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Browsing Faculty of Humanities, Social Sciences and Education by Author "Amaechi, K. E."
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Item Embargo Probing gendered rehabilitation conditions for murder offenders in Thohoyandou Correctional Centre in Limpopo Province, South Africa(2025-09-05) Mutwanamba, Emmely Rendani; Thobejane, T. D.; Mukwevho, M. H.; Amaechi, K. E.In South Africa, there is a concerning rise in recidivism among murder offenders, despite the efforts by the Department of Correctional Services. The rehabilitation of offenders is believed to be an important topic worldwide. International experts on rehabilitation now support the use of a criminogenic needs approach to rehabilitation programs, meaning that each offender should be rehabilitated according to his/her criminogenic needs. It is important to highlight that, while the rehabilitation of offenders is a primary objective of the Department of Correctional Services in South Africa, several challenges hinder this effort. These include a lack of gender-specific programs for female offenders, who often find themselves subjected to rehabilitation programs designed for males; a shortage of qualified professionals; issues related to gangsterism; limited access to quality education; overcrowding; and a medium of instruction that hampers effective rehabilitation. This study adopts a qualitative exploratory design. Data was analyzed using thematic analysis. The study's findings indicate that rehabilitation programs have a positive effect on offenders and can significantly transform their lives, provided they are committed to change, as true transformation originates from within. Therefore, it became evident that for rehabilitation initiatives to be truly effective, the Department of Correctional Services must tackle the challenges mentioned above.Item Embargo The Intersection of Culture and Gender-Based Violence in the Practice of Mamalo within Vhavenda Communities of Vhembe District, in the Limpopo Province of South Africa(2025-09-05) Nesane, Ndamulelo Putco; Mudau, T. J.; Amaechi, K. E.While there is a subtle agreement within the recent South African Gender-Based Violence (GBV) literature that traditional cultural practices are important mediums through which patriarchal hegemonic structures are maintained in most African communities, the analyses of how such practices perpetuate gender inequalities and contribute to GBV have only received cursory analysis. This study addresses this gap, by examining the significant material elements of culture and tradition of the Vhavenda people, within the Mamalo practice. Drawing on how the Mamalo is practice within Vhavenda communities in the Vhembe district of Limpopo Province South Africa, the study pursues three main objectives. Firstly, an identification of specific belief systems and the tangible traditional practices upon which the Mamalo traditional system is based within the Vhavenda culture. Secondly, a sociological appraisal of the relationship between traditional patriarchal hegemony and the identified elements of Mamalo. Finally, a development of sociologically based strategies that help communities within the Vhavenda communities, deal with GBV. Given these objectives, the study employed a qualitative research approach, which is based on an exploratory design. Data was collected using a detailed semi-structured one-on-one interviews of stake holders with good knowledge of Mamalo in the Vhavenda culture. These include traditional leaders, village heads and men and women (old and young) who got married through the cultural practice of Mamalo. These individuals are judged to be knowledgeable about the cultural practice of Mamalo within the Vhavenda communities. Two non-probability sampling techniques, purposive and snowball were adopted to selected participants for the study. The study used thematic analysis conducted on Microsoft word to analyse the data. The findings of the study conclude that the intended rationale behind mamalo is to provide dignity, value, and respect for women. However, its current interpretation has evolved to reflect dynamics of male dominance, entitlement, commodification of women and oppression, hence requires refinement, to prevent it from serving as a potent motivation for GBV.Item Open Access Undergraduate Students's Experiences with Blended Learning during COVID-19 Pandemic at a Rural Based University in South Africa(2024-09-06) Sadiki, Andani; Tshifhumulo, R.; Mpatlanyane, V.; Amaechi, K. E.This qualitative study aimed to investigate the undergraduate students’ experiences of Blended Learning at one rural based university in Thulamela municipality in the Vhembe district, Limpopo province. The study draws from the transitional distance and social learning theory to investigate how the undergraduate students in the university adjusted from face-to-face learning to online learning. Non-probability sampling was used to select thirty participants. Telephonically semi-structured interviews were used to collect data and the data was thematically analysed following the six stages of thematic data analysis. The data indicate that students were unable to actively take part in online learning, mostly because of low signal strength, poor infrastructural facilities, financial constraints, which characterises students’ life in rural-based universities in South Africa. Hence, they devised coping strategies such as consultations with returning students, learning independently, going to places where there is a stable internet connectivity, attending classes in groups, searching for information where they felt that the information provided by the lecturers were unsatisfactory, consulting with fellow classmates and asking lecturers to use other online platforms to deliver lessons. The data also showed that the University also tried to help the students by devising significant orthodox support systems. These includes faculty student online support services and provision of internet data and, financial support to the students. Together, these innovative inputs made it possible for the students to navigate particularly from face-to-face learning to online learning during the pandemic. Insights regarding students’ experiences from this study, potentially provides policy direction for both universities in South Africa, as well as the Department of Higher Education and Training on the use of Blended Learning in rural based universities in South Africa.