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Welcome to the University of Venda Institutional Repository, an open digital archive of the research output of the University of Venda. Univen IR contains theses and dissertations, research papers as well as conference papers. For further information and assistance please contact Mr Keith Malabi at +27 15 9628564 or +27 15 962 8314 during office hours

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The role of the Cold War in the sustenance of apartheid in South Africa; 1948-1991: an investigative study of cause and consequences in history

(2025-09-05) Sekhaolelo, Sylvia Dineo; Kgari-Masondo, Maserole Christina

This study uses qualitative documentary research, a case study design, and thematic and content analysis to examine the Cold War's role in sustaining apartheid in South Africa from 1948 to 1991. A gap in the literature exists regarding the Cold War's influence on apartheid through a Cause and Consequence theoretical framework. The research finds that Cold War dynamics, driven by the global rivalry between the USA and the Soviet Union, prolonged apartheid. The USA and the UK supported apartheid South Africa, viewing it as a strategic ally against communism, despite global condemnation. Meanwhile, the Soviet Union supported liberation movements like the African National Congress (ANC), fuelling the resistance to apartheid. This international division delayed coordinated global action and deepened the apartheid regime's persistence. The study highlights that human agency, as emphasized in Neo-Hegelian causation theory, played a key role in shaping history. The superpowers, the apartheid regime, and anti-apartheid movements all contributed to the duration of apartheid. Research like this is essential for promoting global peace and decolonisation by uncovering past wrongs, fostering forgiveness, and avoiding future conflicts. For future research, the study recommended that it would be valuable to explore other international factors that influenced the Apartheid regime, beyond just the involvement of Cold War superpowers.

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Africentric Historical Study of Farming Cooperatives in Strengthening the Livelihoods of Rural Communities: The Case Study of Matangari Village, Limpopo: C. 1990-2020

(2025-09-05) Ndanganeni, Ngudo; Kgari-Masondo, Maserole Christina

The study sought to examine the role of African-centered historical research in understanding the impact of Farming Cooperatives on the livelihoods of the rural communities in Matangari village. A review of the historical context for the establishment of Farming Cooperatives and the extent to which indigenous knowledge was incorporated was done. As such, the literature surveyed for this study reveals a gap in academia regarding studies on the Africentric approach to rural Farming Cooperatives in strengthening the livelihoods of communities. Thus, this study was undertaken to investigate the African strategies the Farming Cooperatives of Matangari used to strengthen the livelihood of communities from 1990-2020. The study was qualitative, and a case study was conducted, using semi-structured interviews involving 21 participants, amongst them important stakeholders such as local leaders and Farming Cooperative members. The data were analysed thematically because the strategy helps in coding and reducing information to the required and relevant data aligned to the phenomenon. Preliminary study findings demonstrated how crucial Farming Cooperatives are to maintaining the livelihoods of rural communities and how Africentric historical research can help us comprehend the effects more comprehensively and contribute to fighting epistemic violence against rural and African indigenous knowledge, using the case study of Matangari Village Farming Cooperatives in Limpopo. As such, the findings of the study indicated that the Farming Cooperatives, during the period under study, employed both Africentric and Western farming techniques to strengthen the livelihood of the rural community of the Matangari Village. The results of this study will contribute to the existing literature on decolonisation of history in general. Specifically, this transcends to cultural history, economic history, and other disciplines like anthropology, Indigenous knowledge, politics, sociology, and community development. Such transformation is attained through ensuring rural community development, and the capacitation of sustainable Farming Cooperatives, indigenously. I was highly recommended by the study that Cooperatives need to continue integrating traditional practices such as the davha system of collective farming, using Indigenous fertilisers, and water management techniques into their farming methods

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The Impact of Career Guidance on Career Choices of Grade 12 Learners: A Case Study of Vhuronga 1 Circuit,

(2025-09-05) Murovhi, Masala; Tshisikhawe, M. P.; Sikhwari, M.

This lack of structured career guidance also contributes to academic challenges for first-generation students in higher education. Poor performance in their first year may result in them switching courses or, in some cases, dropping out entirely. The study explored how career guidance affects the career choices of Grade 12 learners in Vhuronga 1 Circuit. It focused on seven secondary schools in Vhuronga 1 Circuit in Limpopo Province, South Africa. The study draws from the Theory of Career choice which suggests that individuals’ abilities can be measured and matched with suitable careers. The study followed the positivist paradigm, which assumes that reality is objective and can be identified and measured. A descriptive research design was used, with a quantitative approach. Data was collected through questionnaires from teachers, Grade 12 learners, and school principals in Vhuronga 1 Circuit. The study used non-probability sampling, specifically purposive sampling, to select 151 respondents based on the researchers’ judgment and their availability. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 25.0. The study found that while most schools offer career guidance, 60.3% of learners receive it only once per term, limiting its impact. Teachers' confidence and training levels varied, with 34.78% rating their confidence as average. Only 40.43% of teachers viewed the programmes as effective, highlighting the need for improved structure and support. The results provide insights into the current state of career guidance and its impact on learners’ career decisions. While career guidance programmes exist, they are often inconsistent and lack sufficient resources, making them less effective. The study emphasises the need for comprehensive and consistent career guidance programmes that are accessible to all learners, regardless of their socio-economic background. The study recommends enhancing career guidance in secondary schools by improving teacher training, establishing regular programme assessments, allocating sufficient resources, involving the community, and strengthening policy implementation to ensure consistent and effective support for learners’ career development.

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The effects of teachers workload on learners academic performance in secondary schools Hlanganeni Circuit, Vhembe District

(2025-09-05) Muthevhuli, Phathutshedzo; Tshisikhawe, M. P.

The effectiveness of teaching and learning in the classroom is correlated with teachers' workload. The kind of burden teachers have affects the academic performance of their learners. Due to a lack of staff, access to resources, and multi-grade teaching, teachers in secondary schools with low learner enrolment face the significant challenge of a workload that is above the teacher-pupil ratio. In contrast, teachers in schools with high learner enrolment deal with overcrowded classes that are challenging to manage. Therefore, the goal of this study is to examine how a teacher's workload affects secondary school learners' academic performance. A phenomenological research design will be used in this research. Data will be gathered using focus groups and face-to-face interviews. All ten secondary schools in the Hlanganani North circuit will make up the study population. There are 5246 learners and 165 teachers. The criteria for selecting secondary schools will be based on school enrolment. One secondary school with high enrolment and the other with lower enrolment in the Hlanganani North circuit will be chosen for this study. The study's participants will be chosen using a purposeful sampling method. Interviews will be conducted with 14 teachers (seven from each school), two department heads, and two school principals. The acquired data will be analysed via thematic data analysis. The study will concentrate on enacting change and finding solutions for the identified issue. Hopefully, the study will be advantageous to the Department of education and the schools' principals, teachers, and learners.

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(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.