Suchergebnisse

Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education. By following families and schools in Durban for nearly a decade, Mark Hunter sheds new light on South Africa's political transition and the global phenomenon of education marketisation. He rejects simple descriptions of the country's move from 'race to class apartheid' and reveals how 'white' phenotypic traits like skin colour retain value in the schooling system even as the multiracial middle class embraces prestigious linguistic and embodied practices the book calls 'white tone'. By illuminating the actions and choices of both white and black parents, Hunter provides a unique view on race, class and gender in a country emerging from a notorious system of institutionalised racism

Buyers are evolving -- and so should your prospecting. In this book, sales expert Mark Hunter aims to shatter costly prospecting myths and eliminate confusion about what works today.

In some parts of South Africa, more than one in three people are HIV positive. Love in the Time of AIDS explores transformations in notions of gender and intimacy to try to understand the roots of this virulent epidemic. By living in an informal settlement and collecting love letters, cell phone text messages, oral histories, and archival materials, Mark Hunter details the everyday social inequalities that have resulted in untimely deaths. Hunter shows how first apartheid and then chronic unemployment hav

Apartheid South Africa developed a notoriously punitive and racist approach to alcohol and drug use. Less reported is that the state gave significant attention to rehabilitation, first for the minority white population and later for black South Africans. This paper asks why in the post-apartheid era—despite a huge influx of cheap heroin, methamphetamines, and other drugs—the government showed a relative disregard for rehabilitation. Addressing this question, the paper points to the configuration of forces driving public rehabilitation in the colonial era included the upliftment of "poor whites," the need to maintain black workers' productivity, and the ascendancy of the disease concept of addiction. In the post-1994 period these forces waned as a multiracial middle class came to purchase treatment in private rehabilitation facilities, the disease concept fell into retreat, and mass unemployment helped to position poor black drug users as an "undeserving poor." The paper contributes to comparative studies on penal-welfare systems and the recent attention to drug histories from the global South.

Over the last decade, one of the most influential explanations for high HIV prevalence in sub-Saharan Africa is the existence of sexual networks characterised by concurrent partners. Recently, however, a growing number of scholars have challenged the evidential basis for the concurrency argument. While this dispute has led to a call for more sophisticated quantitative methods to measure concurrency, this article widens the discussion to emphasise the political economic roots and qualitative dimension of concurrent partnered relations. Specifically, the paper argues for the importance of situating concurrency within key historical processes and, to that end, gives special consideration to the growth of 'transactional sex' – non-prostitute but material relations between men and women. Critics of the concurrency–HIV thesis have sometimes dismissed as anecdotal accounts of sex–gift exchanges in Africa. Yet by exploring through an ethnographic/historical lens the changing configuration of sex, love and gifts in South Africa, this article illuminates different manifestations of concurrency, including connections between concurrency and condom use.

AbstractIn the early 1990s, privileged "white" South African public schools began to admit "black" pupils. Drawing on interviews, ethnography, and archival sources related to formerly‐white schools in Durban, this article addresses two main questions: first, why did white parents so enthusiastically vote for schooling desegregation when apartheid was still in place?; and second, why, over time, did intense competition emerge between schools, and become so focused on improving sports results? In addressing these questions this study takes an historical‐geographical approach, paying particular attention to two areas of Durban: the middle‐class central Berea area and the more working‐class areas in Durban's south. This story begins in the 1950s, a period of major schooling expansion and urban segregation, tracing how a hierarchy of white schools developed in relation to the city's uneven geographies of race and class. It is this schooling hierarchy and the way it became contested in the 1990s that is key to understanding the schools' shift from "cooperative desegregation" to "aggressive competition." More broadly, the article argues that education provides a window into key post‐apartheid tensions – namely between the deracialization of privilege, the continued dividend of whiteness, and efforts to redistribute resources to the poor. Finally, in an age of mass education, it argues that the actions of schools play an important role in shaping raced and classed divisions in society.

Much research on racial desegregation in South Africa uses residential data to track how richer black South Africans are moving from apartheid spaces to higher income suburbs; how racial privilege is giving way to class privilege. Drawing on geographers' relational conception of space and anthropologist Sherry Ortner's notion of a 'class project', in this paper I show the importance of geographies of schooling to class formation. The study tracks how schools and two groups—township residents and poorer shack residents—affect and navigate access to schools in Durban. Of importance to class formation, the study finds that children of relatively poor, but not the poorest, township dwellers can commute very long distances to attend prestigious schools. Consequently, racial mixing is more evident in South Africa's schools than in its residential areas—the opposite scenario to that found in many other countries. Yet children born to very poor residents of urban informal settlements face considerable barriers when trying to access well-resourced schools: although they are legally entitled to attend prestigious schools located close to informal settlements, they can often live with extended families hundreds of miles away in rural areas. This new geography of schooling leads to the marginalization of some children but the perception of, and potential for, intergenerational class mobility among a quite significant group of black South Africans.