Andy Carolin’s research while affiliated with University of Johannesburg and other places

The initial popular reception of Damon Galgut’s The Promise (2021) has overlooked issues of gender in the text, favouring instead the more narrow allegorical readings of race. In response to this, this article emphasises the novel’s engagement with the distinctly gendered nature of the transition from apartheid, focusing on the representation of white masculinities in the text. This article raises concerns about how these masculinities are depicted. Through close engagement with the text’s systematic introduction and disavowal of the constitutive forces of apartheid’s patriarchies—including fatherhood, Christianity, and the security state—this article argues that the novel’s engagement with white masculinities is one of negation; it offers a narrative mode in which white masculinities are rendered sterile, rewritten in the well-worn register of an anti-apartheid moral certitude that depends on tired tropes. While the novel attempts an important decentring of white masculinities, its outlook is ultimately bleak as white masculinities are shown to lack depth, resulting in their power in the present being curiously absented in an act of textual erasure.

BACKGROUND: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 meant that many higher education institutions (HEIs) had to shift rapidly to remote teaching and learning (RTL). Given the unique demands of teacher education programmes, the question of the extent to which RTL and similar modes of teaching and learning are suited to the preparation of primary school teachers to teach in South African schools is an important one AIM: The aim of the study was to explore the experiences and perceptions of teacher educators (TEs) towards this rapid shift to RTL SETTING: The study took place in one department in a faculty of education in an urban South African university METHODS: This study took the form of a qualitative case study. Data was gathered by means semistructured individual interviews and focus group discussions RESULTS: Firstly, it was found that mixed responses to the change to RTL at the outset gave way to a general consensus about the long-term value of blended learning. Secondly, it was found that the change to RTL had a positive effect on TEs' teaching, given increased familiarity with, and integration of, technology, as well as the accompanying revisions to both pedagogy and curricula. Thirdly, the data showed that TEs perceived RTL as limiting because of two main factors, namely students' lack of information and communication technology (ICT) resources and because, in their estimation, teacher education uniquely requires contact teaching. Finally, it was found that the change to RTL created additional psychological stressors for both students and staff CONCLUSION: Based on this study's findings, the authors advocate for more recognition and support for the emotional work performed by TEs during times of transition. They also argue that TEs should be given more responsibility in moulding blended teaching and learning practices according to their experiences of the successes and challenges of RTL

Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms. Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education. Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg. Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education. Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments. Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text – in a way that deliberately excludes students’ personal opinions about same-sex sexualities – offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.

Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing these two challenges as they relate to English and History specifically. We argue that through the use of a carefully selected historical memoir, much tighter coherence between these subjects can be articulated in ways that facilitate students' mastery of core concepts and skills across both these learning areas, as well as a richer appreciation of their implication for teaching practice. For the purposes of this article, we define curricular coherence as an experienced sense of connectedness within and across modules. Focusing on the use of Trevor Noah's memoir, Born a Crime (2016), we argue that engaging with a single historical text across multiple modules can improve curricular coherence and offer a more integrated approach to engaging with written texts and historical resources. With close reference to the Department of Higher Education and Training's Policy on the Minimum Requirements for Teacher Education Qualifications, we reflect on our experiences of integrating this memoir into an undergraduate Intermediate Phase (IP) teacher education programme at the University ofJohannesburg (UJ). We show how this memoir was integrated into four modules that form part of the second year of the degree, namely English for the Primary School, Social Sciences for the Intermediate Phase, Teaching Methodology for English, and Teaching Methodology for the Social Sciences.

This article focuses on a transition-era short story by Achmat Dangor, “Mama & Kid Freedom” (1995, Index on Censorship 24 [3]: 108–13), which has thus far been wholly overlooked by literary scholars. The story depicts a political dystopia that is characterised by assassinations, arbitrary violence, and the mass incarceration of those deemed to be homosexual. There are also clear overlaps between the eponymous character Mama and Winnie Madikizela-Mandela. The story reproduces the binary tropes that surround Madikizela-Mandela and her then estranged husband, Nelson Mandela: whereas he is cast as the hero of the narrative of nation-building, she is cast as its villain. In this article, I argue that Dangor weaves a story that pulls together two particularly salient transition-era political discourses: Madikizela-Mandela as a homophobic and violent woman, and sexual rights as a bellwether of the country’s project of democratic modernity. The story evidences a homonationalist logic in which the recognition or non-recognition of sexual rights comes to be read as the axis on which post- apartheid democracy and human rights depend.

In this article, I use Gay Pages as a local archive of cultural meaning to think about the relationship between race, sexuality, and identity in a post-apartheid context. Through an analysis of the quarterly magazine series, I focus on how an invisible and unacknowledged whiteness marks privileged ways of both speaking and being heard. I argue that whiteness continues to function as the custodian of the normative in much of South Africa’s public discourse – a post-apartheid racial politics with implications that exceed this particular cultural text. I focus on editions of the magazine published between 2012 and 2016 in order to identify the continuities in normative racial and gendered power. The analysis extends beyond a consideration of the magazine’s erasure of non-white bodies and takes the form of a close reading of the assumptions and racial histories that underpin a number of articles and editorials. My analysis of the magazine centres on several key themes including the interplay between local ideas and transnational cultural flows; the production and circulation of an assimilationist aesthetic; revisionist histories of the past; and representations of pride marches.