Suchergebnisse

The Coloured community of South Africa came into being after 1652, when the Dutch and, later, the British seeped into southern Africa's arid west, forming an uneasy alliance with the indigenous people. In the first unions between settlers and indigenous peoples, the Coloured people of the Cape flicker to life. Fast-forward to 1910, the Union of South Africa, which sees the Coloured people lose what little parliamentary representation they had under the British. In Our Own Skins is the extraordinary record of the Coloured community and its 84-year battle to regain the franchise, told through t

Includes bibliographical references. ; South African social relations in the second decade of democracy remain framed by race. Spatial and social lived realities, the continued importance of belonging - to feel part of a community, mean that identifying as 'coloured' in South Africa continues to be contested, fluid and often ambiguous. This thesis considers the changing social location of 'coloured' teachers through the narratives of former and current teachers and students. Education is used as a site through which to explore the wider social impacts of social and spatial engineering during and subsequent to apartheid. Two key themes are examined in the space of education, those of racial identity and of respect. These are brought together in an interwoven narrative to consider whether or not 'coloured' teachers in the post-apartheid period are respected and the historical trajectories leading to the contemporary situation. Two main concerns are addressed. The first considers the question of racial identification to constructions of self-identity. Working with post-colonial theory and notions of mimicry and ambivalence, the relationship between teachers and the identifier 'coloured' is shown to be problematic and contested. Second, and connected to teachers' engagement with racialised identities, is the notion of respect. As with claims to identity and racial categorisation, the concept of respect is considered as mutable and dynamic and rendered with contextually subjective meanings that are often contested and ambivalent. Political and social changes affect the context within which relations to identities are constructed. In South Africa, this has shaped a shift away from the struggle ideology of non-racialism and the respect that could be accrued through this. This process also complicated the status recognition respect historically associated with teaching. As local, national and global contexts have shifted and processes of globalisations have impacted upon cultural and social capital, the prestige and respect of teaching have changed. Appraisal respect has become increasingly important, and is influencing contested concepts of respect and identity. As these teachers exert claims to identities which include assertions of belonging in relation to race and attempts to earn respect, these processes are shown to be elusive and ambiguous. As a trans-disciplinary thesis, this work is located at the intersection of, and between, geography, education, history, anthropology, politics and sociology. Utilising a wide range of materials, from documentary sources, archives, participant observation, interviews and life histories, a multilayered story is woven together. The work's originality stems from this trans-disciplinary grounding and its engagement with wide ranging theoretical approaches. This thesis argues that the lived experience of educators reflects the ambiguous and contentious experience of 'coloureds' in Cape Town. Drawing upon wider literature and debate, the contested location of education - its commodification - in South Africa reflects broader concerns of educationalists in the North and South, and is imbued within concerns over development and sustainability.

Cover -- Title page -- Copyright page -- Praise for Elain Salo and for this Book -- Contents -- Acknowledgements -- Preface -- Sophie Oldfield. African Centre for Cities, University of Cape Town -- Desiree Lewis. Women's and Gender Studies, University of the Western Cape -- Chapter 1 - Manenberg - An In-between Place with In-between People -- A. Introduction -- B. Autobiography and the research context: On being the 'native' anthropologist -- C. Negotiating access to Manenberg -- D. Learning about mothering in Manenberg -- E. The theoretical debates about structure and agency in contemporary anthropology -- F. Power, agency and structure -- G. Personhood, agency and power -- H. Personhood and agency in the context of a South African township -- Chapter 2 - Making Race, Making Space: Locating Coloureds in South African History and Urban Planning -- A. Discourse and debate about race on the margins -- B. Coloured in relation to which other? Depends on where you're coming from -- C. Segregation and apartheid: the makings of the racially exclusive nation -- D. Unifying white identity: the era of segregation -- E. Making nations: Apartheid's imagined communities -- F. Racial stratification and urban space in Cape Town, 1800s-1980s -- G. Manenberg and the racial ideology of apartheid after 1950 -- Chapter 3 - Clearing the Wilderness: Defining Identity from Within -- A. Coming to Manenberg: Erased histories and displaced persons -- B. The loss of personhood and identity -- C. Peopling Manenberg: Stories of arrival -- D. Clearing the social and natural wilderness: Defining colouredness in the new place -- E. Defining identity from within the local spaces: A view from the periphery within -- F. Thirty years after the move: The economic and cultural aspects of identity in the local context -- G. The economic capital of local identity

CIS Microfiche Accession Numbers: CIS 85 H381-22 ; Includes bibliographical references. ; Microfiche. ; Mode of access: Internet.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.