Ncamsile Daphne Motsa
Biographic Data
| ID | 209052 |
|---|---|
| NAME | Ncamsile Daphne Motsa |
| GIVEN NAMES | Ncamsile Daphne |
| FAMILY NAME | Motsa |
| SIGNATURE | MOTSA N D |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0002-2834-8370 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Navigating mental health for vulnerable children aged 6–18 with educational and economic hardships in Eswatini: Post-Covid-19
To contain the spread and infection rate of COVID-19, Eswatini closed its schools on 17 March 2020 and reopened them on 29 March 2021. The Ministry of Education and Training (MoET) was then compelled to implement several systems and strategies to close the academic gap. However, these measures exacerbated the psychological distress experienced by learners in the country, especially those affected by vulnerability. This paper explores how COVID-19…
Understanding the 2021 eSwatini school protests: Theoretical reflections of an educator
During September and October 2021, eSwatini experienced school demonstrations unprecedented in the country's history. Drawing on a socio-emotional development framework and frustration-aggression theory, the article presents an educator's theoretically informed reflections on these events. It explores the possibility that the demonstrations are not simply a reflection of the prevalent political riots presently sweeping the country. Rather, they f…
Vulnerable femininities: Implications for rural girls' schooling experiences in Swaziland
This paper draws on social constructionism to explore girls' constructions of gender within three rural primary schools in Swaziland. HIV and AIDS in Swaziland have resulted in an unprecedented number of parental deaths, rendering young children, especially girls, susceptible to poverty, various forms of gender-based violence, and unwanted pregnancies. The paper sought to understand the ways in which these girls actively perform gender to navigat…
Masculinities and femininities through teachers' voices: Implications on gender-equitable schooling for vulnerable children from three primary schools in Swaziland
Informed by social constructionism and the intersectionality framework, this article focuses on the fight for sustainable gender-equitable and inclusive school environments for vulnerable children. It foregrounds the centrality of teachers’ constructions of gender within prevailing dominant gender discourses and the implications these constructions have on gender equality, the vulnerable children’s welfare and experiences of gender in three rural…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
Researcher identity and childhood memories in a study of vulnerable children in Swaziland
Contrary to conventional wisdom, which construes scientific research as objective and value-free, this article foregrounds my social identity as a female, who grew up (and was schooled) in a deep rural, impoverished context of Swaziland, and my subjective childhood memories in shaping a qualitative-narrative study of six vulnerable children in a rural primary school in Swaziland. The article denotes the significance of productive remembering as a…
Learners' constructions of bullying in a South African school context
Drawing on social constructionism as a theoretical paradigm, this article foregrounds learners' voices to depict the profiles of bullies and bullying victims within a cultural context of one coeducational secondary school in Hammarsdale in South Africa. The article uses qualitative data from semi-structured individual and focus group interviews as well as a participatory mapping exercise based on a narrative study of six purposefully sampled Grad…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
Vulnerable femininities: Implications for rural girls' schooling experiences in Swaziland
This paper draws on social constructionism to explore girls' constructions of gender within three rural primary schools in Swaziland. HIV and AIDS in Swaziland have resulted in an unprecedented number of parental deaths, rendering young children, especially girls, susceptible to poverty, various forms of gender-based violence, and unwanted pregnancies. The paper sought to understand the ways in which these girls actively perform gender to navigat…
Vulnerability and Children's Real-Life Schooling Experiences in Swaziland
This paper foregrounds vulnerable children as a social group whose experiences should be studied and understood from their own perspectives. The paper explores the real-life schooling experiences of six Grade 6 vulnerable children, aged between 11-15 years, in a rural primary school in the Lubombo region of Swaziland. Guided by a theoretical paradigm of social constructionism, the paper engages dynamics of children's vulnerability within this con…
Researcher identity and childhood memories in a study of vulnerable children in Swaziland
Contrary to conventional wisdom, which construes scientific research as objective and value-free, this article foregrounds my social identity as a female, who grew up (and was schooled) in a deep rural, impoverished context of Swaziland, and my subjective childhood memories in shaping a qualitative-narrative study of six vulnerable children in a rural primary school in Swaziland. The article denotes the significance of productive remembering as a…
Learners' constructions of bullying in a South African school context
Drawing on social constructionism as a theoretical paradigm, this article foregrounds learners' voices to depict the profiles of bullies and bullying victims within a cultural context of one coeducational secondary school in Hammarsdale in South Africa. The article uses qualitative data from semi-structured individual and focus group interviews as well as a participatory mapping exercise based on a narrative study of six purposefully sampled Grad…
Vulnerable femininities: Implications for rural girls' schooling experiences in Swaziland
This paper draws on social constructionism to explore girls' constructions of gender within three rural primary schools in Swaziland. HIV and AIDS in Swaziland have resulted in an unprecedented number of parental deaths, rendering young children, especially girls, susceptible to poverty, various forms of gender-based violence, and unwanted pregnancies. The paper sought to understand the ways in which these girls actively perform gender to navigat…
Masculinities and femininities through teachers' voices: Implications on gender-equitable schooling for vulnerable children from three primary schools in Swaziland
Informed by social constructionism and the intersectionality framework, this article focuses on the fight for sustainable gender-equitable and inclusive school environments for vulnerable children. It foregrounds the centrality of teachers’ constructions of gender within prevailing dominant gender discourses and the implications these constructions have on gender equality, the vulnerable children’s welfare and experiences of gender in three rural…
High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland
Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult lif…
Understanding the 2021 eSwatini school protests: Theoretical reflections of an educator
During September and October 2021, eSwatini experienced school demonstrations unprecedented in the country's history. Drawing on a socio-emotional development framework and frustration-aggression theory, the article presents an educator's theoretically informed reflections on these events. It explores the possibility that the demonstrations are not simply a reflection of the prevalent political riots presently sweeping the country. Rather, they f…
Navigating mental health for vulnerable children aged 6–18 with educational and economic hardships in Eswatini: Post-Covid-19
To contain the spread and infection rate of COVID-19, Eswatini closed its schools on 17 March 2020 and reopened them on 29 March 2021. The Ministry of Education and Training (MoET) was then compelled to implement several systems and strategies to close the academic gap. However, these measures exacerbated the psychological distress experienced by learners in the country, especially those affected by vulnerability. This paper explores how COVID-19…
Sociology (8 works) · Political science (6 works) · Psychology (6 works) · Geography (5 works) · Economic growth (4 works) · Narrative (4 works) · Social science (4 works) · Children's Rights and Participation (3 works) · Economics (3 works) · Gender Studies (3 works)