Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape
| dc.contributor.advisor | Adu, Emmanuel O | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Potelwa, Siphe | en |
| dc.date.accessioned | 2026-08-19T00:43:34Z | |
| dc.date.available | 2026-08-19T00:43:34Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | This study sought a solution to close the gap of visual art education narratives under recognition and not taken into consideration in correctional facilities. The researcher’s original contribution to knowledge was to provide the theoretical framework as the lens of this study. This research questions the universal objective of how visual art education narratives contribute to the context of the offender’s voice of selfexpression, self-worth, personal identity and human right in a democratic South African as citizens of society. The aim and objectives were to determine if transformation is evidenced through visual art education and ascertain personal identity as a human right and self-worth for an offender. This study was a qualitative research in which perceptions of offenders in visual art education programmes are investigated in-depth regarding the programmes addressing rehabilitation, selfexpression, self-fulfilment and personal development. Eight respondents participated in this study voluntarily. The selection of respondents in this study was through purposeful sampling. Individual interviews, focus group interviews, observation, document review, open-ended interviews, and website data of correctional services were conducted to collect data. The target participants for this qualitative study were permanent employees of Department of Correctional Services and offenders found guilty of murder and sexual abuse against women and children enrolled in a programme of art education. This study found no anticipated risks to voluntary participation in this research, and the study was free from psychological harm. The study contributed and found adult learners bringing their experience and knowledge into creative artwork skills as voice of self-expression, self-worth and rehabilitation. Analysis of data and interpretation of findings revealed the results that visual art education narratives programme brought self-worth, self-expression, selfdevelopment, self-fulfilment, discipline, prevents conflict, boredom and offender recidivism. This study conclusion stressed, an approach to the solution of the adult learning visual art education in correctional centre were problems identified. It is recommended that the correctional facility, interactive relationships with other departments, and commitment should be implemented without delay | en |
| dc.format | 256 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Potelwa, Siphe. 2019 | en |
| dc.identifier.other | vital:40741 | en |
| dc.identifier.other | http://hdl.handle.net/10353/16665 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4882 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty OF Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Adult learning | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.title | Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape | en |
| dc.title.alternative | Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD (Education) | en |