Accounting for the Missing Link in the Philosophical Theorisation of Gender-Based Violence: A Poignant Focus on Discourse

Abstract

The current thesis postulates that the inadequacy of a philosophical theorisation of Gender Based Violence within the analytic philosophical tradition is problematic and contributes to a lack of clarity on GBV in and outside of education contexts in South Africa. Thus, in this thesis, I propose the need for the philosophical theorisation of GBV within the analytic philosophical tradition that can clarify the meaning of GBV with the intention of bridging the gap on the missing philosophical link concerning inadequacy of a philosophical theorisation of GBV. That said, this thesis is underpinned by the analysis of the literature, newspaper analysis as well as the analysis of policy documents which significantly form part of a methodology in the study. Central to the methodology aspect, it is worth-stating that the study is qualitative in nature. In its entirety, the study follows the logic of Standish’s (2007) methods of inquiry namely, the descriptive, analytical and normative inquiry. Narrowing the focus on the analytical aspect, purposive sampling informed the selection of the newspapers which were analysed using Ritchie and Spence’s (2004) five processes of the framework analysis coupled with Critical Discourse Analysis. Some of the findings from the analysis were the prevalence of necropolitics, gendering necropolitics as well as the predominance of oppressive bio-power in and outside of education contexts in South Africa owing to the inadequacy of philosophical theorisation of GBV from the analytic school of thought. Importantly, the study illuminates that when a philosophical theorisation of GBV is informed by a philosophical discourse analysis, it can have crucial implications on uncritical essentialist discourse which prolongs the predominance of necropolitics, gendering necropolitics and functionality of the biopower in and outside of education contexts in South Africa. Most tellingly, adopting a philosophical theorisation of GBV that is informed by a philosophical discourse analysis within the analytic philosophical tradition can also have implications that are noteworthy concerning the ambiguous policy frameworks and pedagogical practices necessary for the redress of GBV in and outside of education contexts in South Africa. Overtly, the central argument advanced in this study is underpinned by an Critical emancipatory paradigm to suggest that a philosophical theorisation of GBV within the analytic philosophical tradition that draws from a philosophical discourse analysis can have a positive impact that can aid the process of the redress of GBV in and outside of education contexts in South Africa.