UWCScholar

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Now showing 1 - 5 of 11

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A critique of emojis in isiXhosa language and expression with a focus on virtual modes of communication
(University of the Westeern Cape, 2025) Telibinza Aviwe; Kaschula Russell H.
This study is intended to investigate the impact of the internet on language use. The focus is on the use of emojis in the isiXhosa language and expression on virtual modes of communication. The challenges and adoption of emojis in the context of the isiXhosa language during virtual communication formed the central argument of this research. The history of emojis was explored, highlighting their evolution and origin. Emojis were defined and differentiated, providing a thorough explanation of what they are and how they can be distinguished from other modes of pictographs. Their functions were examined, highlighting their effectiveness in text-based communication. The various interpretations of emojis were explored. Their cultural connotations were also examined, and their ambiguity was described in detail. Virtual modes of communication were explained as well. The generative lexicon theory, employed as the theoretical framework of this research, was further discussed. The data was presented and analyzed through the qualitative approach (discourse content analysis) used in gathering the data. Lastly, the findings of the study were provided and the conclusion based on the results found.
Investigating English communication challenges experienced by African students at a technical and vocational education and training (TVET) college in KwaZulu-Natal
(University of the Western Cape, 2025) Zungu, Nkosingiphile Innocentia Zama
South African higher education institutions are characterised by linguistic diversity, with students coming from a wide range of language backgrounds. However, within these institutions, English remains the dominant language of instruction for all students, even though many students use English exclusively within the confines of the institutional context. Therefore, this creates significant challenges for students when communicating in English, particularly as English serves as the global language of communication, and many students come from backgrounds and schooling experiences that offered limited exposure to English. Hence, this study focuses on the challenges experienced by Black non-English speakers when they reach higher education institutions, which are Technical and Vocational Education and Training (TVET) Colleges, and the medium of instruction is English. The study investigates challenges these students face in communicating in English, examines how English was taught in high school and identifies strategies that can support improved communication at the higher education level. Bruner’s Instruction Theory frames the study, highlighting how mediated learning can enhance students’ ability to transform and transfer what they are learning. This study employed a qualitative research approach, making use of classroom observations, focus group discussions, and questionnaires for the collection of data to determine factors contributing to students experiencing communication challenges when it comes to the English language. Participants included the first and final year English students at a TVET college in KwaZulu-Natal and observed the teaching strategies used to teach English communication and the language barriers students encounter when speaking. Findings assisted in addressing the English language barrier problems that students experience at their entry level at the College. The following recommendations are made: Adequate teaching and learning contact sessions for English, a proper and well-monitored intervention programme for students who have an English language barrier, a revised TVET College minimum entry requirements system that caters for all students and introduce more English programmes like a book reading club, poetry sessions, and debates.
Jazz, education, and alternative culture in South Africa: Pedagogy and music in transgressive action
(University of the Western Cape, 2024) Koopman, Clio Ruth
My research focuses on the intersection of jazz and alternative education as forms of resistance within the context of South African defiance. I situate this focus within antiapartheid resistance that took place in the late 1980s, this period was shaped by heightened apartheid violence and repression. I focus on the movements of People’s Education for People’s Power and jazz which aligned with People’s Power ideology, extending to People’s Culture. I show how people responded to this energy of repression through radical innovation and creativity in jazz and pedagogy. The notion of creativity I reflect on is situated in a context of sustained and revolutionary activism, where people utilised and developed all the tools at their disposal for liberation. In this thesis I explore the history of values of learning in South Africa, informed by the contexts of both oppressive educational regimes and student movements of resistance to investigate the visible links between jazz and pedagogy. To do so, I lean on and further develop the concepts of sovereignty, heterotopia, and non-linear convergences that demonstrate the ideological, material, and temporal links between jazz and pedagogy. Through engaging with archives of resistance, pedagogy, and sound, I identify a shared thisness in both jazz and People’s Education: thisness being a quality and density of a specificity, expressed in the form of a time, an object, a person, a song, a collective or historical moment. Through identifying the shared characteristics of pedagogy and jazz in a South African context, I develop a curriculum that leans on the curriculum style of People’s Education for People’s Power, an education movement with political roots countering inferior education for Black 1students, prioritising community engagement and creative methods of teaching. I identify a learning quality in jazz, especially when played within a political awareness, which aligns with popular education movements. The ability of jazz to construct a culture and create and support political spaces, I argue, is found in pedagogy. Through noting the pedagogical possibilities of jazz, grounded in a transgressive sense, I investigate how jazz facilitates learning moments.
An evaluation of the judicial interpretation of the term ‘exploitation’ in the prevention and combating of trafficking in persons act 7 of 2013
(University of the Western Cape, 2025) Dube, Leo Xolani
This research critically examines the inconsistent and vague judicial interpretation of the term exploitation in the Prevention and Combating of Trafficking in Persons Act 7 of 2013 (the Trafficking Act). While South Africa has ratified the Palermo Protocol and domesticated its provisions, evidence shows that courts have struggled to apply the Trafficking Act consistently, particularly regarding what constitutes exploitation. The study critically assesses how this inconsistency affects prosecutorial performance, victim protection, and judicial coherence. By using a comprehensive review of doctrinal analysis, the study examines relevant case law, legislative frameworks, and scholarly work to identify key loopholes and/or deficiencies and propose recommendations thereof. Comparative insights from jurisdictions like Ghana, and the United Kingdom, especially Canada, where courts have offered clearer guidance on exploitation and vulnerability in trafficking contexts, help position South Africa’s legal framework in broader regional and global contexts. Therefore, it is imperative to submit that the findings of this research address the need for legal reform and clearer interpretive guidelines to ensure justice for trafficking victims and accountability for perpetrators.
An exploration of educators' perception of their psycho-social well-being in the Eastern Cape primary school context
(University of the Western Cape, 2025) Monakali, Kwanga Sibabalwe
Educators in the Eastern Cape face persistent challenges stemming from systemic under-resourcing, socio-economic inequality, and emotionally demanding work environments, factors that deeply affect their psychosocial well-being. Recognising their central role in shaping learning environments, this study describes and interprets the personal, professional, and societal influences on educator well-being. Drawing on secondary data from a broader study conducted across three South African provinces, this research focused specifically on 12 in-depth interviews conducted with purposively selected primary school educators in several districts in the Eastern Cape. A reflexive thematic analysis, guided by Braun and Clarke’s approach and supported by Bronfenbrenner’s Ecological Systems Theory, the Job Demands–Resources (JD-R) model, and Maslow’s Hierarchy of Needs, was used to analyse participants’ narratives. The findings revealed that educators experience emotional exhaustion due to limited departmental support, report high community crime, unrealistic administrative demands, and minimal parental involvement. The removal of educator assistants further increased workloads, while financial strain forced some educators to personally fund classroom materials to facilitate effective learning and teaching. Informal coping mechanisms such as peer support, spirituality, and counselling were frequently used, though access to formal psychological resources remained scarce. Many educators entered the profession with passion and purpose, however their real-world experiences, especially within disadvantaged public-school settings, often diminished their initial enthusiasm. This study received ethical approval from the Humanities and Social Sciences Research Ethics Committee (HS24/6/9). Key recommendations from this research include that prioritise building inclusive and accessible support systems for educators, reducing workload pressures, and developing initiatives that focus on recognising educators’ professional identity as central to their well-being.