Race Trouble: Race, Identity and Inequality in Post-Apartheid South Africa

Landau, Loren B.

doi:10.1080/01419870.2012.657210

Cited by 14 publications

(50 citation statements)

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“…This study highlights that answers to questions regarding racial matters, such as "What is racism?" and "Who has the right to assess experiences of racism?," are contested and negotiated by members through interactions (also see Durrheim et al 2011). Essentially, any claim on how racial matters should be understood is subject to contestations by both scholars and everyday members, who share a similar set of resources at their disposal, such as the appeal to knowledge, facts, and morality, to engage in contestations.…”

Section: Discussionmentioning

confidence: 99%

“…from the perspective of everyday societal members and, accordingly, how the rights to claim experiences of racism are socially regulated. Experiences are often not selfevidently racist, given that contemporary forms of racism are arguably more covert and shown to be defeasible in interactions (Bonilla-Silva 2014;Durrheim, Mtose, and Brown 2011;Whitehead 2015). Consequently, evaluating a particular incident as racist can require substantial sense-making that mobilizes knowledge about normative and racially motivated interactions (Essed 1988).…”

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confidence: 99%

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Contesting Reports of Racism, Contesting the Rights to Assess

Zhang

2023

Soc Psychol Q

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Analyzing a thread of online interaction, I apply conversation analysis and discursive psychology methods to explicate how experiences of racism are reported and contested by participants in interaction. The person reporting their experience of racism (the reporter) applies commonsense knowledge to assess the perpetrator's racist intent. Recipients of the report contest the reporter's rights to assess the perpetrator's intent while managing their lack of independent access to the reported encounter. In milder contestations, they cast doubt while avoiding assessing the situation themselves, which leads to negotiations over the accusation without contesting the correctness of the reporter's assessment. In aggravated contestations, recipients explicitly contest the reporter's assessment of the perpetrator, which leads to interactional breakdowns where moral culpabilities of both sides are implicated. Implications for understanding the moral difficulties involved in accusing racism, the interactional contingencies involved in responding to and contesting such accusations, and members’ understandings of racism are discussed.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Contesting Reports of Racism, Contesting the Rights to Assess

Zhang

2023

Soc Psychol Q

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“…While these early experiences allowed me to learn the lifeworld of the "other," I was being inducted by apartheid into recognizing context primarily as cultural difference. Even so, there were ongoing direct and indirect references in my upbringing that taught me about racial signifiers and associated subjectivities (Durrheim et al, 2011). The examples are myriad and include my mother discouraging me from playing with the domestic workers' son, separate entrances to the post office, being taught not to enter and indeed to fear the African "township" just four streets away and supporting White soldiers fighting wars on South Africa's borders.…”

Section: Racial/ethnic/cultural Positionalitymentioning

confidence: 99%

A 40 year (contextualized) social work journey

Schmid

2022

Qualitative Social Work

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Employing critical autoethnography, this article conveys how over my four decades of social work, I have come to adopt a contextualized social work stance and identifies what emerge as four key areas of contextualized social work. These include attention to race, ethnicity and culture as experienced in the local environment, the local articulation of social conditions and appropriate social work responses, the activation of local knowledge generation and curation, and finally, addressing and resisting expert power. Such theorization of contextualized social work augments previous work that positions contextualized social work as countering dominant conceptualizations of social work and instead centering on a critical interrogation of the local, foregrounding local understandings of social conditions, and privileging local/(i)Indigenous knowledge production and ways of doing and being. This critical understanding of context unsettles dominant notions of context by focusing on power relationships. I hope that my story will add to the growing discussion regarding alternative modes of practice and education that counter dominant Westernized individualized social work perspectives and promote decolonized approaches.

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“…Study data came from adolescents in South Africa's Western Cape. Under Apartheid, laws were implemented to segregate based on racial status (Population Registration Act), forcibly relocating individuals to race-based areas (Group Areas Act), segregating public services (Reservation of Separate Amenities Act), and segregating and disproportionately resourcing higher education (Extension of University Education Act; Durrheim et al, 2011). Wegner's (2011) qualitative study captured how those political policies continue to affect adolescents.…”

Section: Leisure and Alcohol Use Among South African Adolescentsmentioning

confidence: 99%

Can’t You See I’m Getting Bored? The Social Context as a Moderator of Adolescent Leisure Boredom and Alcohol Use

et al. 2022

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The current study sought to better understand how leisure boredom is associated with alcohol use and how peer factors moderated the relationship between state and trait leisure boredom and past month alcohol use. The 2004 to 2008 multi-cohort study sample included 3,837 high school students (50% female; 91% mixed race; Mage = 14 years; SD = .83) in the Cape Town area of South Africa. Results of generalized multilevel models found peer factors (time spent with peers, injunctive friend norms, descriptive peer norms) and trait, but not state, leisure boredom significantly predicted past month alcohol use. Findings can inform alcohol prevention efforts and suggest both peer factors and trait leisure boredom are worthy targets for intervention. Specifically, supporting adolescents to effectively navigate experiences of leisure boredom may, in turn, reduce alcohol use.

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Race Trouble: Race, Identity and Inequality in Post-Apartheid South Africa

Cited by 14 publications

References 0 publications

Contesting Reports of Racism, Contesting the Rights to Assess

Contesting Reports of Racism, Contesting the Rights to Assess

A 40 year (contextualized) social work journey

Can’t You See I’m Getting Bored? The Social Context as a Moderator of Adolescent Leisure Boredom and Alcohol Use

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