Theses and Dissertations (Humanities Education)

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’n Verkenning van die transmedianarratief in Afrikaanse hoërskoolletterkunde
Uys, Kruger (University of Pretoria, 2026)
Hierdie studie verken die potensiaal van transmedianarratiewe in die Afrikaanse hoërskoolletterkundeonderrig. Dit spruit uit die besef dat tradisionele, teksgebaseerde benaderings dikwels onvoldoende is om die multimodale, interaktiewe en komplekse aard van 21ste-eeuse storievertelling vas te vang. Transmedia word daarom geposisioneer as ’n interdissiplinêre strategie wat narratiefteorie, multimodaliteit, semiotiek, edusemiotiek, digitale geletterdheid en kritiese denke integreer. Hierdie benadering beklemtoon dat betekenis nie slegs in die geskrewe woord lê nie, maar in die samewerking van uiteenlopende modusse en platforms wat leerervarings verdiep en verryk. Die navorsing volg ’n kwalitatiewe, interpretivistiese ontwerp met drie fases van data-insameling: (1) ’n multimodale analise van geselekteerde Afrikaanse transmediatekste, (2) semi-gestruktureerde onderhoude met drie skeppers of regisseurs van hierdie werke, en (3) vraelyste aan onderwysers, departementshoofde, vakadviseurs en opvoedkundige uitgewers. Die data is tematies ontleed en deur triangulasie is geloofwaardigheid en betroubaarheid versterk. Die bevindinge wys dat transmedianarratiewe unieke geleenthede skep vir leerderbetrokkenheid, kreatiewe denke en kritiese analise. Onderwysers en vakspesialiste wys wel op praktiese uitdagings – soos ongelyke toegang tot tegnologie en ’n oorlaaide kurrikulum – maar erken dat transmedia ’n belangrike rol kan speel in die ontwikkeling van leerders se digitale en kulturele geletterdheid. Skeppers van transmedia beklemtoon die kreatiewe waarde daarvan om narratiewe te verdiep, gehore te betrek en betekenis oor verskillende platforms uit te brei. ’n Oorspronklike transmedialeersiklus-model word in hierdie studie ontwikkel, wat die prosesse van inset, verwerking, uitset en terugvoer sistematiseer. Hierdie model dien as ’n praktiese riglyn vir die implementering van transmedia in die Afrikaanse letterkundeklas. Uiteindelik argumenteer die studie dat transmedianarratiewe nie bloot ’n alternatiewe onderrigstrategie is nie, maar ’n transformatiewe instrument wat bydra tot meer inklusiewe, betrokke en kritiese letterkundeonderrig in Suid-Afrika.
Adapting to blended teaching and learning of life skills and computer literacy in TVET colleges
Mochaki, Phuthi Tabitha (University of Pretoria, 2025)
The prevalence of information and communication technology (ICT) and its impact on education and all aspects of our lives provide strong reasons for the Technical and Vocational Education and Training (TVET) sector to capitalise on the concept of harnessing ICT tools to improve teaching and learning. Integrating these innovations is essential for addressing the complex demands and challenges of the 21st century. The main problem that TVET institutions face is the use of obsolete pedagogical approaches by lecturers. There is a need for flexible and relevant technologies in teaching and learning programmes, a situation exacerbated by the COVID-19 crisis. As a result, the purpose of this study was to identify the position of TVET lecturers in adapting to flexible teaching and learning through the use of ICT developments in the subject called Life Skills and Computer Literacy (LS & CL) through the use of a Cisco Network Academy Program (CNAP). The CNAP is considered one of the most prominent competency-centred learning programs at higher education institutions, which seek to prepare graduates for industry certification in the 21st century. Therefore, this study’s primary aim was to understand the experiences of National Certificate (Vocational) lecturers in adapting to blended teaching and learning in the subject LS & CL. This study was based on three TVET colleges in Gauteng. In this research, knowing how the lecturers integrated the CNAP into their teaching or lecturing and what informed their approach was important. A qualitative design with a case study approach was used, guided by an interpretivist paradigm including a relativist ontological and subjectivist epistemology. Purposive sampling was used, focusing on Level 4 lecturers who had experienced both the traditional and the new approaches, including the integration of the CNAP into the subject LS & CL. Critical conversations and document analysis were used to construct the data. Thematic analysis was used to analyse the data after transcribing conversational responses. While substantial research exists on the nature and significance of the subject, little is known about its evolution and adaptation over time. This study explored its relevance and pedagogical approach, particularly in the context of 21st-century technology. The findings revealed a gap between the intended results of blended learning and the actual implementation in the LS & CL curriculum at TVET colleges.
Lived experiences of a black female teacher teaching sex education
Thokoane, Mosidi Charmaine (University of Pretoria, 2025)
This autoethnographic study aimed to explore my personal lived experience of teaching sex education in South Africa as a Black woman. Sex education is “the delivery of content (abstinence-only vs comprehensive instruction) by teachers, parents, health professionals, or community educators, and on the context (within school and beyond) of such delivery” (Lameiras-Fernández et al., 2021, p. 2). In this study, I explored the historical, religious, and cultural aspects of sex education and how they shaped my experiences as a Black female teacher. I also explored the evolution of sex education, including comprehensive sexuality education (CSE). CSE is a curriculum-based approach to teaching and learning about the social, emotional, physical, and cognitive factors of sexuality with the goal of empowering young people with the necessary knowledge to make healthy decisions about their sexual health and relationships (United Nations Educational, Scientific and Cultural Organization, 2023). In the study, I shared my lived experiences and the challenges I faced teaching sex education in two different educational spaces: as a teacher at a primary school, and as a facilitator at a non-governmental organisation (NGO) at a tertiary institution. The study was motivated by my childhood experiences with sex education, as well as my adult experiences of teaching sex education as a professional in education. This qualitative research study was grounded in the interpretivist paradigm. The conceptual framework consisted of aspects from social cognitive theory (George et al., 2020) and Black feminist theory (Guy-Evans, 2024). I was the primary participant, and the data were generated by me recalling memories from my past experiences. The following data collection methods were used: chronicling my life experiences, narrative inquiry, journaling through writing and audio, and reading reports. Thematic data analysis, which I used to read the data and identify themes based on my research questions, was used to analyse the data (Nowell et al., 2017). The key findings indicated that my experiences teaching CSE as a facilitator and teacher were influenced and shaped by my childhood experiences of abuse, family, religion, culture, and traditional sex education at primary school.
Conceptualising relational competency in fully online learning at a private higher education institution
Heine, Mandy Jane (University of Pretoria, 2026-02-20)
Relationships have long been recognised as central to teaching and learning, yet the construct of relational competency, the professional capability of educators to deliberately build and sustain meaningful connections with students, remains under-theorised in fully online higher education. In this thesis, I address that gap by exploring how relational competency is enacted in a South African private higher education institution that has rapidly expanded its online provision. I employed a mixed methods design guided by an interpretivist orientation. A quantitative survey captured a broad range of student perspectives, while qualitative interviews provided deeper insight into how lecturers understood and enacted the practices students described. This sequential design, situated within a bounded case, privileged lived experience and meaning making over measurement or prediction. In Phase One, I surveyed students to capture their perceptions of items relating to lecturer presence, communication, socio-emotional responsiveness, and boundary setting, and invited qualitative accounts through open-ended questions. In Phase Two, I interviewed lecturers nominated by students as exemplars of relational practice. This dual perspective was integral to my design, enabling me to feature the student voice while also exploring how lecturers understood and enacted relational practices in online spaces. My findings indicate that relational competency cannot be reduced to either affective or effective dimensions; rather, it emerges through their recursive and inseparable interplay. Students did not distinguish pedagogical strategies from relational gestures, interpreting clarity, feedback, responsiveness, and flexibility as expressions of care. Lecturers, in turn, described relational competency as a mindset and value orientation enacted through everyday micro-practices that sustained connection. Asynchronous interactions such as emails, announcements, recordings, and personalised messages, were found to be as significant as synchronous encounters. From the integrated analysis, I identified four key insights: relational competency is a dynamic interplay between intention and interpretation; human connection can and should be sustained asynchronously; relational connection is shaped by context, values and ethics, and intentional micro-practices carry relational weight. These insights informed the development of my conceptual model, represented through a Möbius strip metaphor, which captures the recursive, interwoven, and values-infused nature of enacted relational competency in online higher education in South Africa.
Influence of parental involvement during the schooling years of a black girl
Nkuna, Nomhle Zenzile (University of Pretoria, 2026-02-19)
Abstract The practices of parental involvement and how they influence a child’s education have always been an interesting topic. In this study, I implemented an autoethnography as the research design to connect with my personal experiences in the rural area of Bushbuckridge in South Africa. I explored the influence of parental involvement during my school years as a Black girl. Parental involvement (PI) is a multidimensional concept that has been built by parental support, learner’s communication, and academic engagement. In the study, I narrated my own personal experiences of parental involvement as a Black girl in my school years. Underpinned by the family system theory, the research was guided by two questions, how did I experience parental involvement during my school years as a Black girl, and why did I experience parental involvement during my school years as a Black girl? The qualitative approach was employed to narrate my story. As the main participant of the study, data were gathered through self-interview, memory work, pictures, and journal. To ensure that my memories were accurate and truthful through the process of verisimilitude, I verified with my co-constructors of knowledge to corroborate. I analysed and interpreted the data using thematic data analysis. The findings of the study highlighted that parents who are more strained are less likely to be engaged in their children’s education. The results of the study indicated that family support is the most significant factor that determines a learner’s performance. Based on the findings of the study, I recommend that support programmes should include the provision of previously unavailable resources for learners, as well as initiatives aimed at strengthening parental involvement. Furthermore, this study seeks to address the gap in the underrepresentation of the influence of parental involvement during my schooling years as a Black girl. Key terms: Autoethnography, parenthood, parental involvement, education, Black girl.
Integrating multimodality in the teaching of English literature to accommodate diverse learning styles
Nyembe, Musawenkosi Wiseman (University of Pretoria, 2025-11)
This study was conducted in two Sowetan schools with a focus on grade 10’s English literature. It integrated multimodality besides the known traditional teaching methods and assessed whether that could help learners attain outcomes and skills to understand literature while accommodating their learning styles. The questions that the study aimed to answer were how teachers integrated multimodality in the teaching of English literature to accommodate diverse learning styles and how learners perceived the incorporation of visual, auditory, and other interactive elements in their English literature learning experience. Two secondary schools were selected, with one Grade 10 class per school for action research. This study used texts from the drama and poetry genres for the action research since their analytical elements are common in all CAPS-prescribed literary genres. This was a mixed-methods and action research study that used questionnaires, lesson observations, and semi-structured interviews with teachers and focus group interviews with learners to generate data. This study was grounded in VARK learning styles and multimodality theories. Combining the two theories, the study used the learning styles accommodation through multimodal designs and the pedagogical actions concept to shed light on how multimodality can accommodate learners with diverse learning styles in one classroom, lesson, and topic. Results revealed that teachers were not well-versed in multimodality, and they taught literature monomodally, through reading/writing. The results informed how the English curriculum could be structured to accommodate diverse learners in English literature. The study also gave a voice to learners concerning curriculum and instruction in English literature. The findings implied that the teacher training curriculum of English literature needs to have a multimodal didactic to train prospective English teachers on how to integrate multimodality in their teaching. Moreover, the Department of Basic Education’s (DoBE’s) approach to English literature teaching needs teaching and assessment programmes that allow multimodality as an accommodation strategy. Therefore, this study developed lesson plans and assessment tools that enabled multimodality integration.
Die konstruering van ŉ heelbreinstudentewerwingsmodel® vir ŉ privaat hoëronderwysinstelling
Maree, Lizán (University of Pretoria, 2025-11)
Higher education scholarship typically focuses on the responsibilities of academics: teaching, research and community engagement. The essential role that student recruiters play within the higher education landscape is often negated. Student recruiters play a key role in students’ lives influencing not only the choice of higher education institution but also the choice of study programme. This study explores how a private higher education institution in South Africa can develop a more effective and meaningful approach to student recruitment by integrating whole brain thinking into its student recruitment communication. In an increasingly competitive and dynamic higher education environment, it is argued that current recruitment practices fail to sufficiently address the diverse cognitive preferences, needs and expectations of prospective students. The study proposes a holistic approach that embraces cognitive diversity, design thinking and student-centred communication. As student recruitment manager at the institution, I acted as a practitioner-researcher. The full recruitment team participated in the study. The research followed a participatory action research design with a constructivist epistemological foundation in constructivism. Data was collected through interviews, focus groups, photo analysis and questionnaires, and analysed using both qualitative and quantitative methods. Findings indicate that the institution’s current recruitment communication is often intuitive and insufficiently structured to effectively to engage the diverse thinking preferences of prospective students. In response, this study developed a practice-based prototype whole brain student recruitment model, inspired by the Herrmann (1996) Whole Brain Model® and its adaptation by De Boer et al. (2013) into a comprehensive model for teaching and learning. The proposed model organises marketing messages into four dominant cognitive quadrants, each with specific communication features, content styles and visual preferences. The proposed model offers higher education institutions a framework for more systematic, integrated and purposeful communication with target audiences. This study contributes to the fields of higher education marketing, whole brain thinking, and design-sensitive communication practices. It also expands the existing body of knowledge on whole brain participatory action research and learning. While tailored to the private higher education context in South Africa, the proposed model offers guidance for broader application in other institutions striving towards more co-creative and purposeful recruitment communication.
Geography learners’ experiences of code-switching practices
Mtetwa, Lettie Makhosazana (University of Pretoria, 2025-10-30)
This study explored Further Education & Training (FET) Geography learners’ experiences when taught through code-switching. Geography is one of the most prominent subjects offered in South African township secondary schools, with English as the primary language of teaching and learning (LoLT). Geography is distinguished by the intentional inclusion of recursive terms related to the various topics covered in the content. However, it is vital to acknowledge that the majority of township learners do not speak English as either their home, first or second additional language. To bridge the language gap that occurs in the classroom, teachers often resort to translanguaging and code-switching. The aim and objective of this study is to investigate how code-switching by Geography teachers influences learners’ comprehension of the subject content knowledge (SCK) and if learners apply this knowledge effectively during summative assessment. The study also emphasises the importance of language as a primary instrument for teaching and learning in Geography. This is a case study comprising a total of three secondary schools. The sample groups consisted of six teachers and 120 Geography learners from grades 10 and 11. This is a qualitative study, with data gathered through classroom observations, teacher interviews, and learner questionnaires. The data analysis was underpinned by Lev Vygotsky’s Sociocultural Theory of Development which emphasises the prominence of social and cultural elements in creating positive learning experiences, especially the use of language. The data is further analysed using the five lenses of the Reader-Response Theory, in which the reader represents the learner, and the text represents the Geography subject. The findings indicate the classroom challenges that FET Geography learners experience as an outcome of teachers’ application of code-switching. The Reader-Response Theory is not only a lens through which I analyse the study, but its perspectives additionally enabled me to identify problem areas that Grade 10 and 11 learners encounter with regard to the Geography subject as a whole.
Investigating the possibilities of integrating artificial intelligence in physical education
Matlhare, Tshireletso (University of Pretoria, 2025)
Artificial intelligence (AI) has transformed many fields, including education. Interest in AI in education research is growing rapidly, and there is renewed interest in how it can enhance education. This study employed a systematic literature review methodology to inform the development of a conceptual framework investigating the possibilities of integrating artificial intelligence in Physical Education as is grounded in the Diffusion of Innovation (DOI) Theory (Rogers, 2003). This study utilised a systematic literature review to explore existing peer-reviewed research on AI in physical education. A systematic peer-reviewed literature review of published articles between 2015 and 2025 was conducted for data collection. The study followed the PRISMA guidelines to select relevant studies (MacFarlane et al., 2022). Data were analysed using the dual analytic approach by combining thematic and framework analysis methods. The findings revealed that AI in physical education offers possibilities for personalised learning, real-time feedback, motivation, and teacher workload reduction. There are, however, also challenges related to teacher readiness, ethical concerns, and equal access to AI tools in physical education, especially in marginalised regions of the world. This study has contributed to growing published investigations of AI in physical education through recommendations through teacher training, policy frameworks, and institutional support to ensure the ethical use of AI. Furthermore, this study has provided insight into how AI can be integrated into physical education programs to support teaching and learning while maintaining physical and interpersonal foundations of physical education.
Challenges faced when teaching isiZulu FAL in the Intermediate Phase in private schools
Masimula, Ayanda W. (University of Pretoria, 2025-09)
This research explores the challenges isiZulu First Additional Language (FAL) teachers face in private schools, on the intermediate phase. It is motivated by the teachers’ experiences and the limited literature on the challenges of teaching isiZulu FAL. The research aims to provide a comprehensive understanding of these challenges, highlighting a lack of support, limited parental involvement, and insufficient professional development. The theoretical framework is based on Stephen Krashen’s theory of second language acquisition and Robert Phillipson’s linguistic imperialism theory. Krashen’s theory help analyse how teachers manage second language acquisition, focusing on input, motivation and emotional filters. Phillipson’s theory critiques English language dominance in educational systems, particularly in private schools where English, as the main medium of instruction, overshadows African languages, such as isiZulu. Integrating these theories reveals how teachers cope with English language dominance while promoting isiZulu in English-speaking environments. A qualitative case study approach was adopted. Semi-structured interviews and classroom observations were used for data generation, enabling an in-depth exploration of teachers’ challenges in their natural settings. Purposive sampling identified five isiZulu FAL teachers from private schools in Gauteng province. Data were analysed thematically, identifying the key themes. This study contributes to conversations on language policy and education in South Africa by highlighting the realities of teaching isiZulu in English-dominated environments. Additionally, it provides recommendations to improve resources and assistance for isiZulu FAL teachers in private schools. Keywords: isiZulu First Additional Language, Challenges, Professional development, English dominance, Private schools, Qualitative approach, Experiences
Experiences of private tertiary students’ learning in English
Surgeon, Petro (University of Pretoria, 2026-02-13)
A qualitative case study of the perceptions and experiences of Bachelor of Education non-mother-tongue English-speaking students at Rosebank College Pretoria, South Africa with regards to English as the Medium of Instruction (EMI) is provided. The study draws on Vygotsky’s Sociocultural Theory together with Cummins’ Interdependence Hypothesis to investigate how linguistic diversity mediates academic engagement, comprehension, and cultural identity in a private tertiary environment. Open-ended questionnaires were completed by 64 students and visual representations were provided by 12. Thematic analysis and Multimodal Discourse Analysis were used to analyse the data. Results indicated a high preference for English (81.3%) because of its economic and academic advantages; good students reported cognitive and social benefits in a class conducted in English (64.1%), while bad students felt linguistic, academic, and cultural barriers when teaching was conducted in English (35.9%). Barriers are exacerbated by limited code-switching (46.9%) and institutional support (25.0%). English is the bridge to opportunities, while indigenous languages are trees that grow cultural wealth. Such visual metaphors depict the tension of identities that play out in the manifestation of such a predicament. Pedagogical translanguaging and bilingual policies acting as agents for inclusive education are proposed. This, therefore, adds to South African multilingual educational discourses from an equitable teaching practice and institutional strategy perspective within private higher education. Keywords: English as Medium of Instruction, non-mother-tongue students, multilingual education, cultural identity, translanguaging, Rosebank College
Sport educators’ workload experiences at high school level
Blom, Rischa (University of Pretoria, 2025)
This study explores the workload experiences of high school sport educators in Pretoria, South Africa. Sport educators are tasked with the dual role of teaching academics and coaching sports at a quintile four or five high school level. Due to the duality of the role these sport educators embody, they are tasked with various duties that collectively amount to a high workload. This qualitative study adhered to an interpretive constructivist research design and explored the experiences of these sport educators regarding their workload. The study is grounded in Bronfenbrenner’s Bioecological Model. It employs multimodal methods in the form of online questionnaires, informal conversations and photovoice contributions, which were analysed through thematic analysis, interpretive phenomenological analysis and a systematic visuo-textual analysis framework. The findings were presented through triangulation, which showed that sport educators experience an immense workload in the dual role. This workload arises from expectations to not only teach academics and coach sports, but also to fulfil many additional duties, many of which were not stipulated in their contracts with the employer. Such an immense workload resulted in sport educators experiencing stress, exhaustion and burnout. The high workload negatively affects their mental and physical health, as well as their overall well-being. Furthermore, the immense workload results in limited time spent with family, socialising, personal matters, relaxation and recovery. The study shed light on the need to champion sport educators’ well-being in the dual role they fulfil to ensure educator retention in South Africa. Recommendations for further research include investigating other areas within the South African context, expanding to other levels of education, such as primary or tertiary, and addressing different structures, such as private institutions.
Grade 8 Learners' Comprehension of Instruction Words in an English Home Language Classroom
Phiri, Lesego Letta Zandile (University of Pretoria, 2025-09-15)
South Africa is multiracial and multilingual, with 12 official languages - a national characteristic contributing to comprehension challenges in English Home Language classrooms. Although English is the home language of a minority (7%) of South Africans, it is widely used as the language of learning and teaching. This means that most educators use English as the medium of instruction, although it can also be their second or third language. Learners often struggle to comprehend English instruction words, which negatively impacts their learning outcomes. Instruction words refer to commands given to learners, informing them of how to approach and engage in a task. The study aimed to investigate the comprehension of instruction words by Grade 8 learners in an English Home Language classroom. The study employed a qualitative approach and a case study research design. Data collection followed the recruitment of four schools within the City of Tshwane. Eight participants, all English Home Language educators, were sampled via self-selection. Grade 8 learners were participants, as they were observed in the classroom during data collection. Data were collected from four sources: demographic records, lesson observations, semi-structured interviews, and document analysis. The data was thematically analysed. The findings of the study indicate that learners in the Grade 8 English Home Language classroom cannot identify and do not comprehend instruction words in the classroom. The current practice of using only English out of the 12 official languages as the language of teaching and learning disadvantages most learners and educators who are not home language speakers of English. There is a need for a holistic approach that will include learners, parents, communities and the government to structure the basic education system in a manner that makes it fair and balanced for all learners across their diverse languages and backgrounds and further create job markets where they are not excluded because they have not mastered - what is to most - a second language.
Voorbereiding van gekwalifiseerde onderwysers om Afrikaans EAT in seniorfase te onderrig
Harvey, Megan (University of Pretoria, 2025-11-12)
The teaching of Afrikaans as a First Additional Language (FAL) in the Senior Phase takes place within a complex, multilingual, and multicultural South Africa educational context that places unique demands on teachers. Against this background, the study investigates how well qualified Afrikaans teachers are prepared to teach Afrikaans FAL in the Senior Phase. A qualitative, descriptive case study was conducted within an interpretivist perspective, using data collected through semi-structured electronic questionnaires completed by ten Afrikaans FAL teachers. The data as analysed through an inductive thematic analysis, with Shulman’s (1987) framework of teachers’ professional knowledge base serving as the theoretical lens for interpreting the findings. Findings indicate that qualified Afrikaans FAL teachers demonstrate strong subject/content knowledge as well as curricular knowledge, but that gaps remain in their general and subject-specific pedagogical knowledge (particularly classroom management, learner motivation, and FAL-specific strategies). Contextual challenges that these teachers experience include learners’ limited language and literacy levels, negative attitudes towards Afrikaans, and varies practices of code-switching. Furthermore, the study shows that teacher preparation is often theory-driven, with limited focus on FAL-specific pedagogy and reliance on outdated methodology textbooks, leading teachers to depend on self-development and peer mentorship. Afrikaans FAL teachers are thus only partially pepared to teach in the Senior Phase. The study recommends more practice-oriented, FAL-specialised training, updated Afrikaans FAL methodology textbooks, and structured mentorship programmes. It aims to contribute to empirical inisghts to improve pre-service training and support practices, thereby strengthening the overall quality of Afrikaans FAL teaching in the Senior Phase.
Phenomenological perspectives on the life histories of South African Olympians
Van Zyl, Louis Jacobus (University of Pretoria, 2025-10-20)
This study contextualises the phenomenological life histories of eleven South African Olympians, offering a multi-layered account of elite athlete development, identity formation and career transition. This study explores the life histories of eleven South African Olympians to examine elite athlete development, identity formation, and career transition across and beyond Olympic Games participation. Guided by the research question: How do South African Olympians experience and make meaning of their careers across different phases of Olympic participation and post-sport transition?, the study is situated within an interpretive paradigm and employs a qualitative narrative life-history research design. Data were generated through in-depth semi-structured life-history interviews, supplemented by artefact elicitation, metaphorical drawings, and visual narrative methods. The researcher’s positionality as a three-time Olympian informed a reflexive and contextually grounded engagement with participants’ narratives. Data were analysed using narrative and thematic analysis, informed by Schlossberg’s Transition Theory, Wylleman’s Holistic Athletic Career Model, Stambulova’s Career Development Framework, the Olympic Holon Philosophy, and the South African Sport for Life model. Olympians’ narratives were mapped across five temporal and thematic phases: biographical background and early years; pre-Olympic development; the Olympic moment; post-Olympic transition; and current career trajectories. The findings reveal significant systemic tensions within South Africa’s sport ecosystem, characterised by fragmented development pathways, reliance on informal support networks, institutional neglect, and underresourced environments. While Olympic participation was frequently experienced as a pinnacle of national pride and personal fulfilment, it often marked the onset of post-sport identity disruption rather than resolution. Transitions beyond elite sport were seldom smooth, with many Olympians reporting psychological distress, economic precarity, and role confusion in the absence of structured mental health or career support. Post-sport experiences followed a metaphorical trajectory of imprisonment, captivity, and eventual freedom. Olympic symbols and artefacts functioned as narrative anchors in the reconstruction of post-sport identity, illustrating how memory and meaning are negotiated through symbolic interaction. The study concludes that existing athlete development and transition frameworks inadequately account for the realities of under-resourced contexts. It calls for a context-sensitive, longitudinal athlete support model that integrates emotional well-being, recognises informal support networks, and addresses systemic inequalities. Policy implications include establishing national athlete transition programmes, increasing investment in mental health support, and implementing structural reforms within South Africa’s sport system. Ultimately, the study affirms that supporting Olympians must extend beyond podium performances to preparing athletes for sustainable, meaningful lives beyond the stadium.
Exploring the need for holistic well-being among teachers in their initial year of teaching
Mynhardt, Nadine (University of Pretoria, 2025-11-26)
This study explored the holistic well-being of beginner teachers during their initial year of teaching in South Africa. Guided by Seligman’s PERMA model of flourishing and Swarbrick’s multidimensional framework of well-being, the research examined the challenges beginner teachers encounter, the adequacy of school-based support systems, and the implications for their professional identity, retention, and long-term flourishing. A qualitative descriptive case study design was employed, with inductive thematic analysis of data collected from 13 beginner teachers through semi-structured interviews, supported by verbatim audio recordings and a researcher reflective journal. Four principal themes emerged, insufficient professional integration, compromised holistic well-being, overwhelming teaching demands, and neglected holistic support. Participants reported inadequate mentorship, the absence of structured induction programmes, excessive workloads, and unrealistic performance expectations. These conditions contributed to emotional exhaustion, physical strain, social isolation, and diminished confidence. While some supportive practices, such as peer collaboration and occasional workshops, were identified, they were inconsistent and insufficient to address teachers’ multidimensional well-being needs. The findings demonstrate that beginner teachers’ holistic well-being is compromised by structural, emotional, and relational deficits, leaving many vulnerable to burnout and early attrition. Addressing these needs is crucial not only for individual flourishing but also for maintaining high-quality education. The study recommends integrating comprehensive induction and mentoring frameworks, fostering collegial trust, integrating well-being initiatives, and recognising financial and spiritual dimensions of teacher support. By adopting a holistic approach, schools can transform the first year of teaching from a period of survival into one of flourishing, thereby ensuring that educators are resilient and fulfilled.
Incorporating Visual Arts-based multiliteracies in South African Sign Language
Marais, Calvin S (University of Pretoria, 2025-08-01)
This study explores the transformative potential of integrating Visual Arts-based multiliteracies into the South African Sign Language (SASL) Curriculum to enhance literacy skills and holistic development for Deaf learners. Leveraging the visual–spatial strengths of the Deaf community, this examination explores how teachers can employ creative methods, such as storyboarding, signed poetry, and digital portfolios, to enhance academic achievement, critical thinking, social collaboration, and cultural identity in Deaf education. The study is grounded in multiliteracies theory, learning by design pedagogy (LDP) and the VARK model, which emphasises visual learning preferences. Therefore, the study draws on qualitative insights from six South African teachers, which includes a Deaf teacher’s touching reflection on how even colour is a language for expressing mood and identity. This perspective underscores the cultural and emotional means of the Visual Arts in affirming Deaf learners’ experiences. Despite challenges, such as resource scarcity, the findings advocate for curriculum adaptations, teacher training, and stakeholder collaboration to create inclusive and engaging learning environments, offering a compelling vision for revolutionising Deaf education in South Africa and beyond.
A Comparative Multimodal Analysis of the Representation of World Icons in Grade 12 Tourism Textbooks
Viljoen, Trynie (University of Pretoria, 2025-08-23)
This dissertation presents a comparative multimodal analysis of the representation of world icons in Grade 12 Tourism textbooks approved by the Curriculum and Assessment Policy Statement (CAPS) in South Africa. The study examines how three widely used textbooks—Oxford Successful Tourism (Blue Book), Focus Tourism (Purple Book), and Via Afrika Tourism (Orange Book)—depict six selected world icons: Niagara Falls, the Grand Canyon, the Swiss Alps, the Black Forest, Mount Fuji, and Ayers Rock/Uluru. Drawing on multimodal discourse analysis, iconography, and cultural representation theory, the research investigates the interaction of textual, visual, spatial, and symbolic elements to uncover how meaning is constructed and conveyed to learners. A qualitative interpretivist approach was employed, using a self-developed analytical tool, the Multimodal World Icon Analyser, to categorise and interpret representations across the selected textbooks. Findings indicate that while the textbooks employ multimodal strategies to enhance learner engagement, there are notable imbalances. Visual and textual modes dominate, while auditory modes are absent, limiting multimodal completeness. The analysis further reveals Eurocentric biases in the selection and emphasis of world icons, which may perpetuate narrow cultural narratives and underrepresent non-Western perspectives. Despite these limitations, the study highlights the pedagogical potential of multimodal resources in fostering cultural awareness, critical thinking, and global literacy among learners The dissertation contributes to scholarship on tourism education by demonstrating the value of multimodal analysis for curriculum development and textbook design. It recommends greater attention to balanced multimodal representation, inclusion of diverse world icons, and pedagogical strategies that foster critical engagement with global heritage. These insights hold implications for educators, curriculum developers, and policymakers seeking to improve the inclusivity and effectiveness of Tourism education in South Africa.
Design education in South Africa: dynamics and problems of creating from conceptualisation to execution
Van der Merwe, Anna Catharina (University of Pretoria, 2025-08)
This study explores the dynamics and problems inherent in the design process within a South African secondary school context, focusing on how creativity can be recognised, motivated and effectively developed. This qualitative study involved interviews with four design teachers to explore their understanding and application of the design process and creativity. Twenty learner process books and understanding of the design process and expect creative, functional outcomes, learners often lack understanding, show low engagement and depend heavily on teacher guidance. They also struggle with divergent and convergent thinking skills, and fundamental stages, such as research, prototyping, and testing, were absent. To enhance creativity, the study recommends adopting the design thinking framework and Williams’s taxonomy, which support empathy, iteration and creative thinking. Teacher training and further research are essential to evaluate their impact on learner engagement and outcomes. This study highlights the need for a shift in how the design process is approached in education. While current practices follow a rigid, linear model, fostering creativity requires a more flexible, learner-centred approach. Integrating the design thinking framework and Williams’s taxonomy offers a promising path forward, encouraging empathy, iteration and imaginative thinking.
Ukulwisana nobuqhwaga : a queer black female beginner teacher’s experiences of workplace bullying
Yabo, Busisiwe (University of Pretoria, 2025-04)
This autoethnographic study aimed to explore my own experiences of bullying in the workplace as a queer Black female beginner teacher. Workplace bullying is a prevalent problem in the world, including in South Africa. Workplace bullying is a form of abuse where a perpetrator humiliates and ill-treats the victim (Calitz, 2022). In addressing workplace bullying, conducive safe working environments can be created. In South Africa, workplace bullying is fuelled by gender inequality, race, and organisational superiority (Bergbom & Vartia, 2021). In this study, I share my personal experiences and challenges about how I faced workplace bullying from my perspective as a queer Black female beginner teacher. Through an in-depth examination of my encounters, emotions, and responses, this research uncovered the intricate dimensions of bullying as I navigated my way within the educational environment. This study employed the conceptual framework of Hodson, Roscigno & Lopez (2006) two dimensional bullying model to consider how race and sexual orientation influence workplace bullying inside an organisation. I purposefully explored existing literature on gender identity, queer Black women, beginner teachers, and workplace bullying. I also discussed the scholarly work of other authors and critically engaged with the existing ideas in this field (Nkomo, Daniel & Butson, 2021). This study narrates my experiences of bullying in the workplace within the context of a school environment. I was the primary participant in generating and constructing the data, which were gathered from my self-reflection through narratives and my documented lived experiences. The data were generated through self-interviews, memory work, critical conversations with the co-constructors of knowledge, and by consulting my personal journal entries. The data were analysed using the thematic data analysis method (Wagner, Kawulich & Garner, 2012).

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