Thesis (M.Fine Arts)--University of the Witwatersrand, Faculty of Humanities, School of Arts, 2016. / This paper will be an analysis of the covers and contents of the South African editions of Glamour magazine from September 2014 to August 2015 and True Love magazine from September 2014 to August 2015. The analysis will consider the effects of: globalisation; globalised culture and consumption; and perceptions of race and skin colour, (specifically the notion of colourism) in South Africa. Colourism is a prejudicial system that renders value and perpetuates social hierarchies along perceived tonal difference in skin colour. It has been asserted by writers like Deborah Gabriel and Nicole Fleetwood that this value system exists within communities of people of colour and is perpetuated by mainstream media, but maintains a somewhat obscure presence. I will consider the mechanisms that inform this colour system and will show how globalisation works to facilitate colourism. Finally, I aim to explain how skin colour extends beyond the body and define the effects of global cultural interaction, showing that colourism is not simply about skin colour and tone, but about economic, social, and political realities. / MT2017

A dissertation submitted to the Faculty of Humanities at the University of the Witwatersrand in fulfilment of the requirements for the degree of Master of Arts by Research in Sociology, 2016 / "A reflective contemplation on the ordinary humanity of black South Africans under apartheid". [Quotation taken from p.4. No abstract provided] / GR2017

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Diversity Studies). March 2014 / Despite the end of apartheid, South Africa remains a grossly unequal society. This has meant that the current social order must again be challenged. One of the tasks faced in post-apartheid South Africa is the philosophical and moral interrogation of white privilege. This research investigates the ways of speaking of Argentine immigrants living in South Africa. Semi-structured interviews were conducted and analysed by making use of Laclau and Mouffe’s discourse theory as well as Melissa Steyn’s characteristics of “white talk”. It was found that Argentine immigrants living in South Africa aligned themselves with the ways of speaking of white South Africans. These are largely informed by and embedded in Eurocentric discourses; in particular liberal ideology. In line with the agenda of Critical Whiteness studies, this positionality was exposed and theoretically interrogated. Keywords: whiteness, immigrants, discourse, Laclau and Mouffe discourse theory, white talk, racism, identity, liberalism

This research aims to map and represent whiteness for the purposes of proposing how whiteness might be included in a critical geographical agenda. An extensive literature review is represented alongside a limited amount of personal reflection and examples from public discourse. This research tells the story of the diverse ways in which the set of social ordering processes here called whiteness, works within systems of social relations and spatial configurations to shape our experiences of and practices in space and place. These are important considerations if whiteness is to be effectively challenged in both geography as a discipline and in social and spatial relations in post-apartheid South Africa. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 2003.

This study deploys the decolonial epistemic perspective in an attempt to unmask the spectre of xenophobia. The decolonial epistemic thinking is in turn predicated on three important concepts, namely coloniality of power, coloniality of being and coloniality of knowledge. The study is focused on understanding the dynamics of the violent May 2008 attacks that took place in Alexandra and Yeoville. It problematised the use of the term xenophobia. The term occludes rather than enlightening the complex phenomenon of violence. Such violence has consistently and systematically engulfed people living in poor predominantly black areas of residence such as Yeoville and Alexandra. The study also used empirical evidence collected from the field to support its central arguments. What has been understood as xenophobia is in actual fact, part of the manifestation and outcome of abject living conditions of the poor. This study argues that what manifests itself as xenophobia is an additional element to various forms of violence taking place in locales such as Alexandra and Yeoville, places that decolonial theorists term ‘zones of non-being,’ where violent death is a constitutive part of human existence. / Development Studies / M.A. (Development Studies)

This study deploys the decolonial epistemic perspective in an attempt to unmask the spectre of xenophobia. The decolonial epistemic thinking is in turn predicated on three important concepts, namely coloniality of power, coloniality of being and coloniality of knowledge. The study is focused on understanding the dynamics of the violent May 2008 attacks that took place in Alexandra and Yeoville. It problematised the use of the term xenophobia. The term occludes rather than enlightening the complex phenomenon of violence. Such violence has consistently and systematically engulfed people living in poor predominantly black areas of residence such as Yeoville and Alexandra. The study also used empirical evidence collected from the field to support its central arguments. What has been understood as xenophobia is in actual fact, part of the manifestation and outcome of abject living conditions of the poor. This study argues that what manifests itself as xenophobia is an additional element to various forms of violence taking place in locales such as Alexandra and Yeoville, places that decolonial theorists term ‘zones of non-being,’ where violent death is a constitutive part of human existence. / Development Studies / M. A. (Development Studies)

Selecting actors to appear in an advertisement is an important decision which has a crucial impact on the effectiveness of an advertising campaign. The same message, delivered by different actors, produces varying outcomes among consumers. This dilemma concerning the choice of actors occurs particularly in multi-racial societies, such as South Africa, where advertisers have to target different sectors of the community. In multi-racial societies, the choice of actors in advertisements goes beyond the usual commercial reasons. Indeed, two dimensions are generally conferred to multi-racial advertising. Firstly, the use of multi-racial representations allows for the targeting of a wider population that also owns a wider purchasing power. Marketers who want to market their brand use, for example, white and black actors so that white and black consumers can identify with the actors and recognize themselves as the target of the advertisement. Secondly, the multi-racial representations of this type of advertising hold a social role that counteracts the segregated depiction of the society. Consumers who are exposed to a multi-racial advertisement might perceive this social dimension and attribute a social responsibility to the advertisement. The purpose of this thesis is to examine the influence of the above dimensions on the effectiveness of a multi-racial advertisement. On the one hand, this study investigates the Identification Process followed by a consumer exposed to a multi-racial advertisement. On the other hand, it examines how consumers attribute a social responsibility to a specific multiracial advertisement and how this attribution, in turn, influences their responses to the advertisement and brand. Finally, the impacts of both of these dimensions on consumer behaviour are compared and the most persuasive dimension is identified. This thesis draws on Attribution Theory and Identification Theory in arguing that there are strong economic imperatives for adopting a multi-racial advertising approach. The thesis develops a conceptual framework and tests empirically hypotheses regarding the key constructs and moderating variables. The empirical results point out that both dimensions symbiotically influence the effectiveness of a multi-racial advertisement. Specifically, the results highlight that the social responsibility attributed by the viewers to the advertisement influences their behaviour more than the Identification Process.

Abstracts in English, Afrikaans and Xhosa / This research aimed at investigating the challenges white teachers face in the socialisation of diverse learners in a former Model C school in the northern suburbs of Cape Town. The research involved a literature review conceptualising democracy, human rights, diversity, equality and socialisation, in addition to the concepts of white fragility and the theoretical perspective of Bourdieu’s ‘habitus’. The empirical investigation consisted of interviews to gather data. The findings revealed the perspectives of the teachers and their understanding of the socialisation of diverse learners in a democracy. Based on these findings, recommendations were made for the school and the Department of Basic Education to develop a system to incorporate in schools, in order to enhance socialisation and the transformation of former Model C schools. As the title states, this study was focused on the challenges white teachers experience relating to the transition to democracy. The context of a former Model C school is a complex scenario, where the values and norms of a dominant culture have formed, and continue to form, a critical part of the school climate and culture. The research findings revealed that since the transformation process started in 1994, ‘ex-Model C’ schools have assumed different characteristics and encountered challenges depending on their demographical location. Teachers need to address both social and educational aims, especially as the findings suggest that the schools, and particularly the teachers, are unclear about how diversity contributes to norms and values. This reflects in the tendency to remain focused on a dominant white culture, with which the teachers identify as ‘normal’. / Hierdie navorsing het ten doel gehad om die uitdagings wat wit onderwysers ten opsigte van die sosialisering van diverse leerders in ʼn gewese model C-skool in die noordelike voorstede van Kaapstad trotseer, te ondersoek. Die navorsing het ʼn literatuuroorsig behels waarvolgens demokrasie, menseregte, diversiteit, gelykheid en sosialisering gekonseptualiseer word, benewens die konsepte van wit broosheid en die teoretiese perspektief van Bourdieu se “habitus”. Die empiriese ondersoek het bestaan uit onderhoude om data in te samel. Die bevindinge het onderwysers se perspektiewe en hul begrip van die sosialisering van diverse leerders in ʼn demokrasie onthul. Op grond van hierdie bevindinge is aanbevelings gedoen vir die skool en die Departement van Basiese Onderwys rakende die ontwikkeling van ʼn stelsel om in skole te inkorporeer ten einde sosialisering en die transformasie van gewese model C-skole te bevorder. Soos wat die titel aandui, het hierdie studie gefokus op die uitdagings wat wit onderwysers ervaar ten opsigte van die oorgang na demokrasie. Die konteks van ʼn gewese model C-skool is ʼn komplekse scenario, waar die waardes en norme van ʼn dominante kultuur ʼn noodsaaklike deel van die skoolklimaat en -kultuur gevorm het (en dit is steeds die geval). Die navorsingsbevindinge het getoon dat sedert die transformasieproses in 1994 begin het, “eks-model C”-skole verskillende eienskappe aangeneem het en uitdagings teëgekom het afhangende van hul demografiese ligging. Onderwysers moet sowel sosiale as opvoedingsdoelwitte bereik, veral aangesien die navorsingsresultate daarop dui dat daar onduidelikheid onder die skole, en veral die onderwysers, is oor hoe diversiteit bydra tot norme en waardes. Dit blyk uit die neiging om gefokus te bly op ʼn dominante wit kultuur waarmee die onderwysers identifiseer as “normaal”. / Olu phando lujolise ekuphandeni imingeni ejongene nootitshala abamhlophe ekuhlanganiseni ngokwezentlalo abafundi beentlanga ezahlukeneyo kwisikolo esasifudula siyiModel C kumahlomela edolophu asemantla esixeko saseKapa. Uphando lwenza uphononongo loluncwadi oluchaza ngedemokhrasi, amalungelo oluntu, ukungafani, ulingano noqheliso lwezentlalo, kwakunye nobuthathaka babamhlophe neenkalo zokucinga ngokwethiyori ka Bourdieu ekuthiwa yi’habitus’. Uphando olusekelwe kubungqina baquka iindliwano ndlebe ekuqikeleleni idatha. Okufunyanisiweyo kwadiza iimbono zootitshala nendlela abaluqonda ngayo uqheliso lwezentlalo lwabafundi abangafaniyo kwimeko yedemokhrasi. Okufunyanisiweyo kwakhokelela ekwenziweni kweengcebiso kwisikolo nakweSebe Lemfundo Esisiseko ukuba kuphuhliswe inkqubo yokubandakanya ezikolweni, ngenjongo yokukhulisa uqheliso lwezentlalo nenguqu yezikolo ezazifudula ziziModel C. Njengoko nesihloko sisitsho, esi sifundo sagxininisa kwimingeni ejongene nootitshala kwixesha lenguqu eya kwidemokhrasi. Imeko yesikolo esasifudula siyiModel C yimeko enzima, apho iinqobo zokucinga nezithethe zenkcubeko eyongameleyo zibumbe, kwaye zisaqhuba ukubumba inxalenye emandundu yesimo sentlalo nenkcubeko yesikolo. Okufunyaniswe kuphando kwadiza ukuba okoko kwaqala inkqubo yenguqu ngowe-1994, izikolo ezazifudula ziziiModel C zaba neempawu ezahlukileyo kwaye zajongana nemingeni ngokuxhomekeke kwiindawo ezimi kuzo. Ootitshala badinga ukuhlangabeza iinjongo zentlalo nemfundo, ngakumbi, ngokokutsho kophando, izikolo, ngakumbi ootitshala, bengacacelwanga kukuba ukungafani kuncedisa njani kwiinqobo zokucinga nezithethe. Oku kubonakala kumkhwa wokungagungqi kwinkcubeko yabamhlophe neyongameleyo, le ootitshala bayithatha ngokuba ‘yeyesiqhelo’. / Educational Studies / M. Ed. (Socio-Education)