Resources search

Even we are important: Sexuality and the degenderisation of people with disabilities in the linguistic landscapes of two South African universities in the Western Cape province

ADEKUNLE, Temitope O.
MHETA, Gift
RAPEANE-MATHONSI, Maleshoane
November 2019

Expand view

Background: This study focuses on the positioning of gender, sexual orientation and people with disabilities in the linguistic landscapes of two selected South African universities, which are located in the Western Cape province.

 

Objectives: This study aims to answer the question: How are power relations depicted through linguistic landscaping in the universities?

 

Methods: Given that there is minimal empirical data in this field, the researcher approached this question by exploring the way in which sexual orientation and people with disabilities are perceived, via the modal resources used in the categorisation of toilet users at the institutions. Specifically, toilet signage was observed as there were only a few other signage or forms of support (such as ramps and lifts – some of which may seem disability-unfriendly in terms of space) and acknowledgement in other places at the institutions for people with disabilities. Data (signs, images, texts, billboards and posters) were collected by means of photography. The interpretive paradigm was used to determine the choice of methodology: critical discourse analysis and multimodality. These were also used to thematically analyse the collected data.

 

Results: Findings revealed that sexuality, as well as subtle inequality, unfortunately remain unravelled areas in South Africa’s higher institutions of learning. In addition, the degenderisation of people with disabilities appears to be prevalent at the institutions, although this may not necessarily be reflective of practices at all higher education institutions in South Africa.

 

Conclusion: Nonetheless, the examined results are stimulating indicators of hegemonic and preferred practices in public places. They also depict the obtainable dissimilar scales and imbalances in society, which are not addressed may impede other authentic and ongoing measures of social integration and advancement.

 

 

African Journal of Disability, Vol 8, 2019

Every learner matters: Unpacking the learning crisis for children with disabilities

McCLAIN-NHLAPO, Charlotte
et al
June 2019

Expand view

This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.

The aim of the paper is to:

  • Provide an evidence-based review of educational participation of children with disabilities.
  • Establish a case for focusing on learning achievements for students with disabilities.
  • Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
  • Explore evidence of practice and systems which promote disability-inclusive learning for all. 

Four case studies are provided - from Pakistan, South Africa, Canada and UK.

Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

Expand view

This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it. 

The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:

 

Special educational needs and disability section:

  • Teaching for All: mainstreaming inclusive education in South Africa
  • Successful inclusive education starts with teachers: what have we learned? A multi-country case study
  • Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
  • The Theatre of the Classroom

Displaced populations section

  • Teaching on the run: safe learning spaces for internally displaced persons
  • Developing resilience through English language teaching in youth centres across Iraq
  • Capacity building for inclusive classrooms: the Living Together training
  • Integrating Syrian refugee children and their parents into Lebanese early education systems

Gender and inclusion in the classroom section

  • A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
  • Teacher development and gender equality in five Nigerian states
  • Creating gender-inclusive schools in Turkey: the ETCEP project in action
  • Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal

Minority ethnic groups in the classroom

  • Social inclusion and the role of English language education: making a transition from school to higher education in India
  • Storytelling for diverse voices
  • Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia

 

Hearing children of Deaf parents: Gender and birth order in the delegation of the interpreter role in culturally Deaf families

MOROE, Nomfundo F.
ANDRADE, Victor de
2018

Expand view

Background: Culturally, hearing children born to Deaf parents may have to mediate two different positions within the hearing and Deaf cultures. However, there appears to be little written about the experiences of hearing children born to Deaf parents in the South African context.

 

Objective: This study sought to investigate the roles of children of Deaf adults (CODAs) as interpreters in Deaf-parented families, more specifically, the influence of gender and birth order in language brokering.

 

Method: Two male and eight female participants between the ages of 21 and 40 years were recruited through purposive and snowball sampling strategies. A qualitative design was employed and data were collected using a semi-structured, open-ended interview format. Themes which emerged were analysed using thematic analysis.

 

Results: The findings indicated that there was no formal assignment of the interpreter role; however, female children tended to assume the role of interpreter more often than the male children. Also, it appeared as though the older children shifted the responsibility for interpreting to younger siblings. The participants in this study indicated that they interpreted in situations where they felt they were not developmentally or emotionally ready, or in situations which they felt were better suited for older siblings or for siblings of another gender.

 

Conclusion: This study highlights a need for the formalisation of interpreting services for Deaf people in South Africa in the form of professional interpreters rather than the reliance on hearing children as interpreters in order to mediate between Deaf and hearing cultures.

Disability and masculinity in South African autosomatography

LIPENGA, Ken J
2014

Expand view

This article examines the representation of disability by disabled black South African men as portrayed in two texts from the autosomatography genre, which encompasses first-person narratives of illness and disability. Drawing on extracts from Musa E. Zulu’s The language of me and William Zulu’s Spring will come, the article argues that physical disability affects heteronormative concepts of masculinity by altering the body, which is the primary referent for the construction and performance of hegemonic masculinity. In ableist contexts, the male disabled body may be accorded labels of asexuality. This article therefore reveals how male characters with disabilities reconstruct the male self by both reintegrating themselves within the dominant grid of masculinity and reformulating some of the tenets of hegemonic masculinity.

Integrating multiple gender strategies to improve HIV and AIDS interventions : a compendium of programs in Africa

INTERNATIONAL CENTER FOR RESEARCH ON WOMEN
May 2009

Expand view

This report looks at how four specific gender strategies are being used in HIV and AIDS intervention programmes, how they are working, and how people are learning from and sharing their experiences toward strengthening programmes and expanding successes. A number of programmes in 11 African countries, as well as multi-country programmes are examined. The four gender strategies are: - Reducing gender-based violence; - Increasing women‘s legal protection; - Addressing male norms and behaviours, and - Strategies to increase women‘s income and productive resources.

On the margins : violence against women with disabilities

NAIDU, Ereshnee
et al
April 2005

Expand view

This report explores why disabled women are more susceptible to violence then non-disabled women. It further examines how service providers respond to their needs, and the barriers associated with accessing proper assistance. The authors also investigate the role of government in providing health services that provide equal and adequate support. This work tackles issues of social isolation, stigma, and human rights

Muslim responses to HIV/AIDS : case studies, key issues and ways forward

LIM, Shaheen
Ed
2005

Expand view

This book contains contributions to the Pre-International AIDS Conference Workshop. It begins with country specific case studies to review the responses to HIV & AIDS already implemented in Bangladesh, Thailand and South Africa. The second part of this publication explores key issues in HIV & AIDS - namely human rights and gender issues and the reasons why such issues need to be incorporated into programmes to address HIV & AIDS. The final part outlines the value of Islamic teachings that can be drawn upon in HIV & AIDS prevention and care, and the roles that should be played by government, religious leaders, and Muslim NGO activists in confronting the challenges presented by HIV & AIDS

Persons with disability : study commissioned by the Corporate Planning Unit of the City of Joburg as a component of the human development agenda

WHITEHEAD, Melissa
2004

Expand view

The aim of this research is to highlight problems with, and identify gaps in, the human development agenda as they relate to persons with disability in the City of Johannesburg. The research report also gives an overview of the methodologies applied.
The report is useful for organisations and persons who want to learn more about the situation of disabled persons in Johannesburg. Also it is of interest for researchers and organisations that are developing research methodology and policy

HIV/AIDS : a resource for journalists

SOUL CITY INSTITUTE FOR HEALTH AND DEVELOPMENT COMMUNICATION
et al
2002

Expand view

A consice handbook to help journalists cover HIV/AIDS in an effective and responsible manner. Provides South African-based contacts, websites and basic information on a wide range of HIV-related issues

On our feet : taking steps to challenge women's oppression. A handbook on gender and popular education workshops

MACKENZIE, Liz
1993

Expand view

This handbook presents ideas to prepare for, plan, design, and run a workshop on gender and women's oppression. It is intended for community, adult, and popular educators, trainers, organizers, facilitators, or teachers. Section 1 helps the reader to think about women's oppression and gender, understand the need to challenge women's oppression, and see the possibilities for challenging it through popular education. Section 2 explains procedures for organizing and running a workshop to challenge women's oppression through popular education methods. Section 3 explains what the activities are for and how to use them. Appendices include a glossary of terms, a handy reference to workshop techniques, and a list of 32 resources

Speaking freely : HIV social movements . Oral testimony

Panos
Ed

Expand view

36 oral testimonies from members of HIV social movements in South Africa and Namibia in which they share their personal stories about HIV, their visions for change and their experiences of participating in social movements. The key themes include identity; motivation for being involved in a movement or support group; representation; gender; and voice.

E-bulletin