Interdisciplinary Journal of Sociality Studies

Foetal alcohol syndrome disorder in South Africa: Understanding the enablers of alcohol consumption during pregnancy

2024-10-29T07:07:52+02:00

Foetal alcohol spectrum disorder (FASD) remains one of the leading causes of non-genetic intellectual and developmental disabilities globally. Although there is no reliable estimate of the national burden of FASD in South Africa, a recent study reported a prevalence of 310 per 1,000 live births in a community within the Western Cape Province. This study reviews existing literature on the factors that enable and influence alcohol consumption among pregnant women in South Africa. A scoping review was conducted in August 2024. Using PubMed, ScienceDirect, JSTOR, and EBSCOHost, a Boolean search was conducted focussing solely on studies related to alcohol consumption among pregnant women or FASD, carried out in South Africa and published in English between 2020 and 2024. Seventeen studies were identified as relevant to the phenomenon. Some of the key enablers identified include unplanned pregnancies, intimate partner violence, mental health challenges, and socioeconomic hardship. Due to systemic knowledge gaps and limited resources, interventions are frequently delayed, exacerbating the health and socioeconomic outcomes associated with FASD. Effective mitigation strategies require culturally sensitive public health campaigns, enhanced early diagnosis in rural areas, and trauma-informed, non-judgmental healthcare practices.

Examining challenges and opportunities for effective democratic management practices in university classrooms

2025-01-11T18:12:03+02:00

The study examines the challenges and opportunities in embedding democratic management practices in university classrooms. Grounded in the theoretical framework of Critical Pedagogy, as advocated by Paulo Freire, and utilising a transformative paradigm within a participatory research design, the study conducted semi-structured interviews with 15 participants, including 10 student teachers and 5 lecturers from a selected university in the Eastern Cape, South Africa. Thematic analysis was employed to analyse the data. The findings reveal significant challenges to the adoption of democratic practices, such as entrenched traditional teaching methods and a lack of institutional support and resources. However, the study also highlights the transformative potential of democratic practices in fostering critical thinking, personal growth, and a more inclusive educational environment. In conclusion, the study emphasises the need to reassess and revamp educational policies and practices to support the implementation of democratic principles in classroom management. It calls for a comprehensive approach that includes professional development for lecturers, curriculum redesign, and the provision of sufficient resources to overcome the identified challenges and leverage the opportunities for creating a more engaging, inclusive, and empowering learning experience for all students.