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After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged.

This paper uses Nancy Fraser's concept of participatory parity to reflect on data gathered by and from third year students in a final year research module in the Women's and Gender Studies Department at the University of the Western Cape in 2015. During the course students developed a research proposal, collected and shared data with other students, and then used this data to write a final (externally examinable) research report. Employing a participatory photovoice methodology, the students' research focused on ways in which social and group identities had shaped their experiences of feeling empowered and disempowered on campus. Each student took two photos representing experiences of feeling empowered and two of feeling disempowered on campus and wrote narratives of about 300 words explaining and describing the experience foregrounded by each image. Students shared these narratives and accompanying images with each other, their teachers and the wider university community through a public exhibition in the library. In the paper we draw on Fraser's concepts of maldistribution, misrecognition and misrepresentation to highlight constraints to equal participation identified by students.

Higher education is understood to play a critical role in ongoing processes of social transformation in post-apartheid South Africa through the production of graduates who are critical and engaged citizens. A key challenge is that institutions of higher education are themselves implicated in reproducing the very hierarchies they hope to transform. In this paper, I reflect critically on my experiences of a course aimed at transforming teaching through transforming teachers. In this paper, I foreground my own positionality as a white female educator as I draw on feminist theorising to reflect on my experiences as a learner in the Community, Self and Identity course. I suggest that we need to teach in ways that are more cognisant of the complexities of the constraints on personal freedom in the past if we are to contribute to the development of social justice in the future.

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged. [ABSTRACT FROM AUTHOR]

Transformation efforts in South African higher education have been under increased scrutiny in recent years, especially following the last years of student activism and calls for decolonization of universities. This article presents data from a participatory photovoice study in which a group of students reflect on their experiences of feeling safe and unsafe at an urban-based historically disadvantaged university. Findings highlight the way in which historical inequalities on the basis of social identities of race, class, and gender, among others, continue to shape experiences, both materially and social-psychologically, in South African higher education. However, and of particular relevance in thinking about a socially just university, participants speak about the value of diversity in facilitating their sense of both material and subjective safety. Thus, a diverse classroom and one that acknowledges and recognizes students across diversities, is experienced as a space of comfort, belonging and safety. Drawing on feminist work on social justice, we argue the importance of lecturer sensitivity and reflexivity to their own practices, as well as the value of social justice pedagogies that not only focus on issues of diversity and equality but also destabilize dominant forms of didactic pedagogy, and engage students’ diverse experiences and perceptions. [ABSTRACT FROM AUTHOR]

The late twentieth century saw a steep rise in published works on gender in South Africa. This article is based on a quantitative analysis of the production of gender research. The theoretical backdrop is current interest in Southern theory, theory produced to analyse and challenge existing global knowledge inequalities. As a domain of research, South African gender writings draw both on global feminist impulses as well as national and local ones. In this paper we identify the trajectory of gender research in South Africa and consider the genealogy of its feminist writing. We show how the focus of gender was sometimes divided on grounds of race, but often was united by opposition to patriarchy which took forms of activist scholarship. We focus on a number of themes to show how feminist scholarship developed out of engagements with questions of inequality, race, class and gender. While gender research featured powerful engagement with local, South African issues which serve to give this body of work its cohesion, it also manifested divisions that reflected the very inequalities being researched. [ABSTRACT FROM AUTHOR]

This article discusses the views of people in Mitchell's Plain in relation to same-sex female desire and constitutional requirements of equality. The article describes how ordinary people understand same-sex desire and the rights of lesbians to equality and equity, with the objective of producing meaningful and useful information, which can contribute to social change and the building of democracy and equality. This involved establishing participants' views on equality with regard to same-sex relationships, the possibility of same-sex marriage, partner benefits and child adoption and custody in particular. The research revealed that constructions of lesbians in Mitchell's Plain were complex, multifaceted and at times contradictory, lesbians were mostly constructed as invisible, sexually 'deviant', defiant of conventional gender roles, 'mentally ill', 'incapable' and 'unfit' parents, 'masculine', religiously 'immoral', 'abnormal' and 'unstable'. Through discourses normalising heterosexuality, the participants represented lesbians as 'others', 'deviants' who were located outside of 'normal' community practices. By accepting the binary oppositions of nature/nurture, good/bad, normal/abnormal, right/wrong, Mitchell's Plain residents were most likely to construct lesbian identity as 'bad', 'abnormal' and 'wrong'. [ABSTRACT FROM AUTHOR]

Presents a conference session on writing and teaching gendered history in Africa in the twenty-first century, during the University of Cape Town History Department Centenary Colloquium in South Africa. Theme; Keynote speakers, Topics discussed.

Drum magazine was first published in March 1951. Like other magazines, it both reflected and shaped the society from which its audience emerged. During 1951, its audience, mainly urban black readers, was able to push the publication away from its original rural focus towards an urban emphasis. Town living, however, meant different things to different people. Thus, while readers were successful in shifting the focus of the magazine, they were less successful in influencing the way the publication presented urban life. This paper explores the struggle between readers, journalists and editors over the Miss Africa beauty contest announced at the beginning of 1952. Although the magazine reluctantly admitted men to the contest, it discriminated against male entrants in a variety of ways over the course of the year, and subsequent competitions barred male contestants entirely. Despite opposition from male readers who wished to be considered beautiful, the men of Drum were largely successful in asserting their own deeply gendered cultural vision of urban life. [ABSTRACT FROM AUTHOR]