Showing items 1 - 8 of 8

Your selections:

Decoding #BlackGirlMagic: an analysis of how Black women at a South African university construct and celebrate their identities through the hashtag

  • Authors: Kayumba, Urielle Ngoie
  • Date: 2025-04-25
  • Subjects: Black Girl Magic , Identity formation , Identity (Psychology) , Empowerment , Women, Black , Representation (Philosophy)
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/478394 , vital:78183
  • Description: The emergence of the Black Girl Magic hashtag in 2013 marked a pivotal moment in the realm of social media, igniting a powerful movement that resonated far beyond the digital sphere. This hashtag, which initially gained traction on platforms like X/Twitter and Instagram, served as a catalyst for celebrating the multifaceted achievements and resilience of Black women. The profound impact of this movement on an individual level became the focal point of my personal journey, delving into the transformative effects of #BlackGirlMagic within the context of a media landscape historically characterised by a lack of diverse representation. The study takes a closer look at the significance of the hashtag in fostering a sense of acceptance among Black women. In a world where mainstream media has perpetuated narrow beauty standards and marginalised narratives, #BlackGirlMagic emerged as a beacon of empowerment (Mason, 2021). This research does not shy away from acknowledging the complex and nuanced dimensions inherent in this movement. It explores how factors such as featurism, colourism, texturism, body types, and nationalities intersect with the celebration, recognising that while #BlackGirlMagic champions empowerment, it also grapples with inherent limitations that need to be addressed (Sinon, 2020). The study explores how Black women students at Rhodes University use and understand the hashtag #BlackGirlMagic in their lives. The research considers the experiences and cultural practices of Black women in online spaces (Bevins, 2020). By delving into the ways in which they engage with #BlackGirlMagic, the study explores the digital landscape as a dynamic and evolving arena where identity, empowerment, and representation intersect. This approach allows for a deeper comprehension of the lived experiences of Black women in the online realm, shedding light on how Black women students at Rhodes University use #BlackGirlMagic and the challenges they face in seeking to be included and represented. By focusing on the experiences of Black women students at Rhodes University, the research can contribute to the broader discourse on digital activism and the role of social media in shaping contemporary feminist movements. This localised perspective offers valuable insights into how global movements like #BlackGirlMagic are adapted and reinterpreted within specific cultural and institutional contexts, highlighting the importance of digital spaces as sites of both empowerment and contestation for Black women. , Thesis (MA) -- Faculty of Humanities, Journalism and Media Studies, 2025
  • Full Text:
  • Date Issued: 2025-04-25

Interpretations of a contemporary transgender representation as encountered in the South African soap opera, Generations: The Legacy by Ndakane’s rural audience

  • Authors: Thuku, Sinalo Vincent
  • Date: 2025-04-25
  • Subjects: LGBT activism , Representation (Philosophy) , Sexual minorities in mass media South Africa , Television soap operas South Africa , Television viewers Attitudes
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/478405 , vital:78184
  • Description: The study investigates how people from Ndakane, a rural community in the Eastern Cape, interpret a transgender narrative in the soap opera Generations: The Legacy. Located within the theoretical framework of cultural studies and drawing on audience reception theories, the study focuses on how Ndakane residents bring their understanding of gender and sexuality, derived from their lived sociocultural experiences, to their decoding of the transgender narrative. The study is contextualised against the backdrop of prevalent hate crimes against LGBTQ+ individuals in South Africa, particularly in rural and township areas, where such violence is reported to be more severe. This study contributes to the broader discourse on media representation, audience reception, and the role of cultural narratives in shaping societal attitudes toward marginalised identities. The research highlights the significance of media representations of LGBTQ+ individuals, especially in soap operas like Generations: The Legacy, in fostering visibility and potentially enhancing acceptance and support for LGBTQ+ communities. By examining the sociocultural factors that influence audience interpretations, the study investigates how the portrayal of a transgender character offers viewers an opportunity to challenge and rethink their preconceived notions of gender and sexuality. Using Stuart Hall's (1980) Encoding/Decoding model, the study analyses the audience's dominant, negotiated, and oppositional reading positions when engaging with the transgender narrative. A qualitative research approach was employed to gather and analyse data. The findings reveal that the interpretation of the transgender storyline among Ndakane residents aligns with Hall’s (1980) concept of polysemy, indicating that viewers derived varied meanings from the narrative. While some viewers embraced the storyline as an opportunity to explore new perspectives on gender and sexuality, others adopted negotiated readings. Although these viewers did not entirely align with the ideological stance of the producers, they nonetheless accepted the narrative and its implications to some extent, acknowledging it as an acceptable representation. These findings underline the critical role of media in shaping public discourse on LGBTQ+ issues, especially in culturally conservative spaces. By offering a nuanced exploration of audience interpretations, the study underscores the transformative potential of media to challenge deeply rooted social biases and foster inclusivity in communities that may otherwise remain resistant to change. , Thesis (MA) -- Faculty of Humanities, Journalism and Media Studies, 2025
  • Full Text:
  • Date Issued: 2025-04-25

‘Basadi ba kae? [Where are the women?]: a history of the making of Sepedi (Sesotho sa Leboa) womanhood, 1935 – 1999

  • Authors: Mahlo, Mathabo Makgare Betty
  • Date: 2025-04-25
  • Subjects: Northern Sotho language , Sotho (African people) , Women, Black Africa , Representation (Philosophy) , Missionaries , Berlin Mission Church (Transvaal, South Africa)
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/478465 , vital:78189
  • Description: This study sought to explore the way an African ethnicity – namely the ‘Pedi’ ethnicity - emerged through literary texts and examined the representations of black African woman in vernacular texts from 1935 to 1990. This thesis is geographically situated in the Northern Transvaal, currently known as the Limpopo Province, the ‘homeland’ of Northern Sotho speakers (‘Sesotho sa Lebowa’ or ‘Basotho’ communities). It began by tracing the various stakeholders who utilised the terms ‘Pedi’ and ‘Bapedi’ to represent a federation of independent chiefdoms within the Lulu (or Leolo) Mountain valley. The noun ‘Pedi’ became - over the course of the nineteenth and twentieth century - an ethnic category, encompassing those who spoke one of the many Northern Sotho dialects. As the Berlin Missionary Society (BMS) expanded their missionary enterprise into the Transvaal in the 1860s, a Northern Sotho language was formalised – with the aid of black African Christian converts from different Northern Basotho’s chiefdoms. The formalisation of Northern Sotho as a language resulted in the creation of an artificial link between Northern Sotho communities and the Northern Sotho language by the Union of South Africa state. The state used this link as marker of ethnic difference, conflating speaking practices with ethnic units. In view of the foregoing, this study discussed the various historical processes that have informed our contemporary understanding of the ‘Pedi’ (henceforth referred to as Bapedi) – as an ethnic category. This study commenced with an understanding of the emergence of the ‘Basotho’ (Northern Basotho) subject, followed by the ways in which missionaries and black African Christian converts added cultural weight to this term through the formalisation of language, the particularisation of a Northern Sotho culture and the production of Northern Sotho print media. Within these texts, ideas around a Northern Sotho ethnicity were circulated. Additionally, within vernacular texts, appeared representations of black African women, which echoed missionary ideals of Christian womanhood and precolonial ideals of womanhood. This study foregrounded the discourse on the formation of the Northern Sotho ethnicity in the light of the representations of women in literary texts. This is because literary works were targeted at black African communities, and these works shaped black Africans’ own ideas of ethnicity and womanhood. , Thesis (MA) -- Faculty of Humanities, History, 2025
  • Full Text:
  • Date Issued: 2025-04-25

Representations of everyday life in post-2000 Zimbabwean short fiction

  • Authors: Barure, Walter Kudzai
  • Date: 2025-04-02
  • Subjects: Zimbabwean fiction History and criticism , Zimbabwe Social conditions 21st century , Representation (Philosophy) , Everyday life , Digital storytelling Zimbabwe , Zimbabwean periodicals , Popular magazine
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/478478 , vital:78190 , DOI 10.21504/10962/478478
  • Description: This dissertation explores the dynamic nature of cultural productions and the perpetual flux in everyday experiences within Zimbabwean social and cultural spaces over the past two decades. Amid Zimbabwe’s contemporary techno-economic milieu, there has been a remarkable surge in literary works initially tailored for print readership, then adapted for digital platforms. This shift reflects broader changes in the country’s cultural production, where the interplay between traditional publishing and digital innovation has opened new avenues for literary expression and access. The overarching goal is to investigate the connection between contemporary short fiction in Zimbabwe and the material processes of transformation and reproduction across various historical periods, forms, contexts, and platforms. It focuses on print and digital archives characterised by ephemerality, aesthetic disobedience to established norms, and the deconstruction of conventional narrative structures, motifs, and characters. These creative processes thrive on borrowing, sampling, and remixing elements from orature, novels, short stories, music, and films. The study argues that these adaptive modifications empower writers to experiment flexibly and capitalise on their literary content. It includes an interpretive analysis of short stories written in English by marginalised writers, published in print magazines such as Parade, Moto, and The Sunday Mail Magazine, as well as on digital platforms like blogs and Facebook. The primary objective is to illustrate how contemporary writers use fictional depictions of everyday life to interrogate prevalent themes like survival, circular migration, venality, occultism, and sexuality. The theoretical framework draws on the concepts of everyday living by De Certeau (1984), Newell and Okome (2013), and Adesokan’s (2023) technologies of reuse. These theories underpin the analysis of textual and interpretive practices in print and digital publications. Ultimately, this dissertation underscores the mutable nature of contemporary literary developments in Zimbabwe, ii highlighting their profound implications for writers and readers in an era marked by technological advancements and shifting paradigms of literary consumption. , Thesis (PhD) -- Faculty of Humanities, Literary Studies in English, 2024
  • Full Text:
  • Date Issued: 2025-04-02

A discourse analysis of media representation of women political leaders in Uganda

  • Authors: Kemirembe, Grace
  • Date: 2023-03-30
  • Subjects: Discourse analysis , Media representation , Representation (Philosophy) , Women in mass media , Women politicians Uganda
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/408908 , vital:70536
  • Description: This study is a qualitative desktop research project. The study employed a Feminist Critical Discourse Analysis to analyse and unpack the discursive ways in which female politicians are discussed and talked about in Ugandan online media. This study was a response to the realisation that online media portrayals of female politicians in Uganda remain largely unexplored. Additionally, the study discovered that the Daily Monitor and The Observer, the two newspapers that this thesis researched, often employ gender stereotypes and sexist coverage of female politicians in Uganda using personalisation, trivialisation and demonisation frames. The study illustrates that these misogynistic frames are intended to diminish women’s importance in the political sphere. Moreover, women who do not conform to the gender stereotypes are portrayed as social deviants. This work concludes that one of the challenges faced by women politicians in Uganda, and in Africa as a whole, is how to exploit online media’s productive capacity while, at the same time, resisting its use as an instrument that undermines them. Given the limited scope of the study using only two media organisations, future studies on media representation of female politicians could expand the range to include print and visual sources to provide generalisable results. , Thesis (MA) -- Faculty of Humanities, Political and International Studies, 2023
  • Full Text:
  • Date Issued: 2023-03-30

Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe

  • Authors: Bhurekeni, John
  • Date: 2023-03-29
  • Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
  • Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
  • Full Text:
  • Date Issued: 2023-03-29

Ukwowa mumwela nabangeli: transcendence, flight and inculturation in Zambian devotional artwork

  • Authors: Mulenga, Aaron Samuel
  • Date: 2020
  • Subjects: Idols and images in art -- Zambia , Transcendence (Philosophy) in art , Christianity and culture -- Zambia , Flight in art , Christian art and symbolism -- Zambia , Representation (Philosophy) , Black people in art , Ethnicity in art , Group identity in art , Art and society -- Zambia , Yombwe, Laurence
  • Language: English
  • Type: Thesis , Masters , MFA
  • Identifier: http://hdl.handle.net/10962/146278 , vital:38511
  • Description: With a focus on my artistic practice, this paper seeks to interrogate the tensions and overlaps in various representations of transcendence that have shaped my spirituality by interrogating how these have featured in Eurocentric Christian iconography and Zambian cultural practices, particularly cultural artefacts used for spiritual flight, housed in Zambian museums. Transcendence is understood by some as a change in a person’s physiological or psychological state that allows them to go beyond their experience of time, place or being. I understand transcendence to be the moment that one’s spirit is elevated beyond the limitations of their physical body. The use of Biblical text relating to flight will also be discussed as a comparative study to explore how transcendence through flight operates within Christianity and a Zambian cultural context. Furthermore, I shall interrogate how black artists (particularly Zambian), such as Laurence Yombwe, address the omission of black people from Christian iconography (which is predominantly depicted as white people). I aim to highlight the important role that representation plays in allowing for an individual to experience transcendence. I believe inculturation is a fitting solution to address some of the pitfalls in Christian iconography brought about due to the lack of representation of black people. Inculturation can be understood as an adaptation in the way the gospel of Jesus is preached to non-Christian cultures, and in turn, how these cultures influence the teachings of the gospel. Finally, I will explore how transcendence as a concept applies in my artworks and how the materials I use highlight this concept. Through my art, I grapple to combine what seem like disparate spiritual paradigms, arising from my culture and my faith. My artwork seeks to contribute to the work that particular artists (a majority of them black) are grappling with to correct the lack of representation of black people in Christian iconography. I will use the notion of inculturation as an avenue through which to interrogate the tensions I experience while exploring the concept of transcendence.
  • Full Text:
  • Date Issued: 2020

Whose Wakanda is it anyway? A reception analysis of Black Panther among young black urban Africans

  • 1
  • Disclaimer
  • Privacy
  • Copyright
  • Contact