Interdisciplinary Journal of Sociality Studies

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

Oluwatobi Joseph Alabi — 2025-01-21

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

Taiwo Christianah Omodan — 2025-01-21

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.

Conceptualising Anglican theology’s role in fostering a convivial society in the context of education 5.0: a case study of the Matabeleland diocese

Albert Mvundla Ncube — 2025-03-05

This paper explores the Anglican Diocese of Matabeleland’s pursuit of healing and reconciliation within the context of Education 5.0. This inquiry arises from the troubling reality that, despite the passage of over three decades, many individuals continue to bear the scars of Gukurahundi, which jeopardises the harmonious development envisioned in Education 5.0. The study employs the lens of post-foundationalism to examine the role of the Anglican Diocese of Matabeleland in fostering a convivial society. This is a transformative paradigm paper that uses qualitative research as its design. Data were collected through interviews and focus group discussions with 20 participants, who responded to two pivotal questions: What challenges do unhealed survivors face, and how can Anglican theology complement the efforts of Education 5.0 in promoting a convivial society? Data were analysed using a thematic approach. The findings reveal that the people of Matabeleland grapple with multiple challenges rooted in unresolved issues stemming from Gukurahundi, thereby endangering the developmental aspirations intrinsic to Education 5.0. I conclude the paper by arguing for a negotiated theology that seeks to address the aspirations of the populace, not merely on a spiritual level, but across all dimensions of life. Consequently, Education 5.0 emerges as a foundational platform for fostering a negotiated theology aimed at healing and reconciliation in Zimbabwe.

Epistemic justice, institutional transformation and the pursuit of a decolonised African academe

Bonginkosi Hardy Mutongoza — 2025-03-01

Decolonisation aims to create a more just, inclusive, and equitable academic landscape in Africa by centring marginalised voices and embracing diverse epistemologies. Despite the clamour for truly decolonised universities and the incessant calls for transformation, several studies have demonstrated the pervasiveness of epistemic injustice and the laboured pace at which genuine change is happening. Against this background, this article examines the need for decolonising higher education within the African context, exploring the enduring legacies of colonialism and their continued influence on academic institutions. The article analyses colonial power's psychological, epistemic, and cultural dimensions by drawing on key postcolonial and decolonial theories, including the seminal arguments presented by Said, Fanon, Spivak, and Bhabha. The article also critiques the limitations of postcolonial theory and highlights the emergence of decolonial thought as a more radical approach to dismantling colonial structures. The article identifies four key sites for decolonising the African academe: epistemic, pedagogical, institutional, and research-based. Epistemic decolonisation calls for the reclamation of African ways of knowing and challenges the dominance of Western epistemologies. Pedagogical decolonisation focuses on curriculum reform and the integration of indigenous knowledge. Institutional decolonisation addresses the need to dismantle colonial structures within universities and promote academic autonomy. Research decolonisation advocates for community-centred approaches that empower local voices. Finally, the article emphasises the importance of intersectionality in decolonisation efforts and argues that neglecting the interconnectedness of various forms of oppression risks reproducing existing hierarchies.

Leveraging psychometric properties of Ubuntu measures to reveal its structural components

Renier Steyn — 2025-05-15

Ubuntu is an African worldview that often shapes policy and social ethos; however, its distinct meaning remains unclear due to primarily philosophical discussions. This study seeks to define and measure Ubuntu's dimensions operationally and quantitatively using psychometric literature. Limited conceptual clarity has hampered research on Ubuntu thus far. This study aims to define Ubuntu, considering the materialisation of the concept and its components when measured, and to provide a usable measurement tool to advance research. A comprehensive review of Ubuntu measurement tools was conducted, focusing on research that included discussions of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and measurement invariance (MI). Five Ubuntu measures were identified, revealing similar constructs but inconsistent terminology. EFA helped refine constructs, while CFA validated frameworks. MI was applied once, demonstrating cross-context adaptability. This study reveals that Ubuntu is frequently described as having more structural components than those that emerge from psychometric scrutiny and calls for a standardised framework and an agreed-upon, consistent measure of Ubuntu to advance empirical research. It provides a foundational list of items for a comprehensive measure, bridging the gap between philosophical and empirical approaches to Ubuntu.

A scoping review of culturally sensitive large language models-based cognitive behavioural therapy for anxiety and depression: Global lessons for African implementation

Kevin Igwe — 2025-05-23

Anxiety and depression are significant global mental health challenges. In Africa, these conditions are critical social issues deeply connected to factors such as socio-economic disparities, cultural stigma, and limited healthcare resources. These factors create substantial barriers to effective care, highlighting the need for innovative approaches to mental health treatment. Large Language Model-based (LLM-based) Cognitive Behavioural Therapy (CBT) addresses this need by leveraging CBT’s structured and effective interventions while allowing for innovative approaches to scale the intervention for these conditions. However, existing research predominantly explores LLM integration in Western contexts, with minimal focus on African cultural dynamics. This scoping review investigates the integration of culturally sensitive elements in LLM-based CBT interventions for anxiety and depression, focusing on addressing the unique considerations for African implementation. Scopus, Web of Science (WOS), EBSCO, and Google Scholar were searched to identify studies published between 2019 and 2024. The review examines global practices of integrating cultural elements into LLM-based CBT and specific considerations for implementing these interventions in Africa. Findings reveal key challenges, including limited culturally representative datasets, diverse norms, traditional beliefs, and ethical concerns. Collaboration with African researchers and communities is crucial for addressing these gaps and ensuring culturally appropriate solutions. LLM-based CBT can address Africa’s mental health needs if culturally sensitive practices are prioritised. This review offers guidance for ethical, accessible, and effective interventions, combining global best practices with local insights.

Philosophical practices within social enterprises in South Africa: A search for inclusive socio-economic development

Robert Mutemi Kajiita — 2025-05-21

Generally, economic investment models are primarily premised on maximising profit and accumulating wealth, a development paradigm that mostly benefits investors, with little attention to the indigent. South Africa, despite being one of the richest countries in Africa, continues to record high levels of inequality, poverty, unemployment, and social injustice. This paper focuses on social entrepreneurship as a socio-economic paradigm that aims to balance profit-making and social impact for economic inclusivity in Buffalo City Municipality in the Eastern Cape Province, South Africa. An interpretivist paradigm, which aligns with a qualitative research approach, was adopted. Using a case study research design, three social enterprises in the agriculture, ICT, and clothing sectors were selected from which ten participants were purposively sampled and interviewed. Thematic analysis revealed that people-centrism, socio-economic empowerment, cultural integration, and continuous innovation are key philosophical pillars driving social enterprise practices. The findings highlight that by aligning traditional African values with market-oriented strategies, social enterprises contribute to rebuilding community solidarity, democratising economic participation, and addressing systemic inequalities. These principles advance the social investment paradigm in social enterprises by enabling the reconceptualisation and contextualisation of wealth creation and its concomitant social impact on communities. However, tensions remain due to differing perceptions of social enterprises as either Afrocentric solutions or neo-colonial constructs. The study concludes that philosophical authenticity and contextual sensitivity are crucial for enhancing the efficacy and acceptance of social entrepreneurship models in South Africa’s socio-economic development landscape. The study recommended that practitioners implement inclusive, equity-based investment models to promote human development.

Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts

Bokang Amelia Mahlelehlele — 2025-05-27

This study explores how Master of Nursing Science students navigate technology-mediated learning and institutional support, examining how digital platforms either promote or hinder equitable access in resource-limited contexts through a critical pedagogy lens. A qualitative research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions involving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet connectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strategies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students experience in resource-limited contexts. The findings highlight the need for universities to transition from passive resource provision to proactive institutional engagement, ensuring structured support that fosters meaningful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education.