The continuing salience of race: Discrimination and diversity in South Africa

Seekings, Jeremy

doi:10.1080/02589000701782612

Cited by 197 publications

(155 citation statements)

References 22 publications

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“…Firstly, the implementation of the initiatives listed above has necessitated engagement with race and the use of a transformation discourse in planning and administration which includes the use of racial descriptors. Secondly, racial descriptors continue to be used in everyday life to talk about and make sense of people's lives (Posel 2001;Seekings 2008).…”

Section: Introductionmentioning

confidence: 99%

Race and assessment practice in South Africa: understanding black academic experience

Jawitz

2012

Race Ethnicity and Education

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Despite efforts to transform the racialised system of higher education in South Africa inherited from apartheid, there has been little research published that interrogates the relationship between race and the experience of academic staff within the South African higher education environment. Drawing on critical discourse analysis and critical race theory, this article traces the experience of two black male academics in relation to the assessment practices of their colleagues at a historically white university in South Africa. The interviewees, both graduates from the departments in which they teach, reflected on their experience of their departmental assessment practices both as black students and black academics. The analysis concludes that despite their differing perceptions and experiences they both regard the assessment practices of some of their white colleagues as undermining of their black students' efforts to succeed.

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Section: Introductionmentioning

confidence: 99%

Race and assessment practice in South Africa: understanding black academic experience

Jawitz

2012

Race Ethnicity and Education

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“…This feeling of overidentification is also noted by Johnson and Macleod Clark [37] who found that for some researchers dealing with sensitive topics, e.g. cancer, left them wondering if they too had this disease [38][39][40].…”

Section: Self-reflectionmentioning

confidence: 90%

“Everything Happened So Quickly” Living Through Events Immediately Before and After Initial Breast Cancer Diagnosis: An Exploratory Study of the Experiences of a Group of Women in Cape Town, South Africa

Nadasen¹

2017

J Women's Health Care

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This article provides information on an aspect of the author's research on colored women's experiences of breast cancer and deals specifically with events immediately before and after the initial diagnosis. The experiences of this group of South African women have remained largely undocumented. Individual in-depth interviews were conducted with 30 colored women. Qualitative data were collected and analyzed using thematic content analysis. The main themes that emerged relate to the discovery of the lump, reaction time, response to diagnosis, the question of whether a lumpectomy or a mastectomy should be conducted, counseling and family reactions. The findings show, inter alia, that these women are not accorded sufficient time to deal with the magnitude of the diagnosis and that access to appropriate counseling is insufficient. This study has implications for health professionals and for women in general and suggests further areas of investigation within the field of breast cancer research.

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“…This investigation required a critical confrontation with almost invisible forms of racialised meaning (Arber 2008). According to Seekings (2008), there are still too few studies on how racial identity is understood in the lived experience of South African learners. This study investigated Grade 3 learners' attitudes and perceptions regarding skin colour in two ex-Model C schools in the Western Cape.…”

Section: Resultsmentioning

confidence: 99%

“…This relevance is due partly because they have become part of the language for post-apartheid redress and partly because of the cultural meaning they retain in everyday life in South Africa (Seekings 2008). For these reasons I use racial categories when discussing skin colour.…”

Section: Methodsmentioning

confidence: 99%

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

Alexander

Costandius

2017

Educ. as change

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Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour "human colour" or "skin colour". This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the western Cape, investigated grade 3 learners' attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.

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The continuing salience of race: Discrimination and diversity in South Africa

Cited by 197 publications

References 22 publications

Race and assessment practice in South Africa: understanding black academic experience

Race and assessment practice in South Africa: understanding black academic experience

“Everything Happened So Quickly” Living Through Events Immediately Before and After Initial Breast Cancer Diagnosis: An Exploratory Study of the Experiences of a Group of Women in Cape Town, South Africa

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

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