On Their Own: women, Urbanization, and the Right to the City in South Africa, by Allison GoebelUbuntu und die Post-Development-Debatte. A review
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142169 , vital:38055 , DOI: 10.1080/14616742.2017.1400210
- Description: Allison Goebel's book gives much-needed attention to the experiences of women in South African cities. While there is plenty of literature on the urban experience in South Africa, such literature does not often give much attention to gender. Goebel's book draws on the experiences of poorer women living in informal and township areas in the Msunduzi Municipality in KwaZulu-Natal. Goebel has conducted extensive fieldwork in the area and uses this fieldwork to provide the reader with a sense of South African women's experiences of urban living.
- Full Text:
- Date Issued: 2018
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142169 , vital:38055 , DOI: 10.1080/14616742.2017.1400210
- Description: Allison Goebel's book gives much-needed attention to the experiences of women in South African cities. While there is plenty of literature on the urban experience in South Africa, such literature does not often give much attention to gender. Goebel's book draws on the experiences of poorer women living in informal and township areas in the Msunduzi Municipality in KwaZulu-Natal. Goebel has conducted extensive fieldwork in the area and uses this fieldwork to provide the reader with a sense of South African women's experiences of urban living.
- Full Text:
- Date Issued: 2018
Colonised minds?: post-development theory and the desirability of development in Africa
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142213 , vital:38059 , DOI: 10.1080/01436597.2017.1279540
- Description: While post-development theory is very concerned with the ways in which development has impacted upon the countries of the Global South, there has been relatively little written on post-development theory from an African perspective. This paper identifies some of the ways in which post-development theory fails to adequately understand the African experience of development. In particular, I explore the difficulty that post-development theory confronts when faced with the continued desire on the part of many people in Africa for development.
- Full Text:
- Date Issued: 2017
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142213 , vital:38059 , DOI: 10.1080/01436597.2017.1279540
- Description: While post-development theory is very concerned with the ways in which development has impacted upon the countries of the Global South, there has been relatively little written on post-development theory from an African perspective. This paper identifies some of the ways in which post-development theory fails to adequately understand the African experience of development. In particular, I explore the difficulty that post-development theory confronts when faced with the continued desire on the part of many people in Africa for development.
- Full Text:
- Date Issued: 2017
Privilege, poverty, and pedagogy: reflections on the introduction of a service-learning component into a postgraduate political studies course
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142224 , vital:38060 , DOI: 10.17159/2221-4070/2017/v6i2a4
- Description: This paper reflects on the experience of integrating a service-learning component into a postgraduate course in political studies. The course in question aims to get students to reflect on the ways in which poverty and privilege are tied up with each other, and on whether and how the relatively privileged can be involved in helpful ways in struggles against oppression. The service-learning component involved spending a week volunteering with a rural community-based organisation. Students were required to relate their volunteering experience to the course content. The paper reflects on the implications of the course's failure to live up to many criteria for quality service-learning, arguing that despite its failings, the service-learning experience significantly enhanced the learning of the students and also my own learning as an educator. I show that the nature of this learning calls into question some possible assumptions about how service-learning ought to be done. The paper contributes to ongoing discussions about the ways in which service-learning can assist in the achievement of social justice-related goals.
- Full Text:
- Date Issued: 2017
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142224 , vital:38060 , DOI: 10.17159/2221-4070/2017/v6i2a4
- Description: This paper reflects on the experience of integrating a service-learning component into a postgraduate course in political studies. The course in question aims to get students to reflect on the ways in which poverty and privilege are tied up with each other, and on whether and how the relatively privileged can be involved in helpful ways in struggles against oppression. The service-learning component involved spending a week volunteering with a rural community-based organisation. Students were required to relate their volunteering experience to the course content. The paper reflects on the implications of the course's failure to live up to many criteria for quality service-learning, arguing that despite its failings, the service-learning experience significantly enhanced the learning of the students and also my own learning as an educator. I show that the nature of this learning calls into question some possible assumptions about how service-learning ought to be done. The paper contributes to ongoing discussions about the ways in which service-learning can assist in the achievement of social justice-related goals.
- Full Text:
- Date Issued: 2017
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