Traditional healers , their services and the ambivalence of South African youth
- Nyundu, Tony, Naidoo, Kammila
- Authors: Nyundu, Tony , Naidoo, Kammila
- Date: 2016
- Subjects: Young men in Chiawelo , Traditional healers , Indigenous knowledge systems
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/225054 , uj:22721 , Citation: Nyundu, T. & Naidoo, K. 2016. Traditional healers , their services and the ambivalence of South African youth. Commonwealth youth and development, 14(1):144–155. , ISSN: 1727-7140
- Description: Abstract: In the aftermath of the Marikana massacre in 2012, a number of observers raised questions about young men’s traditional beliefs. Did young miners apply muthi on their bodies believing that they would be invincible in the face of police bullets? How do young men generally, in the course of wrestling everyday challenges, draw on ‘traditional’ and ‘modern’ medicine? The findings in the literature seem to be contradictory and mediated by age differentials, educational levels, and place of residence. In this article, both qualitative and quantitative evidence is drawn upon to offer insight into the views of young men in a particular site: Chiawelo, in Soweto. The study suggests that while young men do not hold a special place for traditional healers in their lives, their insecure life circumstances and the dynamics of the groups to which they affiliate, lead them when necessary to consult traditional healers for immediate or out-of-the-ordinary help, particularly if trusted institutions do not provide satisfactory assistance. The study links and uses the theoretical constructs, ‘socialisation’, ‘habitus’ and ‘anomie’.
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- Authors: Nyundu, Tony , Naidoo, Kammila
- Date: 2016
- Subjects: Young men in Chiawelo , Traditional healers , Indigenous knowledge systems
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/225054 , uj:22721 , Citation: Nyundu, T. & Naidoo, K. 2016. Traditional healers , their services and the ambivalence of South African youth. Commonwealth youth and development, 14(1):144–155. , ISSN: 1727-7140
- Description: Abstract: In the aftermath of the Marikana massacre in 2012, a number of observers raised questions about young men’s traditional beliefs. Did young miners apply muthi on their bodies believing that they would be invincible in the face of police bullets? How do young men generally, in the course of wrestling everyday challenges, draw on ‘traditional’ and ‘modern’ medicine? The findings in the literature seem to be contradictory and mediated by age differentials, educational levels, and place of residence. In this article, both qualitative and quantitative evidence is drawn upon to offer insight into the views of young men in a particular site: Chiawelo, in Soweto. The study suggests that while young men do not hold a special place for traditional healers in their lives, their insecure life circumstances and the dynamics of the groups to which they affiliate, lead them when necessary to consult traditional healers for immediate or out-of-the-ordinary help, particularly if trusted institutions do not provide satisfactory assistance. The study links and uses the theoretical constructs, ‘socialisation’, ‘habitus’ and ‘anomie’.
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Neither parochial nor cosmopolitan : cultural instruction in the light of an African Communal Ethic
- Authors: Metz, Thaddeus
- Date: 2019
- Subjects: African ethics; Communalism; Cosmopolitanism;
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/396531 , uj:32930 , ISSN: 1947-9417 (Online) , https://doi.org/10.25159/1947-9417/4742 , Citation: Metz, T. 2019. Neither parochial nor cosmopolitan : cultural instruction in the light of an African Communal Ethic
- Description: Abstract : What should be the aim when teaching matters of culture to students in public high schools and universities in Africa? One approach, which is parochial, would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, in between these two, would be to give some priority to understanding and enriching local culture, while being open to and not remaining ignorant of other cultures. In this article, a work of moral philosophy, I argue for this third alternative by rebutting arguments for the other two approaches and by showing that it uniquely follows from a plausible African ethic informed by indigenous ideals of communion.
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- Authors: Metz, Thaddeus
- Date: 2019
- Subjects: African ethics; Communalism; Cosmopolitanism;
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/396531 , uj:32930 , ISSN: 1947-9417 (Online) , https://doi.org/10.25159/1947-9417/4742 , Citation: Metz, T. 2019. Neither parochial nor cosmopolitan : cultural instruction in the light of an African Communal Ethic
- Description: Abstract : What should be the aim when teaching matters of culture to students in public high schools and universities in Africa? One approach, which is parochial, would focus exclusively on imparting local culture, leaving students unfamiliar with, or perhaps contemptuous of, other cultures around the world. A second, cosmopolitan approach would educate students about a wide variety of cultures in Africa and beyond it, leaving it up to them which interpretations, values, and aesthetics they will adopt. A third way, in between these two, would be to give some priority to understanding and enriching local culture, while being open to and not remaining ignorant of other cultures. In this article, a work of moral philosophy, I argue for this third alternative by rebutting arguments for the other two approaches and by showing that it uniquely follows from a plausible African ethic informed by indigenous ideals of communion.
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Secret/Wish : the problem of the object in relational aesthetics
- Authors: Raubenheimer, Landi
- Date: 2015
- Subjects: Relational aesthetics , Object (Aesthetics) , Art objects , Secret/Wish (Artwork)
- Type: Article
- Identifier: uj:5619 , ISSN 02560046 , http://hdl.handle.net/10210/14576
- Description: Nicholas Bourriaud’s (2002) relational aesthetics interprets art as social or political in nature, underemphasising aesthetic concerns such as the creating of objects as artworks. This article aims to problematise the relational model from a material point of view, based on a “new aesthetics” which Jacques Ranciére discusses as a mode of art-making which he titles “inventory”. In order to do so the article addresses a spectator-orientated artwork entitled Secret/Wish, conceived along with artist Paul Cooper, and installed at the University of Johannesburg in South Africa in 2011. In previous publications on the work I questioned its significance as relational and site-specific according to Nicholas Bourriaud and Miwon Kwon’s theories. I would like to further interrogate their ideas here by investigating Secret/Wish as rooted in the production of authored objects despite its affinity with Bourriaud and Kwon’s perspectives, which denounce the art object as pivotal to artistic production.
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- Authors: Raubenheimer, Landi
- Date: 2015
- Subjects: Relational aesthetics , Object (Aesthetics) , Art objects , Secret/Wish (Artwork)
- Type: Article
- Identifier: uj:5619 , ISSN 02560046 , http://hdl.handle.net/10210/14576
- Description: Nicholas Bourriaud’s (2002) relational aesthetics interprets art as social or political in nature, underemphasising aesthetic concerns such as the creating of objects as artworks. This article aims to problematise the relational model from a material point of view, based on a “new aesthetics” which Jacques Ranciére discusses as a mode of art-making which he titles “inventory”. In order to do so the article addresses a spectator-orientated artwork entitled Secret/Wish, conceived along with artist Paul Cooper, and installed at the University of Johannesburg in South Africa in 2011. In previous publications on the work I questioned its significance as relational and site-specific according to Nicholas Bourriaud and Miwon Kwon’s theories. I would like to further interrogate their ideas here by investigating Secret/Wish as rooted in the production of authored objects despite its affinity with Bourriaud and Kwon’s perspectives, which denounce the art object as pivotal to artistic production.
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Practices in scholarly publishing : making sense of rejection
- Authors: Tomaselli, Keyan
- Date: 2015
- Subjects: Scholarly publishing , Peer review
- Language: English
- Identifier: http://hdl.handle.net/10210/55490 , uj:16296 , Citation: Tomaselli, K. 2015. Practices in scholarly publishing : making sense of rejection. Critical Arts, 29(6):713-724, DOI: 10.1080/02560046.2015.1151107 , ISSN:0256-0046 , 10.1080/02560046.2015.1151107
- Description: Abstract: In South Africa, criticisms of peer review often hinge on allegations of racism, anti-African attitudes, and viewpoint discrimination. This article discusses the issue of peer-review, and examines these allegations in terms of claims of Western conceptual gatekeeping. Cautions are offered on allegations of exceptionalism, as are some strategies on dealing with the process of peer review.
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- Authors: Tomaselli, Keyan
- Date: 2015
- Subjects: Scholarly publishing , Peer review
- Language: English
- Identifier: http://hdl.handle.net/10210/55490 , uj:16296 , Citation: Tomaselli, K. 2015. Practices in scholarly publishing : making sense of rejection. Critical Arts, 29(6):713-724, DOI: 10.1080/02560046.2015.1151107 , ISSN:0256-0046 , 10.1080/02560046.2015.1151107
- Description: Abstract: In South Africa, criticisms of peer review often hinge on allegations of racism, anti-African attitudes, and viewpoint discrimination. This article discusses the issue of peer-review, and examines these allegations in terms of claims of Western conceptual gatekeeping. Cautions are offered on allegations of exceptionalism, as are some strategies on dealing with the process of peer review.
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The narrative of dual medium in a multilingual context of a black urban area in Grade R.
- Sekhukhune, Catherine Dikeledi
- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2015
- Subjects: Early childhood education , Language development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/15580 , uj:15677 , ISSN: 2374-3670 , Citation: Sekhukhune, C.D. 2015. The narrative of dual medium in a multilingual context of a black urban area in Grade R. International Journal of Educational Development in Africa, 2(1):70–83.
- Description: Abstract: This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2015
- Subjects: Early childhood education , Language development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/15580 , uj:15677 , ISSN: 2374-3670 , Citation: Sekhukhune, C.D. 2015. The narrative of dual medium in a multilingual context of a black urban area in Grade R. International Journal of Educational Development in Africa, 2(1):70–83.
- Description: Abstract: This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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Empowered Empathetic Encounters: Building International Collaborations through researching writing in the context of South African Higher Education and Beyond
- Farrell, A., Salchak, S. P., Kane, S., Dube, C. M.
- Authors: Farrell, A. , Salchak, S. P. , Kane, S. , Dube, C. M.
- Date: 2015
- Subjects: Institutional collaboration , Academic writing , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/16928 , uj:15821 , ISSN: 1011-3487 , Citation: Farrel, A., Salchak, S. P. , Kane, S., Dube, C. M. 2015. Empowered empathetic encounters: building international collaborations through researching writing in the context of South African higher education and beyond. South African Journal of Higher Education Volume 29 | Number 4 | 2015 pp. 96–113
- Description: Abstract: In this article, the authors propose the idea of ‘empowered empathetic encounters’ as a key success factor in the building of effective international inter-institutional collaboration. By empowered empathetic encounters the authors mean those supported pivotal occasions where researchers meet with colleagues with whom they wish to collaborate in face-to-face settings in order to try to understand, in a meaningful way, each other’s concerns and what it means to live and work in each other’s contexts. In their work, the authors combine their personal and collective experiences with an analysis of these in the context of the existing literature. In this way, they wish to engage in a process of ‘thinking the cultural through the self’ (Probyn 1993) and ‘thinking theory WKURXJK’ researchers’ own experiences (Mann 2008, 10 – emphasis in original). They further suggest that engaged encounters of this nature can provide the bedrock for successful, longterm collaboration.
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- Authors: Farrell, A. , Salchak, S. P. , Kane, S. , Dube, C. M.
- Date: 2015
- Subjects: Institutional collaboration , Academic writing , Teaching and learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/16928 , uj:15821 , ISSN: 1011-3487 , Citation: Farrel, A., Salchak, S. P. , Kane, S., Dube, C. M. 2015. Empowered empathetic encounters: building international collaborations through researching writing in the context of South African higher education and beyond. South African Journal of Higher Education Volume 29 | Number 4 | 2015 pp. 96–113
- Description: Abstract: In this article, the authors propose the idea of ‘empowered empathetic encounters’ as a key success factor in the building of effective international inter-institutional collaboration. By empowered empathetic encounters the authors mean those supported pivotal occasions where researchers meet with colleagues with whom they wish to collaborate in face-to-face settings in order to try to understand, in a meaningful way, each other’s concerns and what it means to live and work in each other’s contexts. In their work, the authors combine their personal and collective experiences with an analysis of these in the context of the existing literature. In this way, they wish to engage in a process of ‘thinking the cultural through the self’ (Probyn 1993) and ‘thinking theory WKURXJK’ researchers’ own experiences (Mann 2008, 10 – emphasis in original). They further suggest that engaged encounters of this nature can provide the bedrock for successful, longterm collaboration.
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