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The COVID-19 pandemic presented challenges for qualitative researchers since many countries had to implement lockdown policies to control the spread of the virus. Within the South African context, research on sexual minority identities and experiences is automatically sensitive and risky given the extent of intolerance and high regard for heteronormative ideologies and beliefs that continually exclude sexual minorities from the "normal." The sensitivity is intensified during a national lockdown since there is an excessive reliance on digital public spaces to recruit participants and conduct interviews. Based on the experience of Ph.D. fieldwork, this paper pays attention to a sexuality researcher's experience of conducting research on gay men's experiences in the South African military and police services during a national lockdown. Particular attention is given to the dilemmas posed by the government's restriction on physical movement and reliance on digital spaces, particularly social media to identify gay men who work in the two organizations and form virtual relationships of mutual trust. Ultimately, this paper holds that reflexivity is critical to feminist research on vulnerable sexual minorities when the relationships between the researcher and the researched are established and maintained through digital platforms. While digital spaces offer opportunities to reach vulnerable populations, they present some challenges that may compromise the credibility of the study if not identified by the researcher. [ABSTRACT FROM AUTHOR]

This paper examined the brutal tactics used by security forces in the early days of the COVID-19 lockdown in South Africa. Key questions raised relate to the philosophical (dis)connectedness of their actions. The paper posits that the way in which some police and soldiers conducted themselves in black communities is reminiscent of colonial-apartheid hermeneutics. Their conduct, devoid of Ubuntu, relegates the culprits to "mere symbols with no substance," in a deeply conditioned state of mental subjugation. Though black, the culprits remain largely unAfrikan in thought. The paper concludes that training for security forces needs to inculcate philosophies of Afrikanism. Furthermore, the paper highlights key lessons to be embraced. Recommendations made include the professionalisation of the security forces, enabling public dialogue, and bringing the culprits to book faster to restore the image of the country, the government, and the security agencies. This paper used a qualitative desktop design that applied inductive analyses. [ABSTRACT FROM AUTHOR]

South Africa shared with the world the warning of a new strain of SARS-CoV2, Omicron, in November 2021. As a result, many high-income countries (HICs) instituted complete travel bans on persons leaving South Africa and other neighbouring countries. These bans were unnecessary from a scientific standpoint, and they ran counter to the International Health Regulations. In short, South Africa was penalized for sharing data. Data sharing during pandemics is commonly justified by appeals to solidarity. In this paper, we argue that solidarity is, at best, an aspirational ideal to work toward but that it cannot ground an obligation to share data. Instead, low-and-middle income countries (LIMCs) should be guided by the principle of reciprocity, which states that we ought to return good for good received. Reciprocity is necessarily a conditional principle. LMICs, we argue, should only share data during future pandemics on the condition that HICs provide enforceable assurances that the benefits of data sharing will be equitably distributed and that LMICs won't be penalized for sharing information. [ABSTRACT FROM AUTHOR]

South Africa's declaration of a state of pandemic on 27 March 2020 to combat the spread of the novel coronavirus disease (COVID-19) has elicited debates on the impact of government's policy responses, such as national lockdowns, on the economy of the country. Some pundits support lockdown measures by arguing that they save many lives. Others acknowledge the efficacy of lockdowns in combating the spread of COVID-19 but argue that they have a devastating impact on the economy and livelihoods. However, both pro- and anti-lockdown commentators neglect African indigenous approaches in combatting the spread of infectious diseases such as COVID-19. The current paper offers a consolidated approach on how African indigenous approaches might be practically and pragmatically integrated with South Africa's COVID-19 policy responses. Drawing on Afrocentric theory, this paper argues that a combination of Western and African indigenous approaches can be more successful in combating the spread of COVID-19 if they are incorporated into a synthesis that adopts useful elements of each. This paper argues that by insisting on national lockdowns, social distancing, self-isolation, and the use of facemasks and vaccines as the only means of combating COVID-19, the South African government is discrediting the use of indigenous African knowledge. [ABSTRACT FROM AUTHOR]

As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children's sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child's development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers' feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning. [ABSTRACT FROM AUTHOR]

The research draws from diary entries shared by participants across various urban neighbourhoods and dwellings in Gauteng Province in South Africa during the Level-5 lockdown period. Occurring between 27 March and 1 May 2020, the Level-5 lockdown was severely restrictive, as residents were confined within their homes, and their movement and social activity curtailed. Research has already indicated that this had a negative impact on the mental health and food security of ordinary people. In this paper, we illustrate how participants' diary entries offer a layered and longitudinal lens to support this emerging research. Notably, analysis of these diary entries illustrates that the 6-week lockdown took an emotional toll on participants across different urban neighbourhoods and dwellings. Furthermore, these diary entries point to the sources of frustration and anxiety being shaded by the spatial and structural location of participants. [ABSTRACT FROM AUTHOR]

In South Africa, access to education is regarded as a right enshrined in the Bill of Rights of the Constitution yet issues of inequality, poor access and exclusion remain as intense as they have always been for students with disabilities. When universities closed due to Covid-19, all students suffered in one way or the other but those with disabilities suffered the most as their support is not mainstreamed. This highlighted the need to create a seamless system of student support if we are to leave no student behind. To do this, the paper proposes the adoption of the Universal Design for Learning (UDL), a framework that supports inclusive teaching and learning. Adopting UDL is critical in ensuring curriculum access and in addressing fragmented student support. Supporting students with disabilities should be everyone's responsibility and the sooner we adopt the principles of UDL, the better the learning outcomes for all students. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease 2019 (COVID-19) has highlighted the scope of heroin dependence and need for evidence-based treatment amongst marginalised people in South Africa. Acute opioid withdrawal management without maintenance therapy carries risks of increased morbidity and mortality. Due to the high costs of methadone, Tshwane's Community Oriented Substance Use Programme (COSUP) used tramadol for opioid withdrawal management during the initial COVID-19 response. Aim: To describe demographics, route of heroin administration and medication-related experiences amongst people accessing tramadol for treatment of opioid withdrawal. Setting: Three community-based COSUP sites in Mamelodi (Tshwane, South Africa). Methods: A retrospective cross-sectional study was conducted. Data were collected using an interviewer-administered paper-based tool between April and August 2020. Descriptive statistics were used to analyse data. Results: Of the 220 service users initiated onto tramadol, almost half (n = 104, 47%) were not contactable. Fifty-eight (26%) people participated, amongst whom most were male (n = 55, 95%). Participants' median age was 32 years. Most participants injected heroin (n = 36, 62.1%). Most participants experienced at least one side effect (n = 47, 81%) with 37 (64%) experiencing two or more side effects from tramadol. Insomnia occurred most frequently (n = 26, 45%). One person without a history of seizures experienced a seizure. Opioid withdrawal symptoms were experienced by 54 participants (93%) whilst taking tramadol. Over half (n = 38, 66%) reported using less heroin whilst on tramadol. Conclusion: Tramadol reduced heroin use but was associated with withdrawal symptoms and unfavourable side effects. Findings point to the limitations of tramadol as opioid withdrawal management to retain people in care and the importance of access to first-line opioid agonists. [ABSTRACT FROM AUTHOR]