Browsing by Subject "Cape Flats"

Now showing 1 - 8 of 8
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    A Capability Approach to Examining the Effects of Actual and Anticipated Fear of Crime: Experiences and Perceptions of Black Female Youth in the Cape Flats
    (2020) Beiser, Sarina; Kubeka, Alvina
    The purpose of this study was to examine how the fear of crime affects the capabilities, perceptions and experiences of black female youth, living in the Cape Flats, Cape Town. Qualitative semi structured interviews were conducted with 18 black female participants between the ages of 18 to 30. This study used Garofalo's model of fear of crime and Amartya Sen's capability approach as theoretical frameworks. With the help of these two frameworks, the researcher sought to gauge what influence the fear of crime can have on people's lives and how crime affects young black females living in communities with high crime rates. It also showed how their life choices and opportunities are influenced by living in unsafe communities. The major challenges and problems highlighted by the participants include: Constant trauma of their daily life (leaving their houses, random shootings, unsafe public transport), mental health issues (losing friends and relatives), lack of proper police service (lack of police presence, incompetence of police, corruption), fear for family or friends, lack of trust and support systems (broken families, loss of trust, no role models, lack of social capital), lack of infrastructure (such as safe hospitals or educational challenges), the effects of gangsterism (gangs and drug wars, effects of drugs, families' or friend's involvement in gangsterism) and the lack of opportunities such as unemployment. This study showed how the peoples' capabilities have been affected by the above-mentioned issues and how the fear of crime affected their daily lives. This study also made recommendations for policy makers and social institutions on what can be done to reduce crime rates and make communities with high crime rates safer
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    A formative evaluation of the parent infant home visiting programme
    (2021) Percival, Sheridan-Lee; Boodhoo, Adiilah
    Background The Parent-Infant Home Visiting Programme (PIVHP) is a home-based parenting programme targeted at new and expectant mothers, characterised as vulnerable. Participants are recruited from low-income communities situated on the Cape Flats, in Cape Town, South Africa. The programme consists of antenatal and postnatal sessions, facilitated by trained Parent Infant Attachment Counsellors (PIACs) recruited from target communities. There are two programme cycles per year: one from January to June, and a second one from July to December. The overarching goal of PIHVP is to contribute towards the prevention of child abuse, abandonment and neglect; and to promote positive infant growth and development. The programme has to date not been guided by an explicit theory of change (TOC). There was no Monitoring and Evaluation (M&E) system in place, at the time of the evaluation, either. The programme engages in extensive data collection for administrative purposes. This data, however, is not captured nor analysed systematically to monitor progress or measure impact. This formative evaluation aims to capitalise on the existing data. Evaluation Focus This evaluation focused on the first 2019 programme cycle. The main objective of this evaluation was to determine the extent to which the PIHVP had been implemented with fidelity. As such, a process evaluation was conducted to address the following evaluation questions: 1. Did the PIHVP beneficiaries recruited for the first 2019 programme cycle meet the eligibility criteria specified by programme? 2. What proportion of participants completed and dropped out of the PIHVP during the first programme cycle of 2019? What are the reasons provided for programme dropout? questions: 3. To what extent did the PIHVP meet its targeted number of participants? What are the reasons for over/under coverage? 4. Did the participants receive the home-visiting sessions at the duration and frequency prescribed by the programme model? 5. Did PIACs complete and conduct all programme activities, developmental screenings and demonstrations as intended? 6. How did participants perceive PIACs in terms of the support they provided and their preparation level, knowledge, and reliability? 7. To what extent do PIACs implement the skills acquired through their training into their sessions? 8. Are the participants satisfied with the service they received? What are the strengths and limitations they identified? 9. To what extent did participants engage with the PIACs (around the content) during home-visit sessions? Methodology The evaluator first extracted and refined the programme's TOC through structured consultations with the programme manager. The plausibility of the PIHVP's programme theory was then assessed through an extensive literature review. The evaluator then proceeded with the process evaluation. A mixed methods approach was used, as combination of both primary and secondary data sources, and quantitative and qualitative data analysis were used to systematically answer the evaluation questions.
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    Afrikaaps and decoloniality: a case study of a hip hop artist on the Cape Flats in Cape Town South Africa
    (2023) Mitchell, Keanan Lyle; Bruinders, Sylvia; Haupt, Adam
    There has been much debate surrounding the topic of the ‘coloured' community, its history as well as its identity and social placement within South African society post-apartheid. After the run of the theatre production Afrikaaps (2011), a rise in interest and pride in this ‘coloured' culture as well as language variety occurred. This study shows the importance of popular music in the formation of culture and society. Focusing on the work of YoungstaCPT, this thesis explores Afrikaaps in hip hop as a musical style to illustrate the role it plays within the Cape Flats ‘coloured' community. YoungstaCPT, a self-proclaimed representative of said community, maintains a vast youth-based audience and portrays himself as ‘Young Van Riebeeck'. ‘The Cape Crusader' (YoungstaCPT) claims to colonize Cape hip hop as a conscious rapper in order to educate the youth about a problematic history that was written in textbooks. Through the exploration of hip hop, YoungstaCPT's influence and choices in music, I analyse how this persona serves ‘coloured' people of the Cape Flats. This thesis examines elements regarding communities of this nature, such as the construction of their socio-political identity as well as the culture portrayed through the Cape hip hop community and its audiences.
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    Calling ecology of micro frogs (Microbatrachella capensis): a case study using acoustic spatial capture recapture
    (2020) Gedert, Jennifer; Measey, John; Altwegg, Res
    Amphibians worldwide are declining, increasing the demand for monitoring populations of many threatened amphibians, including the South African Critically Endangered micro frog (Microbatrachella capensis). I attempted to improve ongoing monitoring efforts by determining the calling ecology of the micro frog population on the Cape Flats. I used acoustic spatial capture recapture to calculate call density and identify the main factors that determine periods of maximum frog calls. Increased calling behaviour was found early in the season and in response to rainfall. In addition, micro frogs were found to call more at night than during the day. This suggests that future monitoring of this species should occur at night, after rain, and early in the winter breeding season. From the call density estimates, I calculated the size of the micro frog population on the Cape Flats to be about 200 adult frogs when an equal sex ratio of adult males and females is assumed. Future monitoring and conservation efforts should take into consideration this baseline population estimate and keep track of any demographic trends in the population.
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    Exploring the positioning of multilingual Kaaps and Cape Flats English-speaking university students' linguistic choices and identities
    (2025) Ariefdien, Salaamah; Mckinney, Carolyn
    “English is the language of the colonisers, but Afrikaaps is the language of my ancestors” -Teddy. Language ideologies have played a significant role in marginalising speakers of racialised languages within society. The dominance of standardised colonial languages has led to the suppression of indigenous languages, such as Afrikaaps and Cape Flats English (CFE). This phenomenon not only influences people's language choices but also encourages them to adopt dominant identities. As a result, many speakers, including myself, grapple with balancing our identities with our cultural heritage and our connections to indigenous communities. This study delves into the complex power dynamics involved in language ideologies, particularly how colonialism affects them. It focuses on indigenous Afrikaaps and CFE- speaking students at an English-medium university in Cape Town. While numerous studies have examined the relationships between colonialism, language, and racial identity, few have specifically addressed Afrikaaps and CFE. This research aims to contribute towards filling that gap. I utilised critical sociolinguistics, which frames language as a social practice, as the foundation of my research. This approach is grounded in Fairclough's Critical Discourse Analysis (CDA) framework, combined with a decolonial perspective and Bourdieu's theorising of symbolic dominance. To collect data, I employed ethnographic methods, particularly linguistic ethnography, to explore the language and identity experiences of eight university students (both male and female) who speak Kaaps and CFE. I explore how these students understand their language choices and the identities they construct. To this end, I utilised various data collection methods, including language body portraits and questionnaires, audio-recorded semi-structured interviews, audio recordings of naturally occurring conversations, participants written texts, and my own field notes. I employed Fairclough's three-dimensional discourse analysis and thematic analysis to analyse the data. The findings illustrate how participants navigate their hybrid identities as multilingual speakers of Kaaps in a predominantly English-speaking environment. Prevailing ideas in different spaces, such as home and university, shape their identities. Participants indicated that the university environment—often seen as a hybrid space—required them to perform particular identities. At the same time, home, provided a supportive environment where they felt free to express rather than perform themselves. Consequently, many participants maintained a separation between their academic and home identities, with a few notable exceptions. Additionally, the research highlights how colonial ideologies, such as Anglonormativity and language purity, influence participants' identity construction and language choices. Other significant factors include family language policies and the racialisation of languages. For instance, Kaaps are frequently associated with being “Coloured”, serving as a marker of an “authentic” Coloured identity. However, using Kaaps can also challenge narrow views of race and ethnolinguistic characteristics. Overall, the study also emphasises the complex racial dynamics surrounding the perception of being Coloured in post-colonial South Africa, often placing individuals in an “in-between” space.
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    Exploring the role of an NPO in the ECD sector: a case study of ELRUs collective society of community stakeholders and staff members within the Cape Flats
    (2025) Grey, Darrin Lee; Swai, Marlon
    This research delves into the intricate challenges and interconnected dynamics of early childhood development (ECD) within the socio-educational landscape of South Africa, specifically focusing on the Cape Flats area in the Western Province. By examining the work, stakeholders, and operations of the non-profit organization ELRU, this thesis underscores the critical importance of ECD in addressing the broader societal issues stemming from a history marked by colonialism and apartheid. South Africa's educational paradigm remains contested due to its historical legacies that birthed racial segregation and societal disparities. Despite efforts post-apartheid to establish equality, the foundational challenge of education for the very young persists, resulting in adverse implications for the country's future. The central chapters intricately weave ELRU's dynamics with the broader educational landscape, emphasizing class distinctions, economic realities, and symbolic powers within the organization. The narrative mirrors the complexities of the Cape Flats, resonating with historical injustices and aspirations for educational equity. Despite these challenges, the research illuminates ELRU's commitment to early childhood development as a means of counteracting historical wounds through quality education. It underscores the role of empowered women, ethical leadership, and the transformative potential embedded within ECD in nurturing resilient communities. Moreover, the study emphasizes Critical Race Theory (CRT) and Intersectionality as crucial frameworks to challenge oppressive structures and address interconnected societal inequalities, advocating for a comprehensive approach to foster inclusivity and resilience. Opportunities for further research is promoted, including exploring the intricate relationship between memory and pedagogy within ECD, conducting situational analyses in similar socio- challenged regions, and leveraging anthropological tools for deeper insights into NPO-driven ECD interventions. This research underscores the transformative potential of ECD staff and their pivotal role in nurturing equitable societies. It calls for continued efforts to dismantle systemic inequalities and create inclusive educational landscapes for a brighter future in South Africa.
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    Navigating the digital landscape: teachers' digital repertoires in an under-resourced Cape Flats primary school
    (2025) Dudley, Mark; Mckinney, Carolyn
    This small case study examines the digital repertoires of two teachers in a Cape Flats Primary School as they attempt to take hold of digital resources and integrate them into their daily teaching practices. It draws on the interconnected socio-material theories of spatiality, assemblage and affect to provide a framework within which their entanglement with digital technology in an educational setting can be observed, described and analysed. The research focuses on the simultaneous array of challenges and opportunities which the teachers navigate in the process of acquiring, using and adapting a range of resources across various semiotic modes in the classroom space. This space is conceptualised in the study as a dynamic ecosystem where social, material and affective factors dovetail. It is also here where the digital repertoire emerges in situ, lying at the intersection between the teachers' skills, knowledge and experiences with technology and the material resources, infrastructure and cultural practices that exist within their school domain. The notion of the digital repertoire offers this study a dynamic lens through which to view the complexities, contradictions and tensions that arise as the teachers struggle to align their literacy practices and pedagogical approaches with their developing repertoires. This study challenges neoliberal ideas in which technology is viewed as a panacea for a South African education system uniquely skewed along the lines of social class, race, ethnicity, income, age and gender. It is critical of the kinds of deterministic thinking that currently influence digital intervention policies and strategies in South African education precisely because such determinism sacrifices socio-material context in favour of technical skills. In contrast, drawing on findings from the research, this study advocates for an approach to the integration of technology in classrooms that recognises the dynamic interplay of human agency, material resources and social contexts in shaping teachers' digital repertoires. The findings of this study therefore emphasise the need for personalised, context-aware and participatory professional development that empowers teachers to critically evaluate and meaningfully integrate technology into their teaching practice.
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    Stormwater treatment during infiltration and its effect on shallow urban groundwater quality in the Cape Flats Aquifer: field study and soil-column experiments
    (2025) Schneuwly, Rachelle; Carden, Kirsty
    In 2019 the City of Cape Town published a Water Strategy following a 3-year drought during which time the city nearly ran out of potable water. The Strategy includes among its five commitments a commitment to diversify water supply sources and a commitment to become a water sensitive city. Stormwater harvesting and recharge of the Cape Flats Aquifer are steps toward both commitments. This study formed part of a larger transdisciplinary research project where a stormwater detention pond in Mitchell's Plain, Cape Town was retrofitted with an infiltration swale and used as a study site. The aims of the study were to evaluate the potential for stormwater treatment during infiltration through the soil, and to investigate whether stormwater infiltration could result in deterioration of groundwater quality in the underlying Cape Flats Aquifer. Research was conducted in the field by monitoring stormwater and groundwater quality at the study site, and in the laboratory using large-scale soil column experiments. During the field study stormwater contaminants were detected at concentrations typical of an urban residential catchment with mean values of dissolved ammonium (0.35 mg/L), dissolved nitrate (0.7 mg/L) dissolved phosphorous (0.16 mg/L), dissolved aluminium (36 μg/L), dissolved zinc (81 μg/L), and total organic carbon (25 mg/L). Groundwater at the study site was shallow ranging from 2.4 to 3.7 m below ground level of the catchment and 0.1 to 1.4 m below the infiltration swale, although it remained below 0.5 m below the swale for most of the study period. Background groundwater at the study site was high in nitrate (mean 15.2 mg/L), low in total organic carbon (mean 2.7 mg/L) and low in dissolved oxygen (mean 1.4 mg/L) while the stormwater had a mean dissolved oxygen concentration of 7.4 mg/L. The field study showed that the infiltration processes resulted in an overall mean reduction in the concentrations of dissolved contaminants ammonium, phosphorus, aluminium, zinc, and total organic carbon, by 92%, 92%, 83%, 91%, and 84% respectively after accounting for dilution effects. The infiltration process also resulted in consumption of 54% of the stormwater dissolved oxygen and 37% of the groundwater nitrate after accounting for dilution effects. Furthermore, the mean groundwater nitrate concentration in the background groundwater was significantly higher (p<0.001) than nitrate concentrations in all other wells. This suggested that the organic carbon input from the stormwater and soil profile stimulated microbial activity which led to the consumption of the available oxygen and groundwater denitrification. Some localised and time restrained mobilisation of iron and manganese was found, however significant increase from background contaminant concentrations was found in groundwater at the study site. In addition, stormwater outflow from the study site had lower concentrations of inorganic nutrients (N and P), organic carbon and most metals compared to the incoming stormwater. Column experiments were conducted using synthetic stormwater with concentrations of dissolved contaminants typical of a residential area, and five times higher concentrations to represent poorer stormwater quality which may be encountered in other parts of the Cape Flats. Results showed that 0.5 m of soil was able to effectively retain P, Zn, Pb, Ni, Cr and Cu during infiltration of synthetic stormwater. Removal of total nitrogen was driven by denitrification and improved in the saturated zone. Denitrification during infiltration was improved by the addition of organic carbon to the synthetic stormwater, however this also resulted in slightly higher concentrations of geogenic contaminants arsenic (13.6 vs 6.9 μg/L), iron (843 vs 657 μg/L), and manganese (21.4 vs 18.5 μg/L) in the column effluent. The concentrations used did not significantly influence the effluent concentrations of soil adsorbable contaminants (P, Zn, Pb, Ni, Cr and Cu) after infiltration through the soil or the concentration to total nitrogen in the saturated zone. Based on this research enhanced infiltration of stormwater from relatively small (neighbourhood scale) formal residential catchments such as the one in this study is unlikely to pose a significant threat to groundwater quality, therefore this should be encouraged. Stormwater with higher contaminant concentrations may also be suitable for infiltration, however further research is required to determine the concentration limits and determining factors for suitability of a particular site.