https://ir.unisa.ac.za/handle/10500/14516 Sat, 19 Sep 2026 01:58:38 GMT 2026-09-19T01:58:38Z https://ir.unisa.ac.za/handle/10500/33031 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. Thu, 01 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33031 2026-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33030 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. Sun, 01 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33030 2026-02-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32578 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. Sat, 31 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32578 2026-01-31T00:00:00Z https://ir.unisa.ac.za/handle/10500/32454 An intersectional analysis of early-career young cisgender women teachers’ experiences of learner-on-teacher violence Maake, Tshepo B; Kganya, Huma E Background: Learner-on-teacher violence is a growing global concern, and South African schools are not exempt from this issue. However, the specific experiences of early-career young cisgender women teachers remain underexplored, despite their heightened vulnerability at the intersection of sex, gender, age, physical appearance and structural factors such as inadequate institutional support. Objectives: This article presents an intersectional analysis of how intersecting identity markers, such as sex, gender and age, alongside physical appearance and structural vulnerabilities, shape the heightened susceptibility of early-career young cisgender women teachers to violence from male learners. Method: The study used qualitative research, conducting eight interviews with early-career young cisgender women teachers from secondary schools in Tshwane, Gauteng. Results: The findings show that young cisgender women teachers are especially vulnerable to male learner violence, influenced by a small age gap and patriarchal gender ideologies. This vulnerability impacts their psychological well-being, affecting their interactions with learners and the school environment. Conclusion: The intersection of sex, gender, age, physical appearance and structural vulnerabilities produces a distinct form of learner-on-teacher violence, underscoring the specific risks faced by early-career cisgender women teachers. This vulnerability requires targeted attention and intervention to protect them from male learner violence. Collaborative efforts from the Department of Education and schools are necessary to support and safeguard these teachers, especially in schools with a history of violence. Contribution: This study enhances our understanding of how male learner violence affects the teaching experiences and well-being of early-career young cisgender women teachers in secondary schools. Keywords: sex; gender; age; physical appearance; female teacher; male learner; secondary schools; violence; South Africa. Thu, 28 Aug 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32454 2025-08-28T00:00:00Z