Suchergebnisse

Bibliography: leaves 70-76. ; The purpose of this research is twofold: firstly, it examines the extrinsic and intrinsic factors that contributed to the successful career of the profoundly hearing impaired internationally acclaimed solo percussionist Evelyn Glennie. Secondly, this investigation aims to create an awareness amongst South African music educators about the musical potential of the hearing impaired. The qualitative research design included (a) structured and unstructured interviews with Evelyn Glennie, Lucinda Rutter, an educator of the hearing impaired, Ronel Davids, a social worker for the hearing impaired and official sign language interpreter in Parliament, Arman Kleinschmidt, who is the director of DEAFSA (Deaf Federation of South Africa), (b) a study of audiovisual material of Evelyn Glennie (concerts, recordings and a documentary of Evelyn Glennie) and (c) a study of relevant literature. The investigation consists of three main parts. In the first part an in-depth theoretical study is conducted on hearing and listening, exploring aspects such as the hearing anatomical system and its functions, failings of the system as well as musical hearing and cognitive-based musical listening. The second part deals with the case study on Evelyn Glennie and includes a structured electronic interview. The third part involves an examination of the socio-cultural aspect of hearing impairment with reference to the Cape Town hearing impaired community. Interviews were conducted with social workers and ducators working with the hearing impaired community.

Intro -- Contents -- Foreword -- Endnotes -- Bibliography -- Preface -- Introduction -- Is race real? -- Where does race come from? -- How does any group (such as coloureds) come to be a racial problem? -- Why are women of colour represented negatively in research? -- Is research not objective? -- What are the ethical foundations of sound research (on race)? -- What does a critical (rather than essentialist) study of race look like? -- What does a systemic (or structural) rather than racial group analysis of problems look like? -- Does method matter when the questions are flawed? -- Can race be unlearned? -- Conclusion -- Endnotes -- Bibliography -- SECTION A: Race and the Genes -- 01. The Role of Genetics in Racial Categorisation of Humans -- Introduction -- The basics of DNA -- Genetic variation in humans: How did this come about? -- Link between genetic variation and human disease -- Concept of race: On what is the label based? -- Eugenics -- Concluding remarks -- Endnotes -- Bibliography -- 02. The Boomerang: How eugenics and racial science in the German colonies rebounded on Europe and the rest of the world -- Introduction -- The boomerang -- Conclusion -- Endnotes -- Bibliography -- SECTION B: Race and the Present Past -- 03. Reinterrogating Race in Scientific Research: A view from the history of physical anthropology -- Introduction -- A short history of physical anthropology -- Physical anthropology comes to Stellenbosch University -- A lesson from history -- Conclusion -- Endnotes -- Bibliography -- 04. A Century of Misery Research on Coloured People -- Introduction -- Digging in the archives -- A thematic analysis of race and research at Stellenbosch University -- Making sense of a century of misery research on coloured people -- Misery research and the compulsion to compare -- Conclusion -- Endnotes -- Bibliography.

In 2015, students at the University of Cape Town used the slogan #RhodesMustFall to demand that a monument of Cecil John Rhodes, the empire builder of British South Africa, be removed from the university campus. Soon students at Oxford University called for the removal of a statue of Rhodes from Oriel College. The radical idea of decolonization at the forefront of these student protests continues to be a key element in South African educational institutions as well as those in Europe and North America. This book explores the uptake of decolonization in the institutional curriculum, given the political demands for decolonization on South African campuses, and the generally positive reception of the idea by university leaders. Based on interviews with more than two hundred academic teachers at ten universities, this is an innovative account of how institutions have engaged with, subverted, and transformed the decolonization movement since #RhodesMustFall.