The lived experience of discrimination by white women in committed interracial relationships with black men
- Authors: Van der Walt, Anina
- Date: 2012-07-31
- Subjects: Discrimination , Interracial relationships , Race discrimination
- Type: Thesis
- Identifier: uj:8861 , http://hdl.handle.net/10210/5328
- Description: M.A. , Committed interracial relationships within the South African context have been associated with controversy as these relationships were once considered immoral and illegal. Since the abolishment of the anti-miscegenation and racial segregation laws, committed interracial relationships have slowly increased but are still fraught with difficulties. The experience of discrimination remains a prominent concern for individuals in committed interracial relationships. Black male-white female interracial relationships are considered the most stigmatised form of relationship, and these relationships are at risk of experiencing the severest forms of discrimination. Various studies have examined the phenomenon of interracial relationships, considering these relationships from theoretical perspectives that sought to explain the union between individuals of different races. In addition to seeking causal explanations for the manifestation of committed interracial relationships, perspectives from family members and society as a whole have been investigated. Studies that explore the subjective experiences of individuals in committed interracial relationships are scarce, and research of such a nature is especially limited within the South African context. South African research that seeks to give a voice to white women in committed interracial relationships with black men, and in particular their experience of discrimination, is currently unavailable. Therefore, this study aimed to elicit untainted first-person descriptions of the lived experience and the associated meaning of discrimination experienced by white women in interracial relationships with black men within the South African context. A descriptive phenomenological research paradigm and method were deemed appropriate for the exploration and depiction of the phenomenon. Three white females in committed interracial relationships with black males were sourced and interviewed for the purpose of this study. These women have been in committed relationships with their partners for more than two years, and disclosed the actual experience of discrimination as a result of their relationship. Open-ended interviews were conducted in order to elicit rich and in-depth descriptions of the participants’ lived experiences of discrimination as a result of being in committed interracial relationships. The interviews were transcribed verbatim with the inclusion of non-verbal cues where relevant. The data analysis was conducted using a phenomenological approach, which involved various steps that were followed sequentially. Salient themes that emerged from the individual participant’s interview were integrated to form a structure that communicated the essence of discrimination as experienced by the particular participant. Consequently, the common themes that surfaced transversely from all three participants’ interviews were synthesised and discussed in light of the current literature. The integration and discussion of the salient themes and related literature had the purpose to identify similarities and idiosyncrasies of the lived experience of discrimination by white women in committed interracial relationships with black men within the South African context. The results of this study suggest that the experience of discrimination by white women in committed interracial relationships with black men includes several core aspects. The themes describing the phenomenon may be understood within the following broad terms: discrimination is experienced in various contexts and from various people; discrimination is experienced either directly or indirectly by an individual in an interracial relationship; discrimination manifests in either negative or positive encounters; discrimination evokes various emotional responses and is dealt with in various ways; discrimination, although a personal experience, impacts on the interracial relationship in either a negative or positive manner. Discrimination is thus both an intrapersonal and an interpersonal phenomenon. The research findings are valuable in that existing literature is verified and new insights, with regards to the experience of discrimination by women in committed interracial relationships within the South African context, are provided. Based on the conclusions of this study, several suggestions have been made to encourage further research relating to this area of study.
- Full Text:
- Authors: Van der Walt, Anina
- Date: 2012-07-31
- Subjects: Discrimination , Interracial relationships , Race discrimination
- Type: Thesis
- Identifier: uj:8861 , http://hdl.handle.net/10210/5328
- Description: M.A. , Committed interracial relationships within the South African context have been associated with controversy as these relationships were once considered immoral and illegal. Since the abolishment of the anti-miscegenation and racial segregation laws, committed interracial relationships have slowly increased but are still fraught with difficulties. The experience of discrimination remains a prominent concern for individuals in committed interracial relationships. Black male-white female interracial relationships are considered the most stigmatised form of relationship, and these relationships are at risk of experiencing the severest forms of discrimination. Various studies have examined the phenomenon of interracial relationships, considering these relationships from theoretical perspectives that sought to explain the union between individuals of different races. In addition to seeking causal explanations for the manifestation of committed interracial relationships, perspectives from family members and society as a whole have been investigated. Studies that explore the subjective experiences of individuals in committed interracial relationships are scarce, and research of such a nature is especially limited within the South African context. South African research that seeks to give a voice to white women in committed interracial relationships with black men, and in particular their experience of discrimination, is currently unavailable. Therefore, this study aimed to elicit untainted first-person descriptions of the lived experience and the associated meaning of discrimination experienced by white women in interracial relationships with black men within the South African context. A descriptive phenomenological research paradigm and method were deemed appropriate for the exploration and depiction of the phenomenon. Three white females in committed interracial relationships with black males were sourced and interviewed for the purpose of this study. These women have been in committed relationships with their partners for more than two years, and disclosed the actual experience of discrimination as a result of their relationship. Open-ended interviews were conducted in order to elicit rich and in-depth descriptions of the participants’ lived experiences of discrimination as a result of being in committed interracial relationships. The interviews were transcribed verbatim with the inclusion of non-verbal cues where relevant. The data analysis was conducted using a phenomenological approach, which involved various steps that were followed sequentially. Salient themes that emerged from the individual participant’s interview were integrated to form a structure that communicated the essence of discrimination as experienced by the particular participant. Consequently, the common themes that surfaced transversely from all three participants’ interviews were synthesised and discussed in light of the current literature. The integration and discussion of the salient themes and related literature had the purpose to identify similarities and idiosyncrasies of the lived experience of discrimination by white women in committed interracial relationships with black men within the South African context. The results of this study suggest that the experience of discrimination by white women in committed interracial relationships with black men includes several core aspects. The themes describing the phenomenon may be understood within the following broad terms: discrimination is experienced in various contexts and from various people; discrimination is experienced either directly or indirectly by an individual in an interracial relationship; discrimination manifests in either negative or positive encounters; discrimination evokes various emotional responses and is dealt with in various ways; discrimination, although a personal experience, impacts on the interracial relationship in either a negative or positive manner. Discrimination is thus both an intrapersonal and an interpersonal phenomenon. The research findings are valuable in that existing literature is verified and new insights, with regards to the experience of discrimination by women in committed interracial relationships within the South African context, are provided. Based on the conclusions of this study, several suggestions have been made to encourage further research relating to this area of study.
- Full Text:
Developing an inclusive teaching framework for learners with diverse needs in full service schools in Johannesburg East District
- Authors: Ayaya, Gladys Ingasia
- Date: 2018
- Subjects: Special education - Study and teaching - South Africa - Johannesburg , Special education teachers - South Africa - Johannesburg , Inclusive education - South Africa - Johannesburg , Discrimination
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/411739 , uj:34614
- Description: Abstract: The South African journey towards Inclusive Education traces its background to the gazetting of Education White Paper 6 policy on Special Needs Education in 2001. Initially, this Education White Paper 6 policy was triggered by the Salamanca Statement and Framework for action on special needs education, which aimed at tackling discriminatory practices in educational institutions globally. Consequently, the implementation of Education White Paper 6 policy advocated for the rights of all children to have access to education without discrimination of their learning needs. This led to the emergence of a category of inclusive schools called full-service schools that would admit all learners regardless of their barriers to learning. The full-service schools by implication would, therefore, require teachers to be trained to teach inclusive classes because of the nature of the diverse learners that they would admit. However, research conducted in South Africa shows that the relevant authorities have accomplished very little regarding the professional development of teachers for inclusive teaching in the full-service schools. Thus, the question framing this research is: “How can an inclusive teaching framework for teaching diverse learners in full-service schools be developed (or extended)?” In order to help answer this broad question, the following sub-questions were derived from the main question: What do teachers know about inclusive teaching practices?; Which inclusive teaching practices (if any) are prevalent in full-service schools?; and, How can such be used to develop (or improve) a teaching framework for full-service schools? Using Participatory Action Research that required observations, interviewing and focus group meetings, 12 teachers and approximately 15 learners at a full-service school in Johannesburg East District were engaged in a research project over a six months period. Results from an inductive analysis of the qualitative data revealed that at the start of the research, many of the teachers had not received sufficient training in Inclusive Education and that many teachers had not fully understood the meaning of Inclusive teaching, hence, their teaching practices were not necessarily supporting Inclusive Education. The teachers’ methods of teaching were not very inclusive as they preferred to teach using teaching styles that they were used to, instead of teaching in ways that accommodated the needs of diverse learners. Upon completion of the PAR process, teachers had become more creative, self-critical and reflective of their practice. They were collaborating with their colleagues more and applied effective inclusive teaching methods for diverse classes. As a result, an Inclusive Teaching Framework that addressed the identified key pillars of Inclusive teaching for diverse classes was developed. The eight key components that the framework covered include; identity, policy, curriculum delivery, collaboration, welcoming environment, assessment, widening participation for all learners and creating a sense of belonging for all. The study ended with recommendations on how teacher training for inclusive teaching can be streamlined to include PAR methodologies that empower teachers as researchers in their practice, and the need for a structured inclusive teaching framework that supports learners with barrier to learning in full-service schools. , D.Phil. (Education)
- Full Text:
- Authors: Ayaya, Gladys Ingasia
- Date: 2018
- Subjects: Special education - Study and teaching - South Africa - Johannesburg , Special education teachers - South Africa - Johannesburg , Inclusive education - South Africa - Johannesburg , Discrimination
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/411739 , uj:34614
- Description: Abstract: The South African journey towards Inclusive Education traces its background to the gazetting of Education White Paper 6 policy on Special Needs Education in 2001. Initially, this Education White Paper 6 policy was triggered by the Salamanca Statement and Framework for action on special needs education, which aimed at tackling discriminatory practices in educational institutions globally. Consequently, the implementation of Education White Paper 6 policy advocated for the rights of all children to have access to education without discrimination of their learning needs. This led to the emergence of a category of inclusive schools called full-service schools that would admit all learners regardless of their barriers to learning. The full-service schools by implication would, therefore, require teachers to be trained to teach inclusive classes because of the nature of the diverse learners that they would admit. However, research conducted in South Africa shows that the relevant authorities have accomplished very little regarding the professional development of teachers for inclusive teaching in the full-service schools. Thus, the question framing this research is: “How can an inclusive teaching framework for teaching diverse learners in full-service schools be developed (or extended)?” In order to help answer this broad question, the following sub-questions were derived from the main question: What do teachers know about inclusive teaching practices?; Which inclusive teaching practices (if any) are prevalent in full-service schools?; and, How can such be used to develop (or improve) a teaching framework for full-service schools? Using Participatory Action Research that required observations, interviewing and focus group meetings, 12 teachers and approximately 15 learners at a full-service school in Johannesburg East District were engaged in a research project over a six months period. Results from an inductive analysis of the qualitative data revealed that at the start of the research, many of the teachers had not received sufficient training in Inclusive Education and that many teachers had not fully understood the meaning of Inclusive teaching, hence, their teaching practices were not necessarily supporting Inclusive Education. The teachers’ methods of teaching were not very inclusive as they preferred to teach using teaching styles that they were used to, instead of teaching in ways that accommodated the needs of diverse learners. Upon completion of the PAR process, teachers had become more creative, self-critical and reflective of their practice. They were collaborating with their colleagues more and applied effective inclusive teaching methods for diverse classes. As a result, an Inclusive Teaching Framework that addressed the identified key pillars of Inclusive teaching for diverse classes was developed. The eight key components that the framework covered include; identity, policy, curriculum delivery, collaboration, welcoming environment, assessment, widening participation for all learners and creating a sense of belonging for all. The study ended with recommendations on how teacher training for inclusive teaching can be streamlined to include PAR methodologies that empower teachers as researchers in their practice, and the need for a structured inclusive teaching framework that supports learners with barrier to learning in full-service schools. , D.Phil. (Education)
- Full Text:
Gender and racial diversity in South Africa’s companies : an exploration of barriers and solutions in the literature
- Authors: Hlobo, Modi
- Date: 2018
- Subjects: Discrimination , Diversity , Apartheid
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/290055 , uj:31482 , Citation: Hlobo, M. 2018. Gender and racial diversity in South Africa’s companies : an exploration of barriers and solutions in the literature.
- Description: Abstract: South Africa’s Apartheid regime deeply entrenched racial and gender inequalities amongst South Africans, which negatively affected all spheres of the economy, the working environment as well as society. However, since the dawn of democracy more than two decades ago, South Africans have experienced changes in the landscape of employment. This has been mainly due to numerous legislation that were implemented to redress previous unfair discrimination in the workplace. Recently, researcher have identified slow progress in transformation of the working environment. This article is based on a literature analysis on the state of gender and racial diversity in the workplace, the barriers that are hindering the progression of women and blacks in the working place as well as the strategic methods adopted to retain women and blacks in the working environment. The results from the analysis indicate that legislation on its own is not sufficient to efficiently achieve diversity in the working environment. Organisation and countries need to also implement other strategic programs in order to achieve this goal. The outcomes from this study are significant for South African regulators, as they provide justification for increased efforts to transform or diversify the South African working environment, particularly since some studies have recognised that diversity can have a positive impact in an organisation.
- Full Text:
- Authors: Hlobo, Modi
- Date: 2018
- Subjects: Discrimination , Diversity , Apartheid
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/290055 , uj:31482 , Citation: Hlobo, M. 2018. Gender and racial diversity in South Africa’s companies : an exploration of barriers and solutions in the literature.
- Description: Abstract: South Africa’s Apartheid regime deeply entrenched racial and gender inequalities amongst South Africans, which negatively affected all spheres of the economy, the working environment as well as society. However, since the dawn of democracy more than two decades ago, South Africans have experienced changes in the landscape of employment. This has been mainly due to numerous legislation that were implemented to redress previous unfair discrimination in the workplace. Recently, researcher have identified slow progress in transformation of the working environment. This article is based on a literature analysis on the state of gender and racial diversity in the workplace, the barriers that are hindering the progression of women and blacks in the working place as well as the strategic methods adopted to retain women and blacks in the working environment. The results from the analysis indicate that legislation on its own is not sufficient to efficiently achieve diversity in the working environment. Organisation and countries need to also implement other strategic programs in order to achieve this goal. The outcomes from this study are significant for South African regulators, as they provide justification for increased efforts to transform or diversify the South African working environment, particularly since some studies have recognised that diversity can have a positive impact in an organisation.
- Full Text:
Challenges faced by teachers living with HIV
- Moyo, Zvisinei, Perumal, Juliet
- Authors: Moyo, Zvisinei , Perumal, Juliet
- Date: 2019
- Subjects: Challenges , Discrimination , HIV/AIDS
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404376 , uj:33909 , Citation: Moyo, Z. & Perumal, J. 2019. Challenges faced by teachers living with HIV.
- Description: Abstract: As the most stigmatised epidemic in history - Human immunodeficiency virus and Acquired immune deficiency syndrome (HIV/AIDS) has proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis; descriptive, process and emotion codes were used to interpret the data. Key findings speak to affected teachers’ social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools.
- Full Text:
- Authors: Moyo, Zvisinei , Perumal, Juliet
- Date: 2019
- Subjects: Challenges , Discrimination , HIV/AIDS
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404376 , uj:33909 , Citation: Moyo, Z. & Perumal, J. 2019. Challenges faced by teachers living with HIV.
- Description: Abstract: As the most stigmatised epidemic in history - Human immunodeficiency virus and Acquired immune deficiency syndrome (HIV/AIDS) has proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis; descriptive, process and emotion codes were used to interpret the data. Key findings speak to affected teachers’ social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools.
- Full Text:
Stigma and discrimination amongst teachers living with HIV/AIDS
- Moyo, Zvisinei, Perumal, Juliet
- Authors: Moyo, Zvisinei , Perumal, Juliet
- Date: 2019
- Subjects: HIV/AIDS , Stigma , Discrimination
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404366 , uj:33908 , Citation: Moyo, Z. & Perumal, J. 2019. Stigma and discrimination amongst teachers living with HIV/AIDS.
- Description: Abstract: Since its inception, the causes of HIV/AIDS have mainly been attributed to indecent and even evil behaviour and has seen victims labelled as social deviants. The origin of HIV/AIDS and its cure has been the primary focus of research in this field. This study examined the stigmatisation and discrimination teachers living with HIV/AIDS, experienced. A narrative inquiry design, located within the interpretative paradigm was used to mine qualitative data via narrative interviews. Qualitative content analysis was used to analyse data, specifically descriptive, process and emotion codes, to develop themes from the data. The key findings indicated that stigmatisation of and discrimination against teachers living with HIV/AIDS are exacerbated by stereotypical beliefs, fear associated with the disease’s incurability, perceptions about teachers as sources of information, and other social constructs around the pandemic. This results in these teachers being ostracised, labelled as inferior, and stripped of their status. This leaves them feeling worthless. Recommendations are made for the intensification of consciousness- raising about openness, trust and dialogue to overcome the stigmatisation and discrimination against people living with HIV/AIDS, reducing the myth about the silence and shame around HIV/AIDS, and continuous education on reducing new infections, and supporting those who are infected.
- Full Text:
- Authors: Moyo, Zvisinei , Perumal, Juliet
- Date: 2019
- Subjects: HIV/AIDS , Stigma , Discrimination
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404366 , uj:33908 , Citation: Moyo, Z. & Perumal, J. 2019. Stigma and discrimination amongst teachers living with HIV/AIDS.
- Description: Abstract: Since its inception, the causes of HIV/AIDS have mainly been attributed to indecent and even evil behaviour and has seen victims labelled as social deviants. The origin of HIV/AIDS and its cure has been the primary focus of research in this field. This study examined the stigmatisation and discrimination teachers living with HIV/AIDS, experienced. A narrative inquiry design, located within the interpretative paradigm was used to mine qualitative data via narrative interviews. Qualitative content analysis was used to analyse data, specifically descriptive, process and emotion codes, to develop themes from the data. The key findings indicated that stigmatisation of and discrimination against teachers living with HIV/AIDS are exacerbated by stereotypical beliefs, fear associated with the disease’s incurability, perceptions about teachers as sources of information, and other social constructs around the pandemic. This results in these teachers being ostracised, labelled as inferior, and stripped of their status. This leaves them feeling worthless. Recommendations are made for the intensification of consciousness- raising about openness, trust and dialogue to overcome the stigmatisation and discrimination against people living with HIV/AIDS, reducing the myth about the silence and shame around HIV/AIDS, and continuous education on reducing new infections, and supporting those who are infected.
- Full Text:
School dropout among female learners in rural Mpumalanga, South Africa
- Mokoena, Prince, Van Breda, Adrian D.
- Authors: Mokoena, Prince , Van Breda, Adrian D.
- Date: 2021
- Subjects: Discrimination , Pregnancy , School dropout
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/487373 , uj:44364 , DOI: 10.15700/saje.v41n3a1842 , Citation: Mokoena, P.; Van Breda, A.D. 2021. School dropout among female learners in rural Mpumalanga, South Africa. South African Journal of Education, 41(3): 1-9, https://doi.org/10.15700/saje.v41n3a1842
- Description: Abstract: Please refer to full text to view abstract.
- Full Text:
- Authors: Mokoena, Prince , Van Breda, Adrian D.
- Date: 2021
- Subjects: Discrimination , Pregnancy , School dropout
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/487373 , uj:44364 , DOI: 10.15700/saje.v41n3a1842 , Citation: Mokoena, P.; Van Breda, A.D. 2021. School dropout among female learners in rural Mpumalanga, South Africa. South African Journal of Education, 41(3): 1-9, https://doi.org/10.15700/saje.v41n3a1842
- Description: Abstract: Please refer to full text to view abstract.
- Full Text:
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