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Black women scientists are living in an important time in South Africa as the socio-political landscape is changing rapidly, effecting changes in many dimensions of identification, particularly "race", gender and class. This paper draws data from in-depth interviews with a cohort (n = 10) of Science scholarship students to explore experiences of alienation and belonging at university. Although these young women are, by definition, "high performers", selected from the top five percentile of their secondary schools, they may still enter university study with limited access to dominant forms of cultural capital, including English proficiency and scientific terminology, and other forms of less tangible knowledge. The participants recount multiple experiences of non-belonging in the university context, both in and outside of classrooms, and a sense of alienation from their chosen fields of study. However, the findings also suggest that the establishment of affective bonds with particular institutional spaces and people stabilises their sense of self and belonging. Perhaps simultaneous membership of two outlier groups, a marginal and an elite group, which creates alternating senses of alienation and belonging, may provoke new modes of academic life and ways of doing Science.

All changes in space which we see, hear, smell or taste are literally tactile impressions. All our senses are variations of our unique sense of touch. Rudolf von Laban (1) [...]

This paper offers a dialogical engagement with Bhekizizwe Peterson's oeuvre of work through the framing of narrative subjectivity as constituted by three intertwined threads: 1) relationality; 2) temporality; and 3) embodiment (Bradbury, 2020). Peterson offers critical and creative resources for reconfiguring psychosocial praxis, persisting with the question of what it might mean to be human in dehumanising conditions. In his analytically rigorous formulation, ubuntu becomes a tool for dismantling atomised notions of individuality, rethinking subjectivity as inherently relational. The narration of these relational bonds is not restricted to the plane of the present. Narrative time disrupts linearity and Peterson theorises intergenerational life by attending to memory, particularly the traumatic repetitions of black spectrality, and imagination in the projection of alternative futures. The activation of memory and imagination in works of art offers resources for thinking and living, for the construction of culture in the flows of historical life. However, it is not only the life of the arts that Peterson theorises but the art of life, the (extra)ordinary everyday embodied practices of (extra)ordinary people. This approach to rethinking personhood is refracted through the ambiguous notion of articulation as, on the one hand, the expression of private thought and felt meaning in public discourse, and on the other, connection, conjoining or hinging together. Narrative captures both senses of this term and offers us a way of thinking, with Peterson, not only about the arts but also about psychosocial life. [ABSTRACT FROM AUTHOR]

The article commemorates the work of Bhekizizwe Peterson, exploring how his contributions to African literature and film intersect with contemporary psychological and societal issues. It also discusses the impact of Peterson's work on decolonizing intellectual traditions, rethinking personhood and psychic life, and addressing inequality and trauma.

Michael McKeon and other scholars have focused on epic, romance and literature and its situation within the socio-economy. Neoclassical poetic theory, the hierarchization of generic forms, and the influence of ancient models and critics on poetics are also discussed.

This article is based on a narrative study involving six adolescent heads of households and their siblings from an informal township and a rural village in KwaZulu-Natal, South Africa, focusing on how they construct their sense of self and family. The article explores the stories emerging from the study about the relationship between children in child-headed households and adults in the wider community. While these young people do experience networks of support, perceptions of hostile adult surveillance emerged as an unexpected competing dominant theme. Furthermore, this surveillance is particularly gendered, with girls positioned as ‘whores’ and boys as ‘thugs’. It is suggested that this pejorative policing may be indicative of high levels of anxiety about the disintegration of family and community life. [ABSTRACT FROM AUTHOR]

Assesses the nature of peer interaction in a multicultural group and its effectiveness in facilitating learning of second language learners from disadvantaged schooling backgrounds. Guidelines for effective peer group work; Categories for the analysis of the learners' utterances; Recommendations for primary school teachers on the use of peer group interaction.

Compares the academic performance of English first and second language students in relation to their levels of competence in basic mathematics and English language, using a sample of first-year Psychology students in South Africa. Inconsistency of patterns of performance; Levels of error in using measures of language and mathematics proficiency for selection.