Interdisciplinary Journal of Sociality Studies

Analysis of push and pull factors influencing the migration of Ugandan domestic workers to Saudi Arabia

2024-01-19T11:31:12+02:00

The study explored the push and pull factors driving Ugandan domestic workers to migrate to Saudi Arabia. The research paradigm employed was social constructivism, where individuals seek to understand their world and develop meanings based on their experiences. A qualitative approach using a phenomenological research design was utilised. Data was collected from a sample of eighteen (18) respondents through unstructured interviews to identify the factors contributing to the migration of Ugandan domestic workers to Saudi Arabia. Thematic analysis was conducted during data analysis. The migration factors were presented in concept maps created using Nvivo 10.0. The study uncovered that push factors varied from person to person, but major ones included poverty, unemployment, school dropout, family obligations, marital neglect, domestic violence, personal development goals, poor working conditions, work-related challenges, peer influence, and single parenting. Pull factors include the influence of Arabian family culture that promotes the demand for maids, bilateral labour agreements, adventure, attractive job prospects, free travel documents, cost-effective job processes, and an easy migration process. The study concluded that without effectively addressing push factors to provide long-term solutions, the migration of Ugandan domestic workers to Saudi Arabia will persist. It is recommended that the Government of Uganda take steps to create a conducive environment with satisfying employment opportunities for these young individuals to reduce the number of people seeking jobs outside Uganda. This involves generating employment opportunities to regulate internal domestic work and make it highly profitable, thereby encouraging young people to remain in Uganda.

Re-membering the dismembered in university 'politics of process': Strategies for women's empowerment and inclusivity in academic leadership

2024-01-12T15:59:51+02:00

In response to the legacy of Apartheid, South Africa has implemented gender equality policies to address the marginalisation of women in higher education institutions. Despite this liberation movement, the politics of university systems have continually marginalised previously disadvantaged black people, especially women. This is evident in the statistics of black women in positions of authority and academic development in South Africa. Observations and literature confirm that social, cultural, and institutional practices, often called the "politics of process," remain significant obstacles to women's full inclusion in the university leadership system. Therefore, this study aims to deconstruct gender supremacy within university systems from the perspectives of experienced women. It adopts a decoloniality approach, viewed through a transformative lens, which seeks to transform the perceived organisationally "dismembered" women by "re-membering" them into the sphere of equal recognition in university politics. Participatory research (PR) was employed to design the study, involving five women from a public university in South Africa, selected using a convenient sampling method. Unstructured interviews were conducted to gather information from the participants. Thematic Analysis (TA) was applied to analyse the data. The study found that institutionally induced challenges, women as impediments to themselves, and patriarchy and societal issues are major barriers preventing women from attaining positions of authority. In contrast, institutional support, self-empowerment, and mentoring initiatives represent strategies to re-member the dismembered, forming the basis of the study's recommendations.

Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.

2024-02-25T05:25:11+02:00

: Learner indiscipline is a problem in schools worldwide, including Nigeria, which has caused uproar in school management. The problem of indiscipline in Nigerian secondary schools is examined through the lens of the Ubuntu, which is considered appropriate as it allows for an indigenous approach to addressing learner indiscipline. The study adopts an interpretive paradigm within a qualitative framework, focusing on the role of elderly advice in learner discipline management in selected secondary schools in Ado Ekiti, Nigeria. A case study research design was employed to gain an in-depth understanding of the phenomenon and management of learner discipline in two different secondary schools. The research involves six heads of department as participants, offering an in-depth exploration of their perspectives and experiences related to the guidance provided by elders in shaping disciplinary practices. The collected data is analysed using thematic analysis. The study reveals the cultural significance of teacher-elderly guidance on learner discipline, the impacts of such guidance on discipline strategies, and the challenges and opportunities in integrating teacher-elderly guidance into education. This study contributes to scholarship by contextualising the significance of teacher-elderly guidance as a unique way of managing learner discipline in secondary schools

Parental involvement as a convergence of understanding by teachers and parents

2024-03-06T15:23:58+02:00

This qualitative interpretative study aimed to investigate parents' and teachers' understanding of parental involvement and its implications for improving relations between schools and parents. The study employed the theoretical framework of Community Cultural Wealth, which emphasises the importance of listening to and including multiple educational stakeholders in order to leverage their expertise. This framework helped us analyse the existing literature on parental involvement and the responses we received from participants. For data collection, we conducted individual interviews with three parents and three teachers who were purposefully selected from three different schools in the Mangaung Metropolitan Municipality, Free State, South Africa. We prompted participants to articulate their understanding of parental involvement using an open-ended question. Through thematic analysis, we found that both teachers and parents perceive parental involvement as encompassing communication, parenting, participation in extracurricular activities, and assistance with learning activities. Based on our findings, we recommend that schools and parents engage in ongoing discussions to (re)negotiate and (re)formalise their understanding of parental involvement to enhance collaboration and efficiency between schools, teachers, learners, and parents.

Academics’ professional identity: Conflicting personal values of academics and institutional culture

2024-03-21T06:26:00+02:00

Higher education is driven by the objective of establishing an educational setting in which academics and students collaboratively construct and convey scientific knowledge and values that can be utilised in the future. Academics' professional identity focuses on their professional interests, values, and commitments to important work duties. Consequently, academics' professional identity may encounter obstacles when faced with conflicting misalignment between their values and university culture. This paper utilises a qualitative case study with an interpretive paradigm to investigate how academic identity is constructed through the conflicts that arise from the discrepancy between individual values and institutional culture. Semi-structured interviews were conducted with nine academics purposively selected from an English-speaking university in Cameroon to gain insight into the phenomenon. The gathered data were coded and analysed thematically. The findings reveal the existence of conflict between academics' personal values and institutional culture in the study context. It was found that there is a lack of integrity and ethics within the academic environment, particularly regarding financial transactions and the exploitation of educational practices by some leaders, academic staff, and students. Additionally, issues such as insufficient remuneration, delayed payment, and fear of physical and professional reprisal within the university impact academics' professional identity and self-worth. To address these challenges, it is crucial to tackle delayed wages, foster a supportive environment, align academic values with university beliefs, and promote political neutrality in the study context.

Communication strategies for healthcare providers to enhance vaccine discussions with vaccine-hesitant patients

2024-03-27T06:46:38+02:00

This study examines vaccine hesitancy as an emerging public health concern that undermines the efficacy of vaccination initiatives. Healthcare providers play a crucial role in addressing vaccine hesitancy; however, many lack effective communication strategies. This study developed evidence-based communication guidelines to assist healthcare providers in discussing vaccines with hesitant patients. Drawing on Bourdieu's theoretical framework, semi-structured interviews were conducted with ten vaccine-hesitant parents and ten paediatricians in Nigeria. Through reflexive thematic analysis of the interview transcripts, this study uncovers power dynamics, legitimacy struggles, and cultural capital's significance in vaccine conversations. The findings reveal that hesitant parents question the legitimacy of vaccine recommendations, feeling marginalised yet constrained by societal norms of responsible parenthood. Similarly, healthcare providers' reliance on biomedical expertise often proves insufficient without rapport building, cultural competency, and addressing patients' unique knowledge assets. The findings of this study contribute to communication theory, medical education, and clinical practice by advocating for power-conscious, dialogue-based strategies to promote vaccination amidst uncertainty and scepticism.

University undergraduates’ perception of the menace of rape: Causes and effect

2024-03-22T07:44:34+02:00

Rape is reported to occur daily in Nigeria, affecting a wide range of victims, from older women to tiny toddlers under five years old. It is a prevalent form of illegal sexual misconduct that not only violates the dignity of survivors but also jeopardises their health and well-being. This study shed light on the issue of rape in Nigerian society. Its objectives are to determine the causes and effects of rape, as well as propose possible solutions for curbing it. A descriptive research design of the cross-sectional subtype was employed for this study. Data was collected through the administration of a researcher-designed questionnaire to a total sample of 200 respondents. The mean rating was used to analyse the data and address the research questions. The results of the study indicated that the respondents agreed that proving sexual prowess is the most common cause of rape. To combat the issue of rape, victims should feel empowered to speak out. Public awareness campaigns and comprehensive sex and moral education should be implemented. The study also recommends that women be encouraged to dress modestly, parents serve as good role models to their children, and young adults be taught to say NO to rape and report any cases they encounter without supporting or concealing them.

Behind the Love and Stories: Rural Learners’ Reasons and Motivations for Learning Mathematics

2024-03-27T16:31:48+02:00

Research on learners within rural areas and rural schools in South Africa has been consistently overlooked by researchers in the field of mathematics education. If the education landscape in rural areas differs from that of urban areas, which has been extensively researched since the end of apartheid. In that case, it becomes evident that the research on mathematics education in South Africa has not adequately addressed issues of social justice. To address the lack of research on mathematics education in rural contexts in South Africa, this study focuses on exploring the experiences and attitudes of Grade 10 rural mathematics learners. A qualitative multiple case study design was used, involving 12 learners from two different school sites. Data was collected through semi-structured individual interviews and unstructured classroom observations. Fairclough's Critical Discourse Analysis, in conjunction with Anderson's concept of imagination, was employed to analyse the data. The findings revealed that learners anticipate and aspire for mathematics to enhance their opportunities for post-secondary education and employment, which instils a sense of hopefulness and motivates them to better understand mathematical concepts.

The dynamics embedded in COVID-19 pandemic responses in South Africa: Implications for public healthcare delivery

2024-04-29T09:35:29+02:00

South Africa recorded the highest number of COVID-19 cases and deaths in Africa despite having what seemed to be one of the best government response mechanisms on the continent. This paper explores the responses of both the government and the citizens of South Africa to the COVID-19 pandemic. Through a literature review, the study established that the government's response to the pandemic was influenced by various factors, including the responsibility to protect citizens' lives, the need to defend the state's sovereignty, and compliance with global health imperatives. This was achieved through strict and coercive government measures, which left little room for public participation in decision-making. The findings also indicate public dissent towards government directives, which may be attributed to a lack of public awareness and preparedness in public health emergencies. The social contract theory provides a useful framework for analysing and understanding the actions of the government and citizens in response to COVID-19 in South Africa. Understanding these aspects is crucial for drawing informative lessons for effective public health and socio-economic interventions in future pandemics and health-related emergencies.

Exploring the gender-based impact of mathematical games on the academic performance of senior secondary school students

2024-03-16T20:14:43+02:00

Playing mathematical games helps many senior secondary school students, especially girls, acquire basic mathematical skills. However, it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects the performance of secondary school students. The study design was quasi-experimental. A sample of fifty senior secondary school students from the Federal Capital Territory (FCT) of Nigeria's Abuja Council Area was purposively chosen. The researcher randomly allocated intact classes to the experimental and control groups using a coin toss. The students' achievement level was determined by an algebraic achievement test administered before and after the treatment. T-tests, means, and standard deviation were used to analyse the data. The study revealed that female students had a higher mean score than male students when playing mathematics games. The findings imply that mathematical games enhance mathematics teaching and learning and should be encouraged and used by teachers to introduce concepts in mathematics to students, regardless of their gender, at different levels.

Attitudes and perceptions of school stakeholders on comprehensive sexuality education in primary schools: A study of junior grades in Zimbabwe

2024-05-25T18:15:55+02:00

This study investigates the attitudes and perceptions of school stakeholders, specifically principals and teachers, regarding the implementation of Comprehensive Sexuality Education (CSE) in primary schools. It focuses on junior grades (grades 3-7) in Mashonaland in the Eastern Province of Zimbabwe. Given the increasing prevalence of child marriages, sexual abuse, and early pregnancies, delivering CSE effectively is crucial. This research uses a qualitative approach rooted in the interpretive paradigm and informed by Urie Bronfenbrenner's socio-ecological theory to explore stakeholders' perspectives on the dynamics of CSE implementation. Through a case study design, semi-structured interviews were conducted with twelve participants, including school principals and teachers, to shed light on systemic barriers that hinder effective CSE integration. These barriers include ambiguous policy frameworks, entrenched cultural beliefs, resource constraints, and inadequate training. Despite generally positive attitudes towards CSE, the study reveals persistent challenges that undermine its successful integration into the curriculum. To address these issues, the study advocates for collaborative stakeholder engagement in curriculum development, emphasising community support and ownership. Furthermore, targeted initiatives such as in-service training for principals and teachers, along with the provision of adequate teaching materials, are recommended to enhance implementation efficacy. By addressing these challenges, stakeholders—such as parents, teachers, and non-governmental organisations—can help create an enabling environment conducive to CSE in junior grades, thereby empowering learners and promoting their overall well-being.

What brings you to our humble abode? Tourist motivation for visiting rural destinations: The case of Nqileni village, South Africa

2024-07-03T12:47:01+02:00

Rural areas, especially in developing countries, have considered using rural tourism to advance economic and social development. Many authors have conducted academic research focusing on tourism to develop rural areas. However, more clarity is needed on what constitutes rural tourism. While several studies have investigated the reasons for rural tourism development, more is needed to understand what attracts visitors to rural areas. This research paper aims to enhance understanding of rural tourism by examining rural tourists' motivations for places such as Nqileni village, Eastern Cape Province, South Africa. The authors identified the motivational factors that push tourists to rural areas and the activities that tourists prefer at the destination. Finally, the research determined the tourists' overall satisfaction during their stay at the destination. Numerous research studies have been conducted to investigate the factors influencing the growth of rural tourism, but more is needed to determine what attracts tourists to rural destinations. The study adopted a quantitative research approach, using questionnaires to collect data. The results conclusively show that tourists were motivated to visit the area for relaxation, visit family and relatives, and enjoy a feeling of freedom in the countryside.

Robbing the cradle: Factors promoting lecturer-on-student transactional sex relationships at a South African university

2024-08-29T17:43:51+02:00

While universities have been lauded as sanctuaries of peace where students and staff pursue educational goals, there has been a marked increase in the victimisation of students by staff members who have been known to hound students for sexual favours. This increase in unethical conduct continues regardless of "sound" policies regulating university student and staff relationships. Against this background, this study sought to explore the factors shaping the pervasive practice of transactional sex between staff and students at a university in rural South Africa. Underpinned by the sexual exchange theory, the study utilised an exploratory sequential mixed-methods design. The findings categorised into four key themes—academic reasons, impunity and power dynamics, financial constraints, and peer pressure and influence—highlight the entrenched nature of this practice within the university setting. The study recommended implementing and enforcing strict policies with clear consequences for perpetrators and establishing confidential reporting systems and dedicated support units for victims.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

2024-08-25T19:22:56+02:00

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

Adopting WhatsApp to support flipped learning in resource-constrained business studies classrooms in South Africa

2024-08-02T19:25:42+02:00

Nowadays, business studies teachers integrate WhatsApp into their lessons to enhance their instructional practice. This qualitative study investigates the role of WhatsApp in supporting flipped learning in business studies classrooms. The interpretive paradigm was adopted, and an exploratory case study was employed as the research design. Social constructivism theory was used as the lens through which to view the study, while purposive sampling was utilised to select six business studies teachers from six secondary schools in KwaZulu-Natal province, South Africa. Thematic analysis was used to analyse the data collected through semi-structured interviews. The findings revealed that WhatsApp played a significant role in supporting flipped learning in business studies. Therefore, it is possible to conclude that WhatsApp is integral to supporting flipped learning in resource-constrained schools. Thus, it is recommended that South African schools allow and formalise the use of WhatsApp as a learning tool to transform pedagogies.

Addressing gender-based violence through policy implementation: Key stakeholders and survivors’ perceptions in a selected university in South Africa

2024-09-23T01:34:17+02:00

Universities have been stricken by gender-based violence (GBV). The high prevalence of GBV within universities is clear evidence of attacks on educational settings. To address GBV, universities have adopted policies that focus on deterring its occurrence. Shockingly, GBV incidents continue to manifest within universities despite these policies. This study aims to explore stakeholders' and survivors’ perceptions of the effectiveness of the adopted university policy in managing GBV at the University of Fort Hare. The rational choice theory (RCT) underpins this study, informing how university policies should be implemented to effectively manage GBV. A qualitative approach, supported by an exploratory design, was employed to gain nuanced insights from participants’ perspectives. In gathering data, ten purposefully sampled participants (two survivors of GBV, staff members from the GBV unit, counselling unit, HIV unit, and South African Police Service (SAPS) members) were interviewed one-on-one through semi-structured interviews. Data was analysed thematically. Findings based on participants’ perceptions revealed that the UFH harassment, sexual harassment, and GBV policy fails to effectively manage and avert GBV at the UFH, there is poor policy implementation regarding the reporting of GBV cases, a failure to execute justice in GBV cases, and inadequate support for survivors of GBV. Based on the research findings, we recommend strengthening university policies, establishing confidential and accessible reporting channels, conducting ongoing policy evaluations, and adopting multi-sectoral approaches to better manage GBV within university campuses. Such measures would help create a more supportive and accountable environment free from GBV.