Theses and Dissertations
Permanent URI for this collection
Browse
Recent Submissions
Item Embargo Broken Men, Redeemed Love: Masculinity in Dudu Busani-Dube's Hlomu Series(2026-05-19) Tshikwama, Pfunzo; Montle, M. E.; Mahori, F.Through an examination of Dudu Busani-Dube's Hlomu series, Hlomu the Wife (2015), Zandile the Resolute (2015), and Naledi His Love (2015), Iqunga (2020), Mess (2020) and The End (2022), this study is positioned within major discourses about the construction and evolution of masculinity in the country today. Situated within contemporary South African socio-cultural contexts, the study examined how masculine identity is shaped by power, provision, emotional discipline, and relational dynamics, and how these elements become destabilised throughout the series. Using masculinity studies, trauma theory, and intersectionality, the research employed qualitative textual analysis to show a shift from hegemonic masculinity to psychological fragmentation and relational repair. Early novels depict masculinity through authority, financial success, and emotional restraint, aligning with dominant models of male power. In contrast, later texts highlight emotional vulnerability, unresolved trauma, and existential crises, leading to the concept of the “broken man”, where characters who appear dominant yet struggle internally. As the series progressed, masculinity was neither fully condemned nor redeemed; instead, it was reimagined through confession, accountability, and emotional expression. The dissertation introduced the concept of “narrative repair” and illustrated how fractured identities are reconstructed through relational engagement and self-reflection. Ultimately, the study argues that the Hlomu series challenges rigid patriarchal norms while recognising their enduring presence in post-apartheid South Africa. By analysing popular romance-crime fiction as a site of gender critique, this research contributes to scholarship on African popular literature and contemporary masculinities, showcasing Busani-Dube’s nuanced examination of power, vulnerability, and transformation in masculinity.Item Embargo Corporate Reputation Management during a Social-Mediated Crisis: The Case of Clicks-TRESEmme Controversy(2026-05-19) Khadammbi, Dakalo; Mabika, M.While social media now plays a central role in amplifying and managing corporate crises, limited empirical research has examined how organisations respond to and manage reputational crises in the South African social media context. This study examines how Clicks managed its corporate reputation during the TRESemmé controversy in a social-mediated South African context. Using the social-mediated crisis communication model (SMCC) and the image repair theory (IRT) as primary theoretical frameworks, and drawing on supporting insights from the situational crisis communication model (SCCT), the study answers three core questions: how was the Clicks-TRESemmé controversy framed and amplified on social media? Which crisis communication strategies did Clicks use to manage its reputation? And how were public segments and stakeholder engagement reflected in Clicks’ TRESEmmé controversy social media responses during the crisis? The empirical data for this study were collected through a qualitative case study approach. Four Clicks’ official statements, five third-party/external responses and ten public comments were purposely selected from social media platforms and analysed using thematic analysis. The findings show that crisis meaning was co-constructed by various social media actors who challenged Clicks’ crisis response, leading Clicks to lose control over the crisis narrative online. The findings further indicate that Clicks relied primarily on 4 image repair strategies, mortification, corrective action, bolstering and compensation to manage its reputation and restore its image. However, stakeholder responses demonstrated expectations and demands for corporate accountability, ethical responsibility and social responsiveness. The study contributes to social media crisis scholarship by highlighting how socio-cultural factors amplify crisis and affect reputational management in the digital space.Item Embargo Podcasts as Alternative media in South Africa: The Case of Podcast and Chill with Mac(2026-05-19) Mbedzi, Uaripfa Ndiene; Chari, T.The digital era has fostered the emergence of podcasts, and these platforms have grown in popularity as spaces that operate outside mainstream media frameworks and structures. Mainstream media has been perceived as highly institutionalised, centralised and commercialised, which limits its ability to fully play its role in society and affects the content it disseminates. The shortcomings of mainstream Media have led to the emergence of alternative media spaces, such as podcasts, that fill the gap left by mainstream media. However, there is a scarcity of scholarly work on how such alternative media, specifically podcasts, function as authentic and critical spaces that address the shortcomings of mainstream media in the global South, particularly in South Africa. Grounded in Alternative Media Theory, this study explored the potential of podcasts as alternative media within the South African media landscape, using the popular South African podcast, “Podcast and Chill with MacG”, as a case study. This study employed a qualitative method design using semi-structured interviews and netnography to gain insights into the podcast’s structure, formation, and audience's perception of it as an alternative media. To explore the podcast’s content and to gain an in-depth understanding of the potential of Podcasts and Chill with MacG as an alternative media, 6 episodes of the podcast were purposively selected. To gain an indepth understanding of audiences’ perceptions of the podcast's potential as an alternative media and their interactions with it, 10 viewers of the podcast aged 18 to 30 who regularly watch the podcast were purposively selected. Thematic analysis was used to analyse data derived from interviews, and content analysis was used to analyse data derived from netnography. The study revealed that Podcast and Chill with MacG exhibits various attributes that position it as a significant alternative media, representing marginalised groups, centred on participatory culture, perceived as an independent and counter-hegemonic space, and a platform that informs, educates, and raises awareness of social issues. The podcast thus acts as a disruptive medium that challenges mainstream media because of its asynchronous element, uncensored and unregulated content, its unique structure and format, and its effect on mainstream media viewership. Furthermore, the study reveals that funding constraints, credibility issues, and profane language limited the podcast's ability to fully play its role as an alternative medium. The study contributes to the literature on how podcasts play the role and limits of podcasts of alternative media in the global South context, particularly in Africa where some societies and some segments of society are underserved by the mainstream media.Item Embargo Audience Perceptions of Gender-based Violence in Skeem Saam among Thohoyandou Viewers in Vhembe District, Limpopo Province(2026-05-19) Sikhala, Thuso Charity; Mabika, M.; Nodoba, T.This study employs a qualitative case study design to examine six key forms of gender-based violence (GBV) in South African soap opera: physical violence, psychological/emotional violence, cultural/traditional violence, economic violence, digital/online violence, and sexual violence. It explores audience perceptions of GBV framing, character dynamics, and the effects on viewers’ attitudes, perceptions, and behaviours. Grounded in Media Feminist and Cultivation Theory, the research utilises semi-structured interviews to collect data from Skeem Saam viewers residing in Thohoyandou, Vhembe District, Limpopo province. Thematic Analysis was used to identify recurring patterns and themes, providing a nuanced understanding of how GBV is portrayed and received. The study recommends the development of media policies, social intervention strategies, and audience engagement approaches to foster critical thinking and proactive responses to GBV. By addressing the implications of media portrayals, this research contributes to the ongoing discourse on the role of television in shaping societal attitudes and behaviours. It highlights the need for responsible portrayals of women, emphasising the importance of collaboration between media stakeholders, regulators, and policymakers in promoting gender equality and challenging harmful narratives. The findings underscore the broader impact of media representation on public perception and policymaking, offering insights into strategies for ethical and effective media engagement.Item Open Access Exploring the Use of Social Media Platforms as a Marketing Tool in Institutions of Higher Learning in South Africa: A Case Study of the University of Venda(2026-05-19) Takalani, Thabo; Nodoba, T.; Mabika, M.Social media has transformed communication and marketing practices globally, enabling institutions to reach large audiences more quickly, affordably, and interactively than traditional methods such as radio, print, and television. Although social media has transformed communication and marketing practices globally, its potential as a strategic marketing tool remains underutilised in some institutions of higher learning in South Africa. This study examined the use of social media platforms as marketing tools in institutions of higher learning, with a specific focus on the University of Venda in South Africa. Despite many advantages, many South African universities, including the University of Venda, do not seem to have fully utilised social media’s potential to engage students and promote institutional services. The study employed qualitative research design within an interpretivist paradigm. Likewise the study used data collected through semi-structured interviews with students, academic staff, and marketing personnel, and that was complemented by social media ethnography. Drawing on the Technology Acceptance Model (TAM) and Social Media Marketing Theory (SMMT) the study explained how perceptions of usefulness and ease of use influence the adoption of social media in university marketing. This study revealed several important findings regarding the use of social media in higher education. The study affirmed that social media platforms such as Facebook, Instagram, WhatsApp, and LinkedIn are widely used and effective for marketing, communication, and stakeholder engagement. The findings also indicated that the effectiveness of social media is constrained by challenges including limited staff capacity, inconsistent content management, and the absence of a coordinated institutional strategy. Further, the study discovered that the strategic use of planned content, interactive engagement, and continuous feedback significantly enhances visibility, participation, and communication with both internal and external stakeholders. To address these issues, the study recommends strengthening staff training, adopting structured content planning, promoting interactive communication, establishing clear social media policies, and implementing regular monitoring and evaluation mechanisms. The research aims to contribute to knowledge on digital communication in higher education and provides recommendations for developing effective social media marketing strategies.Item Open Access An analysis of syntactic errors in sentence construction: a case study of selected undergraduate first-year English majors in a South African University(2026-05-19) Ndou, Thompho; Maluleke, M. J.; Bvuma, V. T.This study provides an analysis of syntactic errors in sentence construction by first-year undergraduate English students in one of rural-base university located in Limpopo. The process of arranging words to form comprehensible sentences is governed by a set of rules, known as syntactic rules, which ensure that sentences are constructed coherently and convey concise meanings to readers. Some research studies conducted in South Africa and other countries have indicated that writing is challenging, particularly for students with limited knowledge of a second language (L2). English sentences commonly consist of three important components: the subject, the verb, and the object. These components should be effectively aligned in both simple, compound, and complex sentences to convey a complete, meaningful thought. If the subjects and verbs are not effectively aligned, it may be difficult for the readers to grasp the intended messages. Therefore, this study aims to investigate syntactic errors made by the first-year English majors in simple, compound, and complex sentences at a selected South African university. This study is underpinned by error analysis theory (EA) and grounded theory (GT). An exploratory qualitative approach was adopted in this study, using a combination of document analysis, group discussions, and case studies as primary data collection methods to gain in-depth insights into sentence composition. Convenience sampling, a non-probability sampling method, was used to select 20 students as participants. A deductive approach, which is one of the thematic data analysis techniques, has been used to analyse the data collected from students’ essay writing and group discussions. Descriptive analysis has been employed to interpret the collected data and report the findings in words, making it easier for readers to understand the study's findings quickly. The results revealed that the students know about constructing simple sentences but faced difficulties in linking independent clauses with each other or with dependent clauses to form grammatical compound and complex sentences. It was because most students were identified as having a low proficiency level in the correct use of punctuation, coordinating, and subordinating conjunctions. Furthermore, the results revealed that most students were able to distinguish the structural variations between phrases, clauses, and sentences, but found it challenging to link phrases and clauses to form grammatically correct sentences, particularly complex sentences. Based on the data analysis and interpretation in Chapter 4, it was found that the omission of a comma, subject-verb agreement errors, run-on sentences, redundancy, comma splices, and pronoun-noun agreement issues were common types of errors committed by the students. In conclusion, the study wanted to identify critical challenges faced by the students in sentence construction. It is found that the students are able to align words properly to form phrases and sentences. However, most of the faced difficulties in using coordinating and subordinating conjunctions to form comprehensible sentence, which is a challenge in academic writing. Most of the students demonstrated lack of knowledge in concord rules. Some corresponded plural subjects with singular verb forms while other aligned singular subjects with verbs that are in plural states, which is regarded as subject-verb agreement errors. Lastly, the students can also use grammar books and study syntax chapters to have deep understanding in linking different words to form well-organised simple, compound, and complex sentences. The results of this study are expected to help the curriculum advisors, L2 lecturers, syllabus designers, and future researcher to be able to identify the critical challenges faced by the students in sentence construction.Item Embargo Digital Wounds, Literary Testimony: Trauma, Trafficking, and Gendered Violence in Jackie Phamotse's Bare Series(2026-09-19) Sibara, Elphus; Montle, M. E.; Mahori, F.This study examines the representation of human trafficking, torture, trauma, and mental scars in Jackie Phamotse's Bare series, comprising five novels published between 2017 and 2023: Bare: The Blesser's Game (2017), Bare II: The Cradle of the Hockey Club (2020), Bare III: Ego (2021), Bare IV: Mercy (2022), and Bare V: Curtain Call (2023). Through close textual analysis grounded in an integrated theoretical framework combining African literary theory, feminist standpoint theory, trauma theory, and ethical literary criticism, this research illuminates how Phamotse's work constitutes a significant intervention in contemporary South African discourse on gendered violence, economic exploitation, and the psychological consequences of systemic oppression. The analysis reveals that the series offers a Complex portrayal of the complex intersections between digital technologies, the blesser-blessee economy, and human trafficking networks in post-apartheid South Africa, demonstrating that social media platforms function as active facilitators of gendered economic violence where visibility becomes synonymous with worth and algorithmic logic enables the commodification of female bodies. This study contributes to filling a significant gap in scholarship, as no previous academic study has comprehensively examined how South African fiction represents the experiences of trafficking victims, the trauma they endure, and the mental scars they carry. The findings demonstrate that Phamotse portrays vulnerability to trafficking and exploitation as shaped by the intersection of race, class, and gender, depicting how young Black women from disadvantaged backgrounds are disproportionately targeted by traffickers and blessers, reflecting the persistence of racialised economic inequality decades after the formal end of apartheid. The study also examines how Phamotse represents institutional responses to trafficking, critiquing the inadequacy of police responses, social services, and the justice system in protecting vulnerable women. The significance of this research extends beyond literary analysis to engage with pressing social issues, as human trafficking has emerged as one of the most critical human rights violations of the contemporary era, with an estimated 40 million people subjected to trafficking globally; in South Africa, the phenomenon presents particular complexity due to the country's position as both a destination country for transnational trafficking and a source country for internal trafficking, combined with Complex legal frameworks and persistent implementation challenges.Item Embargo The (MIS)Match between the Curriculum and Assessment Policy and Classroom Practice in English First Additional Language: A Case of Secondary Schools in Limpopo Province, South Africa(2025-09-05) Chauke, Gezani Thomas; Maluleke, M. J.; Sikitime, T. E.This study explored the use of English First Additional Language (EFAL) as a Language of Learning and Teaching (LoLT) in three Non-Native Speakers of English (NNSE) rural high schools, in Limpopo province. This was triggered by the realisation that the silence that arises in the classroom when learners exclusively use English as a LoLT makes teaching and learning ineffective, and much unproductive than what the curriculum policy was meant to deliver. In reaction, this study was conceived, with the aim of exploring the (mis)match between the Curriculum and Assessment Policy and the language practice that emerge when English EFAL is used as a LoLT in Grade 10 EFAL classrooms. To achieve this, a qualitative approach grounded on constructivist research paradigm was adopted, due to the social nature of this study; and employed a combination of multiple case study design and action research for data collection. Multiple data collection instruments including semi-structured interviews; focus-group interviews; and observation were employed, to gather data from 4 EFAL teachers and their 15 learners. These participants were purposively selected from a population of Grade 10 EFAL classes in the selected high schools; to gather data that explored (i) the teaching and learning patterns that emerge when English is used as a LoLT; (ii) EFAL learners’ and teachers’ perceptions about the use of English as a LoLT (iii) how the teaching approaches and LTSM employed shape the learning process in EFAL classrooms. The findings from the study confirmed that there are indeed patterns of policy-practice mismatches that arise from the three objectives of the study, and this study treats them as the research gaps it sought to address. These include knowledge and pedagogical gaps, among others. These findings are critical because likely to have significant implications on language policy direction, transformative impact on the current teaching practice and teachers’ indepth understanding of the harms they cause to learners due to limited understanding of their realities.Item Embargo Digital Migration in South Africa: Experiences of Rural Selected Communities in Thulamela Municipality, Limpopo Province(2025-09-05) Ralufuluvhi, Gudani Julius; Nodoba, T.; Chari, T.The global transition from analogue to digital broadcasting has been a significant shift driven by advancements in information and communication technologies. Digital migration offers benefits such as improved picture quality, efficient spectrum usage, and accommodating multiple channels on a single frequency. However, this transition has presented challenges for various stakeholders, particularly in developing regions and rural communities. This study focuses on the experiences of rural communities in the Thulamela Municipality, located in the Vhembe District, Limpopo Province, South Africa, during the shift from analogue to digital broadcasting. The motivation for this study stems from the delayed migration to digital television in South Africa, which began in 2009 but missed International Telecommunications Union deadlines for analogue switch-off in June 2015. Rural communities, especially those similar to the Thulamela Municipality, have faced difficulties related to infrastructural deficits, economic constraints, and limited access to digital equipment such as Set-Top Boxes. The research adopted a qualitative approach, gathering experiences from 15 purposively selected community members of Thulamela Municipality through semi-structured interviews. These interviews aimed to understand the challenges faced by these communities during the digital migration, the impact of the switchover on their access to broadcasting services, and any benefits derived from the digital transition. The results revealed that while there are potential benefits associated with digital migration, most rural households remained disconnected due to inadequate infrastructure, delays in Set-Top Box distribution, and a lack of public awareness campaigns about the transition. This research is based on the theoretical underpinning of communication rights, digital rights, and universal access, emphasising equal opportunities for access to information technologies for all actors. The concept of communication rights is highly relevant as it underscores citizens' right to freely seek, receive, and impart information, compromised due to the irregular establishment of digital infrastructure in many rural communities. The survey findings suggest that the well-intentioned policies of the South African government fell short in addressing the specific needs of rural communities, leading to a digital divide. The study highlights the implications of more inclusive policies and their proper implementation to ensure that all citizens, regardless of geographical location or economic status, benefit equally from digital broadcasting. This dissertation provides insight into the socio-economic implications of digital migration in rural South Africa and emphasises the need to improve efforts toward digital inclusion to reduce the disparities between urban and rural areas. The dissertation offers practical recommendations for policymakers, broadcasters, and other stakeholders involved in the digital migration, emphasising the need for targeted interventions to achieve universal access to digital broadcasting services in underserved regions.Item Embargo Student's perspectives on the role of internal communication in students academic performance at highrt learning institutions in South Africa: A case study of University of Venda(2025-09-05) Ramonetho, M. B.; Mabika, M.; Nodoba, T.Internal communication between lecturers and students is increasingly recognised as a key factor influencing academic performance in higher education institutions. Research suggests effective communication contributes to students' understanding of course material, motivation, and overall academic success. However, there is a limited exploration of how this dynamic operates within the South African context, particularly in historically disadvantaged institutions. The gap in the literature lies in a lack of in-depth studies that specifically examine the internal communication structures in place and their direct impact on student outcomes at institutions like the University of Venda, which faces unique socio-economic and cultural challenges. This study addresses the problem by investigating how internal communication practices between lecturers and students affect students' academic performance at the University of Venda. It seeks to fill the gap by exploring the quality, frequency, and effectiveness of communication between students and lecturers, and how these factors contribute to or hinder students’ academic success. The main objective of this study is to examine how internal communication impacts students' academic performance, focusing on the experiences and perceptions of students across various faculties at the University of Venda. The study will focus only on students’ perspectives; hence the role of internal communication can be best evaluated from students’ side as they are recipients of academic services facilitated by internal communication. Through a qualitative approach, the study draws on 20 students selected using purposive sampling. An interpretive paradigm guides the research, employing semi-structured interviews for data collection. Thematic analysis is used to interpret the findings, offering insight into the communication strategies that foster or impede academic success. The study is supported by triangulation, System Theory, stakeholder theory, and Constructivist Learning Theory to offer a comprehensive understanding of internal communication in higher education.Item Embargo Translating and interpreting South Africa’s cultures: art, song and dance in Mda’s selected novels(2025-09-05) Makhafola, Thabo; Ndlovu, I.; Mahori, F.This study explores the translation and interpretation of South African cultures through art, song, and dance in Zakes Mda's following novels: Ways of Dying (1995), She Plays with the Darkness (1995), The Heart of Redness (2000), and The Sculptors of Mapungubwe (2013). The study employs post-colonial theories and decolonial perspectives to discern how Mda deploys these artistic expressions to transcend their aesthetic value, acting as powerful symbols of resistance, unity, and healing. These narratives have been selected because they highlight Mda's skill in navigating the complexities of translating South African cultural realities into narrative form. By examining how Mda incorporates and reinterprets traditional South African art forms, music, and dance, this study reveals the complex dynamics of cultural expression and translation. The study argues that Mda navigates the tensions between cultural preservation and innovation, highlighting the ways in which art, song, and dance serve as powerful tools for storytelling, social commentary, and cultural critique. The selected novels foreground and epitomise a deeper understanding of the role of art, song and dance in shaping South African identity and experience.Item Embargo Challenges in Teaching and Learning of Reading in English as a Second Language in Ghanaian Basic Schools(2025-09-05) Dorvio-Dzakpa, Comfort; Klu. E. K.; Sikitime, T. E.; Mashige, M. C.This study investigated the challenges pre-service teachers from Accra College of Education encountered when teaching reading comprehension in English as a second language within Ghanaian basic schools. It was conducted in the school environments of six basic schools drawn from the basic schools of Accra College of Education. The participants were Level 400 students (final-year pre-service teachers) from Accra College of Education, learners they instructed during their macro teaching practice, and their mentors (teachers from the basic schools). The study was an action research design utilizing a mixed-method approach. The sequential explanatory design was adopted to enable the collection of quantitative data (the primary source of data) first, followed by gathering qualitative data to enhance the initial findings. The quantitative data were collected through questionnaires and tests as instruments. One hundred pre-service teachers responded to the questionnaires, while three hundred and sixty learners were assessed through the pre-test and post-test. An intervention interspaced the tests. Then, the qualitative data were collected through classroom observations, semi-structured interviews with in-service teachers, and focus group discussions involving pre-service teachers and learners. The qualitative data were organized through thematic analysis, highlighting the key themes emerging from the data, with content analysis providing interpretation of these themes, supported by direct quotes from participants. Quantitative data were analysed using SPSS Version 21. The findings identified teaching large classes, limited availability of English reading textbooks in the basic schools, and learners' lack of foundational reading skills, even at the Junior High (Basic Eight) level, as some challenges that pre-service teachers encounter in delivering reading comprehension instruction in the basic schools. The study also highlighted a disconnect between the strategies intended for teaching reading comprehension to basic school learners and the training received by pre-service teachers in college. Based on the findings, suggestions and recommendations were made to policymakers, teacher education curriculum designers, and the Heads of Colleges of Education in Ghana.Item Embargo Implementation of South African Government Language Policy in Public Institutions: A Case Study of Siloam Hospital(2025-09-05) Tshigabe, Aluimelwi JohnThis study investigated the implementation of the South African Government Language Policy within public institutions, using Siloam Hospital, a district hospital located in the rural Vhembe District of Limpopo Province, as a case study. Rooted in the constitutional recognition of twelve official languages, including the recent inclusion of South African Sign Language (SASL) in 2023, this study critically assessed how public healthcare institutions align with national and departmental language policies, specifically the National Department of Health Language Policy of 2015. The research was anchored in Spolsky’s Theory of Language Policy, which emphasises the interplay of language practices, beliefs, and management within multilingual contexts. Employing a qualitative research design, data were gathered through semi-structured interviews with healthcare professionals, including doctors, nurses, pharmacists, and paramedics, as well as through the examination of internal hospital documents, signage, and notices. The study explored both the internal communication dynamics among staff and the external interactions between healthcare providers and patients, with an emphasis on how linguistic mismatches affected service delivery, diagnosis, treatment adherence, and patient satisfaction. Findings revealed a persistent gap between language policy mandates and actual practices at Siloam Hospital. Although the Constitution and departmental policies require the use of multiple official languages in government institutions, English continues to dominate most interactions. The hospital’s staff composition, comprised of multilingual professionals from various regions, faces challenges in communicating effectively with patients who primarily speak Tshivenda, Xitsonga, or Sepedi. A lack of trained interpreters, limited translation infrastructure, and insufficient awareness of language policy obligations contribute to systemic communication barriers. These barriers often result in misdiagnosis, ineffective treatment, and heightened patient anxiety, undermining the goals of equitable and inclusive healthcare. The study also addressed historical and socio-political factors influencing language use in South African institutions, including the legacy of colonial and apartheid-era language dominance. It examined the slow progression in the elevation of African indigenous languages in public life, despite constitutional provisions and policy frameworks designed to reverse historical injustices. The research highlights the contradiction between legal mandates and practical implementation, exacerbated by socioeconomic challenges, staff shortages, budgetary constraints, and public attitudes that prioritise English for perceived upward mobility. The study concludes that while policies advocating multilingualism exist on paper, their practical execution remains inadequate in healthcare settings such as Siloam Hospital. It recommends the appointment of trained interpreters, increased budgetary allocation for language services, targeted staff training, community language profiling, and robust policy monitoring mechanisms. By bridging the gap between policy and practice, public institutions can foster inclusive service delivery, enhance healthcare outcomes, and promote the dignity of all official languages. This research contributes to the broader discourse on language rights, public health equity, and post-apartheid transformation in South African governance.Item Embargo Interfacing Traditional and Western Health Care Systems in the Fight Against Coronavirus(2025-09-05) Siema, Favour; Makhanikhe, T. J.; Madima, T.; Matshidze, P. E.The study focused on exploring the factors affecting the interfacing traditional and western health care systems in the fight against Coronavirus COVID-19. Experts contend that government agencies and health officials should collaborate with traditional healers rather than oppose them to successfully tackle COVID-19. Various stakeholders appear to be undermining South Africa's traditional health care system, which served as the indigenous people's major source of healthcare. The indigenous health care system and its methods are being demonized by youth and certain scientific institutions because they are linked to witchcraft and other wicked customs. The researcher noticed that, in the twenty-first century, there appeared to be an idea of interfacing Traditional Health Practices (THPs) with Western doctors. It appears that basic healthcare systems were provided by traditional medical professionals in civilizations prior to the arrival of colonialism. The study adopted an employ Inquiry and African Healing Theories. The study used a qualitative research design and was exploratory in nature. Data was generated using observation and semi-structured interviews as data collection instruments. Purposive sampling was employed in the selection of knowledge holders among the chosen communities. The collected data was analysed thematically.Item Embargo Examining uses of selected WhatsApp emojis as a communication tool among the youth: A case of Non-Metropolitan College(2025-09-05) Mabaso, Agreement Brilliant; Mabika, M.Communication is regarded as one of the most important activities for human beings as it allows them to pass messages from one another in society and generate more knowledge as they live together. With the advancement of technology and society, WhatsApp has firmly established itself as a popular social media platform. It has become one of the most widely used communication tools among people, especially the youth. WhatsApp has many features that can pass messages from the sender to the receiver, such as written words, recorded audio and videos, audio and video calls as well as emojis. Emojis are features that aid in better understanding what is written in a text. However, emojis often create ambiguity instead of reducing it because their meanings are so uncertain that they are indistinguishable from randomly chosen descriptions. Although emojis can be used to convey a whole message, they may occasionally be misinterpreted since some of the meanings are socially constructed. This qualitative study used purposive judgemental sampling to select the youth participants among non-metropolitan TVET college students who responded to the semi-structured open-ended questionnaires. At the same time, semiotic analysis was adopted to examine popular WhatsApp emojis among the youth. The findings were coded and analysed descriptively according to the study objectives. Content analysis is the selected data analysis tool. Participants demonstrated a strong grasp of the meanings of various emoticons, indicating that they frequently use these symbols to express emotions and enhance communication in their chat activities. The study also highlighted that the interpretation and usage of emojis is significantly influenced by cultural contexts, suggesting that students adapt their emoji use based on social relationships and situational factors.Item Embargo Digital Migration in South Africa: Experiences of Rural Selected Communities in Thulamela Municipality, Limpopo Province(2025-09-05) Ralufuluvhi, Gudani Julius; Chari, T.; Nodoba, T.The global transition from analogue to digital broadcasting has been a significant shift driven by advancements in information and communication technologies. Digital migration offers benefits such as improved picture quality, efficient spectrum usage, and accommodating multiple channels on a single frequency. However, this transition has presented challenges for various stakeholders, particularly in developing regions and rural communities. This study focuses on the experiences of rural communities in the Thulamela Municipality, located in the Vhembe District, Limpopo Province, South Africa, during the shift from analogue to digital broadcasting. The motivation for this study stems from the delayed migration to digital television in South Africa, which began in 2009 but missed International Telecommunications Union deadlines for analogue switch-off in June 2015. Rural communities, especially those similar to the Thulamela Municipality, have faced difficulties related to infrastructural deficits, economic constraints, and limited access to digital equipment such as Set-Top Boxes. The research adopted a qualitative approach, gathering experiences from 15 purposively selected community members of Thulamela Municipality through semi-structured interviews. These interviews aimed to understand the challenges faced by these communities during the digital migration, the impact of the switchover on their access to broadcasting services, and any benefits derived from the digital transition. The results revealed that while there are potential benefits associated with digital migration, most rural households remained disconnected due to inadequate infrastructure, delays in Set-Top Box distribution, and a lack of public awareness campaigns about the transition. This research is based on the theoretical underpinning of communication rights, digital rights, and universal access, emphasising equal opportunities for access to information technologies for all actors. The concept of communication rights is highly relevant as it underscores citizens' right to freely seek, receive, and impart information, compromised due to the irregular establishment of digital infrastructure in many rural communities. The survey findings suggest that the well-intentioned policies of the South African government fell short in addressing the specific needs of rural communities, leading to a digital divide. The study highlights the implications of more inclusive policies and their proper implementation to ensure that all citizens, regardless of geographical location or economic status, benefit equally from digital broadcasting. This dissertation provides insight into the socio-economic implications of digital migration in rural South Africa and emphasises the need to improve efforts toward digital inclusion to reduce the disparities between urban and rural areas. The dissertation offers practical recommendations for policymakers, broadcasters, and other stakeholders involved in the digital migration, emphasising the need for targeted interventions to achieve universal access to digital broadcasting services in underserved regions.Item Embargo Popular Music, Student Activism and Contestations of Power in Post- Apartheid South Africa: The Case at a Rural University(2025-09-05) Lukhwareni, Azwihangwisi Kedibone; Chari, T. J.; Chauke, H. F.This qualitative study examines the dynamic interplay and intersection between popular music, student activism and power contestations in post-apartheid South Africa using the University of Venda as a lens of analysis. It examines how students use music to contest institutional power, forge solidarity and articulate their collective identity. Deploying Habermas’s Communicative Action Theory and Gregory Bateson’s Cultural Framing Theory the study addresses three core questions: what type of music is used by students at the University of Venda during their political activism, why do students at the University of Venda sing during student activism, and how does popular music used during student activism shape the identity of student activists at the University of Venda? Empirical data for the study were gathered through in-depth interviews, with nine (9) purposively selected student activists from the University of Venda, a Focus Group Discussion with five (5) different student activists and a discursive analysis of 37 songs that are sung by students during activism at the University of Venda. Findings from the study revealed that students draw on a wide variety of musical forms, such as Struggle Songs, such as Gwijo, Afropop, Gospel and Amapiano, which are used during political activism to articulate their grievances and to sustain morale in the face of institutional repression. Traditional struggle songs, which are frequently modified and contemporised, remain particularly central and fundamental. Findings indicated that what might appear violent in lyrics is, in fact, a symbolic assault on oppressive systems rather than the individuals or officials themselves. Most fundamentally, the study demonstrates that music does more than accompany activism; it is activism. It was also demonstrated that music fosters collective identity, shaping personal narratives into a shared soundtrack of resistance. Contrary to narratives of youth political apathy, students are profoundly engaged, compelled into musical activism by academic and financial exclusion, poverty and administrative shortcomings. The study contributes to an understanding of postcolonial student activism by highlighting how popular music becomes an interactive setting where power is contested.Item Embargo Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province(2025-09-05) Gayi, Evelyn; Madima, S. E.; Klu, E. K.The study analyses punctuation errors committed by Grade 10 learners at a private school in the Vhembe District of Limpopo Province. It focuses specifically on punctuation mark errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, punctuation plays a crucial role in conveying meaning and ensuring that written texts are clear and understandable. The quality of written work is judged not only on its content but also on the correct use of punctuation—such as capital letters, commas, full stops, sentence construction and paragraph boundaries. The study is guided by the Pause and Effect Theory by Parkes, which posits that punctuation serves as a tool to enhance the understanding of a text and historically received considerable attention from those tasked with correcting manuscripts. A case study design was adopted, employing a qualitative research method with purposive sampling. The total population of the school is 561 learners, from which 51 Grade 10 learners’ texts were purposively sampled. Of these, 20 written texts were randomly selected for detailed analysis in English First Additional Language and to give each individual potential participant an equal chance of participation. These twenty (20) essays texts were analysed using both quantitative and textual analysis to establish learners’ competence in punctuation. The findings were then analysed thematically and statistically. Data were grouped according to themes; presented in tables and compared using percentages. The study found that learners commonly make punctuation errors in their essays. These included misplacement, omission, and unnecessary addition of punctuation marks. The study further revealed contributing factors to these errors: carelessness, writing in haste, confusion, lack of skill and knowledge in using punctuation, lack of motivation and practice, intra-lingual and inter-lingual influences, and most notably, inadequate teaching of punctuation rules by language teachers.Item Embargo Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province(2025-09-05) Nedzamba, Mulalo Hulgar; Sikitime, T. E.; Klu, E. KThe integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts. The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers). The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts. The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society. The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts. The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered. In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them.Item Embargo The dilemmas of womanhood and belonging in a Patriarchal Society: A Stiwanist analysis of Selected Radical Female African Novels(2025-09-05) Mavundadavhi, Ronewa Cherity; Abodunrin, O. J.; Nephawe, M.This study thoroughly examined how African women writers reinterpreted and reshaped the concepts of womanhood and belonging in environments influenced by patriarchal beliefs. Based on the theoretical framework of STIWANISM (Social Transformation Including Women in Africa), the study examined two chosen texts: Woman at Point Zero (1983) by Nawal El Saadawi and The Girl with the Louding Voice (2020) by Abi Daré. These novels were analysed using Stiwanism theory and revealed the psychological and socio-economic effects of systemic gender-based oppression. This study showed how patriarchal systems operated to marginalise and silence women through institutions such as society, family, religion, and government, while also enforcing strict gender roles that limited their womanliness. The selected texts highlighted African women's overlapping challenges in their search for identity, purpose, and belonging through the protagonists’ transitions from voicelessness to empowerment. Woman at Point Zero (1983) illustrated a bold rejection of patriarchal authority by refusing to conform, while The Girl with the Louding Voice (2020) exemplified the empowering influence of education and vocal self-expression in defeating patriarchal oppression. The study confirmed that the goals and objectives were effectively achieved. It was determined that educational access, financial autonomy, and regaining voice were vital tools for breaking patriarchal standards and fostering a renewed sense of belonging for African women in their communities and elsewhere.