Interdisciplinary Journal of Sociality Studies

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

Oluwatobi Joseph Alabi; Mivuyo Jacob — Tue, 21 Jan 2025 00:00:00 +0200

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; Sekitla Daniel Makhasane, Cias Thapelo Tsotetsi — Tue, 21 Jan 2025 00:00:00 +0200

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 — Wed, 05 Mar 2025 00:00:00 +0200

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 — Sat, 01 Mar 2025 00:00:00 +0200

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.