Faculty of Humanities (Research Outputs)

Permanent URI for this community

https://hdl.handle.net/10539/37881

Browse

Now showing 1 - 20 of 105

RE-VIEWING THE TROPICAL PARADISE: AFRO-CARIBBEAN WOMEN FILMMAKERS
(Northwestern University, 1998) Ebrahim, Haseenah
This dissertation presents a new conceptual framework, a "pan-African feminist" critical model, to examine how Euzhan Palcy of Martinique, Gloria Rolando and the late Sara Gómez of Cuba, and the Sistren Collective of Jamaica have negotiated - individually or collectively - the gender/race/class constraints within each of their societies in order to obtain access to the media of film and video. I examine the aesthetic, political, social and economic strategies utilized by these filmmakers to reinsert themselves into recorded versions of history, and/or to intervene in racist, (neo)colonial and/or patriarchal systems of oppression.
Afrocuban religions in Sara Gomez's one way or another and Gloria Ronaldo's Oggun
(The Western Journal of Black Studies, 1998) Ebrahim, Haseenah
This paper explores the depiction of Afrocuban religions in two films - Sara Gomez's One way or another(1974/1977) and Gloria Rolando's Oggun: Forever present(1991).A (Western) feminist's analysis of Gomez's One way or another characterizes Abakua and Santeria as "voodoo" - not only collapsing three different Afro-Carribean religious traditions, but also reflecting Marxistbiases that exclude (ironically) a recognition that Gomez's depictions of Abakua and Santeria reflect a gendered perspective.Rolando's Oggun reflects a recent trend in Cuban cinema to celebrate Afrocuban religious practices.Oggun's stunning visuals, compelling song and dance sequences, and fascinating mythology provoke a desire to understand the role and impact of this remarkable religious tradition in Cuban society.
Africanity and Orality in the Films/Videos of Women Filmmakers of the African Diaspora
(Deep Focus: A Film Quarterly, 1998) Ebrahim, Haseenah
In this essay, I consider the role of African cultural heritage and of oral tradition in selected films/videos by women filmmakers of the African Diaspora. for practical purposes, I limit the scope of my analysis to the works of a handful of filmmakers in the United States and the Caribbean: Julie Dash (USA), Euzhan Palcy (Martinique/France), Zeinabu irene Davis (USA), and Gloria Rolando (Cuba).
Towards a South African Injury Costing Model
(DOAJ, 2002) Bowman, B
The costs of injury are of obvious importance for the purposes of priority setting in prevention planning by policy makers and stakeholders in general. The economic costs of injury and death have been the focus of considerable international attention in recent years. Localisation of these studies and their methods to the South African injury context, however, remains largely underdeveloped. The costing of fatal and non-fatal injuries in South Africa consists of a number of initiatives undertaken by various segments of both the public and private sectors. This article will review the existing literature devoted to the estimation of costs in various sectors of the South African morbidity and mortality contexts, with a view to illustrating the manner in which this information informed both provisional processes and structure for the implementation of a nationwide South African injury costing project. The literature is examined across three primary dimensions: the precise object of the study, the method employed in the costing of that object, and the sample coverage of the method. The findings of the review indicated a number of significant entry-points for the development of a local South African costing model. A preponderance of direct medical costing, significantly discrepant expenditure figures between the public and private health care systems and blurring of distinct costing concepts are problematic themes throughout the review of the literature. This article illustrates the manner in which the identification of the problems and promises of these existing costing studies informed the sites, injury types and methodology selected for development and implementation of a National South African Injury Costing Project.
Designing research in environmental education curriculum policy construction, conceptualisation and implementation as exemplified by Southern African examples
(Environmental Education Association of Southern Africa (EEASA), 2005) Dillon, Justin; Ketlhoilwe, Mphemelang; Ramsarup, Presha; Reddy, Chris
There is increasing dissatisfaction at many levels with existing environmental education curricula in southern Africa. The resulting change and innovation is opening up possibilities for innovative research into the construction, conceptualisation and implementation of the curriculum. However, researching the curriculum offers a range of challenges to those engaged in critically examining processes and practices quite different from those faced in the past. This paper examines a series of key issues and dilemmas in the field of curriculum research in environmental education using cases contributed by active researchers in the area. In the light of the researchers’ experiences we posit a series of propositions that might reduce barriers and constraining forces faced by academics working in the area.
‘Race’, social transformation and redress in the South African social and health sciences
(Unisa Press, 2006) Bowman, Brett
Education service delivery: the disastrous case of outcomes-based qualifications frameworks
(SAGE Publications, 2007) Allais, Stephanie Matseleng
International trends towards outcomes-based qualifications frameworks as the drivers of educational reform fi t in well with trends in service delivery and public sector reform. Education reform in South Africa provides a particularly interesting case study of this phenomenon, because of the very comprehensive outcomes-based national qualifications framework that was implemented shortly after the transition to democracy. Problems with the framework as a basis for education reform became rapidly apparent, and the system is now deadlocked in a series of unresolved policy reviews. A key to understanding this collapse is the role of knowledge in relation to education. The outcomes based qualification framework approach turns out to have very little to do with education, and in fact to have the potential to increase educational inequalities, particularly in poor countries.
The relationship between lecture attendance and academic performance in an undergraduate psychology class
(South African Journal of Psychology, 2007) Thactcher, A; Fridjhon, P; Cockcroft, K
This article reports on a preliminary investigation into the impact of non-attendance at lectures on the performance of students in a second-year psychology class. Results suggest that the frequency of lecture attendance is significantly, but moderately, related to better academic performance and that 'always' attending lectures is the best indicator of academic performance. These results are discussed in relation to understanding lecture non-attendance and improving academic performance
Why the South African NQF failed: lessons for countries wanting to introduce national qualifications frameworks
(Blackwell Publishing Ltd, 2007) Allais, Stephanie Matseleng
This article examines the South African National Qualifications Framework as a case study of a particular approach to the design of qualifications frameworks, which revolves around the specification of learning outcomes separate from educational institutions or programmes. It shows how an outcomes-led qualifications framework was seen as a desirable policy intervention by educationalists and reformers across the political spectrum, as outcomes were thought to be a mechanism for improving the quality and quantity of education as well as its relevance to the economy and society, for increasing access to education, and for democratising education. All these claims are based on the idea that outcomes statements are transparent. The article demonstrates that outcomes-based qualifications cannot provide the clear, unambiguous, and explicit statements of competence that would be required for everyone to know what it is that the bearer of a qualification can do. This lack of transparency leads to a further specification of outcomes. This in turn leads to a downward spiral of specification, which never reaches transparency, and an upward spiral of regulations, which is also caught in the logical problem of the downward spiral of specification. This model is not just unnecessary, but could in fact undermine the provision of education. The article suggests that while this type of model appears attractive particularly to poor countries, it is in these countries that it is likely to do the most damage.
Sarita and the Revolution: Race and Cuban Cinema
(European Review of Latin American and Carribean Studies, 2007-04) Ebrahim, Haseenah
This essay explores questions of race and ethnicity in relation to Cuban cinema during the height of the Revolution, focusing in particular on one filmmaker, the late Sara Gómez. This essay argues that while contemporary filmmakers in Cuba have benefited from a growing acceptance of African heritage as an integral component of Cuban culture, Sara Gómez’s interest in exploring matters of racial inequalities in the Revolutionary Cuba of the 1960s and ’70s forced her to negotiate a rather challenging political and social milieu in which official attitudes frowned upon the acknowledgement of racial discrimination as a contemporary phenomenon.
Unimagined community: sex, networks and AIDS in Uganda and South Africa
(University of California Press, 2007-06-01) Thornton, Robert
To follow
From "ghetto" to mainstream: Bollywood in South Africa
(Scrutiny2, 2008) Ebrahim, Haseenah
This essay explores two aspects of the Bollywood "phenomenon" as it has played out, in the past decade, in South Africa - a part of the Indian diaspora where the popularity of the Hindi-Indian cinema has an established history. Firstly, the article maps the expansion of Bollywood beyond the Indian diasporic audience to so-called "crossover" audiences, a phenomenon I have labelled the "mainstreaming" of Bollywood in South Africa. Secondly, it examines developments in relation to the expansion of Bollywood - South African film industry co-operation, including Bollywood's use of South Africa for location shooting.
Data to action: An overview of crime, violence and injury in South Africa
(Medical Research Council, 2008) Suffla, Shahnaaz; Van Niekerk, Ashley; Bowman, Brett; Matzopoulos, Richard
Children, pathology and politics: a genealogy of the paedophile in South Africa between 1944 and 2004
(South African Journal of Psychology, 2010) Bowman, Brett
By the early 1990s the paedophile as a ‘type’ of child sexual abuse (CSA) perpetrator was prioritised for study and intervention by the South African socio-medical sciences and cases of paedophilia featured prominently in the media reporting of the time. Drawing on the genealogical method as derived from Michel Foucault, this study aimed to account for this relatively recent emergence of the paedophile as an object of socio-medical study and social anxiety within the South African archive. Based on an analysis of archival texts against the backdrop of international biopolitics and local conditions of political possibility, the genealogy contends that the early figure of the paedophile was an instrument and effect of apartheid biopolitics. The paedophile was prioritised for research and escalated as social threat in the public imagination as part of the broader apartheid project aimed at protecting white hegemony through the ongoing surveillance of and health interventions directed towards South Africa’s white children. While the apartheid project constructed black children as posing fundamental threats to white supremacy, discourses beginning in the mid-1980s repositioned them as vulnerable victims of apartheid itself. It was from within these discourses that child sexual abuse (CSA) as a public health concern began to crystallise. By locating blackness within the fields of discipline and desire, the material conditions for an ever-expanding net of sexual surveillance were established. The study thus demonstrates that even the paedophile cannot be effectively researched without considering the historical co-ordinates that so powerfully contoured its emergence as an important object of study and social intervention within South Africa’s highly racialised systems of thought.
Applying upstream interventions for interpersonal violence prevention: An uphill struggle in low- to middle-income contexts
(Health Policy, 2010) Matzopoulos, Richard; Bowman, Brett; Mathews, Shanaaz; Myers, Jonny
In South Africa’s Western Cape province, interpersonal violence was identified among the key prevention priorities in the provincial government’s Burden of Disease (BoD) Reduction project. To date, there are no adequate systematic reviews of the full range of potential intervention strategies. In response, available data and the literature on risk factors and prevention strategies for interpersonal violence were reviewed with a view to providing policy makers with an inventory of interventions for application. Given the predominance of upstream factors in driving the province’s rates of interpersonal violence, efforts to address its burden require an intersectoral approach. Achievable short-term targets are also required to offset the long-term nature of the strategies most likely to affect fundamental shifts. Documentation and evaluation will be important to drive long-term investment, ensure effectiveness and enable replication of successful programmes and should be considered imperative by interpersonal violence prevention policymakers in other low- to middle-income contexts.
Paedophile as Apartheid event: Genealogical lessons for working with the Apartheid Archive
(DOAJ, 2010-03) Bowman, B; Hook, D
The narratives that constitute the beginnings of an apartheid archive do well to illustrate the value of collecting, centralising and analysing everyday accounts of apartheid’s subjects. Developing an archive of narratives that give voice to the quotidian experiences of apartheid is a valuable historical strategy. This approach may be usefully mobilised to offset some of the totalising effects of conventional history writing. Notwithstanding this value, an unreflective turn to narrative as a means to reading the socio-historical and political contours of apartheid, risks reducing critique to a symbolic exercise that centres subjectivity and subject positions as the key analytic targets. Such readings may shift the analysis away from the various levels of materiality and power of which these subject positions are both instruments and effects. In an attempt to demonstrate the way that Foucault’s genealogical maxims may be used to counter the danger of centring the subject in history writing, we present some of the key analytic strategies undertaken in a previous study that produced an effective history of the South African paedophile. In so doing, we argue for a re-scoping of the apartheid archive project to include materials required for undertaking histories of the present. This extension would challenge many of the methodological and political constraints implied by limiting the archive to a corpus of memory narratives.
Moving Forward by Doing Analysis
(Sage, 2012) Whitehead, Kevin A
In this paper, I address some of the issues for the analysis of categorial features of talk and texts raised by Stokoe’s ‘Moving forward with membership categorization analysis: Methods for systematic analysis.’ I begin by discussing a number of points raised by Stokoe, relating to previous conversation analytic work that has addressed categorial matters; the implicit distinction in her paper between ‘natural’ and ‘contrived’ data; and ambiguity with respect to the (possible) relevance of categories in particular practices or utterances. I then discuss how my own previous work could be located in light of Stokoe’s discussion of debates and divergences between CA and MCA, and argue that being bound by the integrity of the data on which an analysis is based (Schegloff, 2005) should take precedence over attempting to characterize the analysis as exemplifying either a CA- or MCA-based approach. I conclude by calling for a commitment to doing analysis, and pointing to the value of the resources Stokoe offers in this regard.
Claims vs. practicalities: lessons about using learning outcomes
(2012) Allais, Stephanie
The idea of learning outcomes seems to increasingly dominate education policy internationally. Many claims are made about what they can achieve, for example, in enabling comparison of qualifications across countries, improving the recognition of prior learning and improving educational quality. The claims made for the role of learning outcomes rest on the assumption that outcomes can be transparent, or that they can capture or represent the essence of what a learning programme or qualification represents. But in practice, either learning outcomes are open to dramatically different interpretations, or they derive their meaning from being embedded in a curriculum. In both instances, learning outcomes cannot play the roles that are claimed for them. I draw on insights from South Africa, where learning outcomes were a major part of curriculum and education policy reform. I suggest that outcomes cannot disclose meaning within or across disciplinary or practice boundaries. They did not enable the essence of a programme to be understood similarly enough by different stakeholders and they did not facilitate judgements about the nature and quality of education and training programmes. Learning outcomes do not carry sufficient meaning, if they are not embedded in knowledge within a curriculum or learning programme. But if they are thus embedded, they cannot play the roles claimed for them in assisting judgements to be made across curricula and learning programmes. The notion of transparency (or even, a more moderate notion of sufficient transparency) which proved unrealisable in practice is the basis of nearly all the claims made about what learning outcomes can achieve. In addition, the South African experiences demonstrated how outcomes-based approaches can distort education and training programmes, and lead to practical complexities, which are a direct consequence of the need for transparency, and its impossibility, and not (although this was probably also the case) the product of ‘poor implementation’ in South Africa.
Moving foward by doing analysis
(Sage, 2012) Whitehead, Kevin A
In this article, I address some of the issues for the analysis of categorial features of talk and texts raised by Stokoe’s ‘Moving forward with membership categorization analysis: Methods for systematic analysis’. I begin by discussing a number of points raised by Stokoe, relating to previous conversation analytic work that has addressed categorial matters; the implicit distinction in her article between ‘natural’ and ‘contrived’ data; and ambiguity with respect to the (possible) relevance of categories, in particular practices or utterances. I then discuss how my own previous work could be located in light of Stokoe’s discussion of debates and divergences between conversation analysis (CA) and membership categorization analysis (MCA), and argue that being bound by the integrity of the data on which an analysis is based (Schegloff, 2005) should take precedence over attempting to characterize the analysis as exemplifying either a CA- or MCA-based approach. I conclude by calling for a commitment to doing analysis, and pointing to the value of the resources Stokoe offers in this regard.
Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa
(Elsevier, 2012-09) Allais, Stephanie
This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education.

Browse

Browsing Faculty of Humanities (Research Outputs) by Issue Date

Results Per Page

Sort Options