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The unconscious at work in a historically black university : the (k)not of relationship between students, lecturers and management

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dc.contributor.advisor Cilliers, Frans en
dc.contributor.advisor Van Deventer, Vasi, 1952- en
dc.contributor.author May, Michelle S. en
dc.date.accessioned 2011-05-06T09:21:35Z
dc.date.available 2011-05-06T09:21:35Z
dc.date.issued 2010-06
dc.date.submitted 2011-05-06
dc.identifier.uri http://hdl.handle.net/10500/4163
dc.description.abstract The historically black and historically white universities in South Africa were shaped by apartheid policies. Within this socio-political context the project started when I, who was a lecturer at a historically black university (HBU), was confronted by violent interactions between lecturers and students, and a perceived passivity on the part of management when lecturers were threatened by students with violence in social and academic settings. Based on socio-historical factors and my personal experiences, I explored the experiences of lecturers at an HBU, i.e. their relationship with students and management, to form an understanding about how the lecturers’ experiences influenced the unconscious dynamic processes of the intergroup transactions between themselves and the students and management. A qualitative research method was chosen because it allowed for the in-depth analysis and interpretation of the lecturers’ experiences in a particular HBU. Hermeneutic phenomenology, using the systems psychodynamic perspective, allowed for the description and interpretation of the lecturers’ experiences. Data collection entailed hermeneutic conversations with the nine lecturers from an HBU. In the analysis, interpretation and reporting of the findings, the interpretive stance proposed by Shapiro and Carr (1991) was used. This analysis and interpretation entailed a collaborative dimension – the analysed data was sent to the lecturers to ascertain whether the analysis was a reflection of their experiences, as well as to experts in the systems psychodynamic perspective to ascertain whether the interpretations were plausible. The relationship between students, lecturers and management was contradictory, because it was marked by hope for an effective working relationship and by continuing conflict and violence – resulting in the (k)not of relationship based on the (k)not of achievement apparent in the lecturers’ relationship with students, and the (k)not of performance evident in their relationship with management. The intergroup transactions between students, lecturers and management were marked by a reign of terror as threats of violence, or actual physical violence, were directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working hypotheses and two research hypotheses regarding the (k)not of relationship between the three stakeholders were generated. en
dc.format.extent 1 online resource (xviii, 396 p.) : ill. (some col.) en
dc.language.iso en en
dc.subject Tertiary education en
dc.subject Systems psychodynamics en
dc.subject Social system en
dc.subject Defense against anxiety en
dc.subject Envious attack en
dc.subject Introjections en
dc.subject.ddc 150.72
dc.subject.lcsh Educational psychology -- Research en
dc.subject.lcsh Educational equalization -- South Africa -- Case studies en
dc.subject.lcsh Teacher-student relationships -- South Africa -- Case studies en
dc.subject.lcsh Multicultural education -- South Africa en
dc.title The unconscious at work in a historically black university : the (k)not of relationship between students, lecturers and management en
dc.type Thesis en
dc.description.department Psychology en
dc.description.degree D.Litt. et Phil. (Psychology) en


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