DOCSLIB.ORG

Critical Reflection on the Influences in the Development of a Black African Male Educator

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Critical Reflection on the Influences in the Development of a Black African Male Educator An Auto-Ethnographic Enquiry: Critical Reflection on the Influences in the Development of a Black African Male Educator by By Jerome Thamsanqa Gumede Submitted in fulfillment of the requirements for the degree of Doctor of Technology: Education in the School of Education at the Durban University of Technology Supervisor: Professor Joan Conolly Co-Supervisor: Professor Edgard Sienaert Durban April 2011 Page 1 DECLARATION I, Jerome Thamsanqa Gumede, declare that this research project for the degree of Doctor of Technology: Education, has not been submitted previously for a degree at the Durban University of Technology, or any other Institution or University, and that it is my own work in execution, and all material contained herein is acknowledged. Page 2 DEDICATION This work is dedicated to the memories of my loved ones for their contribution in my personality development. To my beloved mother, Mary Tseiso „MaPhooko‘ Gumede. To my carer, Lucia Bizekile ‗Aunt MaHlongwa‘ Nene. To my father, Theophilus Sipho ‗Mpandlana‘ Gumede. To my brothers, James Bongani „Shushu Baby‘, Ernest Thulani. To my sister, Litetia Makhosazana ‗Zizimbane‘ Mbitamkhono. To my friends, Ambrose Gcinuyise ‗Nongede‘ Gambushe, Phillip Bona Nzimande and Derrick ‗Dede‘ Madoda Mafoane. May you rest in peace! You are greatly missed. Lalani ngoxolo! Siyanikhumbula. Page 3 ACKNOWLEDGEMENTS I wish to register my indebted and sincere appreciation to the following: God Almighty - ‗Umvelingqangi‘ - who has given me the gift and strength to persevere in all times of trouble. The Gumede Family ―Abantwana bakwaQwabe‖. Professor E. Sienaert for his exemplary behaviour and encouragement. Professor J. Conolly for her unfailing support. My wife Nompumelelo Mirriam ‗Mandayi‘ Gumede, my daughters Manina, S‘mangele, Lungile, Busisiwe and Nelisiwe who have supported and encouraged me to continue with my studies. My sister, Bathabile, through all our trying times. My colleagues at Nobamba, Mshweshwe, Mthusi High Schools over the years and my educators at the following institutions: Carlson, Murchison, Ingwemabala, Amanzimtoti, University of South Africa, College of Education of South Africa, and Durban University of Technology. The National Research Foundation for partial funding of my research project. My fellow students - Theo, Christinah, Clementine, Mzuyabonga, Robert, Bongani, Mpucuko, Snoeks, Anita, Jane, Tra bi Goh for their ideas during lectures. My participants who gave me their time and information willingly. You are great! ―Niyobongwa kwelizayo‖ ―You will be gratified in heaven‖ ―Kuphumelela Ezabalazayo” ―Success comes through sweat‖ Page 4 ABSTRACT This thesis sets out to demonstrate the influences on the personality of a Black African Male Educator – specifically mine - as I enquire: ―Why do I do things the way I do?‖ and ―What has enabled me to meet, face and resolve the challenges that I have come across in life?‖ I have addressed these questions from a self-study perspective, using narrative enquiry, living theories methods and auto-ethnography. I have written this thesis aware that I lived the first thirty seven years of my life under the potentially personality deforming oppression of apartheid, and that I have conducted my study and written my thesis in the context of the HIV&AIDS pandemic. In creating my own ―living theory‖ philosophy, I look at my epistemology - How do I know what/that I know? - my ontology – Who am I? Who am I becoming? What do I believe? and my axiology – What do I value? In creating my own ―living theory‖ (Whitehead, 2008), I examine the influences which have informed my personality development and that of my research participants. The originality of the contribution of this thesis to the academy is to demonstrate the influence of one person‘s personal origin and naming, carers and family, childhood experiences and learning, sport and sport instructors on his personality development. In addition, the thesis highlights the usefulness of forms of knowledge - herding and induku - that have not been explicitly declared as useful and included formally in education. To this end, I demonstrate the connections that exist between, induku, herding, work, community involvement and education as influential in personality development. I use my personal beliefs and values – principally ubuntu and ukuhlonipha – and the Critical Cross Field Outcomes to demonstrate the relationship between these values and outcomes, my personal account and the development of my human personality. I look at the implications for education. I review the Republic of South Africa‘s National Curriculum Statement in Life Orientation Grades 10–12. I suggest ways in which the Beliefs and Values demonstrated and examined in this thesis, and Critical Cross Field Outcomes can be incorporated in Community Service Integrated Projects that can help learners to make their beliefs and values explicit in their learning, all to the end of influencing values-informed personal development. Page 5 TABLE OF CONTENTS Declaration ………………………………………………………………………………… 2 Dedication …………………………………………………………………………………. 3 Acknowledgements …………………………………………………………………….… 4 Abstract ………………………………………………………………………………...….. 5 Chapter 1 Isingeniso/Introduction ……………………………………………..………... 8 Chapter 2 Imfundo yobandlululo nangemuva kuka 1994/ The South African Education System under Apartheid and post-1994 …… 20 Chapter 3 Umnyombo Wokwenza Kwami/ Philosophy of Methodology. Kungani Ngenza Izinto Ngendlela Engenza Ngayo? / Why Do I Do Things The Way I Do? ……………………….………... 38 Chapter 4 Indlela yokwenza / Method – Engikwenzile / What I did ……………….. 61 Chapter 5 Imvelaphi, (Aba) umnakekeli, ukwethiwa abakwethu kanye nezihlaziyo/ Origin, Carer(s), Naming, my Siblings and Analysis …………….... 90 Chapter 6 Izigameko Ezisemqoka Ebunganeni Nasesikoleni/ Significant Events in My Childhood and at School ………..……… 123 Chapter 7 Izifundo ezisemqoka ebunganeni nasebusheni bami/ Significant Lesssons from my Childhood and Adolescence …..… 140 Chapter 8 Izigameko Ezisemqoka Ekufundeni, Kukarati, Nasekuqaleni Kokusebenza Kwami/ The Significance of My Studies, Karate, and my Early Working Life ………………………… 158 Chapter 9 Iminyaka eMthusi/ Mthusi High School Years ……………………..…... 177 Chapter 10 Ukubuswa Kwezikole/ School Governance ……………………….…... 191 Chapter 11 Ithimba Lokuqala Labacwaningwa/ First Group of Interviews ………. 202 Chapter 12 Ithimba Lesibili Labacwaningwa/ Second Group of Interviews ……… 232 Chapter 13 Ithimba Lesithathu Labacwaningwa/ Third Group of Interviews Ukucutshungulwa kwezithombe /Comments on photographs and analysis ………………………………………………...…….. 250 Chapter 14 Amaxabhelela Emfundweni/ Implications for Education ……….……. 263 Chapter 15 Izinselelo/ Challenges ………………………………………………….. 279 Chapter 16 Ukucabanga ngininga imuva lami/ Reflections ……………………… 291 Chapter 17 Isiphetho/ Conclusion …………………………………………………. 295 Bibliography ………………………………………………………………………….. 305 Page 6 Appendix A : Glossary ……………………………………………………….…………. 318 Appendix B : Schedule of Participants ………………………………………….…….. 329 Appendix C : Map ……………………………………………………………….………. 330 Appendix D : DVD – in pouch attached to back cover. Page 7 Chapter 1 Isingeniso Introduction Isandulelo Opening Statement This (…) is my narrative and it has been used to serve as a model that educators can use for writing their own narratives. (Goduka, 1999:1) ...contemporality acknowledges that people and events always have a past, present and future. ...sociality, targets the importance of the participant–researcher relationship. Issues of place are also central to narrative research. (Hamilton et al., 2008:20) I am a Black African Male Educator. I was born in South Africa in 1957, when Apartheid was twenty years old. The Apartheid education system in South Africa could have negatively (in)formed me from my birth to 1994, a period of thirty seven years, but I believe that factors external to the classroom impacted on my development so that I am who and what I am today, in spite of Apartheid and its education system. My African-ness is culturally richly informed due to my: Zulu-ness as my father is a Zulu, My Sotho-ness as my mother is a Sotho My Swazi-ness as my grandmother is a Swazi My Xhosa-ness as I grew at Murchison among some of the Xhosas that lived with us, and I am married to a Xhosa woman. My Afrikaner-ness that I got from the learning of the Afrikaans literature at school, being taught by Afrikaner educators, university tutors, my relationship with Sensei Cas and working with them. My English-ness that I got from the influence of being taught in English, being taught by English teachers, learning English literature and studying through the medium of English at both undergraduate and post graduate levels . Page 8 My Christian-ness as a confirmed Roman Catholic Church Member and now a Methodist Church member. My Indigenous-ness as I believe in the ancestral guidance in life as well as the relevance of indigenous knowledge in my life. This thesis is about the factors that have shaped me, and demonstrates the power of such factors even in the face of one of the most oppressive and brutal processes of social engineering in the recorded history of the modern world, and in the context of the HIV&AIDS pandemic. In this study, I have chosen to write at times in isiZulu to demonstrate the value of the mother tongue in expressing inner feelings in auto-ethnographic research, as a researcher or a participant. I have provided an equivalent account of these isiZulu expressions in English. These are not translations,
Load more

Recommended publications
  • Determination on Amazulu Paramountcy
    DETERMINATION ON AMAZULU PARAMOUNTCY I N D E X NO. DESCRIPTION PAGE NO. 1. INTRODUCTION 1.1 Constitutional Provisions 1 1.2 Establishment of the Commission 2 1.3 Functions of the Commission 2 - 5 2. FOCUS 5 - 6 3. METHODOLOGY 6 - 7 4. HISTORICAL BACKGROUND 8 - 30 5. THE CUSTOMARY LAW OF SUCCESSION 5.1 Succession to the Kingship of amaZulu 31 - 32 6. IMPACT OF LEGISLATION 6.1 Colonial Era 32 - 35 6.2 Apartheid Era and Homeland Era 35 - 38 6.3 Post-Apartheid Era 38 - 40 7. CURRENT STATUS 41 8. DETERMINATION 8.1 Issues to be Determined 42 8.2 Analysis of Issues 42 - 43 8.3 Analysis of Evidence 43 - 46 9. CONCLUSION 46 - 47 1. INTRODUCTION 1.1 CONSTITUTIONAL PROVISIONS (a) Chapter 12 (Sections 211 and 212) of the Constitution of the Republic of South Africa Act 106 of 1996 (“the Constitution”) provides for the recognition of the institution of traditional leadership, its status and role according to customary law, subject to democratic principles. It is common cause, however, that over the years the institution of traditional leadership has been undermined, distorted and eroded. (b) Some of the main causes of this distortion were imperialism and colonization; repressive laws, in particular, the Black Administration Act 38 of 1927 (“the Black Administration Act”) and Apartheid laws which provided for the creation of territorial authorities, self-governing states and pseudo- independent enclaves. 1.2 ESTABLISHMENT OF THE COMMISSION 2 (a) In order to restore the dignity of this institution, the State President of the Republic of South Africa appointed a Commission on Traditional Leadership Disputes and Claims.
    [Show full text]
  • Oral Strategies for Conflict Expression and Articulation of Criticism in Zulu Social Discourse
    ORAL STRATEGIES FOR CONFLICT EXPRESSION AND ARTICULATION OF CRITICISM IN ZULU SOCIAL DISCOURSE By Noleen Sheila Turner Submitted in fulfillment of the requirements for the degree of D.Phil in the Faculty of Humanities: School of Languages and Literature, University of Durban-Westville. Promoters: Prof P.J. Zungu Or J. Conolly Co-Promoter: Prof J. Coullie Durban October 2003 DECLARATION I, Noleen Sheila Turner Reg' No. 8523331 Hereby declare that the thesis entitled ORAL STRATEGIES FOR CONFLICT EXPRESSION AND ARTICULATION OF CRITICISM IN ZULU SOCIAL DISCOURSE is the result of my own investigation and research and that it has not been submitted in part or in full for any other Degree or to any other University. ......................04 - D4............... - 04- Date 11 ABSTRACT This study examines the oral strategies employed by Zulu speaking people in the expression of conflict and criticism in their social discourse. These oral discourses, viz. izibongo and naming practices, are analysed to ascertain the socially acceptable ways in which Zulus articulate their frustrations and discontent in various social settings. These are commonly used in rural communities, but they also echo in urban social settings. Hostility and ill-feelings are thus channelled through the sanctioned form of these various oral expressions either as a means of merely a1r1ng one's dissatisfaction or as a means of seeking personal redress. The study also reveals that these particular forms of oral expression with critical content, do not exist for their own intrinsic value simply to artfully describe a particular individual. They are composed primarily to serve a particular social function of conflict articulation and expression in non-conflictual ways.
    [Show full text]
  • The Qadi Under Chief Mqhawe, C1840-1906 Heather Hughes
    POLITICS AND SOCIETY IN INANDA, NATAL: THE QADI UNDER CHIEF MQHAWE, C1840-1906 HEATHER HUGHES Thesis submitted for the degree of Doctor of Philosophy, University of London, December 1995 1 ProQuest Number: 11010324 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11010324 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT This study of the -Oadi chiefdom begins with an account of its experiences of the Zulu kingdom, first subordinated to its rule and then forced to flee from it in the late 1830s. Remnants regrouped near the small settlement of Port Natal in what was soon to become the Colony of Natal. The Qadi elite under their Chief Mqhawe, whose reign was almost coterminous with colonial rule and is the focus of this study, rebuilt the material as well as political coherence of the chiefdom, showing a single-minded determination to employ whatever resources were locally available, even elements of the colonial framework itself. Opportunities for 'chiefdom building' were generally favourable in the period up to the 1870s; thereafter, with shifts in policy towards Africans (to do with extracting labour power for the mines), more defensive strategies had to be adopted.
    [Show full text]
  • Three Hundred Years
    Three hundred years http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.crp2b20043 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org Three hundred years Alternative title Unity movement history series Author/Creator Mnguni; Jaffe, Hosea Contributor Dudley, R. O. (author of foreword) Publisher APDUSA Date 1988-03 Resource type Books Language English Subject Coverage (spatial) South Africa, Namibia Coverage (temporal) 1652 – 1952 Rights By kind permission of Hosea Jaffe. Description This is a survey of South African history, from 1652 to 1952, written from the perspective of the Unity Movement. It was written as background for a campaign against the Van Riebeeck Festival celebrating 300 years of "white civilization" in South Africa.
    [Show full text]
  • Sifuna Umlando Wethu”
    “Sifuna umlando wethu” (We are Looking for our History): Oral Literature and the Meanings of the Past in Post-Apartheid South Africa Mbongiseni Buthelezi Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Mbongiseni Buthelezi All rights reserved ABSTRACT “Sifuna umlando wethu” (We are Looking for our History): Oral Literature and the Meanings of the Past in Post-Apartheid South Africa Mbongiseni Buthelezi In post-apartheid South Africa, working through the distortions of identity and history of the formerly colonized, as well as the traumas suffered by black South Africans as a result of the alienation of land by European settlers is an ongoing project of the state. The state’s attempts to formulate an appropriate national myth with founding heroes and significant events that resonate with the majority has resulted in the promotion of certain figures as heroes. Not all black South Africans who are exhorted to identify with these figures consider them heroes. Some trace the beginnings of the fragmentation of their historical identities to the conquest actions of these figures. Shaka kaSenzangakhona, founder of the Zulu kingdom, is one such figure who is being promoted as the heritage of all Zulus by the state, especially at the level of the province of KwaZulu-Natal, for purposes of constructing a heritage for the province and of encouraging tourism. This promotion of Shaka is seen by some as the perpetuation under the post-1994 dispensation of the suppression of their histories and the disallowing of engagement with a longer history than the reorganization of chieftainship from 1927 and the seizure of land belonging to Africans from 1913.
    [Show full text]
  • The Historiographical Development of the Concept “Mfecane” and the Writing of Early Southern African History, from the 1820S to 1920S
    The Historiographical Development of the Concept “mfecane” and the Writing of Early Southern African History, from the 1820s to 1920s Thesis Submitted in fulfilment of the requirements for the Degree of Master of Arts of Rhodes University by Jürg Emil Richner March 2005 i Table of Contents Abstract iv Dedications and Acknowledgements vi Abbreviations x List of Maps xi Chapter 1: Introduction 1 Methodology 5 The European “Image of Africa” 7 The Problem of Periodization 10 Terminology and Spelling 11 Inclusions and Exclusions 12 Difaqane and Mfecane 13 The Treatment of Oral Traditions 15 Mfecane Historiography after 1928 19 Chapter 2: The Foundation Period: 1820s to 1838 30 The Primary Publications, 1823 to 1828 35 Books and their Authors, 1827 – 1838 42 Chapter 3: The Colonising Period: 1839 to 1876 70 The 1840s – The Later Eyewitness Accounts 75 1850s and 1860s - The Missionary Years 84 1870 to 1876 – The Shepstone Factor 95 Chapter 4: The Imperial Period: 1877 to 1904 106 Late Victorian Authors 114 Theal – ‘Historiographer of South Africa’ 126 Chapter 5: The South African Period: 1905 to 1920’s 143 Natal and Zululand 150 The greater Caledon Valley area 153 The Fingo from Natal to the Transkei 164 The Ndebele and the chiefdoms of the Transvaal 166 ii General Histories 172 Chapter 6: Conclusion 180 The Unfolding of the mfecane Narrative 181 More Detailed Issues 183 Results 195 Bibliography 201 iii Abstract The mfecane was for most of the twentieth century regarded as a historical certainty for the South African public and the Apartheid government, as well as for historians here and world-wide.
    [Show full text]
  • Ii the LINGUISTIC RELATIONSHIP BETWEEN SOUTHERN AND
    THE LINGUISTIC RELATIONSHIP BETWEEN SOUTHERN AND NORTHERN NDEBELE by PHILEMON BUTI SKHOSANA Submitted in partial fulfilment of the requirements for the degree Doctor of Literature in the Department of African Languages Faculty of Humanities UNIVERSITY OF PRETORIA Promoter: Prof. Rachélle Gauton. December 2009 © University of Pretoria iiiiii DECLARATION I declare that “The Linguistic Relationship between Southern and Northern Ndebele” is my own work and that all the sources that I have used or quoted in the study have been acknowledged by means of complete references. …………………. P.B. SKHOSANA iiiiiiiii ACKNOWLEDGEMENTS I would like to extend my sincerest gratitude to the following people who contributed to the completion of my thesis: My promoter Prof. A. Wilkes and Prof. R. Gauton, who joined later as my new supervisor, for their encouragement and for the insightful guidance they gave me throughout my study, despite their own tight schedules. My Northern Ndebele informants, Mr Fred Ledwaba, Mr Sam Sello Mochichila, Mr Gojela Kekana, Ms Sannah Kekana and many others who were always helpful when I knocked on their doors. Once more I want to say ‘Ngiyathokoza. Kwangathi uZimu anganeleka ngetjhudu lanaphakad nize nidle iinyoni zabantwana benu.’ Prof. M. J. Mojalefa, Doctor Z. J. Mashiyane and Doctor P. M. Lubisi who always inspired and supported me during most trying times. My wife, Khabonina Christina Masilela, my son, Queen, and daughter, Lilian, for the untiring moral support they have given to me through the years of my study. Through their supportive and understanding role I have been able to persevere. My father, Aaron Ndlala, together with my brothers and sisters who wished me success throughout my research.
    [Show full text]
  • A Historical Perspective and Linguistic Analysis of Onomastic Elements with Special Reference to the Shangase Clan
    A HISTORICAL PERSPECTIVE AND LINGUISTIC ANALYSIS OF ONOMASTIC ELEMENTS WITH SPECIAL REFERENCE TO THE SHANGASE CLAN SIBUSISO ELPHUS SHANGASE DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENTS OF THE DEGREE DOCTOR OF PHILOSOPHY IN THE FACULTY OF HUMANANITIES, DEVELOPMENT AND SOCIAL SCIENCES UNIVERSITY OF KWAZULU-NATAL HOWARD COLLEGE, DURBAN Supervisor Prof S.E. Ngubane Date DECLARATION I, the undersigned, hereby declare that: "A Historical perspective and Linguistic Analysis of Onomastic Elements with Special Reference to the Shangase Clan " is my own work both in conception and execution. The sources used have been indicated by means of complete reference, and also that I am responsible for the opinions and ideas expressed and examples given in this thesis. SIGNATURE DATE (i) DEDICATION TO: My late father Inkosi Simangenduku My late mother Mashozi (MaDinunganga) My wife Eunice Eugenia (KaMaphumulo) My late wife Phumzile Purity (MaHlophe) My daughters Sibusisiwe Siphindile Nomvula Siduduzile My sons Sibonelo Sikhumbuzo Siphilile Siphamandla Sizwesethu My Grandsons Siphesihle Siyethemba (ii) ACKNOWLEDGEMENT I am highly indebted to the following: Prof S.E. Ngubane, my supervisor, for nurturing my academic skills in linguistic onomastics and whose scholarly and unretiring guidance, patience and enthusiasm have enabled me to further research for this thesis. The Library Head - Ms Patience Mthiyane and the University of KwaZulu-Natal Library staff at the Malherbe and Killie Campbell Libraries. Prof Jacobs and ProfE. de Kadt for the help and guidance they offered me whenever I needed information from their linguistic expertise. My infonnants: Mr L.K. Shangase and Mr J.K. Shangase and others for offering me knowledge from their historical background of the Shangase clan.
    [Show full text]
  • Uniqueness in the Zulu Anthroponymic System
    Uniqueness in the Zulu anthroponymic system Adrian KOOPMAN Introduction: The Zulu anthroponymic system1 The Zulu people live predominately in KwaZulu-Natal, one of the nine provinces of South Africa. This provinces lies between the Drak- ensberg Mountains and the Indian Ocean. To the north are Swaziland and Mozambique, to the south the Eastern Cape Province where the main language is the closely-related Xhosa. The ethnonym ‘Zulu’ is derived from uZulu, the name of the founder of the royal line in the 16th Century, and this name is in turn derived from the noun izulu (‘sky, weather’). The Zulu people refer to themselves as amaZulu, and to their language as isiZulu. The Zulu language is a tonal language, and belongs to the widely- spread group of Bantu languages in Africa. Of the nine Bantu lan- guages which have official status in South Africa, Zulu is spoken by the greatest number of people, just under 11 million according to the 2003 census. It is the home language of over 80% of the residents of KwaZulu-Natal, and is also widely used in Johannesburg and the sur- rounding areas. In Zulu culture, many different types of anthroponyms are used, three of them ‘official’ in the sense that they are found in official docu- ments such as identity books, driver’s licenses, school certificates, etc. These are the igama lasekhaya (‘home name’), igama lesilungu (‘colo- nial name’), and isibongo (‘clan name’, ‘surname’). Other anthrop- onyms, just as much part of the identity of the individual Zulu, but not found in official documents are the teknonym (use of the child’s name to address a parent), the clan praise, the patronym, and the nickname.
    [Show full text]
  • A Conversation
    Language, Literature and Intellectual History in South Africa: A Conversation about the New African Movement between Ntongela Masilela and Sandile Ngidi 1 TABLE OF CONTENTS Introduction: by Sandile Ngidi Chapter 1: Interview with Ntongela Masilela on the nature of the “New African Movement” website by Sandile Ngidi Chapter 2: An Interview with Ntongela Masilela regarding the “H. I. E. Dhlomo Center for African Intellectual History” by Mbukeni Herbert Mnguni Chapter 3: Considerations on certain Aspects of the New African Movement: An Interview with Ntongela Masilela by Sandile Ngidi 2 INTRODUCTION by Sandile Ngidi Ntongela Masilela’s work sharply pricks our sensibilities to the urgency of our collective duty to confront the continued marginalisation of South Africa’s black literary and intellectual archive even when apartheid has been defeated. I use the term black as synonymous with the term African with the proviso that both terms refer to racial and ethnic groups that were historically oppressed in the legislative framework of apartheid through a barrage of laws promulgated following the arrival of Jan Van Riebeeck in the Cape in 1652. It is Masilela’s intellectual admonition and visionary commitment that has drawn me towards his work and prompted the interviews contained in this publication. I am therefore honoured to write this introduction and share my angst and hope on the state of South Africa’s black literary and intellectual archive. His work profoundly speaks to the textual gaps in the reading and rendering of 27 April 1994 and the rise of Nelson Mandela to the presidency of a liberated country. Masilela’s voice speaks to the contradictions and ironies of liberation.
    [Show full text]
  • To Download the PDF File
    RETHINKING AFRICA SERIES Published by the Centre for African Studies Cape Town, 2014 www.africanstudies.uct.ac.za ISBN 978-0-7992-2512-9 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the author. Printed by Source Corporation www.sourcecorp.co.za i As part of the new Humanities Initiative of the Department of Higher Education and Training, the University of Cape Town (UCT)’s Centre for African Studies (CAS) was given a grant in 2012 ‘to coordinate a network of researchers from at least three institutions (other than UCT) located in different provinces in order to construct a history of broader South Africa from the 11th – 16th centuries’. The Director of CAS, Professor Lungisile Ntsebeza, communicated with a range of scholars from various universities and research institutions in South Africa to elicit their interest in this project. Academics from the Universities of Cape Town, KwaZulu-Natal, Witwatersrand and Fort Hare, as well as the Director of the South African Democracy Education Trust (SADET), based in Pretoria, confirmed their interest. A working group, which included historians, anthropologists, archaeologists and historical sociologists, met at CAS on 2 March 2013. The Director of SADET attended the meeting from Tshwane and others from outside Cape Town shared their thoughts through email communications before the meeting. After discussion, the working-group agreed to recommend that: while the importance of the 11th-16th centuries period and the spirit behind ‘pre-1652’ was recognised, to give attention to the relatively under-researched pre-colonial eras of the southern African past, the title and scope of the project should be broadened to embrace all the pre-colonial eras in southern Africa, which end at different times in different parts of the region.
    [Show full text]
  • Oral History: Representing the Hidden, the Untold and the Veiled
    ORAL HISTORY ASSOCIATION OF SOUTH AFRICA Oral history: Representing the hidden, the untold and the veiled Proceedings of the Fifth and Sixth Annual National Oral History Conference East London, Eastern Cape (2008) & Cape Town, Western Cape (2009) Editor Christina Landman © 2013 Research Institute for Theology and Religion University of South Africa, P O Box 392, Pretoria, 0003 South Africa First edition, first impression ISBN 978-1-86888-736-1 Typesetting, typographical editing and final lay-out: Nonnie Fouché, Research Institute for Theology and Religion, University of South Africa Cover design: David Kahts Department of Production University of South Africa Printed by: Bontshi Business Services PO Box 51248 Wierda Park Centurion 0149 Acknowledgement: A financial contribution by the Department of Arts and Culture made this publication possible. © 2013 All rights reserved. No part of this publication may be reproduced in any form or by any means – mechanical or electronic, including recordings or tape-recording and photocopying – without the prior permission of the publisher, excluding fair quotations for purposes of research or review. The views expressed in this book are those of the authors of the papers and not necessarily those of the Research Institute for Theology and Religion or the University of South Africa. Table of contents Foreword vii-viii Fifth Oral History Conference 2008 (East London, Eastern Cape) Hidden voices, untold stories and veiled memories: Oral history, representation and knowledge Oral testimonies by former
    [Show full text]