Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.

Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.

Orientador: Celia Maria Marinho de Azevedo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-06T21:24:47Z (GMT). No. of bitstreams: 1 Oliveira_AndreCortesde_M.pdf: 1191662 bytes, checksum: 4fca61b21396ff1c7c4edfdd62cc5b2f (MD5) Previous issue date: 2005 / Resumo: O objetivo desta dissertação de mestrado é analisar a construção discursiva da identidade negra nas páginas do jornal A Voz da Raça. Publicado entre os anos de 1933 e 1937, era o periódico oficial da Frente Negra Brasileira (1931-1937). Em suas páginas foi edificada a ¿Gente Negra Nacional¿ a partir da articulação de uma enorme diversidade de posicionamentos políticos e memórias históricas. Apesar desta multiplicidade, a ¿Gente Negra Nacional¿ era uma identidade fechada e enraizada em conceitos metafísicos de raça e nação organizados por uma concepção orgânica, eugênica e religiosa de sociedade. A Frente Negra Brasileira foi alvo de diversos estudos e, também, rearticulada por diversos segmentos sociais como inspiração para a luta contra o racismo na sociedade brasileira. Em geral, estes estudos tendem a colocar em segundo plano seu discurso fascista, destacando suas vitórias na luta contra o racismo e por melhores condições de vida para os brasileiros negros / Abstract: The aim of this master thesis is to analyze the discoursive construction of a black identity on the pages of the newspaper A Voz da Raça. It was published from 1933 to 1937 as the official journal of the Frente Negra Brasileira [Brazilian Black Front] (1931-1937). The ¿Gente Negra Nacional¿ [National Black People] was brought to light through the articulation of a myriad of political postures and historical memories. Notwithstanding its multiple features, the ¿Gente Negra Nacional¿ appeared as a closed identity and it was rooted on metaphysical concepts of race and nation, which were underpinned by an organic-eugenic-religious conception of society. The Frente Negra Brasileira was approached by a number of studies as well as by different social segments as an inspiration toward the fight against racial prejudice in Brazilian society. Most of those studies prefer to understate the Frente's fascist discourse and stress instead its struggle against racial prejudice as well as toward a better social condition for Brazilian black people / Mestrado / Historia Cultural / Mestre em História

Canada's continued forgetfulness concerning slavery here, and the nation-state's attempts to record only Canada's role as a place of sanctuary for escaping African-Americans, is part of the story of absenting blackness from its history. Rinaldo Walcott The fact that people of African descent have had a presence in Canada for over four hundred years is not well known within the Canadian mainstream. The fact that slavery existed as an institution in Canada is another fact that is not well known. Within the Canadian mainstream writing of African-Canadian history, Blacks most often appear in historical narratives around the late-eighteenth and early-nineteenth centuries, as American fugitives or refugees—either as escaping slaves or British Loyalists. Through the representative writing of the "the Black refugee," Canada is often constructed as a "Promised Land," a sanctuary or safe haven for Blacks, a place of refuge and redemption that does not speak to the complex history of slavery that existed well before the American exodus. Many Black Canadian writers and scholars argue that there is a price to be paid for this kind of representation. First, the absence of people of African descent in Canadian historical narratives, prior to the coming o f the American refugees, ignores the long presence of Blacks in Canada and the contributions that Blacks have made in the development of Canada. Second, in focusing on the American Loyalists and refugee slaves, Canadian writers and historians often construct Black Canadians as a homogenous, genderless group, ignoring the diversity within Canada's Black population and, in particular, the concerns of Black women. Finally, the mainstream representation of Canada as a 'safe haven' proves problematic for any critical discussion of racism in contemporary Canadian society, for notions of "Canada the good" and "America the evil" that arose from those crossings North still penetrate the Canadian mainstream today. This autobiocritical exploration examines the representation of the haven and offers alternative readings to contemporary mainstream writings of African-Canadian history. In part one, I track the appearance of Black Canadians, over the past fifty years, from 1949 to 2001, in a survey of mainstream and scholarly texts. Using the results of this survey, which does not see the appearance of Blacks in Canada until 1977, I examine how mainstream texts might use the works of Black writers to offer more critical and complex histories of Black Canadians and, in particular, Black women. In part two, I take up an analysis of George Elliott Clarke's Beatrice Chancy. Seen as a counter-narrative to mainstream writings of African-Canadian history, Clarke's work, which takes up the subject of slavery in early-nineteenth century Nova Scotia, presents an/Other kind of Loyalist story, one with a Black woman at its centre. In this discussion I examine how Clarke's poetic work subverts the national narrative, as he speaks to the diversity within blackness and the complexities in defining racial identities. / Arts, Faculty of / English, Department of / Graduate

This study explores the way that visual culture and identity creates understanding about how the women in my family interact and teach each other. In the study issues of identity, liminality, border culture, are explored. The study examines how underrepresented groups, such as those represented by Latinas, can enter into and add to the discourses of art education because the women who participated have learned to maneuver through the world, passing what they have learned to one another, from one generation to the next. Furthermore, the study investigates ways in which visual cues offer a way for the women in my family to negotiate their identity. In the study the women see themselves in signs, magazines, television, dolls, clothing patterns, advertisements, and use these to find ways in which to negotiate the borderlands of the places in which they live. Although the education that occurred was informal, its importance is in creating a portal through which to self reflect on the cultural work of educating.

Orientador: Carolina Maria Rodriguez Zuccolillo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T19:38:43Z (GMT). No. of bitstreams: 1 Jesus_FabianeTeixeirade_D.pdf: 4963421 bytes, checksum: 45946339fea2e954a4db7e9fc54234c4 (MD5) Previous issue date: 2014 / Resumo: "Isso tudo não está tão mal", disse Montaigne, fazendo um relato considerado elogioso aos tupinambás. Lá pelas tantas, o filósofo desabafa: "Mas eles não usam calças!". Quase cinco séculos depois a desigualdade entre os homens ainda reverbera, afetando atuais formas de sociabilidade. Discutimos as "calças", numa conjuntura em que ela desliza para "peles": aquele nós-usamos-calças-e-eles-não toma a forma de eles-têm-pele-escura-e-nós-não. "O canto das três raças" entoado por Clara Nunes toma a forma de vividos cotidianos que atualizam essas tensões. Tema árduo, ardente e ardiloso recorrentemente abordado por intelectuais ¿ e sentido na pele de uma Nação; vez e outra atiça olhares ansiosos por desembaraçar os emaranhados e contraditórios fios condutores de constituições identitárias. Como pensar esses sentidos "colados" à pele? Um dos objetos de estudos frequentemente convocado com vistas à compreensão da formação social brasileira é a escravidão. Também incursionamos por estas trilhas de dizer visitadas (e também constituídas, conforme discutimos) por cientistas sociais. Mas realizamos alguns deslocamentos: (i) nossas análises não se embasam em uma correlação direta entre sujeito e instituições sociais, (ii) consideramos a constituição do corpus um primeiro gesto de análise: não tomamos, pois, um material previamente constituído para nele comprovar hipóteses e/ou responder às questões propostas e (iii) tratamos das nomeações escravo e liberto, interrogando-as, ao invés de nos atermos ao seu "sentido literal", ou seja, "pronto", já-dado. Investigamos processos de subjetivação por silenciamento, em que sujeitos são despidos de sua historicidade e "vestidos" em pele escura. Nossas análises nos levaram a desdobramentos desta questão: ao deixar de atender pelo nome escravo e passar a ser chamado de liberto, o "negro" ocupa um novo (ou outro) lugar? Entre uma posição e outra, que sentidos deslizam? O que é preciso esquecer (silenciar/ apagar) para que novos sentidos irrompam? São novos? Enveredamo-nos pelas tramas discursivas incrustadas em letras que tecem cadeias significantes nas "palavras de dicionário" (discurso lexicográfico) e nas "palavras de notícias" (discurso jornalístico). Nosso corpus é constituído por (i) artigos de jornais representativos que circularam no século XIX: Diario da Bahia / Jornal de Noticias (Bahia) e Correio Paulistano / A Província de São Paulo (São Paulo) e (ii) verbetes do Dicionario Contemporaneo da Lingua Portuguesa (Caldas Aulete, 1881). Sendo este objeto tradicionalmente abordado por cientistas sociais (inclusive afetando, conforme discutimos, não só imaginários que significam sujeitos, mas também a própria Nação), partimos deste quadro epistemológico e trazemos para a Análise de Discurso (em filiação a trabalhos como os de Orlandi, Pêcheux, Henry etc.) a discussão de questões que consideramos fundamentais e não podem ser contempladas no escopo teórico daquela área do conhecimento. Trilhando acontecimentos de "Alices" em "corpos ideais" para adentrar no "país das maravilhas", perscrutamos "frascos com poções transformadoras de corpos" (memórias) e "Alices" (sujeitos) na relação entre ditos (linguagem) e o que afeta sua constituição (condições de produção). Conduzimo-nos por questões como: quem produz (e com que direito) fra(s)cos, ou seja, memórias que significam sujeitos e sentidos? Como? Por que estes ¿ e não outros, também possíveis? De que modo gestos de interpretação (re)formulam "corpos ideais"/ país em que se inscrevem? / Abstract: « Tout cela ne va pas trop mal ». Ainsi Montaigne conclut-il son récit, considéré comme élogieux, sur les Tupinamba, avant d¿ajouter : « Mais quoy, ils ne portent point de haut-de-chausses ! ». Pratiquement cinq siècles plus tard, l¿inégalité entre les hommes retentit encore, qui affecte des formes de sociabilité actuelles. Nous discutons ce « haut-de-chausses » dans une conjoncture où il dérive vers « peaux » : ce « nous-portons-des-hauts de chausses-mais-pas-eux » cède la place à « ils-ont-la-peau-obscure-mais-pas-nous ». « Le chant des trois races » entonné par Clara Nunes prend donc la forme de vécus quotidiens mettant ces tensions à jour. Thème ardu, ardent et hardi régulièrement abordé par des intellectuels ¿ et ressenti au plus haut point par une Nation ; il attise de temps en temps des regards désirant démêler les fils conducteurs enchevêtrés et contradictoires des constitutions identitaires. Comment penser ces sens qui « collent » à la peau ? Un des objets d¿études souvent convoqué pour comprendre la formation sociale brésilienne est l¿esclavage. Nous avons également exploré ces sentiers de dires empruntés (mais également constitués, comme nous le discutons) par des chercheurs en sciences sociales, mais non sans y réaliser certains déplacements : (i) nos analyses ne se fondent pas sur une corrélation directe entre sujet et institutions sociales, (ii) nous considérons la constitution du corpus comme un premier geste d¿analyse : nous ne prenons donc pas un matériau préalablement constitué pour y prouver des hypothèses et/ou répondre aux questions proposées, et (iii) nous traitons les dénominations esclave et affranchi en les interrogeant, plutôt que, au contraire, de nous en tenir à leur « sens littéral », soit « prêt », déjà-donné. Nous avons examiné les processus de subjectivation par mise sous silence : comment des sujets sont-ils dénués de leur historicité et « revêtus » d¿une peau obscure ? Nos analyses nous ont poussées à fractionner cette question : quand il cesse de répondre au nom d¿esclave pour commencer à être appelé affranchi, le « Noir » occupe-t-il une nouvelle (ou autre) place ? Entre une position et l¿autre, quels sens se déplacent ? Que faut-il oublier (réduire au silence/effacer) pour que de nouveaux sens surgissent ? Sont-ils vraiment nouveaux ? Nous avons dirigé nos pas vers les trames discursives incrustées dans les lettres tissant des chaînes signifiantes dans les « mots des dictionnaires » (discours lexicographique) et dans les « mots des informations » (discours journalistique). Notre corpus est constitué : (i) d¿articles de journaux représentatifs ayant circulé au XIXe siècle : Diario da Bahia / Jornal de Noticias (Bahia) et Correio Paulistano / A Província de São Paulo (Sao Paulo) ; et (ii) d¿entrées du Dicionario Contemporaneo da Lingua Portuguesa (Caldas Aulete, 1881). Comme cet objet est traditionnellement abordé par des chercheurs en sciences sociales (ce qui, d¿ailleurs, affecte, comme nous le discutons, non seulement les imaginaires signifiant des sujets, mais encore la nation elle-même), nous sommes parties de ce cadre épistémologique pour reprendre la discussion de questions, qui nous semblent fondamentales et ne peuvent pas être traitées dans le cadre théorique de ce champ de connaissance, dans le domaine de l¿Analyse du Discours (affiliée à des travaux comme ceux d¿Orlandi, de Pêcheux, d¿Henry etc.). En parcourant des évènements d¿« Alices » dans des « corps idéaux » pour entrer au « pays des merveilles », nous avons minutieusement examiné des « flacons contenant des potions transformatrices de corps » (mémoires) et des « Alices » (sujets) dans la relation entre les dits (langage) et ce qui affecte leur constitution (conditions de production). Nous avons donc abordé des questions comme : qui produit des flacons/faibles, soit des mémoires, signifiant sujets et sens (et de quel droit) ? Comment ? Pourquoi ceux-ci, et non pas d¿autres également possibles ? Comment des gestes d¿interprétation (re)formulent-ils les « corps idéaux »/pays où ils s¿inscrivent ? / Doutorado / Linguistica / Doutora em Linguística

Life story methods were used to explore the contextual factors that influenced the experiences and identity formation of seven Native American adults who were transracially adopted prior to the passage of the Indian Child Welfare Act of 1978. These methods provided a deeper understanding of how these individuals have integrated their adoption experiences into their evolving sense of self. The life story methodology offered a way to acknowledge and validate participants' life experiences and allowed for the collection of rich information from the perspectives of the adoptees. The life story interviews were structured to gather information on the influence of one's adoptive family and cultural, social, and educational experiences on participants' developing sense of self. Even though an interview guide was developed for use in the study, each story uniquely unfolded in a manner the participant was comfortable sharing. The study examined the life stories for patterns or emerging themes related to identity development at different points in the narrators' life cycles in order to develop an aggregate account of the contextual factors influencing identity formation as well as a collective understanding of sense of self. The study identified 12 contextual factors that have both positively and negatively influenced identity development among the participants throughout their lifespan. These factors are: (1) adoptive family; (2) community; (3) educational experiences; (4) religion/spirituality; (5) travel; (6) exposure to cultural experiences; (7) employment; (8) friendships; (9) peer groups; (10) military; (11) societal messages, and (12) reconnection to tribal heritage. Overall, findings from this study suggest that the majority of participants have developed strong Native American, multi-cultural, and/or bi-cultural identities that incorporate their various experiences as transracial adoptees. Practice considerations for transracial adoptees as well as adoptive parents are suggested. Policy implications relating to granting access to original birth and/or adoption related records are presented. Finally, future research recommendations are offered specific to Native American transracial adoptees, their biological families, and tribal communities from which they adopted. While the practice, policy, and research recommendations are specific to Native American transracial adoptees, the recommendations may have broader implications to a wider population of adoptees in general.

Steve Biko returns and continues to illuminate the postapartheid social order. His contestation by various claimants for different reasons shows his continuing and lasting legacy. However he finds a special niche among a disenfranchised and frustrated township youth who are trapped in township struggles where they attempt to derive a meaning. More important is why these youth who neither saw nor participated in the struggle against apartheid are turning to an age old idea like Black Consciousness in a context of the pervasive influence of non-racialism, rainbowism and triumphalism of neo-liberalism. The realisation is that a human-centred society with a human face which Black Consciousness practitioners advocated and strove for is yet to be realised. This shows the anomalies and maladies of a postcolonial dispensation where ideals, principles and teleology of the liberation struggle are yet to be consummated. Thus Black Consciousness as a node in a long thread of black political thought in the country; and as a spirit, will always be both an emotion, and a motion that finds a new meaning with each generation.

Thesis (Ph.D. Communication Studies)) -- University of Limpopo, 2020 / Hair has been a marker of identity that communicates issues of race, acceptability, class and beauty. Evidence of this was during colonialism and apartheid where South African identities were defined by physical characteristics such as the texture of one’s hair, and the colour of one’s skin. Whiteness was the epitome of beauty which came with certain privileges. Non-White bodies were defined as part of a particular narrative that saw them as well as their hair as inferior to that of White bodies. Academic literature continues to engage African hair from the perspective of a colonial legacy through a postcolonial lens. This study, however, asserts a shift in engaging African hair and introduces an African identity which is re-empowered and liberated through agency and choice, and active participation in the construction of its own identity. This shift in engagement also relinquishes the African identity’s association with the dominant narrative of its conformity to a single European ideology of beauty and identity by introducing a (post)colonial, postmodern theory of a Multi-flex, Neo-hybrid identity which forms part of the theoretical framework of this study. This study draws on the theoretical positions of postmodern theory about the concepts of ‘self’ and identity. It engages interpretations of postmodernism and ‘self’ through the works of Kenneth Gergen and Robert Lifton who provide critical theoretical insight into postmodernism and identity. It also engages critical scholars such as Homi Bhabha, Franz Fanon, Kwame Appiah, Charles Ngwenya and Achille Mbembe, amongst others. Through this theoretical lens, I examine the role of the media in the presentation of the panoply of hair (styles) to South African women in the process of constructing a fluid, flexible and hybrid identity that decentres the ideology of rigid racial identity. I also critically investigate whether non-White women who lived during the colonial-apartheid era and those born in a free democratic era share this multi-flex, neo-hybrid identity of the postmodern woman. Thus this study aims to critically explore social narratives of South African women’s hair and how the media perpetuate the construction of a new postmodern African female identity within the backdrop of the commodification of hair and identity in a globalised market and media environment. Coupled with an interpretivist paradigm, a phenomenological v approach was adopted for this study. Data was collected from print media content material namely, DRUM Hair magazine (editions 2014-2019) due to the assortment of hairstyles and identities it provides for African women. Data was also collected in the form of semi-structured interviews/personal accounts/stories presented as phenomenological narratives from colonial-born Coloured and colonial-born Black female participants. Focus group interviews were conducted on post-apartheid/born-free Coloured and Black female South African participants to understand how these women construct their identities through hairstyle choices and the impact this has on the (re)presentation of their identities within the global beauty market environment. These diverse participants aged from 18 to 104 allow me to trace, if any, the changes in perception of hair and hairstyles from colonial-apartheid South Africa to the new and free post-apartheid South Africa. The results of the study show that media enable the African woman to construct a postmodern identity through the multiplicity of hairstyles/identities available to her. It also provides the African woman with the tools to create various identities for herself through the diversity of hairstyles available to her. The African woman who is exposed to an assortment of hairstyles can navigate from one identity to the next without being loyal to one identity which is typical of the postmodern self. Another finding is that coloniality seems to continue to shape the identities of women born during the colonial apartheid era. But for those born during the (post)colonial and post-apartheid era, they embrace a navigatory form of hybridity that is not loyal to one identity but explores various forms of identity, which the market place affords them and the media perpetuate in the construction of multi-flex, neo-hybrid and postmodern identities. The implication of this study is that it is liberating since it allows us to critically review our identity and what we deem as beautiful and to question the daily choices we make not only with our hairstyles but with fashion, food and other cultural elements that shape our performance of identities. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

The present study integrated Critical Multiracial Theory (MultiCrit) and Minority Stress Theory and examined the associations between racial identity invalidation, a racial stressorunique to biracial or multiracial individuals, internalized racial oppression and self-esteem in a sample of 211 biracial Asian-White emerging adults. The study specifically explored four domains of internalized racial oppression unique to biracial individuals (internalized racial inferiority, minority identity shame, distancing from minority identity, colorism). The study also sought to examine whether racial socializations strategies unique to multiracial families(multiracial identity socialization, navigating multiple heritages socialization, preparation for monoracism socialization, and race-conscious socialization) moderated the relationship between racial identity invalidation and internalized racial oppression. Results from a path analysis indicated that there was a significant positive relationship between racial identity invalidation and minority identity shame, a significant positive relationship between internalized racial inferiority and self-esteem, and a significant negative relationship between minority identity shame and self-esteem. Minority identity shame also significantly mediated the relationship between racial identity invalidation and self-esteem. Preparation for monoracism socialization significantly moderated the relationship between racial identity invalidation and minority identity shame. Implications for future research and clinical practice with biracial Asian-White individuals are discussed.