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Over the past decades, the language management discourse in South Africa has focused on the development and intellectualization of the functional status of indigenous African languages in high-status domains. African languages are marginalized despite the existence of various empowering and restorative legislative provisions and policies of the new democratic dispensation. Of particular interest in this paper are the challenges that affect the localization of information and communication technologies in the higher education domain. The reliance mostly on former colonial languages for the transmission of knowledge in education has had a negative impact on the development and intellectualization of these languages. It has been argued that Information and Communication Technology (ICT) localization has the potential of improving information access in indigenous languages which can further facilitate the maximum utilization and development of these languages. The promotion of African languages and their use in scientific domains is critical in addressing historical linguistic inequalities and injustices in the South African higher education sector. In this paper, I argue that the dynamics associated with the connection between macro and micro level language management, and some socio-linguistic and socio-cultural factors affect the ultimate goal of achieving language management goals associated with ICT localization.

In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.

An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers' beliefs hold for born-free learners, and how teachers' beliefs can be changed or adapted to initiate appropriate educational change. The focus of this article is on the beliefs of teachers and how the change thereof can contribute to educational change, based on how learners perceive their identities. The epistemological lens of social constructivism and the research strategy of narrative inquiry was used. Fifty-eight born-free learners across 6 research sites participated in this study. Semi-structured interviews and field notes comprised the data capture, which were analysed using the qualitative content analysis method. Findings reveal that shifting and diverse self-identifications of born-free learners hold fundamental and crucial implications that reside at the heart of educational change, namely a change in teachers' beliefs and in teachers' practice.

The centring of Muslim women in Islam resides in an intertwining historico-politico-theological narrative of gender reform, first promulgated in a seventh century revelation of the Qur'an. Significantly, the gains derived by the women of Islam's first community, have become lost in the dominance of contemporary androcentric-patriarchal interpretations. The argument advanced by this paper is that Muslim educational institutions have a responsibility in (re)-scripting gender justice as an imperative of the scripture; and in establishing resonance between identities of faith and citizenship. I commence by looking at the disjuncture between what Islam says about gender equality, and how it unfolds under the predominant auspices of a patriarchal gaze. As an example of this disconnection, I focus on the trajectory of the 'women in mosques' campaigns in South Africa, spanning from an apartheid to a democratic context -- noting that despite, or perhaps, because of far-reaching political change, the resistance encountered by Muslim women has remained the same. Thereafter, I turn my attention to an intertwining consideration: the responsibility of Muslim education in (re)-scripting gender justice as an imperative of the scripture; and the obligation of Muslim education in establishing resonance between identities of faith and citizenship.

This article is based on research into the phenomenon referred to as the "colonization of the mind." It commences with a discussion of four different backgrounds and concomitant experiences regarding this persistent form of colonization: two with reference to the authors of this article, and two with reference to distinguishable categories of Indigenous people who still feel the enduring effects of the colonization of the mind. After theorizing about the "living in two worlds" that seems to be typical of the colonization of the mind, the authors propose a number of biblically justifiable measures that can be implemented by those still feeling themselves suffering from this lingering form of colonization. These measures include the adoption of a reformed ontology, anthropology, ethics, and education. The paper concludes with a brief discussion of an adapted Citizenship Education school program that may contribute to the eradication of the colonization of the mind issue.

Drawing insight and inspiration from our comrade Aziz Choudry, in this paper, we explore the role of political education and knowledge making in social movement struggles to contest the state and capital around access to water and other public services. Drawing on a decade of organising work in the city of Cape Town and at wider scales, we highlight the importance of learning and knowledge generation in social movements and the everyday strategies of organising movements use to overcome divisions based on 'race', gender, class and nationality, and to confront those obstacles presented or exacerbated by exclusionary governance arrangements, commodified service delivery and the coercive apparatus of the state. Rejecting elite led organising in favour of working-class self-organisation, these strategies seek to build individual and organisational solidarity across the diverse and fragmented experiences of those living on the margins of capitalist society.

During South Africa's apartheid era, the social and political ideology of Afrikaner nationalism Othered those who disrupted an idealised vision of white heteronormative Afrikaner masculinity. While protections from discrimination on the basis of sexual orientation were enshrined in the post-apartheid constitution in 1996, anti-LGBTQ violence remains a reality. It is common for young LGBTQ individuals to exercise the personal freedoms associated with leaving home to attend university to express their sexual orientations and/or gender identities more readily. This paper applies interpretive phenomenology to interview data with members of the LGBTQ student community at a rural university town in an overwhelmingly white Afrikaans region. It explores the complex and ill-defined relationships between LGBTQ student experiences, local heteronormative values, and shifting institutional identities in an era of social transformation.

South Africa's first national democratic elections in 1994 marked a turning point in the history of the country. Since democracy much of the focus of African National Congress (ANC)-led government has been on redress and transformation across all spheres of society, including higher education. This paper examines one important aspect inherent in transforming higher education; that is, changing the academic staffing profile of its institutions to more accurately reflect the demographics of the country. Specifically, we examine the academic staffing profiles (gender, race, and rank) of Geographers employed at higher education institutions (HEIs) in South Africa and compare these statistics to national academic staffing trends. Results indicate that Geographers in South Africa are most often white and male although these findings mirror national percentages. We also found a paucity of black African Geographers at more senior academic positions as well as a lack of black African female Geographers. Racial inequities in the distribution of academic staff were noted with white male Geographers disproportionately located at historically white institutions while black African Geographers are disproportionately located at historically black institutions. We discuss these, and other results, in the broader context of the transformation of the discipline of Geography in South Africa.

Education for Sustainable Development (ESD) supports processes of change in complex socio-ecological systems. Where and how this change takes place are important considerations as we seek to enhance our capacity to challenge existing systems and thus produce and reproduce our life activities in more sustainable ways. This paper considers the possibilities for change in a system as deeply embedded in our social and material existence as capitalism. It rejects the notion that there is no alternative and considers the implications of Evald Ilyenkov's exploration and development of the Dialectic of the Ideal as the basis for change. I reflect on Ilyenkov's work in relation to a recent national (South African) study into the potential for creating a more sustainable banking sector and the associated education and skills development requirements. The individualising response to sustainability challenges is rejected through the opening up of a more nuanced understanding of the role of contradictions evident in the reciprocal movement and mutual transformations between society and the material structures, both natural and built, within which society exists.

In this paper, I foreground the view that, as human agents initiating and participating in developmental projects that are both economically and educationally oriented, the possession of social consciousness of what development in society in the twenty-first century fully entails is an indispensable attribute. This paper, therefore, interrogates the narrower views of development, which tend to focus on identifying development with the growth of a gross national product with the rise in personal incomes, with industrialisation, or with technological advance (Sen, 1999:3). Thus, I argue that social consciousness on the part of human subjects, who are in turn agents of social developmental change, is critical since development ...requires partnerships within a framework of common values and goals (Badat, 2009:11). It is against this backdrop, therefore, that Coppedge’s (1999:465) averment to the effect that “development is more than just average wealth”. Arguably, it is rendered intelligible since “development is a process of expanding the real freedoms that people enjoy”, which ‘contrasts with the narrower views of development’ (Sen, 1999:3). Thus, societies that are bedevilled by social illsresulting from a lack of development must continue to ‘search for human agency and for the means through which inequality can be undone (Hammami, 2006). [ABSTRACT FROM AUTHOR]

Learning in higher education settings requires that students can acquire high level abstract concepts in meaningful ways. This paper proposes a model of teaching that relies on causing cognitive conflict in educational setting to engage students' learning. Drawing on the work of Vygotsky, Feuerstein, and Piaget, the model developed in this paper illustrates how pedagogy can be used to facilitate students' acquisition of abstract concepts. The paper introduces the background to the model before presenting a single case study of its use in a large university in South Africa. Forty-eight students registered for an honors course in education participated in this study. Findings indicated that students reported that this model of teaching opens interaction and makes work more easily accessible, and, further, analysis of student talk indicates the presence of exploratory talk, which is illustrative of reasoning. [ABSTRACT FROM AUTHOR]

This paper reads contemporary South Africa through the lens of melancholia and situates the experience of loss at the heart of social entanglements in the country. It argues that the purchase of melancholia lies partly in the fact that the problem of disarticulated and disenfranchised loss is common to post-apartheid modernity in general. It suggests that post-apartheid melancholia is a resultant effect of the country's fraught engagement with loss and (be)longing. It also notes that post-apartheid melancholia is a result of structural traumas and moral anguish that have not been worked through. This paper shows how melancholia manifests in the different modes of attachments to, and identifications with victimhood; it explains why each identity group lays il/legitimate claims to victimhood in South Africa. In addition, this paper conceptualises post-apartheid melancholia along racial and generational lines. That is, it examines the ways in which personal testimonies and meditations shed light on the prospects of white, black and intergenerational melancholia in post-apartheid South Africa. In all, this paper argues that melancholia is an affective structure of the everyday life in post-apartheid South Africa which – if we are not quick to pathologise it – may help combat hurried attempts at closing the door on the past. [ABSTRACT FROM AUTHOR]

When Matlala and Matom first began photographing their respective worlds in the 1980s, demand for political images of apartheid overshadowed quotidian concerns. Since then, a shift away from the political to the personal in South African photography has offered a space of reflection for the kinds of images that they sought to make. This paper focuses on the historical, social and political aspects of these two photographers' photo-archives. It attempts to place their work and photographic concerns within the broader archive of South African photography and to demonstrate continuities and ruptures between the past and the present.Photographs are first and foremost, records, and markers of time. Although photographs might be seen to be of their time, of everyday occurrences, they also transcend time. Thus, their relationship to time is necessarily complex, and requires interpretation and analysis within a disciplinary and discursive frame, which in this paper is work and the everyday. [ABSTRACT FROM AUTHOR]

The Camphill Movement is one of the largest independent providers of social care for people with a learning disability: there are 119 communities located throughout the world. From the start, the principal aim of the Movement—co‐founded by Dr. Karl König and his wife Tilla (née Maasberg) in Aberdeen—was to build communities in which children and adults with a learning disability could live, learn, and work with others in healthy social relationships. Karl König was born in Leopoldstadt, Vienna on the 25 September 1902 and died on the 27 March 1966 in a Camphill community in Brachenreuthe, Germany. Mathilde Maasberg was born in Gnadenfrei, Silesia, on the 9 March 1902 and died on the 17 September 1983 in the Camphill community of Fairways in South Africa. The paper focuses primarily on the lives of Karl and Tilla König and highlights the key points in their respective biographies. Whilst it is usually the name of Dr. Karl König that is associated with the Camphill Movement, a case is presented here that his wife significantly shaped the essential character of the Camphill way of life. She had been born into a Moravian Brethren settlement and latterly wove a strong, discernible and enduring element of Moravian practice into the fabric of Camphill life and work. Since the deaths of Karl and Tilla König Camphill communities have continued to seek the creation of environments where the economic, social and spiritual aspects of the community life complement one another. The paper identifies six key constituents that it is argued are central to the essence of Camphillness: mutuality, rhythmicity, spirituality, tranquillity, ecological sensitivity and economic sustainability. The paper ends with reflections on the 21st Century relevance of Camphill communities. Accessible summary: This paper is about the life of Karl and Tilla König.It discusses the influence of the Moravian Brethren.The characteristics of Camphill communities.I conclude by reflecting on the 21st Century relevance of Camphill communities. [ABSTRACT FROM AUTHOR]

Since the democratisation of South Africa in the mid-90s, South Africa and the Nordic countries have cooperated multilaterally as well as in bilateral settings in areas such as education and research, business and trade, and peace and security. By exploring the research question 'What are the prospects for a strategic partnership between South Africa and the Nordic region?', this article provides insights into the nature of South Africa-Nordic contemporary relations and advances our theoretical understanding of what factors influence the formation of strategic partnerships. The analysis is informed by Thomas Wilkins' strategic partnership model, which sets forth that the formation of strategic partnerships hinges on three core factors: environmental uncertainty, strategic fit, and a system principle. It is argued herein that a fourth factor, international and domestic political context, also plays a role in the formation phase of a strategic partnership; an argument which is supported empirically by the South Africa-Nordic case. Data for the analysis is mainly collected from South African and Nordic government documents, while occasionally also drawing upon party documents, academic publications, and news articles. The paper concludes that the plurality of common national interests and shared values make fertile ground for a comprehensive and mutually beneficial strategic partnership between South Africa and the Nordics. Nevertheless, current political contextual factors diminish the likelihood that such a strategic partnership will emerge in the immediate future. [ABSTRACT FROM AUTHOR]

This paper aims to address father absence as a key contributory factor to child neglect and abuse and a cause of disrupted and unstable families by means of an explorative literature review. The study follows a biblical and multidisciplinary approach and collaboration between scholars from the fields of social work and theology in an effort to transform broken families. The Children's Act, 38 of 2005, stipulates that children in need of care and protection refer to children who face social issues such as abuse, absent parents, and children who abuse alcohol and drugs, among other things. These children require adequate care, love, and security. A stable family or home environment can provide stability, security, and a caring environment where children can develop to become emotionally healthy and pro-social. God can transform families, especially the families of children who receive the ministry of his Word. The Scripture in Jeremiah 31 verse 29 proclaims: "The fathers have eaten a sour grape and the children's teeth are set on edge". This quote refers to the involvement of the father as the primary leading figure in the family. It illustrates that proper fathering has a much broader significance than just the biological production of children. South Africa has experienced rapid changes, including shifts in family composition. There are many broken relationships, and father absence is a salient issue. Countless numbers of children in the South African landscape are being raised without their biological fathers. Many experiences no fatherly presence at all as they lack an alternative figure. Children are often humiliated for being fatherless and many families are challenged by father absence, and this creates in children a sense of loss and confusion. Hence, the aim of this article to reciprocate to father absence as social ill from a biblical point of view and to suggest a transformative ecclesial praxis. [ABSTRACT FROM AUTHOR]

In the dynamic and ever-changing educational landscape, it is crucial to rethink and construct social curriculum policy in the 21st Century. At the same time considering integrating skills such as critical thinking, creativity, and problem-solving into the curriculum, and reflecting the evolving needs of a dynamic society. The endeavour of developing a robust social justice curriculum policy requires a clear understanding of the diverse and ever-changing needs of learners and education practitioners, as well as the commitment to fostering inclusivity, equality, equity and empowerment within educational systems. There are twelve articles published in this special issue. We believe that these articles will assist policymakers in various countries, provinces or states, and districts to frame and construct the socially justice curriculum policy for 21st Century. [ABSTRACT FROM AUTHOR]

The Creative Change Laboratory (CCoLAB) was conceived as an immersive learning space in which young people from the Western Cape province of South Africa could develop unconventional solutions to problems in their communities. Unlike most art-activism projects, CCoLAB harnessed a wide range of expressive forms (visual art, interactive drama, narrative writing and photography/videography) to identify, analyse and respond to social justice challenges. In many ways, CCoLAB was an experiment, asking what could be achieved if an art-activism project was held over a long period and was not constrained by a focus on just one theme/topic. Over eight months, CCoLAB's twenty collaborators were exposed to different ways of thinking and doing activism, culminating in the development of original creative prototypes. Many of the final artworks spoke to the nuances of sexuality, gender and health, exploring topics such as sexual- and gender-based violence, the everyday challenges facing queer and trans youth, and physical, mental and emotional wellbeing. Drawing on artworks produced during the project, facilitator/collaborator reflections, and audio and visual recordings made during the process, this paper investigates the benefits and challenges of long-term, well-resourced art-activism interventions. [ABSTRACT FROM AUTHOR]

This paper draws from the paradigm of Critical Theory (CT) and Decolonial Theory to engage in an introductory discussion on the need for a new methodological paradigm, namely a Critical Decolonial Theory. This is put forward in order to both argue for the imperative of introducing multiple narratives to the philosophical practice of contemporary social critique in South Africa, as well as to provide a cautionary note relating to how the decolonisation narrative itself could become a determinative ideology if it engages in what Lewis Gordon terms "epistemic closure." While operating from within the framework and ideals of traditional CT and Amy Allen's subsequent contribution to decolonising CT, we draw specifically from black practitioners of this critical philosophical tradition, namely Ngũgĩ wa Thiong'o, Frantz Fanon, Chimamanda Ngozi Adichie, Paulin Hountondji, and Achille Mbembe, in order to localise and ground our discussion of the need to problematise (i.e., consider both vindicatory and subversive aspects of) the decolonisation project. [ABSTRACT FROM AUTHOR]

It cannot be overthrown that South African education – basic and higher – plays a central role in generating constructive social impact. Global education is no exception to this endeavor given that each country’s education system is interlaced with the global standards and norms. In the same vein, it cannot be downplayed, that South Africa’s education has been characterized by colonial and apartheid structures that sought to advance social injustices, such as the exclusion of underprivileged communities, Black South Africans and indigenous languages, among many other determinants. In view of this fact, it remains consequential to recurrently re-visit this system in a bid to underline some of the intricacies that exist within it, while attempting to solve any identified challenges. Bearing this in mind, this article aims to harness the power of South African education in respect of social change; and illustrate how and why it remains a vehicle that can be regarded and utilized to create social change, cohesion and consciousness. Argumentative research technique is employed herein, while critical pedagogy as a theoretical framework is applied to advance the discussions of the article. The principal findings and discussions, among others, underscore that learners and students should be provisioned with an education system that contests and addresses contemporary social injustices, such as gender-based oppression, unemployment, poor healthcare system and fragile economy, among other challenges. In this way, this significant component of social and human existence becomes more inclusive and pertinent in contemporary terms. The closing remarks underscore the necessity to continue debating issues that pertain to education in an attempt to lucidly outline its constructive outcomes. [ABSTRACT FROM AUTHOR]

This paper examines the late Nelson Mandela's Mercedes (Merc) Benz SClass car and a 'Thank You' postcard from the Sisters of Santa Chiara as not just objects but emblems of selflessness, togetherness, and sacrifice. The car and the card images serve as a foundation for inquiry, representation, and transformation for higher education. As a team of self-reflexive practitioners from various disciplines at one university in South Africa, we seek to add an alternative dimension to the current debates on social cohesion by using image-based research to generate verbal discussion and provide a critical platform from which to examine transformation. The study seeks to answer the question, What can we learn about social cohesion in higher education through object inquiry? Methods used include visual methodologies and collaborative object inquiry through reflexive Ubuntu. The visual methods unveiled different strata of meanings, evoking deep emotions, memories and ideas. Thus, having these polysemic voices helped us to have a broader understanding of fostering social cohesion in both our professional practices and everyday living. The Ubuntuism demonstrated by the owners and workers from the Mercedes Benz plant and the Sisters of Santa Chiara has a lot to teach us on social cohesion and transformation. The lessons we learnt relate to collaboration, self-sacrifice and selflessness, cultural change, and diversity and leadership. [ABSTRACT FROM AUTHOR]

Job insecurity is a widespread workplace stressor that has been extensively investigated using quantitative approaches. With the use of a critical organisational psychology framework, we conducted a meta‐synthesis of 20 qualitative studies to investigate the experience of job insecurity among vulnerable employee groups (i.e., women and immigrants). The qualitative meta‐synthesis results suggest that there are meaningful differences. Specifically, whereas women were more concerned with and exposed to deteriorating working conditions, men experienced job insecurity as a threat to their identity. Among immigrants, the experience of job insecurity is viewed as largely intersecting with the legal system, impacting their ability to remain in their country and making them feel powerless. Thematic evidence also emerged regarding individual actions that participants use to attain security in contrast to corporate strategies that enhance job insecurity. We contribute to the critical organisational psychology literature by discussing how these results test common academic theories and neoliberal assumptions pervasive within the job insecurity literature: We highlight how organisations manufacture job insecurity, question the existence of harmonious social exchanges, discuss the use of job insecurity as a form of worker control, consider the role of the legal context in aiding worker exploitation and argue for an intersectional view of job insecurity. [ABSTRACT FROM AUTHOR]

In this themed section, we explore the links between contemporary social protection approaches and inequality in developing countries, focusing on political economy drivers and the role of actors and institutions in recent reform and implementation processes. This introduction article establishes some common ground by introducing context, concepts and questions. Reducing inequality is identified as a key condition for achieving inclusive and sustainable development as aspired in the Sustainable Development Goals governments committed to in 2015. The introduction situates the three articles in this issue, two studies of pro-poor cash transfers in the Philippines and Kenya, and an analysis of the new national minimum wage policy in South Africa, in a context of contested globalisation, increasing inequality and the social turn, a come-back of social policy as a key development instrument. After identifying the limitations and opportunities of this social turn, the article discusses the three social protection reforms and their impact on equality and social change in the different country contexts through a lens of contestation, institutions and transformative change. [ABSTRACT FROM AUTHOR]

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Studies acknowledge that COVID-19 is a game-changer resulting in an operational "new normal" across organizational endeavours including university governance. One effect of COVID-19 on social change organizations like universities in Africa is that it intensified operational disruptions. The study utilizes narrative analysis to evaluate the impact of COVID-19 on university governance using South Africa-Nigeria settings as a template to generalize for Africa. Its data stems from a methodological qualitative orientation, implying that the narrations derive from unstructured interviews with key players within the university system. It is anchored on a conceptual framework founded on the ontology of African administrative and organizational culture that dialectically prompts epistemological analysis. The ontology facet deals with the status quo of university governance before COVID-19, denoting universities as mini societies reflecting the continent's general operational culture. The epistemology aspect dealt with knowledge generation, indicating innovation African universities need to adopt to operate effectually during and aftermath of COVID-19. It finds that e-university governance application in Nigeria is underdeveloped compared to South Africa's model which is basic. However, it concludes that improved investment in digitalizing operations of universities is imperative for their successful governance in a post-COVID-19 pandemic epoch in Africa. [ABSTRACT FROM AUTHOR]

Despite the multitude of political and economic changes in post-apartheid South Africa, poverty is being relocated from former Bantustans and townships to peri-urban areas. Examining historical economic and planning policies, and changing social relations near Polokwane, South Africa, this research provides an uneven development analysis of South Africa's post-apartheid urban landscape. A mixed methods approach is applied to demonstrate new spatial configurations of inequality within and between peri-urban areas. The research concludes that neo-liberal urbanisms, local labor relations and local planning policies combined with the coproduction of peri-urban landscapes, shape new patterns of uneven development in post-apartheid South Africa. [ABSTRACT FROM AUTHOR]

Community engagement (CE) has been identified as an important pillar alongside teaching and research in higher education. Despite this it has emerged slowly within the South African landscape due to a lack of understanding regarding engagement. Drawing on in-depth interviews, this study sought to explore how academics (N=14), at a University of Technology in KwaZulu-Natal, South Africa understood CE and the processes involved in engagement. The study found that CE was a symbiotic relationship that involved collaboration with communities in order to understand community needs, nurture community partnerships, and ensure sustainable engagement initiatives. Finally, the data reflected that in order to enable social change, the community should be honoured as a source of knowledge and the university should recognise the benefits of engagement. [ABSTRACT FROM AUTHOR]

Background: Interventions to improve HIV service uptake are increasingly addressing inequitable and restrictive gender norms. Yet comparatively little is known about which gender norms are most salient for HIV testing and treatment and how changing these specific norms translates into HIV service uptake. To explore these questions, we implemented a qualitative study during a community mobilization trial targeting social barriers to HIV service uptake in South Africa. Methods: We conducted 55 in-depth interviews in 2018, during the final months of a three-year intervention in rural Mpumalanga province. Participants included 25 intervention community members (48% women) and 30 intervention staff/community-opinion-leaders (70% women). Data were analyzed using an inductive-deductive approach. Results: We identified three avenues for gender norms change which, when coupled with other strategies, were described to support HIV service uptake: (1) Challenging norms around male toughness/avoidance of help-seeking, combined with information on the health and preventive benefits of early antiretroviral therapy (ART), eased men's fears of a positive diagnosis and facilitated HIV service uptake. (2) Challenging norms about men's expected control over women, combined with communication and conflict resolution skill-building, encouraged couple support around HIV service uptake. (3) Challenging norms around women being solely responsible for the family's health, combined with information about sero-discordance and why both members of the couple should be tested, encouraged men to test for HIV rather than relying on their partner's results. Facility-level barriers such as long wait times continued to prevent some men from accessing care. Conclusions: Despite continued facility-level barriers, we found that promoting critical reflection around several specific gender norms, coupled with information (e.g., benefits of ART) and skill-building (e.g., communication), were perceived to support men's and women's engagement in HIV services. There is a need to identify and tailor programming around specific gender norms that hinder HIV service uptake. [ABSTRACT FROM AUTHOR]