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POST-APARTHEID RACISM AMONG AFRIKAANS SPEAKING URBAN ADOLESCENTS: A NARRATIVE- PASTORAL REFLECTION By SEBASTIAAN VAN DYK Submitted in fulfilment of the requirements for the degree: PHILOSOPHIAE DOCTOR in PRACTICAL THEOLOGY (Pastoral Family Therapy) Faculty of Theology University of Pretoria Supervisor: Prof JC Müller Pretoria August 2018 DECLARATION I, Sebastiaan van Dyk, understand what plagiarism entails and am aware of the University’s policy in this regard. I hereby declare that “Post-apartheid racism among Afrikaans speaking urban adolescents – a narrative–pastoral reflection” is my own work. Where someone else’s work was used (whether from a printed source, the internet or any other source) due acknowledgement was given and reference was made according to departmental requirements. I did not make use of another student’s previous work and submitted it as my own. I did not allow and will not allow anyone to copy my work with the intention of presenting it as his or her own work. This work has not previously been submitted – in part or in total – to any other university for the purpose of obtaining a degree. Signed on 13 August 2018: _________________ Sebastiaan van Dyk ii Ethics statement The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that he has observed the ethical standards required in terms of the University of Pretoria’s Code of ethics for researchers and the Policy guidelines for responsible research. Signed on 13 August 2018: _________________ Sebastiaan van Dyk iii Abstract: The impetus for this study was the seemingly increasing occurrences of racism among post-apartheid Afrikaans speaking urban adolescents in South Africa by taking a narrative practical theological perspective on the matter. This study, in particular, explored the dialogue(s), spiritual values and awareness levels of participants using transversal rationality. Two questions guided the investigation: (i) How deeply embedded are stereotypes of racism (traditions of interpretation) in the lives of the aforementioned adolescents?; and (ii) How can we instigate honest dialogue aiding us in being more aware of our biases in order to embrace diversity in our so-called rainbow nation and going forward as a unity in diversity? From an epistemological perspective, a postfoundational, social constructionist perspective including an auto-ethnographical approach was followed. This supports the research design which was based on narrative, practical theological principles. In the thesis, an attempt is made to come to a better holistic understanding of the history of racism in South Africa as to guide us to move beyond our own ‘socially-constructed’ ideas. The research indicated that Afrikaner adolescents could live life unquestioned from a position of power that was culturally inherited, bringing to the fore the crucial aspect of awareness. It was found that by objectifying relationships (I-It) diverse engagement becomes almost impossible. Consequently this thesis advocates for a subjective (I-Thou) approach towards building relationships in a context where people feel vulnerable and shameful, have fears, but also gain trust to contribute to meaningful dialogue with ‘others’. The study also disclosed how material options in life disintegrate when spirituality is viewed as a ‘lived experience’. This view is not forced, controlled, or managed; it is simply the I- Thou walking into our lives. iv Typical within a postfoundational practical theological study like this, interdisciplinary participants were invited to give some perspectives from their fields of expertise consisting of a psychologist, social worker and an economist. These participants highlighted fears that came to the fore when questions on identity were raised, as well as fears for the lived world. The manner in which social constructs affected our logic and the numbness that powerlessness has left were also raised as issues that need our attention. They strongly advocated for a greater understanding and knowledge (awareness) of each other as a means to overcome their fears and issues. Although this practical theological research acknowledges some limitations, it stands proud in contributing towards practical theology, post-apartheid research and narrative pastoral reflections that enables and inspires new research possibilities. The study concludes by suggesting a framework of acceptance (of one self), being vulnerable (creating trust through weakness and being aware), having significance (from ‘others’ or God’s perspective) and consistently contributing towards a racist free environment (as a result of the other three stages). Rather than the other way around starting with contribution (doing things only to be seen), working towards significance (of myself), avoiding vulnerability (I am not weak), ending with acceptance (from others for the time being). v Key words: racism, Afrikaner 1 , adolescent, epistemology, postfoundational, social constructionism, transversal rationality, narrative research, practical theology, transdisciplinary research, auto-ethnographically, history, I-It and I-Thou, vulnerability, shame, fear, trust, humilitas, spirituality. 1 This research did not set out to exclude any Afrikaans speaking individuals. The group that eventually featured as co-researchers in this study, referred to themselves as “Afrikaners”. This research specifically focused on their stories and thus made use of their term “Afrikaners”, rather than ‘Afrikaans speaking’ adolescents as per the title of the study. vi Dedication: To all the adolescents of Lux Mundi congregation (2006-2018) I had the privilege to have worked with. To my baby boy Ivan who to me represents a new generation of Afrikaners, may you be the fruit of a study like this. Thanks: To a relational God that recovered my life, that showed me how to take a real rest, that walk with me and work with me just as I am, that learned me the unforced rhythms of grace, that keeps company with me and show me how to live freely and lightly. To my lovely, caring and supportive wife Natasha van Dyk. You are my rock and my strength. It is an honour to share life and a family with you. You are my best friend. Love you always. To my parents, who gave me the gift of life and the privilege to study. Thank you for all your love and support always. To Prof. Julian who was the promotor of this study, but became a good friend for life with his wonderful wife Zirkia. vii Table of Contents CHAPTER ONE – Naval architecture (the design) .................................................... 1 PART ONE: The shipyard (positioning) .................................................................... 1 1.1 Epistemology ................................................................................................................................................ 1 1.1.1 Understanding epistemology ............................................................................................................. 1 1.1.2 Epistemology and the importance of it for this study ............................................................. 2 1.2 Postfoundationalism ................................................................................................................................. 3 1.3 Postfoundational practical theology .................................................................................................. 7 1.4 Social Constructionism ............................................................................................................................ 9 1.4.1 Truth has many versions ................................................................................................................... 10 1.4.2 Reality is constructed ......................................................................................................................... 11 1.4.3 The construction of reality is bound by context ...................................................................... 12 1.4.4 The construction of reality is bound by language .................................................................. 12 1.4.5 Language is a tool for action .......................................................................................................... 13 1.4.6 Discourse .................................................................................................................................................. 14 1.5 Auto-ethnographic approach .............................................................................................................. 15 1.6 Narrative approach ................................................................................................................................. 18 1.6.1 Listening ................................................................................................................................................... 21 1.6.2 De-centring ............................................................................................................................................. 21 1.6.3 Externalising .......................................................................................................................................... 22 1.6.4 Deconstruction ...................................................................................................................................... 25 1.6.5 Remembering ........................................................................................................................................
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