PhD ThesesPhD theses approved by the Faculty of Humanitieshttp://hdl.handle.net/10311/12232024-03-28T20:52:41Z2024-03-28T20:52:41ZConceptions of personhood and gender indentity in African thought: a philosophical explorationKahaka, Makotokahttp://hdl.handle.net/10311/24642022-09-22T00:02:29Z2020-01-01T00:00:00ZConceptions of personhood and gender indentity in African thought: a philosophical exploration
Kahaka, Makotoka
This thesis postulates that gender identity is an integral part or category of human personhood and identity. Based on this, the purpose of this thesis is to provide an examination of the dominant theories of both personhood and gender identity through a literature-based methodology or analysis. In doing so, the thesis explores issues associated with these theories, relate the ideas on gender identity to views on personhood, and attempts to establish the interplay between the two. What is demonstrated is that African traditional conceptions of personhood are incompatible with non-conforming sex relations, practices and gender identities such as homosexuality and/or LGBT (lesbian, gay, bisexual, and transgender). While the incompatibility renders such practices and orientations "un-African‘, it also reveals conceptual defects in these African views of personhood. That is, analysis and application of the African conceptions of person to gender identities such as homosexuality, raises fundamental problems and philosophical issues that weakens the very African concept of person in general. These philosophical problems and issues centre around a number of competing constructs such as whether African personhood should be viewed as subjective or objective, that is, intrinsic or extrinsic (or both) to the person considering its inherent and relational nature. The conclusion is that African conceptions of personhood such as the communitarian view, do not only lack inclusivity owing to their tendency to marginalize certain categories of gender in their account of personhood, but have conceptual and philosophical weakness that renders the theories less attractive and favourable.
A dissertation submitted to the Dept. of Theology and Religious Studies, Faculty of Humanities, University of Botswana in partial fulfillment of the requirement of the degree of Doctor of Philosophy in Theology and Religious Studies. Citation: Kahaka, M. (2020) Conceptions of personhood and gender identity in African thought: a philosophical exploration, University of Botswana
2020-01-01T00:00:00ZHome and school factors as determinants of achievements in reading comprehehension among senior secondary school students in Ogun State NigeriaJulius, Ayedun T.http://hdl.handle.net/10311/15072016-10-18T00:00:41Z2014-01-01T00:00:00ZHome and school factors as determinants of achievements in reading comprehehension among senior secondary school students in Ogun State Nigeria
Julius, Ayedun T.
Basic to performance in all other subjects is the ability of learners to read and understand in the language of instruction. The deterioration in the performance of secondary school learners in Ogun State of Nigeria in reading comprehension is a problem that bothers parents, teachers, administrators and government. This problem prompts this study designed to identify and analyse home and school factors that influence achievement in reading comprehension among senior secondary school students in Ogun State, Nigeria to determine and analyse factors that underlie achievement in reading comprehension. These fators were identified and the level to which they influence reading comprehension of learners tested for significance. Using a mixed-method study design, qualitative data were collected from teachers through interview and classroom observation to determine the extent to which they use seven strategies for teaching reading. Responses to 66 Likert - type questionnaire items as well as performance on an English language comprehension test were generated for a random sample of 600 learners from 20 senior secondary schools from Ogun State. Qualitative data were collected from four teachers through interview and classroom observation conducted to ascertain the strategies they use in teaching reading comprehension. Using narrative and discourse analysis, four research questions were answered. The resulting quantitative data from students‟ data were analysed using population test, analysis of variance (ANOVA), Pearson product correlation method, and multiple regressions analysis using Version 21 of SPSS to test 13 hypotheses. The results of the analyses showed that home and school factors significantly predict achievement in reading comprehension. There were also significant relationships between the extent to which teachers used seven strategies to teach and achievement in reading comprehension. Recommendations were made to parents, school administrators, government and other relevant stakeholders on the need to revitalise the dwindling education system orchestrated by underachievement in reading comprehension.
A dissertation submitted to the Dept. of Language Education and Social Studies, Faculty of Education, University of Botswana in partial fulfillment of the requirement of the degree of Doctor of Philosophy in Language Education. Citation: Julius, A. T. (2014) Home and school factors as determinants of achievements in reading comprehension among senior secondary school students in Ogun State Nigeria, University of Botswana.
2014-01-01T00:00:00ZThe transformation of Swahili Unyago and female genital mutilation into an alternative rite of passage: a post structuralist approachM'Raiji, John K.http://hdl.handle.net/10311/15062016-10-18T00:01:48Z2015-01-01T00:00:00ZThe transformation of Swahili Unyago and female genital mutilation into an alternative rite of passage: a post structuralist approach
M'Raiji, John K.
Since the colonial period, there have been attempts to eradicate female genital mutilation not only in Kenya but also in other parts of Africa where it is practiced. The efforts have not been fully successful due to the entrenchment of the practice among the communities that value it. This is despite the fact that previous studies have cited social, religious, economic and political factors as the main reasons why it is difficult to eradicate female genital mutilation. Scholars have also not taken the trouble to investigate how female circumcision became so well established as to render it difficult to stop. In addition, neither have the preceding studies investigated the philosophical perspectives that may have led to the establishment and entrenchment of the ritual. This study fills that gap by investigating unyago and female genital mutilation with the aim of understanding the dynamics that were used to perpetuate them, as well as how the Swahili unyago as practiced by the Swahili of Mumias, was adapted in the form of an alternative rite of passage by other communities. The field research involved identifying, sampling, recording and interviewing the stakeholders who included community members involved in unyago and female circumcision. These included the novices, the circumcisers, community and religious leaders, performers as well as alternative rite of passage animators and participants. Some information was also collected from the internet and the media. The analysis used poststructuralist approaches, including deconstruction á lá Derrida, as well as existential philosophy based on Heidegger‟s Dasein (being there). Theories of feminist poststructuralism and gender were also employed to elicit the male/female dichotomy and unity in the community‟s perceptions. The research determined that there is an underlying philosophical frame enshrined in beliefs, superstitions, taboos and identity formation. It further established that punishment, such as through intimidation, excommunication, ridicule, and a compliance and reward system were employed to entrench and enforce the practices. The findings indicate that female circumcision was, and is still, entrenched through cultural reproduction mechanisms during seasonally repeated folklore performance to ensure that it is passed on from one generation to another. The study also reports that the unyago practiced by the Swahili of Mumias, which has no circumcision component, has been adapted and adopted by the government and other organisations in an effort to eradicate female circumcision in Kenya. The research identifies the major impediment to eradicating female circumcision as being cultural reproduction through ritualization. For that reason, the thesis proposes that in order to successfully eradicate female circumcision, a philosophical approach positing an alternative but popularly acceptable ritual similar to the Swahili unyago wa mfereji is needed.
A dissertation submitted to the Dept. of African Languages, Faculty of Humanities, University of Botswana in partial fulfilment of the requirement of the degree of Doctor of Philosophy in African Languages and Literature. Citation: M'Raiji, John K. (2015) The transformation of Swahili Unyago and female genital mutilation into an alternative rite of passage: a post structuralist approach, University of Botswana.
2015-01-01T00:00:00ZThe impact of service-learning on students in a post-conflict society: the case of Cuttington University, LiberiaHorton, Romelle A.http://hdl.handle.net/10311/15032016-09-13T11:42:50Z2014-01-01T00:00:00ZThe impact of service-learning on students in a post-conflict society: the case of Cuttington University, Liberia
Horton, Romelle A.
This qualitative case study explored how the management of the Service-learning Program at Cuttington University affects the learning experience of the student participants; captured the impact the experience of the Service-learning Program is having on student participants; and analyzed the implications of service-learning in higher education for peace and nation building in post-conflict Liberia. Researchers have suggested that service-learning is a powerful way to engage students in higher education by putting theory into practice in a real world setting. The literature reviewed also stated that reflection is central to service-learning and helps students assess their skills and personal development as they review the impact of their experience. Data for this study was collected from student participants in the Service learning Program, administrators at the University and policy-makers in the field of higher education in Liberia. The study found that service-learning is positively impacting the students’ personal development, enhancing their academic performance and increasing their social and civic responsibility. Unique to this study was contribution to the Transformative Learning Theory and the field of service-learning at that participation in the Service-learning Program at CU healed the wounds of trauma caused by the years of civil war. Since academic research about service-learning is still in its nascent stage in sub-Saharan Africa, this study will add to the available body of information on service-learning in Africa, especially as it relates to post-conflict countries. It is concluded that if supported and implemented by educators and policy-makers, service-learning can have far-reaching implications for the role of higher education in post-conflict societies and thus understand how to better serve this under-researched area and the students that participate in it.
A dissertation submitted to the Dept. of Educational Management, Faculty of Education, University of Botswana in partial fulfilment of the requirement of the degree of Doctor of Philosophy in Educational Management. Citation: Horton, Romelle A. (2014) The impact of service-learning on students in a post-conflict society: the case of Cuttington University, Liberia, University of Botswana.
2014-01-01T00:00:00Z