This study analyzed the process of subject formation in South African underground hip hoppers. The main focus of the study was to explore how resistance is constructed and achieved through embodied discursive practices and discourse in underground Hip Hop music. The study analyzed how the terms, 'Representing', 'Keeping it real' and 'Hustling', were used by hip hoppers in their construction of a hip hop subject. These terms were used by the hip hoppers as the standard against which all hip hoppers are compared if they are to be considered authentic hip hoppers. It was found that resistance was framed in the form of a heroic narrative that made use of these vernacular terms. The word 'Hustling' was used to denote the difficulties that face the hero in a heroic narrative. This heroic narrative was a strategy in which the hip hoppers repositioned themselves as heroes fighting in a hard world, one full of inopportunity against people like themselves. Overcoming this space was important to the hip hoppers but retaining connections to it was also seen as equally important. Because of the history of opposition surrounding the emergence of hip hop, claiming and retaining marginalization remain important to hip hoppers in accounts of themselves. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The mimicry of Europe and United States of America (US) in South African psychology in the early 1900s and the continual presence of Euroamericanised psychology continues to marginalise Black, poor, and working-class people. In this dissertation, I investigated the misalignment of counselling and clinical psychologists’ professional training, specifically the first-year Masters psychology training programme with the South African socio-political context. To counter the usual reliance on hegemonic Euroamerican-centric approaches I elaborated on an Africa(n)-centred perspective so as to make sense of the training of counselling and clinical psychologists in the South African context. I argued that the Africa(n)-centred perspective was pluriversal (accepting of multiple epistemologies), endogenous (developing from within), and focuses on Africans not as the excluded Other but rather as the Subject at the centre of their lifeworlds. I elucidated curriculum practices within the professional training programmes as part of the investigation into the intransigence of Euroamerican-centric epistemologies in the professional training curriculum. I conducted in-depth semi-structured interviews with 23 people, 8 of whom were course coordinators and 15 intern psychologists. The participants were from 5 universities falling into the 4 generic categories: Historically Black University (HBU), Historically White Afrikaans-speaking University (HWASU), merged university (MU), and Historically White English-speaking University (HWESU). For my analysis, I employed what I termed an Africa(n)-centred critical discourse analysis, which builds on the discursive turn in psychology, taking seriously the talk of people in the reproduction of socially unjust practices. All the interviews with the course coordinators and intern psychologists were dominated by talk of race and the Professional Board for Psychology. The interviews yielded a number of discourses, namely: 1) meritocracy, 2) diversity (which referenced issues of race, gender, and curriculum), 3) access, exclusion and privilege as related to language, 4) class, and 5) relevance (including social, market, and cultural relevance, with cultural relevance spoken about in relation to the curriculum). I conclude the dissertation by gesturing towards a constructive engagement (by which I mean a building) of an Africa(n)-centred professional training of counselling and clinical psychologists. / Psychology / Ph. D. (Psychology)