The perceived nexus between illegal immigration and crime in South Africa remains a contentious public discourse. Social media narratives often amplify this relationship by disproportionately associating immigrants with criminal activity. Despite widespread public blame, empirical studies testing this immigration-crime linkage remain scarce in the South African context. This study seeks to test this assumption by examining public attitudes towards the relationship between illegal immigration and crime. A quantitative survey methodology using a structured questionnaire was employed in this study. Data was collected from a broader section of South African society to reflect the general public sentiment on illegal immigration. Quantitative data is useful in making causal connections (inference) between immigration and other key variables/determinants. The data was analysed using statistical software, the Statistical Package for the Social Sciences (SPSS). Key findings reveal a disconnect between public perception and empirical evidence: 96.3% of respondents believe immigration exacerbates crime, with undocumented status as a primary enabler. However, official data from the Department of Correctional Services indicate that undocumented immigrants account for only 2% of incarcerated offenders, which challenges the dominant narrative. The study also highlights pervasive hate attitudes towards illegal immigrants, fuelled by media sensationalism and socioeconomic anxieties. This study calls for evidence-based policymaking, improved transparency in crime data disaggregation, and community education to counter xenophobic stereotypes.
Intellectual disabilities (ID) are neurodevelopmental conditions characterised by deficits in adaptive and intellectual functioning. Parents of children with ID face many challenges, including chronic stress, depression, and affiliate stigma, especially in low- and middle-income countries where formal support structures are limited. The study aimed to synthesise, map, and describe available literature on support programmes for parents of children with ID. This scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews, following the Participants, Concept, Context (PCC) mnemonic, and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews checklist (PRISMA-ScR). The literature search was conducted across five databases (Academic Search Complete, PubMed (Medline), Medline (EbscoHost), CINHAL, and Web of Science), yielding 6 166 articles. Of these, 53 full-text articles were assessed for eligibility against the inclusion and exclusion criteria, and 40 were included. The data was extracted using a modified JBI data extraction sheet and synthesised using narrative synthesis. The included studies were carried out in over 14 countries, with the 71% carried out in high-income settings. Randomised Controlled Trials (RCTs) were the most common type of study design (38%). Interventions focused largely on skills development (88%) and educational support (88%) in diverse formats and contents, with clinician-led programmes being predominant (68%). Various theoretical underpinnings were incorporated, with social learning theory (18%) and mindfulness-based (13%) approaches being the most cited. This review demonstrates the potential of parent support programmes to contribute to multiple Sustainable Development Goals (SGDs), while simultaneously revealing significant gaps, particularly in low- and middle-income countries’ LMICs. Future research should focus on standardising outcome measures, exploring peer-led interventions, and conducting larger studies in diverse global contexts to promote more inclusive and equitable societies for families affected by ID.
The worldwide impact of neoliberalism on education has fostered a market-oriented outlook that shapes the functioning of contemporary schools. Schooling is characterised by high levels of competitiveness and academic success is linked to a meritocratic system. Like other postcolonial countries, South Africa is grappling with the implementation of inclusive education within a neoliberal society. While inclusive education is rooted in social justice, collaboration, supportive learning communities, and participation for all, there exists a huge disparity between the neoliberal environment in which our schools find themselves and the ideals to which we aspire in realising inclusive education. Based on insights gleaned from my doctoral study, I argue that reducing the mechanisms that support academic competition can encourage collaboration and cooperation, thereby creating environments that facilitate the implementation of inclusive education at schools. The practice of rewarding learners visibly and publicly for academic achievement, which includes elaborate ceremonies and symbolic representations of academic achievement namely badges, trophies, certificates, and honour board listings do not align with inclusive practices. The manner in which we currently reward and award learners entrenches neoliberal values, and needs revisiting.
This paper analyses the cultural conceptualisations of COVID-19 among peasants in three ethnic groups in southern Nigeria and how the conceptualisations framed their responses to preventive protocols and vaccination measures. The qualitative study hinges on the Conceptual Metaphors strand of Cultural Linguistics, a framework which examines the relationship between language and culture. Data was collected from purposively selected peasants during focus group discussions and key informant interviews. It was then subjected to content and descriptive analyses. Findings revealed that the peasants conceptualised the disease as: the white man’s; of the Chinese; of the rich and educated; of city people; punishment from the gods; common flu; advanced malaria; and a new strain of tuberculosis. They also conceptualised it as political propaganda by a corrupt government aimed at looting public funds. Such conceptualisations downplayed the severity of the pandemic, thereby preventing people from adhering seriously to COVID-19 protocols, such as regular washing of hands, use of face masks, and social distancing. The peasants also conceptualised COVID-19 vaccines as poison, the virus itself, and a calculated attempt by the West to wipe away African countries from the global space. The erroneous conceptualisations, which were mainly borne out of ignorance, illiteracy, cultural belief systems, and conspiracy theories, informed the nonchalant attitude of such peasants towards vaccination against the disease. The nonchalant attitude has grave implications for public health and the total eradication of the disease in Nigeria, and, by implication, other parts of the world.
This article presents a comprehensive overview of the acceptance and use of automated learning support platforms within adult education, particularly focusing on the private security training sector. By employing a systematic review methodology, the article synthesises existing research to evaluate the factors that influence the adoption of such platforms among adult learners. The review identified and mapped articles using specified inclusion and exclusion criteria to achieve this. A number of publications were included for in-depth analysis to address the issue under investigation. We explored the unique aspect of technology integration in a traditionally hands-on field of study and assessed the effectiveness of these automated systems in enhancing the learning experience, engagement, and competency of adult learners in security training programmes. In alignment with the unified theory of acceptance and use of technology (UTAUT) model, we discuss the behavioural intention to use technology, perceived ease of use, and its perceived usefulness. The review also addresses the challenges and resistance faced during the adoption process and the potential for enhanced scalability, accessibility, and personalised learning pathways that automated platforms can offer. The findings suggest that, while there is a positive trend towards embracing automated learning, certain barriers, including resistance to change and the need for technological literacy, must be overcome to maximise the potential of these platforms. The article concludes with strategic recommendations for educators, platform developers, and policymakers in the private security training sector to facilitate a more effective and widespread adoption of automated learning support systems.
