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1: Bar graph representing the percentage shift in the use of English and Afikaans in accredited research outputs at the UFS (2000-2008).
Source publication
The chapter explores an under-researched aspect of South African higher education (HE), namely its language dynamics, from a relatively new perspective of effects of globalisation on language dynamics in South African HE. With a specific focus on Afrikaans, and using three data sets derived from an on-going research on sociolinguistics of South Afr...
Citations
... This distinction has also impacted on how racism tends to manifested at these two institutional types, with explicit blatant racism more likely at Afrikaans HWUs, while the manifestations of racism at English HWUs are more likely to be hidden in policies and practices underpinned by whiteness, and masked by claims of neutrality, colour-blindness, and meritocracy (Möschel 2014). It is also worth noting that while the most obvious institutional distinction between Afrikaans and English HWUs have been language, that distinction is disappearing as Afrikaans HWUs are increasingly adopting English as the medium of instruction, not only in response to demands for more inclusivity, but also the demand for relevance in globalized world (Mwaniki 2018). ...
Apartheid left in its wake a South Africa characterized by social inequalities that are embedded
and reflected in all spheres of social life, including the higher education system. While the
post-apartheid government has made efforts to transform the higher education system it
inherited, the pace has been slow and has fallen significantly short of what many regard as
modest expectations. This paper interrogates why transformation has remained elusive in the
higher education sector in post-apartheid South Africa, particularly with regards to the
institutional culture at historically white universities (HWUs). Focusing on the Rhodes Must
Fall (RMF) campaign at the University of Cape Town (UCT), and Luister, a documentary film
at the University of Stellenbosch, it employs critical race theory (CRT) as a conceptual
framework and analytical tool. Using CRT identifies the centrality of racism in shaping the
slow pace of transformation in general and concerning the institutional culture at HWUs in
particular. The paper concludes by reflecting on the implications of this lack of transformation,
particularly in a time where poverty is endemic and unemployment rampant.
This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities.
