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This study presents a thematic literature review aimed at understanding the systemic barriers that Black African women face when accessing bank loans in South Africa, as well as the critical role that the humanities can play in addressing these issues. In the context of the persistent economic instability facing South Africa, the small business sector has become a vital source of income and resilience for Black women. Despite this, their economic potential remains constrained by limited access to bank loans. Guided by an intersectionality framework, the study discusses the systemic barriers that contribute to the financial hardships and exclusion of Black African women. It further explores how gender-sensitive and humanities-informed approaches can contribute to more inclusive financial services. This includes emphasizing the need for culturally sensitive financial products, bias awareness training, and supportive policy frameworks. The review calls for strategic interventions to improve economic empowerment among Black African women entrepreneurs. Central to these interventions is the role of humanities faculties in facilitating Short Learning Programs and Skills Training Programs that provide business training, helping women manage finances and scale their ventures sustainably through enhanced financial literacy. This increased knowledge can improve their chances of success, even in the absence of formal funding. Conducting Afrocentric research is another avenue to uncover the barriers and address the current financial exclusion that Black women in South Africa experience. Gender equality in financial inclusion must remain one of the fundamental building blocks for steady and positive economic growth in South Africa.

Gender Based Violence (GBV) is a significant public health issue that has been extensively researched, particularly in relation to women and girls. However, there is limited research on the psychological consequences of GBV experienced by men, especially in rural African contexts. This qualitative research explored the psychological impacts of GBV on men in rural Zimbabwe. Fifteen participants were purposively selected to participate in focus group discussions. This study involved married men and women aged 20 to 45, encompassing both employed and unemployed individuals. It was completed over two weeks, facing time constraints due to commitments of both researchers and participants. Content thematic analysis was used to analyse the data. The findings indicate that men in rural Zimbabwe face various forms of GBV, including physical abuse, psychological and emotional abuse. The data reveal that the psychological consequences of this violence can be severe, with some men experiencing depression, anxiety, post-traumatic stress, and even death. The study recommends that, there is need for greater awareness, support services, and counselling to address the unique challenges faced by male survivors of GBV in this context. The research further recommends calling for further research to better understand the gendered dynamics and help-seeking behaviours of men experiencing GBV in rural African communities. Developing culturally appropriate interventions and dismantling harmful gender norms are identified as critical steps toward supporting the mental health and well-being of male GBV survivors.

This qualitative study examines significant educational challenges encountered by HIV/AIDS-infected rural female learners with physical disabilities in Zimbabwe amidst the severe impacts of El Niño-induced droughts. To capture nuanced perspectives of this marginalised group, researchers selected 16 participants based on specific criteria, including gender. The data collection process comprised two separate focus group discussions: one involving learners with disabilities and the other involving adult participants. This strategic approach seeks to reduce power imbalances and facilitate the expression of individual narratives by learners. The thematic analysis of the data identified two significant findings. Initially, individuals with physical disabilities and HIV/AIDS faced significant obstacles in obtaining educational resources, exacerbated by the intersectional effects of their disabilities, health conditions, and environmental challenges. Female learners encountered additional gender-related challenges, such as social stigma, insufficient family support, and heightened caregiving responsibilities at home, which further impeded their educational achievement and overall well-being. This study recommends the development of inclusive and comprehensive support programs that address the needs of learners with physical disabilities and HIV/AIDS, ensuring access to healthcare, assistive technologies, and tailored educational accommodations. The Ministry of Primary and Secondary Education should implement policies that offer flexible learning options and resource allocation for HIV/AIDS-affected rural female learners with disabilities during El Niño droughts, thereby ensuring their sustained access to education.