Published Article / This article argues that, whether she recognises it or not, the translator is an agent, i.e. someone with an active hand in the intercultural communication process. This position endows the translator with the responsibility to make decisions in intercultural communication that can have far-reaching ideological effects. For this reason, translators should be educated to be able to take up this responsibility. In this regard, the author proposes the notion of wisdom as the aim of translator education. The article also argues in favour of indigenising and even subverting translations in theAfrican context.

This research is the first of its kind to explore the complexity of the Irish interaction with empire using one particular case study, British Cyprus during the period of the EOKA insurgency, 1955-59. There are three main areas of enquiry. Firstly, it traces the Twenty-Six County response to decolonisation in Cyprus. Ireland’s anti-colonial credentials have been cited frequently but all too fleetingly. No comprehensive study has been done on post-independent Ireland’s response to British decolonisation anywhere. Popular opinion and how it was reflected in the Irish press organs is examined to gauge if the response was an expression of a wider Irish anticolonial sensibility or a suitable peg upon which to hang Irish nationalist grievances. In dealing with the republican response to the EOKA insurgency, it reveals that no closer relationship was formed between active Irish republicans and foreign anticolonial insurgents than that which existed between the IRA and EOKA. Secondly, this work deals with the Irish institutional response to the Cyprus Question. The motivations behind the muted response by the Catholic Church and the more active response by the Church of Ireland are examined. In the field of Irish foreign policy, it covers the Irish government’s official response and the substantial role played by Irish delegates at the Council of Europe and at the United Nations on the Cyprus Question. Thirdly, this work analyses the Irish participation in British Cyprus during the period of the EOKA insurgency. In the latter half of the 1950s, Ireland continued to be far more involved in Britain’s colonial outposts than the hegemonic nationalist narrative then or since has acknowledged. This work serves as a corrective by providing an account of the Irish judicial and military contribution to law and order in Cyprus during the period of the EOKA insurgency. The research sheds light on neglected aspects of 1950s Ireland and enriches the existing literature on Ireland and Empire. It adds new depths to the existing body of material dealing with the Cyprus Emergency. The importance of the discoveries made by analysing the Irish interaction with the Cyprus Emergency adds weight to the concept of approaching British imperial history using the archipelagic or ‘fournation’ model. The following provides one piece of that particular jigsaw.

In the aftermath of the 2015-2016 student protests on South African university campuses, many universities are struggling with how to respond to the demands put forward by students to end epistemic violence and decolonise curriculum. The following research is an abductive case study, investigating the process of decolonising curriculum in higher education at the University of the Free State in South Africa through the perspectives of staff and lecturers. The views of staff and lecturers are captured through 12 semi-structured interviews and analysed with the help of a framework by Jansen (2017a), based on six conceptions of decolonisation. The findings reveal that the UFS appears to be taking an approach to decolonising the university curriculum that primarily is concerned with adding on to curriculum or placing Africa at the centre. In taking these approaches, the university risks implementing changes that will result in superficial changes, instead of seeing curriculum as a strand influenced by many other equally important issues which indirectly can assist in decolonising it. Moreover, decolonial changes at the UFS are found to be slow and despite some important progress, the question remains if it is deep enough to truly move towards a genuine epistemic openness. Regarding decolonial teaching methods, findings demonstrated incredibly diverse understandings among the informants, indicating that the UFS has not clearly communicated a way forward. Finally, the interviews revealed that the majority of the informants did not feel confident to teach in a decolonial way. If a decolonial pedagogy is essential for the curriculum to be decolonized, as is argued in earlier literature, then the sample group in this study indicates that most lecturers at the UFS are not well prepared to respond to this.  The study concludes that achieving a decolonised curriculum at the UFS is something which cannot be accomplished at a moment but the findings indicate that there are some progressive forces around the university which may speed up transformation. The study further concludes that the paper has reached some insights on barriers to transformation and the challenges that lay ahead for academics if the university is to truly decolonise the university curriculum.

Indigeneity plays a central role in planning for diversity and creating inclusive cities in Canada. In the public domain, racism remains prominent in cities and presents challenges to the realization by urban Aboriginal peoples and Newcomers of their aspirations in urban society. In Winnipeg, an Aboriginal-led organisation has initiated partnerships with Newcomer settlement organisations to bring both groups together to build intercultural relationships. A case study of the United Against Racism/Aboriginal Youth Circle component of Ka Ni Kanichihk (KNK) provides the opportunity to examine the effects of its partnerships on the following matters: promoting cross-cultural understanding and friendships, changing negative perceptions and building confidence among Aboriginal peoples and Newcomers vis-a-vis each other, and help indirectly to facilitate Newcomer integration into neighbourhoods predominantly occupied by Aboriginal peoples in Winnipeg. An analysis of the data gathered on the partnership programs revealed that prior to participating in these programs there were negative preconceptions about one another based on false impressions. The programming has facilitated the sharing of cultures and ideas. This has also helped members of both groups to value their cultural differences and similar history of colonialism where they exist, develop a shared understanding of the racism that confronts Aboriginal peoples and racialized Newcomers, break down stereotypes, and build friendships. This thesis reveals that in the short term, the programs and partnerships of KNK are contributing to better cross-cultural understanding and relations within a multiculturalism framework, and that in the long term they have the potential to contribute to better cross-cultural understanding and relations within an intercultural framework. The cross-cultural networks being developed bode well for the potential of developing instrumental policy and advocacy partnerships in addressing common issues faced by Aboriginals and Newcomers through progressive urban policy in Canadian cities.

Indigeneity plays a central role in planning for diversity and creating inclusive cities in Canada. In the public domain, racism remains prominent in cities and presents challenges to the realization by urban Aboriginal peoples and Newcomers of their aspirations in urban society. In Winnipeg, an Aboriginal-led organisation has initiated partnerships with Newcomer settlement organisations to bring both groups together to build intercultural relationships. A case study of the United Against Racism/Aboriginal Youth Circle component of Ka Ni Kanichihk (KNK) provides the opportunity to examine the effects of its partnerships on the following matters: promoting cross-cultural understanding and friendships, changing negative perceptions and building confidence among Aboriginal peoples and Newcomers vis-a-vis each other, and help indirectly to facilitate Newcomer integration into neighbourhoods predominantly occupied by Aboriginal peoples in Winnipeg. An analysis of the data gathered on the partnership programs revealed that prior to participating in these programs there were negative preconceptions about one another based on false impressions. The programming has facilitated the sharing of cultures and ideas. This has also helped members of both groups to value their cultural differences and similar history of colonialism where they exist, develop a shared understanding of the racism that confronts Aboriginal peoples and racialized Newcomers, break down stereotypes, and build friendships. This thesis reveals that in the short term, the programs and partnerships of KNK are contributing to better cross-cultural understanding and relations within a multiculturalism framework, and that in the long term they have the potential to contribute to better cross-cultural understanding and relations within an intercultural framework. The cross-cultural networks being developed bode well for the potential of developing instrumental policy and advocacy partnerships in addressing common issues faced by Aboriginals and Newcomers through progressive urban policy in Canadian cities.

"The Mestizo Consciousness" is a research based on the work of the Mexican-American researcher Glória Anzaldúa and her definition of people who live between the borders of the dualism of society, whether they are borders of race, physical borders between countries, moral borders or political, linguistic or sexual borders. By first analysing the place of the mestizo, we will follow the development of this "non-place" from Alzaldúa onwards and the way in which it affects the individual and society. To do this, we will draw on the thought and experience of the authors we have called upon, such as Alzandúa herself, Derrida in "The Monolingualism of the Other" and the life and philosophy of the indigenous Yanomami people, starting with Davi Kopenawa's "The Fall of Heaven". We will show that dualism has been and continues to be present in our society, how it directly affects the life and philosophy of each individual and we will think about the empowerment of those who are outside this model, which passes less through the recognition of this dualism, than through the affirmation, acceptance and admiration of each characteristic that defines the individual in his or her difference. KEY WORDS: ANZALDÚA, DERRIDA, KOPENAWA, METIZA, CONSCIOUSNESS, DECOLONISATION, BORDERLANDS

This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.

This thesis responds to the dearth of detailed studies of pioneering African modernists; and the need for fresh theoretical frameworks for the interpretation of their art. Building on recent scholarship that applies decolonisation as an epistemic framework, it argues that a productive decolonial discourse needs to consider concurrent forms of nationalism and cultural agency in both the anti/colonial and postcolonial periods. Central to this approach is an analysis of the aesthetic responses of artists to the experiences and legacies of colonialism. This thesis is grounded in a study of Malangatana Valente Ngwenya (1936-2011), Mozambique’s most celebrated artist. It draws substantially on archival material and rare publications, mostly in Portuguese. The artist’s career is located within changing social and political contexts, specifically the anti/colonial period, and the promise and collapse of the postcolonial revolutionary project, with the pervasive influence of the Cold War highlighted. Following the advent of globalisation, the artist’s role in normalising postcolonial relations with Portugal is foregrounded. Parallel to his contribution to Mozambican art and society, Malangatana features prominently in surveys of modern African art. The notion of the artist fulfilling divergent social roles at different points in time for evolving publics is linked to an analysis of his emergence as a composite cultural sign: autodidact; revolutionary; cultural ‘ambassador’; and global citizen. The artist’s decolonial aesthetics are positioned in relation to those of his pan-African peers, with four 6 themes elaborated: colonial assimilation; anti-colonial resistance; postcolonial dystopia; and the articulation of a new Mozambican identity. Key to this analysis is an elaboration of the concept of the polemic sign, initially proposed by Jean Duvignaud (1967), adapted here to interpret the artist’s predilection for composite visual signs that, in their ambivalence and often provocative significations, resist processes of definitive translation. It is argued that through a juxtaposition of disparate forms of signs, and the simultaneous deployment of semi-realist and narrative pictorial strategies, the artist develops a complex, eclectic and evocative aesthetic that requires critical and open-ended engagement. The thesis concludes with provocative questions regarding the extent to which the artist’s aesthetics reflect hegemonic national narratives, or act to unsettle these. of a new Mozambican identity. Key to this analysis is an elaboration of the concept of the polemic sign, initially proposed by Jean Duvignaud (1967), adapted here to interpret the artist’s predilection for composite visual signs that, in their ambivalence and often provocative significations, resist processes of definitive translation. It is argued that through a juxtaposition of disparate forms of signs, and the simultaneous deployment of semi-realist and narrative pictorial strategies, the artist develops a complex, eclectic and evocative aesthetic that requires critical and open-ended engagement. The thesis concludes with provocative questions regarding the extent to which the artist’s aesthetics reflect hegemonic national narratives, or act to unsettle these.

Magister Legum - LLM / Across the world, the Fourth Industrial Revolution (4IR)1 is disrupting the law.2 The 4IR has specifically disrupted commercial law in areas such as banking,3 competition,4 consumer protection,5 contract,6 insurance,7 labour,8 and personality.9 In addition, company law has also substantially been impacted by the 4IR. Leading legal scholars refer to this process of transformation as the ‘Digitalisation of Company Law’.10 More specifically, the scholars attribute the transformation to technological advancements.

Magister Psychologiae - MPsych / Discussions about decolonisation of the curriculum resurfaced after the #FeesMustFall movement in South African universities. Despite its long history, there’s little to no change in its implication. Decolonisation is regaining popularity in academia; however little room is afforded to students to express their understanding of what the decolonisation of the curriculum entails. A gap within the literature was identified, which was the little consideration given to student voices.Thus, the primary aim of this research project was to explore students understanding of a decolonised Psychology curriculum in South Africa.