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Narrative Identities: Voices of the unemployed youth in a low-income community in South Africa

Narrative identity refers to the stories we tell about who we are and how we have come to be who we are. This study explores the context, content, key constructs and discourses of the narrative identities of 10 unemployed young people of Kayamandi accessed through a participatory action research process. 

The Spohr fingering principles as manifested in his Violinschule

In 1832 the violinist, composer and pedagogue, Louis Spohr, published a treatise on violin technique entitled Violinschule von Louis Spohr. Of Spohr’s many publications, his treatise on violin technique has remained his most notable published work. This thesis determines the fingering principles implicit in Louis Spohr’s treatise that would manifest themselves in a violinist if his Violinschule were applied as a tutor.

Historicising Borders: Studies in Nigerian Novels

More than ever before, border studies is enjoying scholarly attention and cutting across many disciplinary boundaries. The re-shaping of borders, triggered by globalisation and other trans-border historical events, has brought about the reassessment of the notion of borders as more than physical demarcations. Nonetheless, there has been little contribution from studies of African scholarship, and almost none from Nigeria, to the growing concern with and re-imagining of the border

Investigating the Onomastic Principles of Naming an Official Language: The Case of the Sepedi and Sesotho sa Leboa (Northern Sotho) Language Names

The main focus of the study embraced the investigation the onomastic principles and also the socio-cultural factors to be taken into consideration when naming an official language. The fundamental objective of the study was to consider the two names Sepedi and Sesotho sa Leboa, to decide which one should be used and to determine which name is supported by the investigated onomastic principles of naming a language (official).

Transformation in Question? An appraisal of how the Eastern Cape Department of Education fosters diversity and equity in Eastern Cape schools

While diversity and equity in public education systems have been widely acknowledged to bolster the quality of learning, initiatives for their implementation have often been more effective on paper than in practice. In South Africa, studies have revealed that despite a plethora of diversity and equity transformational legislation, regulations and policies, there is a persistence of practices, attitudes and behaviour that are in stark contrast to the initiatives for fostering diversity and equity in the workplace.

Becoming Queer, Being African: Re-thinking an African Queer Epistemological Framework

This project was initiated by the need to read queer lives and subjectivities in Kenya in the face of the hostile and violent homophobic religious and nationalistic rhetoric. In this project, I argue that Kenya has become a site of and frame for the contradictions of queer liveability on one hand and queer fungibility on the other.

The experience of Black medical specialists in training at two medical schools in the Western Cape

Medical education has seen the increase of previously marginalised groups (Black, female, disabled) in undergraduate training. However, this shift is not as noticeable at postgraduate level. This has led to a number of calls for the transformation of medical education. Recent student protests in South Africa have illuminated issues of access and citizenship in higher education and have led to urgent calls for decolonised curricula and the transformation of higher education institutions.

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