This research paper discussed the adjustment dynamics of first-year students to university life. Registering for the first time at the university seems to impose various challenges on newcomers. Most first-year students experience adjustment challenges in university life, which seem to lead to poor academic performance. Their performance stimulated the need to find the challenges and find ways to enhance adjustments and challenges to improve academic performance. The theory underlying this paper was Critical Emancipatory Research Theory. Participatory action research was employed in this study to collect data and a thematic approach was used to analyse data. A WhatsApp group was created to facilitate group conversations for data collection. The paper responds to two research questions: What adjustment challenges are experienced by first-year university students? In which ways can adjustment challenges be overcome? Participants in the study were ten first-year university students from two faculties. The study found that the factors contributing to difficulties in adjustment were a university workload, lack of residential accommodation, and lack of financial support. In light of the findings, the study recommends support strategies and programs that promote interaction with and among those who are newcomers at the university and the building of more residences for students. This paper contributes to the continued discussion about how newcomers can be supported to ensure they are settled in a conducive academic environment. Keywords: Workload, Residential Accommodation, Academic Adjustment, Social Adjustment.
{"title":"Adjustment Dynamics of First-Year Students to University Life at a Rural University in South Africa","authors":"Matsolo Mokhampanyane","doi":"10.38159/ehass.20245714","DOIUrl":"https://doi.org/10.38159/ehass.20245714","url":null,"abstract":"This research paper discussed the adjustment dynamics of first-year students to university life. Registering for the first time at the university seems to impose various challenges on newcomers. Most first-year students experience adjustment challenges in university life, which seem to lead to poor academic performance. Their performance stimulated the need to find the challenges and find ways to enhance adjustments and challenges to improve academic performance. The theory underlying this paper was Critical Emancipatory Research Theory. Participatory action research was employed in this study to collect data and a thematic approach was used to analyse data. A WhatsApp group was created to facilitate group conversations for data collection. The paper responds to two research questions: What adjustment challenges are experienced by first-year university students? In which ways can adjustment challenges be overcome? Participants in the study were ten first-year university students from two faculties. The study found that the factors contributing to difficulties in adjustment were a university workload, lack of residential accommodation, and lack of financial support. In light of the findings, the study recommends support strategies and programs that promote interaction with and among those who are newcomers at the university and the building of more residences for students. This paper contributes to the continued discussion about how newcomers can be supported to ensure they are settled in a conducive academic environment.\u0000\u0000Keywords: Workload, Residential Accommodation, Academic Adjustment, Social Adjustment.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With coloniality, thought itself became discriminatory and was categorized into racial forms. That discrimination and categorization of thought gave rise to the idea that philosophy itself must be differentially categorized as either Western, Eastern, or African as if thought has a race and geographic location. The issue at this age is that those categorizations get serious to the extent that it is unthinkable that African scholars can benefit from any thought system except from African philosophy. This paper argued that those vices dent human enlightenment and developmental progress. Within that purpose, this paper used an analytic theoretical framework to argue that it is an unguided racist view that there is no benefit for African scholars in Western philosophy. The adoption of Critical Social Theory was selected as one case whereby an African rural university received a plethora of criticisms as being hypocritical in the decolonization mission. Among the findings of this study one important aspect came out more clearly, that humans love unity rather than division according to race, class and so on. This study recommends that decolonization should be embraced willingly with a clear realization that humanity is one race rather than a divided existence. This study posits that having a proper perspective of decolonization will eliminate hypocrisy among scholars and create that realization of human knowledge as one racial epistemology. Keywords: Coloniality, Philosophy, Academic Discrimination, Decolonization, Theoretic Operandi.
{"title":"The Defense of the Adoption of Critical Social Theory as a Framework for African Universities","authors":"M. Ntshangase","doi":"10.38159/ehass.20245712","DOIUrl":"https://doi.org/10.38159/ehass.20245712","url":null,"abstract":"With coloniality, thought itself became discriminatory and was categorized into racial forms. That discrimination and categorization of thought gave rise to the idea that philosophy itself must be differentially categorized as either Western, Eastern, or African as if thought has a race and geographic location. The issue at this age is that those categorizations get serious to the extent that it is unthinkable that African scholars can benefit from any thought system except from African philosophy. This paper argued that those vices dent human enlightenment and developmental progress. Within that purpose, this paper used an analytic theoretical framework to argue that it is an unguided racist view that there is no benefit for African scholars in Western philosophy. The adoption of Critical Social Theory was selected as one case whereby an African rural university received a plethora of criticisms as being hypocritical in the decolonization mission. Among the findings of this study one important aspect came out more clearly, that humans love unity rather than division according to race, class and so on. This study recommends that decolonization should be embraced willingly with a clear realization that humanity is one race rather than a divided existence. This study posits that having a proper perspective of decolonization will eliminate hypocrisy among scholars and create that realization of human knowledge as one racial epistemology.\u0000\u0000Keywords: Coloniality, Philosophy, Academic Discrimination, Decolonization, Theoretic Operandi.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"1 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyzes the integration of indigenous knowledge into South African geography education as an intersection of social justice and decolonial imperatives. Historically, colonial education systems have marginalized indigenous epistemologies by privileging Western knowledge as universally superior. Integrating indigenous perspectives into curricula can counter this legacy by promoting cognitive justice and unsettling Eurocentric dominance. However, meaningful integration requires moving beyond superficial additions of indigenous elements within unchanged Western-centric curricula as this risks appropriating indigenous knowledge in disempowering ways. The paper argued that ethical integration necessitates recentring indigenous knowledge systems in their own right alongside Western frameworks to enact pluralistic, horizontal cognitive frameworks. A qualitative literature analysis identified key themes around recognizing indigenous epistemologies, dismantling enduring hierarchies, and developing responsible community-centred integration processes. While systemic constraints pose barriers, integrating indigenous perspectives into geography education holds the transformative potential to advance both social justice inclusion aims and decolonial decentralization agendas. This convergence provides opportunities to develop anti-oppressive curricula that empower marginalized knowledge and ontologies. However, realization requires extensive efforts to sustain reflexivity and enable indigenous self-determination over knowledge. Ultimately, the paper underscored that indigenous knowledge integration must move beyond tokenism towards fundamentally transforming education systems through ethical, empowering processes grounded in partnerships with indigenous communities. This is vital for nurturing students able to navigate the world through plural epistemologies and enacting both social justice and decolonial futures. Keywords: Indigenous Knowledge, Decoloniality, Social justice, Geography Education
{"title":"Integrating Indigenous Knowledge in South African Geography Education Curricula for Social Justice and Decolonization","authors":"Kudzayi Savious. Tarisayi","doi":"10.38159/ehass.20245711","DOIUrl":"https://doi.org/10.38159/ehass.20245711","url":null,"abstract":"This paper analyzes the integration of indigenous knowledge into South African geography education as an intersection of social justice and decolonial imperatives. Historically, colonial education systems have marginalized indigenous epistemologies by privileging Western knowledge as universally superior. Integrating indigenous perspectives into curricula can counter this legacy by promoting cognitive justice and unsettling Eurocentric dominance. However, meaningful integration requires moving beyond superficial additions of indigenous elements within unchanged Western-centric curricula as this risks appropriating indigenous knowledge in disempowering ways. The paper argued that ethical integration necessitates recentring indigenous knowledge systems in their own right alongside Western frameworks to enact pluralistic, horizontal cognitive frameworks. A qualitative literature analysis identified key themes around recognizing indigenous epistemologies, dismantling enduring hierarchies, and developing responsible community-centred integration processes. While systemic constraints pose barriers, integrating indigenous perspectives into geography education holds the transformative potential to advance both social justice inclusion aims and decolonial decentralization agendas. This convergence provides opportunities to develop anti-oppressive curricula that empower marginalized knowledge and ontologies. However, realization requires extensive efforts to sustain reflexivity and enable indigenous self-determination over knowledge. Ultimately, the paper underscored that indigenous knowledge integration must move beyond tokenism towards fundamentally transforming education systems through ethical, empowering processes grounded in partnerships with indigenous communities. This is vital for nurturing students able to navigate the world through plural epistemologies and enacting both social justice and decolonial futures.\u0000\u0000Keywords: Indigenous Knowledge, Decoloniality, Social justice, Geography Education","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"35 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Departmental heads (DHs) in primary schools have multiple roles and responsibilities to fulfil. They are expected to perform diverse roles that are not only limited to being class teachers but also as supervisors, coordinators, and departmental managers. Most of them do not receive formal training to become DHs, how to perform these roles, or how to respond to the challenges accompanying these roles and responsibilities. This study aims to establish strategies to manage constraints that prevent departmental heads from fulfilling their roles effectively within the Vhembe West District of Limpopo Province. The study employed an interpretive paradigm to understand the social realities that DHs experience at school. The study was conducted within the Theory of Constraints (TOC). The research design of this study was a multiple-qualitative case study. The population of the study was all DHs in Elim, Soutpansberg East, and Vhuronga Two (2) Circuits. Purposeful sampling was employed to draw a sample of 9 DHs. Data was collected through a semi-structured interview schedule and document analysis. The data was analysed thematically. Findings from this study revealed, amongst others, the following: the roles of all participants in monitoring, curriculum management, coordination, and planning activities to enhance the implementation of the curriculum. This study recommended, among others that DHs should be excluded from being full-time classroom teachers, and policymakers should reduce the current teaching load of DHs. The study contributes to the empowerment of DHs in their roles despite the huge workload of teaching and supervising teachers in their departments. This is possible through employing distributive leadership wherein they solicit the skills of senior teachers to assist them, thereby enhancing shared leadership, collective action, and collaborative decision-making. Keywords: Constraints, Departmental Heads, Departmental Head roles and responsibilities
{"title":"Role Expectations, Constraints, and Strategies: A Case of Departmental Heads in Vhembe West District, Limpopo Province, South Africa","authors":"Elizabeth Mudau, N. F. Litshani, T. Mashau","doi":"10.38159/ehass.2024579","DOIUrl":"https://doi.org/10.38159/ehass.2024579","url":null,"abstract":"Departmental heads (DHs) in primary schools have multiple roles and responsibilities to fulfil. They are expected to perform diverse roles that are not only limited to being class teachers but also as supervisors, coordinators, and departmental managers. Most of them do not receive formal training to become DHs, how to perform these roles, or how to respond to the challenges accompanying these roles and responsibilities. This study aims to establish strategies to manage constraints that prevent departmental heads from fulfilling their roles effectively within the Vhembe West District of Limpopo Province. The study employed an interpretive paradigm to understand the social realities that DHs experience at school. The study was conducted within the Theory of Constraints (TOC). The research design of this study was a multiple-qualitative case study. The population of the study was all DHs in Elim, Soutpansberg East, and Vhuronga Two (2) Circuits. Purposeful sampling was employed to draw a sample of 9 DHs. Data was collected through a semi-structured interview schedule and document analysis. The data was analysed thematically. Findings from this study revealed, amongst others, the following: the roles of all participants in monitoring, curriculum management, coordination, and planning activities to enhance the implementation of the curriculum. This study recommended, among others that DHs should be excluded from being full-time classroom teachers, and policymakers should reduce the current teaching load of DHs. The study contributes to the empowerment of DHs in their roles despite the huge workload of teaching and supervising teachers in their departments. This is possible through employing distributive leadership wherein they solicit the skills of senior teachers to assist them, thereby enhancing shared leadership, collective action, and collaborative decision-making.\u0000\u0000Keywords: Constraints, Departmental Heads, Departmental Head roles and responsibilities","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explored whether social transformation in two Eastern Cape Universities, in South Africa is a myth or reality. The paper draws upon key insights from social transformation about democratic freedom, political, and cultural spheres of society. Taking social transformation in Higher Education institutions (HEIs) as a conceptual frame of reference, some issues affect the university’s ability to address their challenges in a transformative manner. The theory of transformation underpinned the paper, to understand that transformation is a method of change from one jurisdiction to the next which can be applied to either a person or a group and its services. The interpretivism paradigm was applied to comprehend what people mean when they act and engage with others, as well as the intentions behind their acts. A qualitative research methodology using a case study design was employed to gain information from various views from the purposely selected participants (academics, support staff, and students). Data was collected through focus group interviews and semi-structured interviews. In the data analysed similar categories and themes emerged. The findings of the study exposed a lack of social transformation practices and resistance to change in addressing the institutional processes and practices in a transformative manner. The researchers recommend that Higher Education Institutions ensure they are engaged in practising social transformation strategies to improve their approach to addressing their institutional needs. Based on the findings, a model is proposed as the new knowledge for the existing literature on the social transformation in the Eastern Cape Universities, South Africa whether it is a myth or reality. Keywords: Teaching And Learning, Society, Pedagogy, Perceptions, Democratic Transformation
{"title":"Social Transformation in Eastern Cape Universities, South Africa: Myth or Reality?","authors":"P. Nqabeni, Vuyokazi Maqhubela, E. Cishe","doi":"10.38159/ehass.20245710","DOIUrl":"https://doi.org/10.38159/ehass.20245710","url":null,"abstract":"This paper explored whether social transformation in two Eastern Cape Universities, in South Africa is a myth or reality. The paper draws upon key insights from social transformation about democratic freedom, political, and cultural spheres of society. Taking social transformation in Higher Education institutions (HEIs) as a conceptual frame of reference, some issues affect the university’s ability to address their challenges in a transformative manner. The theory of transformation underpinned the paper, to understand that transformation is a method of change from one jurisdiction to the next which can be applied to either a person or a group and its services. The interpretivism paradigm was applied to comprehend what people mean when they act and engage with others, as well as the intentions behind their acts. A qualitative research methodology using a case study design was employed to gain information from various views from the purposely selected participants (academics, support staff, and students). Data was collected through focus group interviews and semi-structured interviews. In the data analysed similar categories and themes emerged. The findings of the study exposed a lack of social transformation practices and resistance to change in addressing the institutional processes and practices in a transformative manner. The researchers recommend that Higher Education Institutions ensure they are engaged in practising social transformation strategies to improve their approach to addressing their institutional needs. Based on the findings, a model is proposed as the new knowledge for the existing literature on the social transformation in the Eastern Cape Universities, South Africa whether it is a myth or reality.\u0000\u0000Keywords: Teaching And Learning, Society, Pedagogy, Perceptions, Democratic Transformation","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the psychosocial factors influencing Grade 7 learners’ performance in mathematics classes at primary schools in Frances Baard District in the Northern Cape Province of South Africa. The study adopted a qualitative interpretive approach infused with a multiple-case study design. The thematic results showed that some learners were not fully engaged in the mathematics classes despite having the necessary resources, including qualified teachers. The study revealed that family and community issues affect learners’ academic performance in mathematics classes. It further found that some learners struggle to comprehend mathematical concepts taught in English, their second language. Furthermore, it highlighted why learner engagement is so weak in the intermediate-phase mathematics classroom. The reasons why learners’ mathematics marks declined in Grade 7 have also been discussed in this study. The study found that the socio-economic factors that affect learners in South African schools can be eliminated if we enlist the support of social services available to South African learners. The study recommends that teachers enhance their pedagogical approaches to fit learners’ home languages, locations, and socioeconomic circumstances. This study supports the notion that more learner-centered approaches be used in the mathematics classroom and adds to existing literature on the subject. Keywords: Mathematics Teachers, Academic Performance, Mathematics Classes, Primary Schools
{"title":"Psychosocial Factors Influencing Grade 7 Learners’ Performance in Mathematics Classes: A Focus on Primary Schools in the Northern Cape, South Africa","authors":"Fatima Ajimudin, R. Mukuna","doi":"10.38159/ehass.2024572","DOIUrl":"https://doi.org/10.38159/ehass.2024572","url":null,"abstract":"This study explored the psychosocial factors influencing Grade 7 learners’ performance in mathematics classes at primary schools in Frances Baard District in the Northern Cape Province of South Africa. The study adopted a qualitative interpretive approach infused with a multiple-case study design. The thematic results showed that some learners were not fully engaged in the mathematics classes despite having the necessary resources, including qualified teachers. The study revealed that family and community issues affect learners’ academic performance in mathematics classes. It further found that some learners struggle to comprehend mathematical concepts taught in English, their second language. Furthermore, it highlighted why learner engagement is so weak in the intermediate-phase mathematics classroom. The reasons why learners’ mathematics marks declined in Grade 7 have also been discussed in this study. The study found that the socio-economic factors that affect learners in South African schools can be eliminated if we enlist the support of social services available to South African learners. The study recommends that teachers enhance their pedagogical approaches to fit learners’ home languages, locations, and socioeconomic circumstances. This study supports the notion that more learner-centered approaches be used in the mathematics classroom and adds to existing literature on the subject.\u0000\u0000Keywords: Mathematics Teachers, Academic Performance, Mathematics Classes, Primary Schools","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"347 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner dropout remains a challenge in Eswatini despite the introduction of free primary education by the government. The study established the factors that contribute to learner dropout at the grade six level in the Manzini region. An interpretivist research philosophy and a qualitative research approach were adopted to collect the study’s data. A case study design made it possible to collect detailed data from purposively selected participants in three public primary schools. Interviews were held with two head teachers while nine grade six teachers took part in focus group discussions. Findings revealed that school-related factors like overcrowded classrooms, poor performance and non-availability of practical subjects that aligned with learners’ interests and abilities contributed to learner dropout. Findings further revealed that poverty, child labour, peer pressure, teenage pregnancy, lack of parental involvement, and initiation into cultural practices and activities contributed to learner dropout. The study recommended that the government should build more schools and classrooms and hire more qualified teachers to reduce overcrowding in classrooms and the distance walked by learners to school. The government should also support needy learners from disadvantaged backgrounds with basic necessities such as sanitary pads for girls. The Ministry of Education should introduce practical subjects like Carpentry, Art, Music and Dance to cater for the interests and abilities of different learners. Schools should promote parental involvement and core curricula activities to engage, motivate and retain learners. The study contributes to the body of knowledge by suggesting strategies that can mitigate learner dropout which is a widespread challenge in the SADC region and other African countries. Keywords: Factors, Learner, Dropout, Manzini, Primary Schools
{"title":"An Examination of the Factors contributing to Learner Dropout at Grade Six Level in Manzini Region Primary Schools","authors":"Benkosi Madlela","doi":"10.38159/ehass.2024573","DOIUrl":"https://doi.org/10.38159/ehass.2024573","url":null,"abstract":"Learner dropout remains a challenge in Eswatini despite the introduction of free primary education by the government. The study established the factors that contribute to learner dropout at the grade six level in the Manzini region. An interpretivist research philosophy and a qualitative research approach were adopted to collect the study’s data. A case study design made it possible to collect detailed data from purposively selected participants in three public primary schools. Interviews were held with two head teachers while nine grade six teachers took part in focus group discussions. Findings revealed that school-related factors like overcrowded classrooms, poor performance and non-availability of practical subjects that aligned with learners’ interests and abilities contributed to learner dropout. Findings further revealed that poverty, child labour, peer pressure, teenage pregnancy, lack of parental involvement, and initiation into cultural practices and activities contributed to learner dropout. The study recommended that the government should build more schools and classrooms and hire more qualified teachers to reduce overcrowding in classrooms and the distance walked by learners to school. The government should also support needy learners from disadvantaged backgrounds with basic necessities such as sanitary pads for girls. The Ministry of Education should introduce practical subjects like Carpentry, Art, Music and Dance to cater for the interests and abilities of different learners. Schools should promote parental involvement and core curricula activities to engage, motivate and retain learners. The study contributes to the body of knowledge by suggesting strategies that can mitigate learner dropout which is a widespread challenge in the SADC region and other African countries.\u0000\u0000Keywords: Factors, Learner, Dropout, Manzini, Primary Schools","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"356 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gender-based violence (GBV) is prevalent in South Africa, primarily attributed to historical systems of social inequality, patriarchy and racism that dominated during the apartheid regimes, with lasting impacts persisting today. Thus, this study explored the intricate dynamics and prevalence of GBV in the context of South Africa. To realize this objective, the study employed a qualitative research methodology. To collect data, the study employed a secondary data technique such as a literature review of existing sources. Different datasets were used such as Google Scholar, National Institutes of Health, Google, and Scopus. The criterion employed to source information was the use of keywords which are shedding light on the social, cultural, and economic factors contributing to GBV. The study explored the root causes and manifestations of violence against women and girls. It is found that South Africa is grappling with high rates of GBV due to poverty, unemployment, cultural beliefs, and legal factors. To mitigate the prevalence and causes of GBV, efforts to combat GBV should encompass legal reforms and protection, prevention education, awareness, and NGO programmes that address the profoundness and complexity of violence against women and girls. The study has a vast potential to contribute to the production of new knowledge on forms, causes and mitigation measures for GBV. It will also contribute by addressing gaps or limitations in the existing literature on the phenomenon being studied. Keywords: Grievous Bodily Harm; Gender-Based Violence; Poverty and Unemployment, Patriarchal Systems, Legal Factors, Women, Men.
{"title":"The Intricacies and Prevalence of Gender-Based Violence in South Africa: Forms, Causes and Mitigation Measures","authors":"Treasure Malatjie, J. Mamokhere","doi":"10.38159/ehass.2024571","DOIUrl":"https://doi.org/10.38159/ehass.2024571","url":null,"abstract":"Gender-based violence (GBV) is prevalent in South Africa, primarily attributed to historical systems of social inequality, patriarchy and racism that dominated during the apartheid regimes, with lasting impacts persisting today. Thus, this study explored the intricate dynamics and prevalence of GBV in the context of South Africa. To realize this objective, the study employed a qualitative research methodology. To collect data, the study employed a secondary data technique such as a literature review of existing sources. Different datasets were used such as Google Scholar, National Institutes of Health, Google, and Scopus. The criterion employed to source information was the use of keywords which are shedding light on the social, cultural, and economic factors contributing to GBV. The study explored the root causes and manifestations of violence against women and girls. It is found that South Africa is grappling with high rates of GBV due to poverty, unemployment, cultural beliefs, and legal factors. To mitigate the prevalence and causes of GBV, efforts to combat GBV should encompass legal reforms and protection, prevention education, awareness, and NGO programmes that address the profoundness and complexity of violence against women and girls. The study has a vast potential to contribute to the production of new knowledge on forms, causes and mitigation measures for GBV. It will also contribute by addressing gaps or limitations in the existing literature on the phenomenon being studied.\u0000\u0000Keywords: Grievous Bodily Harm; Gender-Based Violence; Poverty and Unemployment, Patriarchal Systems, Legal Factors, Women, Men.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"28 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study used Halliday’s Systemic Functional Linguistics (SFL) theory to analyze syntactic complexity in digital communication. Thirty Facebook posts made between August and December 2023 by John Dramani Mahama, a Ghanaian former president, were analyzed in this study. A textual analysis was conducted on the data. The findings affirmed that grammatical categories are functional. There was a deliberate linguistic strategy marked by a prevalence of declarative sentences and a notable dominance of complex structures in this genre of digital writing. The strategic use of non-finite clauses contributes to the complexity of the discourse. The genre of writing is also characterized by information ranking and integration. The linguistic choices align with the formal expectations of political and digital communication – precision, depth, and engagement. These observations challenge and enrich existing theories of political discourse and communication strategies in the digital era. Keywords: Syntactic Complexity, Digital Communication, Facebook, Sentence Types, SFL
{"title":"Syntax, Technology and Politics: Analyzing Political Facebook Posts","authors":"E. S. Afreh, Obed Atta-Asamoah, Ebenezer Asare","doi":"10.38159/ehass.2024578","DOIUrl":"https://doi.org/10.38159/ehass.2024578","url":null,"abstract":"This study used Halliday’s Systemic Functional Linguistics (SFL) theory to analyze syntactic complexity in digital communication. Thirty Facebook posts made between August and December 2023 by John Dramani Mahama, a Ghanaian former president, were analyzed in this study. A textual analysis was conducted on the data. The findings affirmed that grammatical categories are functional. There was a deliberate linguistic strategy marked by a prevalence of declarative sentences and a notable dominance of complex structures in this genre of digital writing. The strategic use of non-finite clauses contributes to the complexity of the discourse. The genre of writing is also characterized by information ranking and integration. The linguistic choices align with the formal expectations of political and digital communication – precision, depth, and engagement. These observations challenge and enrich existing theories of political discourse and communication strategies in the digital era.\u0000\u0000Keywords: Syntactic Complexity, Digital Communication, Facebook, Sentence Types, SFL","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"5 s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extant literature has reported the challenges and stressors caregivers of people with dementia face globally. Local realities and contexts often shape these challenges. For example, in regions of Africa where the prevalence of caregiving is increasing, beliefs about dementia and limited infrastructures create unique challenges for caregivers, potentially restricting caregivers’ capacities. Yet directions for policy, practice, and research are often informed by research conducted in regions outside of Africa or fail to account for local contexts. This scoping review seeks to understand the knowledge base on regional differences and similarities in the experiences of caregivers supporting persons with dementia in the region of Africa. The review will be guided by Arksey and O’Malley’s five-stage- framework. Five databases: Ageline, MEDLINE, Social Science Abstract, Psych-Info, and African-wide information will be searched. Citations from these databases will be subjected to two levels of screening The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) will describe and document the inclusion and exclusion process. This scoping review will improve our understanding of unique practices and pressures experienced by caregivers of persons with dementia in different localities in Africa. It will also identify support needs and knowledge gaps in African region. Keywords: Dementia, Caregivers, Older Adults, Support Needs, Experiences
现有文献报道了全球痴呆症患者护理者面临的挑战和压力。当地的实际情况和背景往往会对这些挑战产生影响。例如，在照护痴呆症患者人数不断增加的非洲地区，人们对痴呆症的看法和有限的基础设施给照护者带来了独特的挑战，可能会限制照护者的能力。然而，政策、实践和研究的方向往往以非洲以外地区的研究为依据，或者没有考虑到当地的具体情况。本次范围界定综述旨在了解非洲地区痴呆症患者护理者的地区差异和相似经历的知识基础。评审将以 Arksey 和 O'Malley 的五阶段框架为指导。五个数据库将检索 Ageline、MEDLINE、Social Science Abstract、Psych-Info 和 African-wide information 五个数据库。系统性综述和 Meta 分析首选报告项目》（Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews，PRISMA-ScR）将描述并记录纳入和排除过程。这项范围界定综述将使我们更好地了解非洲不同地区痴呆症患者护理者的独特做法和所承受的压力。它还将确定非洲地区的支持需求和知识缺口：痴呆症 照顾者 老年人 支持需求 经验
{"title":"Understanding Practices and Support Needs of Family Caregivers of People with Dementia in Africa: A Scoping Review Protocol","authors":"O. Oyinlola, T. Sussman, A. Iwuagwu","doi":"10.38159/ehass.2024574","DOIUrl":"https://doi.org/10.38159/ehass.2024574","url":null,"abstract":"Extant literature has reported the challenges and stressors caregivers of people with dementia face globally. Local realities and contexts often shape these challenges. For example, in regions of Africa where the prevalence of caregiving is increasing, beliefs about dementia and limited infrastructures create unique challenges for caregivers, potentially restricting caregivers’ capacities. Yet directions for policy, practice, and research are often informed by research conducted in regions outside of Africa or fail to account for local contexts. This scoping review seeks to understand the knowledge base on regional differences and similarities in the experiences of caregivers supporting persons with dementia in the region of Africa. The review will be guided by Arksey and O’Malley’s five-stage- framework. Five databases: Ageline, MEDLINE, Social Science Abstract, Psych-Info, and African-wide information will be searched. Citations from these databases will be subjected to two levels of screening The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) will describe and document the inclusion and exclusion process. This scoping review will improve our understanding of unique practices and pressures experienced by caregivers of persons with dementia in different localities in Africa. It will also identify support needs and knowledge gaps in African region.\u0000\u0000Keywords: Dementia, Caregivers, Older Adults, Support Needs, Experiences","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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