistent achievement of an 80% pass rate in the National Senior Certificate mathematics assessment over a period of three years or more. Employing a qualitative research approach, the study utilised three primary data sources: unstructured classroom observations, semi-structured interviews, and Video-Stimulated Recall Interviews (VSRI). Framed as a multiple case study within the interpretivist paradigm, the research focused on the discourse practices of these teachers during their teaching of Calculus. Critical Discourse Analysis (CDA) served as the analytical framework, complemented by the Mathematics Discourse in Instruction (MDI) conceptual framework. The study reveals how the components of MDI—namely exemplification, explanatory talk, and learner participation—were effectively integrated into the teachers’ lessons to convey Calculus concepts. The findings indicate that these elements were not only present but were also skilfully utilised by the teachers. They initiated Calculus instruction by linking it to students' prior knowledge and potential career paths, employing visual aids to facilitate comprehension. However, some teachers did not sufficiently connect graphical and algebraic representations. The discourses observed included scaffolding of new knowledge and structured questioning, though these practices sometimes restricted more profound mathematical discussions. While visual aids, gestures, and exemplification were employed to clarify concepts, certain methods inadvertently led to misconceptions. Furthermore, although teachers promoted learner participation, their reliance on structured questioning often limited opportunities for independent reasoning. The findings highlight both effective instructional strategies and areas for improvement, particularly in promoting deeper conceptual understanding and addressing potential misunderstandings in Calculus.

2024-10-01T00:00:00Z