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Faculty of Commerce, Administration and Law Faculty of Education Faculty of Humanities and Social Sciences Faculty of Science, Agriculture and Engineering Research Articles and Conference Papers Articles published on Open Access Journals and conference proceddings
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An intersectional analysis of the collective efficacy-drought adaptation nexus by small-scale farmers in uMkhanyakude District Municipality, South Africa
(2024-10-18) Mzimela, Jabulile H; Moyo, I
Exploring the collective efficacy-adaptation nexus is urgent given the unprecedented climate change – a phenomenon that has negatively impacted and continues to impact societies and economies. Although existing research has documented the positive association between collective efficacy and climate-related hazards, a considerable gap remains in understanding this relationship in the South African context. Yet collective efficacy and adaptation research in African countries is imperative considering their collectivistic culture, high vulnerability, and low adaptive capacity. Against this backdrop, this study aims to analyse the collective efficacy–agricultural drought adaptation nexus by small-scale farmers in uMkhanyakude District Municipality (UKDM), KwaZulu-Natal, South Africa. The specific objectives of the study are to (a) map and quantify agricultural droughts in UKDM; (b) analyse how small-scale farmers in UKDM explain, experience, and adapt (including drawing on indigenous knowledge system) to agricultural drought; (c) assess the influence of drought on small-scale farmers' perceptions of collective efficacy and adaptation to drought in UKDM; (d) analyse the role of local governance in small-scale agricultural drought adaptation in UKDM; and (e) propose a framework to guide an intersectional collective efficacy-agricultural drought adaptation response. To achieve these objectives, a mixed methods approach was employed, drawing theoretical insights from the Protection Motivation Theory, Actor-Network Theory, and an intersectional Feminist Political Ecology perspective. The quantitative component of the study utilised remote sensing, Geographic Information Systems and Python for mapping drought conditions, complemented by a household questionnaire survey that yielded 384 responses from small-scale farmers. These responses were analysed using Microsoft Excel and Python. For the qualitative aspect, data collection included a key informant interview, observation, and document review. This data was then subjected to reflexive thematic analysis. The research findings, first, elucidate the spatio-temporal variability of drought within the UKDM. The results reveal pronounced seasonal fluctuations in VHI and identifies significant historical drought episodes, notably during 2002-2004 and 2015-2016, which correlate with El Niño events. Second, while adversely impacted by agricultural drought, small-scale farmers in the district proactively employ Indigenous Knowledge Systems (IKS) in their adaptation measures. This active reliance on IKS challenges conventional Eurocentric paradigms and offers culturally nuanced and efficacious methods for adaptation. However, the potential of IKS have mainly been marginalised in contemporary climate policy discourse, underscoring the need for re-evaluation and inclusion in policy and programmes. Third, the study illuminates the crucial role of collective efficacy in enabling the broader acceptance and integration of IKS, as evidenced by the practices of small-scale farmers in the district. Fourth, the application of IKS provides a pathway for decolonising adaptation approaches, thereby subverting traditional power dynamics and facilitating the development of culturally appropriate and effective adaptation measures. Fifth, the crucial role of local governance in aiding small-scale farmers in adapting to agricultural drought in the district needs to be enhanced. Sixth, the study proposes a framework that could guide an intersectional approach to collective efficacy and agricultural drought adaptation. These findings have implications for policy and practice, offering actionable insights for various stakeholders involved in climate adaptation and governance. This study presents potential areas for further research. These include: the exploration of inter-organisational CE for efficacious adaptation and the analysis of customary land tenure reforms and their contribution to more inclusive and effective adaptation strategies while simultaneously safeguarding gender rights and indigenous knowledge.
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School traditional leadership partnership in Alfred Nzo East Education District: a case study of three secondary schools notorious for school violence
(University of Zululand, 2024) Mdunjana, Hopewell Mziwakhe; Kutame, A. P.; Mncube, D. W.; Ngidi, T.
Traditional leaders who played an essential role in muting the idea of the construction of schools in their communities are finally placed at the periphery in school governance by the School Management Teams and School Governing Bodies in South Africa. Most relevant literature studies on partnership with traditional leaders have been done in local government, police, and public administration. The purpose of the study was to analyse the effects of availability of a school-traditional leadership partnership to the quality of governance in rural secondary schools under the authority of the headman or chief. This was a qualitative case study of the Alfred Nzo East Education District, which made use of a case research design. Data was collected using semi-structured interviews and document analysis. Data analysis adopted theoretical prepositions and a thematic analysis approach. This study revealed that exclusion of traditional leaders in governance of schools located in rural communities under their authority caused learner violence that is resolved only by traditional leaders Principals deliberately marginalise traditional leaders through government policy by means of Inter-Governmental Relations (IGR) and departmental policies which provide space through Quality Learning and Teaching Campaign (QLTC) and School Safety structures. Policies such as IGR, QLTC, and the safety of schools’ programmes promote school traditional leadership partnership for schools located inrural communities. Therefore, only departmental monitoring of implementation of these policies can eliminate such violence. The study concludes that both the violent learners and their parents in rural schools continue to be loyal to their traditional leaders (chiefs/headmen) and regard their decision to be final even during times of misunderstandings. The study recommends that principals of secondary schools located in rural communities under chiefs/headmen should involve them in the school governance from onset, for uninterrupted delivery of quality education.
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An assessment of environmental conservation and community participation processes in the Big 5 Hlabisa Local Municipality
(University of Zululand, 2025) Akpagu, Chukwudi Francis; Moyo, I.
Environmental conservation practices, processes, and strategies are an active area of scholarly research. This is the context within which this study assessed environmental conservation and community participation processes in the Big 5 Hlabisa Local Municipality, KwaZulu-Natal, South Africa. The objectives of the study were to: a) examine the environmental conservation practices and community participation processes adopted by the communities in the Big 5 Hlabisa Local Municipality; b) examine the factors influencing community members‘ participation in environmental conservation in the study area, c) analyse the benefits of community members‘ participation in environmental conservation processes in the study area and d) explore community members‘ perception of land ownership and how this influences the environmental conservation processes. A mixed-methods approach was followed to achieve these objectives involving quantitative and qualitative approaches. It utilised questionnaire surveys and later involved interviews with selected research respondents. Qualitative data was analysed following a thematic approach while quantitative was analysed using the Statistical Package for Social Sciences. The findings of this thesis indicate that residents were knowledgeable about the value of participating in environmental conservation, and their motivation for involvement emanated from the zeal to protect natural heritage and the progression of indigenous knowledge on conservation and were conversant with the monitoring of wildlife and plant conservation. Their perceptions of benefits showed mixed feelings; mostly on the scarcity of alternative sustainable livelihoods provided to augment forest/land resources acquired for conservation, and the issues of combating invasive plant species (water hyacinth) and seasonal flooding due to climate change. They indicated patriarchy as a factor in disfranchising women in socio-economic activities around the protected areas. Their apparent land ownership views indicated community-based ownership, with traditional leaders rather than the royal house or government overseeing land management. These outcomes debunked the trusteeship issues around the study areas, thus, the Common Property and Institutional Choice theories are not practically viable, as community members alleged minimal or non-existent involvement in communal land/forest planning, strategies, and processes in environmental conservation. The recommendations include quality education and financing, utilisation of ecofeminism in curbing socioeconomic aspects of community participation, and consideration in mapping out conservation planning and strategies.
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Factors influencing South African grade 11 learners’ performance in Mathematics in Johannesburg West, South Africa
(University of Zululand, 2025) Bakane, Rirhandzu Maureen; Kutame, Azwidohwi Philip; Sondlo, Aviwe
This study investigated the factors influencing the performance of South African Grade 11 learners in Mathematics. The purpose of this research was to identify the underlying causes of poor Mathematics performance among these learners, which limited their eligibility for careers in fields such as engineering, finance, and computer science. The theoretical framework underpinning this study is the socio-ecological and conceptual framework is the Mbugua, Kibet, Muthaa and Nkonke’s (2012) model. A Mixed method was used to gain a comprehensive understanding of the performance of South African Grade 11 learners in Mathematics. The quantitative component involved a questionnaire administered to 150 Grade 11 learners from three selected schools, while the qualitative component included semi-structured interviews with six learners. Quantitative data were analysed using SPSS while thematic coding was done for the interview transcripts. Quantitative findings revealed significant correlations between parental education and student outcomes. The primary findings indicate that learner motivation, teacher-learner interactions, and access to resources have a significant impact on Grade 11 Mathematics performance. Socioeconomic factors and inadequate teaching strategies present considerable challenges. Effective interventions should prioritise building learner confidence, improving teacher-learner relationships, and ensuring equitable access to quality education. A key recommendation is to prioritize professional development for teachers, focusing on strategies like differentiated instruction, effective communication with learners, and the integration of technology to enhance teaching and learning in Mathematics.
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Enhancing the role of parental involvement in learner performance in rural secondary schools in the Amajuba District of KwaZulu-Natal
(University of Zululand, 2024) Hlengwa, Thamsanqa Mhlonipheni; Xulu, V. S.; Kutame, A. P.
This study examined the role of parental involvement in improved student performed in rural secondary schools in the Amajuba district. The study aimed to identify strategies to enhance parental participation and examined relevant laws and theories, including Epstein’s (1995) theory of overlapping spheres of influence and Bronfenbrenner’s (1979). The study highlighted that focusing on learners, combined with internal and external influence can lead to higher success. Using qualitative research and purposive sampling, the researcher interviewed 25 parents in their preferred languages to gather detailed insights. The data was analysed using Tesch’s (2019) method to identify keythemes. The findings indicated that while some rural parents were proactive in their children's education, various environmental factored either facilitated or hindered this involvement. Facilitating factors included the understanding of parental duties, communication, and meetings. Hindered factored encompassed distance, socioeconomic issues, employment conditions, parental attitudes, and adolescents resisted to interfered. The study concluded with a recommendation for strategies to enhance parental involvement and suggested further research on this topic. The findings could help schools become effective community institutions and that enabled parents to knowledgeably support children's development.