BackgroundInclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners’ experiences with their peers and teachers in special and public schools in North-West Province of South Africa.MethodsThe study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9–12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data.FindingsThe findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them.ConclusionThe article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

This article examines the resistance of an African woman to patriarchy in the Setswana novel, Bogosi Kupe. To illustrate this resistance, it analyzes a woman protagonist, Matlhodi, in this Setswana novel. The article contends that Matlhodi employs self-defining and authentic stratagems to counteract both patriarchal hegemony, and familial, cultural, and ideological hegemony. Employing Africana womanism and Africana critical theory, it argues that Matlhodi deploys her body, her clandestine love affair, her pregnancy, and her husband's death as weapons to resist the patriarchal ethos foisted on her by her family.

Background: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention.Objectives: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.Methods: A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically.Results: The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms.Conclusion: Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers’ professional development regarding dyslexia were made.

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This study sought to examine the support provided by the Department of Basic Education (DoBE) and the Department of Health (DoH) towards dyslexic learners in Rustenburg public schools. The study was qualitative in nature, and three officials were purposively selected from each department. The interviews were used to get data from the participants. The findings revealed that both the DoBE and the DoH were not providing the necessary support to schools with dyslexic learners. The results further revealed that the existing alliance between the two departments was not effective with regard to addressing the learning problems of dyslexic learners. Therefore, the study recommends that there is a strong need for the two departments to collaborate by sending language practitioners and psychologists to schools to assist teachers and parents in identifying and supporting learners with dyslexia.