OVERCOMING SOCIOECONOMIC STRUGGLE AND ENCOUNTERING RISK: LIVED EXPERIENCES OF SOUTH AFRICAN FEMALE MIGRANTS

NAPA Bulletin ◽  
2010 ◽  
Vol 34 (1) ◽  
pp. 176-194 ◽  
Author(s):  
Chitra Akileswaran ◽  
Mark Lurie
Keyword(s):  
South African ◽  
Lived Experiences ◽  
Female Migrants

Self-Knowledge Creation Through Collective Poetic Inquiry: Cultivating Productive Resistance as University Academics

2017 ◽  
Vol 17 (3) ◽  
pp. 262-265 ◽  
Author(s):  
Daisy Pillay ◽  
Kathleen Pithouse-Morgan ◽  
Inbanathan Naicker
Keyword(s):  
Graduate Students ◽  
South African ◽  
Knowledge Creation ◽  
Lived Experiences ◽  
Turning Point ◽  
Poetic Inquiry ◽  
Collaborative Creativity ◽  
Self Knowledge ◽  
Found Poetry ◽  
Research Analysis

We explore how using the literary arts-based methodology of collective poetic inquiry deepened our own self-knowledge as South African academics who choose to resist a neoliberal corporate model of higher education. Increasingly, poetry is recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researchers. Also, poetry is understood as a mode of research analysis that can intensify creativity and reflexivity. Using found poetry in the pantoum and tanka formats, we provide an example of a poetic inquiry process in which we started off by exploring other university academics’ lived experiences of working with graduate students and came to a turning point of reflexivity and self-realization. The escape highlights our evolving understanding that collaborative creativity and experimentation in research can be acts of self-knowledge creation for nurturing productive resistance as university academics.

scholarly journals ‘Satan is holding your tongue back’: Stuttering as moral failure

2021 ◽  
Vol 10 ◽  
Author(s):  
Dane H. Isaacs
Keyword(s):  
South African ◽  
Disability Studies ◽  
Lived Experiences ◽  
Speech Language Pathologists ◽  
Treatment Approaches ◽  
Moral Failure ◽  
Personal Experiences ◽  
Discrimination And Oppression

Background: The last decade has seen researchers and speech–language pathologists employ and advocate for a disability studies approach in the study of the lived experiences of people who stutter and in the design of interventions and treatment approaches for such individuals. Joshua St. Pierre, one of the few theorists to explore stuttering as a disability, mentions as a key issue the liminal nature of people who stutter when describing their disabling experiences.Objectives: This article aimed to build on the work of St. Pierre, exploring the liminal nature of people who stutter.Method: Drawing on my personal experiences of stuttering as a coloured South African man, I illuminated the liminal nature of stuttering.Results: This analytic autoethnography demonstrates how the interpretation of stuttering as the outcome of moral failure leads to the discrimination and oppression of people who stutter by able-bodied individuals as well as individuals who stutter.Conclusion: As long as stuttering is interpreted as the outcome of moral failure, the stigma and oppression, as well as the disablism experience by people who stutter, will continue to be concealed and left unaddressed.

scholarly journals Graphical presentation of Lived Experiences of Educators in relation to CPTD within the Johannesburg West District High Schools

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South African ◽  
Teacher Development ◽  
Lived Experiences ◽  
Basic Education ◽  
Research Question ◽  
South African Council ◽  
Negative Experiences ◽  
Leadership Support ◽  
Statutory Body ◽  
Graphical Presentation

Continuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.

scholarly journals Developing Mindsets: A Qualitative Study among First-Year South African University Students

2021 ◽  
Vol 9 (2) ◽  
pp. 199-216
Author(s):  
Hettie Terblanche ◽  
Henry D. Mason ◽  
Barend van Wyk
Keyword(s):  
Qualitative Study ◽  
South African ◽  
Personal Growth ◽  
Lived Experiences ◽  
Engineering Students ◽  
Student Support ◽  
First Year ◽  
First Year Students ◽  
Support Programme ◽  
Support Programmes

This article reports on a qualitative study that evaluated first-year students’ lived experiences of attending a 12-week student support programme focused on fostering mindsets. Participants included 545 first year Engineering students enrolled for academic studies at a South African university. All participants completed qualitative narrative sketches depicting their experiences. A random sample of 300 students’ narrative sketches was included as data in the qualitative study. The data were analysed using thematic analysis, and Dweck’s theory on mindsets served as the theoretical lens through which the data were interpreted. The results indicate that the majority of students experienced significant personal growth from attending the student support programme. Additionally, the findings point to the relevance and importance of offering student support programmes focused on exploring mindsets to first-year students. The results of this exploratory study suggest that mindset theory should be considered as an essential component when advising first-year South African Engineering students. Furthermore, we make a case for the relevance of positive psychology-based development programmes for first-year students.

Violences in the South African Student Movement

2020 ◽  
Author(s):  
Buhle Khanyile
Keyword(s):  
South Africa ◽  
South African ◽  
Lived Experiences ◽  
Historical Context ◽  
Student Movement ◽  
Student Experiences ◽  
African Student ◽  
Qualitative Exploration ◽  
The Relationship ◽  
Current Experience

This essay draws attention to the complexities of understanding violence as a phenomenon and experience that almost always involves multiple parties, and contestations about violence itself and its use. It does so as both a theoretical and qualitative exploration of the concept and its lived experiences. The essay begins by puzzling over the intelligibility of violence and its definitional issues. Drawing on disciplinary approaches to violence (e.g., biological, sociological and political) as well as violence as spectacle, symbolic, embodied, systemic or implicit, it shows how violence has been and is mobilized to bring attention to sociopolitical and economic challenges currently and historically. Next it examines student experiences of violence during the recent student movement events in South Africa, and locates this event within the historical context of South Africa’s past and current experience of violence. Ultimately, the essay attempts to offer a way of thinking about violence less as an aberration to our peaceful existence but rather argues that violence might shape our very existence. It concludes by offering “existential violence” as a concept to help think through the relationship between existence and violence in a more nuanced way.

scholarly journals Of libraries, books, and reading: A journey of meaning making

2020 ◽  
Vol 57 (2) ◽  
pp. 101-108
Author(s):  
Edwin Smith
Keyword(s):  
Life History ◽  
South African ◽  
Lived Experiences ◽  
Meaning Making ◽  
African History ◽  
South Africans ◽  
Library Book ◽  
History Of ◽  
Reading Culture ◽  
History Approach

In this essay I seek to demonstrate how an iterative reading of Archie L. Dick’s The Hidden History of South Africa’s Book and Reading Culture (2012), read through a life history lens, makes meaning of the lived experiences of South Africans—particularly during the time of the struggle against Apartheid, which is the focus of this essay. Relying on the life history approach to the recounting and exploration of South African history through the library, book, and reading culture of South Africans, I trace the complex and multi-layered experience of South Africa and its peoples as reported in The Hidden History. Interwoven with my own experiences with libraries, books, reading, and writing, I unveil the significant making of meaning in Dick’s enterprise. As demanded by Dick, I confirm in this essay that South African liberation history must indeed include the roles played by librarians, books, and the experiences of ordinary South Africans in order to provide a fuller appreciation of the various influences and understanding of South Africa’s past.

Students With Disabilities' Learning in South African Higher Education

2021 ◽  
pp. 148-162
Author(s):  
Sibonokuhle Ndlovu
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Lived Experiences ◽  
African Higher Education ◽  
Normative Practices ◽  
South African Higher Education ◽  
Professional Degrees ◽  
Systems Of Domination ◽  
Different Levels

This chapter discusses how the normative practices and structures ‘disables' students with disabilities in their learning in the context of the South African higher education. Empirically, examples from the students' lived experienced have been drawn from the previous study that has been conducted in one institution of higher education, which is a privileged space, by virtue of being formerly advantaged. Data combines available literature on normativity and disablement of students with disabilities and empirical data, which were collected through interviews with students with disabilities studying specific professional degrees. Decolonial theory informed deeper understanding of the cause of normative assumptions and consequently disablement of students with disabilities. Literature and lived experiences of students with disabilities reveal that despite efforts of disruption normativity and disablement have continued to be reproduced at different levels because systems of domination are so durable and inventive.

Sign in / Sign up

Export Citation Format

Share Document