A sociological analysis of biodiversity management in Nigeria
- Authors: Obayi, Bennycharles A
- Date: 2015
- Subjects: Collective behavior , Sustainable biodiversity -- Nigeria , Biodiversity conservation -- Nigeria
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/5277 , vital:20835
- Description: The central thesis of this study addresses biodiversity challenges from a social relations perspective. This is viewed from the standpoint of enhancing sustainable bioresource-use systems from a behaviour change departure. The study reviewed the activities of organisations in Nigeria which focus on bioresource management. The review focused on how the organisations view, conceive and implement activities which aim to address biodiversity loss emphasising how these aspects inform the concept of programme design, planning and implementation. The strategies were weighed against theories and techniques in behaviour change. The study argues that it should be recognised that the challenges of biodiversity loss have a strong relationship with how a society is socially constructed, and that addressing the challenges will require a systematic approach aimed at social construction, using efficient techniques to ensure behaviour change. The objective of the study was to acquire insight on how programmes which aim at addressing biodiversity loss in Nigeria approached behaviour change towards sustainable bioresource-use practise. The study captured these insights in a set of themes which provided an improved analysis on the dynamics of behaviour change and biodiversity management in Nigeria as well as extrapolated these findings to articulate new ideas on how to address the challenges of biodiversity loss in Nigeria. Through analysing basic suppositions and exposing contradictions, social science disciplines examine the credibility of arguments and key concepts that commonly remain unquestioned. Based on this premise, critical assumptions on biodiversity management were challenged by the study. Furthermore, the study articulated questions which have been raised in recent years from a variety of social science perspectives on biodiversity management concerns. The study postulated the need for biodiversity management to be approached from a social-construct perspective in rethinking the discourse on unsustainable bioresource-use patterns. The thesis derives from an eco-sociology framework rooted in human interaction analysis, which is connected with approaches in the social science of functionalism and behaviourism. The concepts and ideas discussed in the thesis lay out the main dimensions relevant to the discourse on behaviour change-biodiversity management. The study’s conceptual and theoretical underpinning discussed biodiversity management concerns from a global context and narrowed the discussion down to country specific contexts. Within these contexts, the study discussed issues of policies, legal systems, political and social systems, practices and programme activities, as part of management concerns. The study compiled relevant views on conservation and protection practises which were in line with internationally accepted norms and practises on biodiversity management. It highlights the challenges of current practises which emphasise strengthening of legal frameworks, policies and practises, and which criminalise actions that contravene ideally-construed conservation precepts as best models of addressing biodiversity loss. It further discussed the emphasis placed on protected-area systems as the main model of biodiversity conservation and argued on the need to rethink the approach within the Nigerian context. The study articulates the role of sociology in ecological discourse and argues that although the knowledge gained by physical and biological sciences are essential in addressing ecological challenges, however, they are not sufficient to understand the driving forces underlying ecological challenges and the phenomenon fundamental to understanding trends and patterns of human factors in biodiversity loss. The study was explored within the methodological framework of phenomenology as the underpinning paradigm using a qualitative approach for analysis. The layouts of the thesis ensure that the research moves from theoretical and conceptual reflections to the actualities of lived realities and situated practices embedded in biodiversity management in Nigeria. The conceptual inclination for the theoretical base for the study analysis was postulated, which articulate the study’s scientific and empirical contributions. The survey method reflects exploratory analytical inquiry which supported the study’s methodological considerations. This was based on the specific data chosen for review, which was informed by the selected organisation’s application of social-construct concepts. Considered from a national perspective, the study assumed that issues of biodiversity management concerns were not to be separated from everyday social realities and the larger social challenges. In view of this consideration, the study analysis looked at historical, political and socio-economic backdrops in Nigeria, which reflected on bioresource-use practises. These are relevant to understand the dynamics and interplay of culture and values in bioresource-use patterns. The study builds on diverse arrays of global frameworks to integrate the major findings of the study. These were compared with related and different dimensions as well as existing theories of human-bioresource interactions. The first aspect of the empirical analysis explored conceptual dimensions which raised questions concerning perceptions of reality and social values that were linked to the strategies of social-constructs expressed through policies, plans and practices. The study’s fundamental empirical dimension explored the forms in which programmes and social institutions were relevant in ensuring behaviour change towards sustainable bioresource-use practise. The analytical sequences observed trends which support facilitation of social change through behaviour change. Another aspect of the empirical analysis focused on revealing the processional dynamics of programme activities to achieve set objectives. This was analysed from the methodical perspective of how the processes were monitored and measured in order to achieve anticipated outcomes. The study summarised the findings and the outcomes by outlining the themes which emerged from the research. The study analysis argued that the ideals of social interventions cannot be different from a society’s inherent and attributed meanings to realities, as well as how they engage with their everyday realities.
- Full Text:
- Date Issued: 2015
- Authors: Obayi, Bennycharles A
- Date: 2015
- Subjects: Collective behavior , Sustainable biodiversity -- Nigeria , Biodiversity conservation -- Nigeria
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/5277 , vital:20835
- Description: The central thesis of this study addresses biodiversity challenges from a social relations perspective. This is viewed from the standpoint of enhancing sustainable bioresource-use systems from a behaviour change departure. The study reviewed the activities of organisations in Nigeria which focus on bioresource management. The review focused on how the organisations view, conceive and implement activities which aim to address biodiversity loss emphasising how these aspects inform the concept of programme design, planning and implementation. The strategies were weighed against theories and techniques in behaviour change. The study argues that it should be recognised that the challenges of biodiversity loss have a strong relationship with how a society is socially constructed, and that addressing the challenges will require a systematic approach aimed at social construction, using efficient techniques to ensure behaviour change. The objective of the study was to acquire insight on how programmes which aim at addressing biodiversity loss in Nigeria approached behaviour change towards sustainable bioresource-use practise. The study captured these insights in a set of themes which provided an improved analysis on the dynamics of behaviour change and biodiversity management in Nigeria as well as extrapolated these findings to articulate new ideas on how to address the challenges of biodiversity loss in Nigeria. Through analysing basic suppositions and exposing contradictions, social science disciplines examine the credibility of arguments and key concepts that commonly remain unquestioned. Based on this premise, critical assumptions on biodiversity management were challenged by the study. Furthermore, the study articulated questions which have been raised in recent years from a variety of social science perspectives on biodiversity management concerns. The study postulated the need for biodiversity management to be approached from a social-construct perspective in rethinking the discourse on unsustainable bioresource-use patterns. The thesis derives from an eco-sociology framework rooted in human interaction analysis, which is connected with approaches in the social science of functionalism and behaviourism. The concepts and ideas discussed in the thesis lay out the main dimensions relevant to the discourse on behaviour change-biodiversity management. The study’s conceptual and theoretical underpinning discussed biodiversity management concerns from a global context and narrowed the discussion down to country specific contexts. Within these contexts, the study discussed issues of policies, legal systems, political and social systems, practices and programme activities, as part of management concerns. The study compiled relevant views on conservation and protection practises which were in line with internationally accepted norms and practises on biodiversity management. It highlights the challenges of current practises which emphasise strengthening of legal frameworks, policies and practises, and which criminalise actions that contravene ideally-construed conservation precepts as best models of addressing biodiversity loss. It further discussed the emphasis placed on protected-area systems as the main model of biodiversity conservation and argued on the need to rethink the approach within the Nigerian context. The study articulates the role of sociology in ecological discourse and argues that although the knowledge gained by physical and biological sciences are essential in addressing ecological challenges, however, they are not sufficient to understand the driving forces underlying ecological challenges and the phenomenon fundamental to understanding trends and patterns of human factors in biodiversity loss. The study was explored within the methodological framework of phenomenology as the underpinning paradigm using a qualitative approach for analysis. The layouts of the thesis ensure that the research moves from theoretical and conceptual reflections to the actualities of lived realities and situated practices embedded in biodiversity management in Nigeria. The conceptual inclination for the theoretical base for the study analysis was postulated, which articulate the study’s scientific and empirical contributions. The survey method reflects exploratory analytical inquiry which supported the study’s methodological considerations. This was based on the specific data chosen for review, which was informed by the selected organisation’s application of social-construct concepts. Considered from a national perspective, the study assumed that issues of biodiversity management concerns were not to be separated from everyday social realities and the larger social challenges. In view of this consideration, the study analysis looked at historical, political and socio-economic backdrops in Nigeria, which reflected on bioresource-use practises. These are relevant to understand the dynamics and interplay of culture and values in bioresource-use patterns. The study builds on diverse arrays of global frameworks to integrate the major findings of the study. These were compared with related and different dimensions as well as existing theories of human-bioresource interactions. The first aspect of the empirical analysis explored conceptual dimensions which raised questions concerning perceptions of reality and social values that were linked to the strategies of social-constructs expressed through policies, plans and practices. The study’s fundamental empirical dimension explored the forms in which programmes and social institutions were relevant in ensuring behaviour change towards sustainable bioresource-use practise. The analytical sequences observed trends which support facilitation of social change through behaviour change. Another aspect of the empirical analysis focused on revealing the processional dynamics of programme activities to achieve set objectives. This was analysed from the methodical perspective of how the processes were monitored and measured in order to achieve anticipated outcomes. The study summarised the findings and the outcomes by outlining the themes which emerged from the research. The study analysis argued that the ideals of social interventions cannot be different from a society’s inherent and attributed meanings to realities, as well as how they engage with their everyday realities.
- Full Text:
- Date Issued: 2015
Assisting in-service grade R teachers to nurture the holistic development of the five to seven year old child through music : a participatory approach
- Authors: Cloete, Erna Petronella
- Date: 2015
- Subjects: School music -- Instruction and study -- South Africa , Early childhood education , Music -- Instruction and study
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8530 , http://hdl.handle.net/10948/d1021177
- Description: Music’s significant contribution to the holistic development of the young learner is uncontested and confirmed by views of seminal scholars, such as Nzewi 2003, Reimer 2003, Nussbaum 2001, Elliot 1994 and Merriam 1964, amongst others. As such, music education supports basic values of self-growth, self-knowledge and enjoyment. This study argues for the vital importance of music education in Grade R in the South African schooling system where teachers can successfully implement the curriculum. In post-apartheid multicultural and multi-musical South Africa music education in Grade R is the sole responsibility of the generalist Grade R teacher. However, due to inadequate training and minimal, unproductive in-service initiatives, the vast majority of Reception Year teachers assumingly do not have the required competences to teach music in a way that maximally enhances the holistic development of their learners. Findings revealed that teachers exhibited limited, if any, musical knowledge and per se, they are insufficiently skilled in the effective delivery of the curriculum in terms of music. This study acknowledges the need to equip in-service Grade R teachers with the required competences to effectively implement the national school and teach music with confidence. The lack of successful and effective continuing professional teacher development initiatives from the Department of Education and Department of Basic Education to assist Grade R teachers in teaching music, was a serious concern to me. This concern reinforced the motivation to embark on this project. In this thesis, I report on an intervention strategy aimed at enabling three Grade R practitioners at one peri- urban township school in the Eastern Cape to improve their music education competencies. These three Coloured ladies only held a Certificate in Early Childhood Development, rating at an NQF level 4 and 5. None of these practitioners had any prior music experience in music training, music making or music teaching. I utilised a Participatory Action Learning and Action Research (PALAR). PALAR combines research with development and is thus highly suitable when addressing multifaceted problems in rapidly changing environments, such as South Africa. In my study, the participants were thus actively involved in identifying problems and creating solutions. A number of collaborative interactions and qualitative data generation strategies such as Focus Group Interviews, Observations, Drawing, Interviews, Narrative Inquiry, Case Study and Reflective Journals were implemented. Findings indicated that the practitioners experienced transformation on both a professional and personal level as they discovered and tapped into their own innate musical competences. This enabled them to explore ways to teach music that enhanced the holistic development of their learners, developing them physically, cognitively emotionally, socially, and musically. Learners likewise benefitted from the intervention as they experienced social cohesion in a multicultural classroom and gained the fruits of music’s remedial impact and therapeutic value in their lives.
- Full Text:
- Date Issued: 2015
- Authors: Cloete, Erna Petronella
- Date: 2015
- Subjects: School music -- Instruction and study -- South Africa , Early childhood education , Music -- Instruction and study
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8530 , http://hdl.handle.net/10948/d1021177
- Description: Music’s significant contribution to the holistic development of the young learner is uncontested and confirmed by views of seminal scholars, such as Nzewi 2003, Reimer 2003, Nussbaum 2001, Elliot 1994 and Merriam 1964, amongst others. As such, music education supports basic values of self-growth, self-knowledge and enjoyment. This study argues for the vital importance of music education in Grade R in the South African schooling system where teachers can successfully implement the curriculum. In post-apartheid multicultural and multi-musical South Africa music education in Grade R is the sole responsibility of the generalist Grade R teacher. However, due to inadequate training and minimal, unproductive in-service initiatives, the vast majority of Reception Year teachers assumingly do not have the required competences to teach music in a way that maximally enhances the holistic development of their learners. Findings revealed that teachers exhibited limited, if any, musical knowledge and per se, they are insufficiently skilled in the effective delivery of the curriculum in terms of music. This study acknowledges the need to equip in-service Grade R teachers with the required competences to effectively implement the national school and teach music with confidence. The lack of successful and effective continuing professional teacher development initiatives from the Department of Education and Department of Basic Education to assist Grade R teachers in teaching music, was a serious concern to me. This concern reinforced the motivation to embark on this project. In this thesis, I report on an intervention strategy aimed at enabling three Grade R practitioners at one peri- urban township school in the Eastern Cape to improve their music education competencies. These three Coloured ladies only held a Certificate in Early Childhood Development, rating at an NQF level 4 and 5. None of these practitioners had any prior music experience in music training, music making or music teaching. I utilised a Participatory Action Learning and Action Research (PALAR). PALAR combines research with development and is thus highly suitable when addressing multifaceted problems in rapidly changing environments, such as South Africa. In my study, the participants were thus actively involved in identifying problems and creating solutions. A number of collaborative interactions and qualitative data generation strategies such as Focus Group Interviews, Observations, Drawing, Interviews, Narrative Inquiry, Case Study and Reflective Journals were implemented. Findings indicated that the practitioners experienced transformation on both a professional and personal level as they discovered and tapped into their own innate musical competences. This enabled them to explore ways to teach music that enhanced the holistic development of their learners, developing them physically, cognitively emotionally, socially, and musically. Learners likewise benefitted from the intervention as they experienced social cohesion in a multicultural classroom and gained the fruits of music’s remedial impact and therapeutic value in their lives.
- Full Text:
- Date Issued: 2015
Investigating the radical democratic potential of social media use by new social movements in South Africa
- Authors: Zdanow, Carla
- Date: 2015
- Subjects: Social media -- South Africa , Social movements -- South Africa , Neoliberalism -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/4310 , vital:20583
- Description: Since its inception, the internet ‒ and in particular Web 2.0 ‒ have been valorized as potentially revolutionary democratic spaces. Despite the emergence of concerns over the progressively neoliberal orientation and narcissistic effects of the internet, evidence of the radical democratic potential of this media has received considerable attention. This thesis is orientated around both an exploration of such evidence, and a consideration of its relevance for South Africa. In this regard, the thesis commences with an exploration of the neoliberal underpinnings of the internet and the growing translation of dominant neoliberal discourses into the online practices of mainstream liberal democratic politics. Focus then shifts toward the mounting influence of alternative radical democratic positions online, through an investigation of the virtual manifestations of deliberative, autonomous, and agonistic approaches to radical democracy. And following an examination of the online political practices of selected recent global social movements, the primacy of agonism in online expressions of radical democracy is advanced. In turn, resonances and dissonances between the online activity and practices of such global social movements, and the use of the internet and social media by well-known South African new social movements, are explored. Finally, this thesis concludes by recommending a fourfold new media approach through which the agonistic radical democratic potential of the internet can be realized more fully by the new social movements of South Africa.
- Full Text:
- Date Issued: 2015
- Authors: Zdanow, Carla
- Date: 2015
- Subjects: Social media -- South Africa , Social movements -- South Africa , Neoliberalism -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/4310 , vital:20583
- Description: Since its inception, the internet ‒ and in particular Web 2.0 ‒ have been valorized as potentially revolutionary democratic spaces. Despite the emergence of concerns over the progressively neoliberal orientation and narcissistic effects of the internet, evidence of the radical democratic potential of this media has received considerable attention. This thesis is orientated around both an exploration of such evidence, and a consideration of its relevance for South Africa. In this regard, the thesis commences with an exploration of the neoliberal underpinnings of the internet and the growing translation of dominant neoliberal discourses into the online practices of mainstream liberal democratic politics. Focus then shifts toward the mounting influence of alternative radical democratic positions online, through an investigation of the virtual manifestations of deliberative, autonomous, and agonistic approaches to radical democracy. And following an examination of the online political practices of selected recent global social movements, the primacy of agonism in online expressions of radical democracy is advanced. In turn, resonances and dissonances between the online activity and practices of such global social movements, and the use of the internet and social media by well-known South African new social movements, are explored. Finally, this thesis concludes by recommending a fourfold new media approach through which the agonistic radical democratic potential of the internet can be realized more fully by the new social movements of South Africa.
- Full Text:
- Date Issued: 2015
My living theory of the transformational potential of my educational leadership
- Authors: Johannes, Arnold Marius
- Date: 2015
- Subjects: Educational change -- South Africa , School management and organization , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4079 , vital:20510
- Description: In democratic South Africa, policies place much emphasis on the need for transformational leadership. This challenges school leaders to ensure that their practice is in line with the democratic and inclusive values espoused therein. This thesis is an account of my journey of learning about educational leadership and how I attempted to influence transformation at my own school. The development of my living theory of educational management is grounded in my desire to make a positive change to the quality of teaching and learning at my school, by embodying and exemplifying such values in my leadership. My learning as an educational leader comprises my living theory on improving my educational leadership within a socially challenged context. I explain the context and problems experienced at my school and provide evidence of the need to move from the hierarchic, autocratic form of leadership, still prevailing at many South African schools. I adopted the theoretical framework of servant leadership to enable me to develop a more contextually sensitive and visionary style of leadership through critical reflection on my own practice. My stimulus for this journey of learning stemmed from the perceived contradiction between my espoused beliefs about leadership and my actual practice. My own autocratic leadership style was one of the main barriers that prevented teachers from attaining autonomy and taking on leadership roles within the school. My leadership style was more in alignment with the values of accountability, discipline and efficiency than those of care, trust and the development of the potential of others. This interrogation of my ontological values informed my subsequent interventions to improve my practice. Following an action research design, I investigated the quality of my leadership to determine which areas I needed to improve, took action to improve these and evaluated the change against the values inherent in the notion of servant-leadership. I embarked on a journey that helped me to shift my practice from being based on previously held authoritarian professional values towards values that underpin a more transformational leadership, such as care and trust. My journey of learning was guided by the tenets of self-study action research, which required critical self-reflection and holding myself accountable for my own actions The practical knowledge I gained through this self-reflection on my practice enabled me to make professional judgements, which then became conceptual knowledge in the form of a living theory generated by my research. This was made possible through a continuous process of data generation to extract evidence to test the validity of the claims to knowledge I made. Multiple sources of data (written, graphic and multimedia) were used to better understand the scope of happenings throughout the research and to monitor my practice over time. I explain how I used my improved understanding of leadership to promote collegiality for building quality relationships to promote teacher leadership for school improvement and how I subjected these claims to social and personal validation procedures. The significance of this study is that it contributes to new forms of practice and theory in terms of showing how a values-based approach to school leadership can influence positive change in teacher practice. While this study is a narrative of my practice, it is also a narrative of theorising about how my colleagues and I have come to know and how our thinking has changed about our work and ourselves. Although I had to indicate a cut-off point in this action research enquiry, the knowledge gained will continue to develop and influence my practice in the future and hopefully will be judged as useful by others in positions of leadership. The thesis is thus an original contribution to educational knowledge in the field of self-study action research. It demonstrates how sociohistorical and sociocultural insights from Apartheid to Post-Apartheid South Africa can be integrated within a living theory of transformational leadership.
- Full Text:
- Date Issued: 2015
- Authors: Johannes, Arnold Marius
- Date: 2015
- Subjects: Educational change -- South Africa , School management and organization , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4079 , vital:20510
- Description: In democratic South Africa, policies place much emphasis on the need for transformational leadership. This challenges school leaders to ensure that their practice is in line with the democratic and inclusive values espoused therein. This thesis is an account of my journey of learning about educational leadership and how I attempted to influence transformation at my own school. The development of my living theory of educational management is grounded in my desire to make a positive change to the quality of teaching and learning at my school, by embodying and exemplifying such values in my leadership. My learning as an educational leader comprises my living theory on improving my educational leadership within a socially challenged context. I explain the context and problems experienced at my school and provide evidence of the need to move from the hierarchic, autocratic form of leadership, still prevailing at many South African schools. I adopted the theoretical framework of servant leadership to enable me to develop a more contextually sensitive and visionary style of leadership through critical reflection on my own practice. My stimulus for this journey of learning stemmed from the perceived contradiction between my espoused beliefs about leadership and my actual practice. My own autocratic leadership style was one of the main barriers that prevented teachers from attaining autonomy and taking on leadership roles within the school. My leadership style was more in alignment with the values of accountability, discipline and efficiency than those of care, trust and the development of the potential of others. This interrogation of my ontological values informed my subsequent interventions to improve my practice. Following an action research design, I investigated the quality of my leadership to determine which areas I needed to improve, took action to improve these and evaluated the change against the values inherent in the notion of servant-leadership. I embarked on a journey that helped me to shift my practice from being based on previously held authoritarian professional values towards values that underpin a more transformational leadership, such as care and trust. My journey of learning was guided by the tenets of self-study action research, which required critical self-reflection and holding myself accountable for my own actions The practical knowledge I gained through this self-reflection on my practice enabled me to make professional judgements, which then became conceptual knowledge in the form of a living theory generated by my research. This was made possible through a continuous process of data generation to extract evidence to test the validity of the claims to knowledge I made. Multiple sources of data (written, graphic and multimedia) were used to better understand the scope of happenings throughout the research and to monitor my practice over time. I explain how I used my improved understanding of leadership to promote collegiality for building quality relationships to promote teacher leadership for school improvement and how I subjected these claims to social and personal validation procedures. The significance of this study is that it contributes to new forms of practice and theory in terms of showing how a values-based approach to school leadership can influence positive change in teacher practice. While this study is a narrative of my practice, it is also a narrative of theorising about how my colleagues and I have come to know and how our thinking has changed about our work and ourselves. Although I had to indicate a cut-off point in this action research enquiry, the knowledge gained will continue to develop and influence my practice in the future and hopefully will be judged as useful by others in positions of leadership. The thesis is thus an original contribution to educational knowledge in the field of self-study action research. It demonstrates how sociohistorical and sociocultural insights from Apartheid to Post-Apartheid South Africa can be integrated within a living theory of transformational leadership.
- Full Text:
- Date Issued: 2015
Whither South Africa – neoliberalism or an embodied communitarian indigenous ethic?
- Authors: Konik, Inga
- Date: 2015
- Subjects: Neoliberalism -- South Africa Communitarianism , Literature and society South Africa -- Politics and government -- 21st century
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/21656 , vital:29729
- Description: This thesis offers a critique of neoliberal transformation in South Africa, which process results in growing social inequality and political apathy among citizens. Many scholars have made political-economic and historical analyses of the neoliberal transition, emphasizing structural changes at work at a ‘macro’ level. However, little attention has been paid to changes that have taken place in South Africa at the ‘micro’ level – changes to individual subjectivity and gender codes. That said, the thesis opens by summarizing the above mentioned political-economic accounts of neoliberalism in South Africa, because such works are indispensable to understanding how the regime is embedded within and buttressed by major global institutions. Yet, to achieve a holistic grasp of ‘neoliberal South Africa,’ more is needed. A sociological investigation into the impact of neoliberalism on ordinary people’s self-identification uncovers deep cultural reasons for the continued perpetuation of this unjust political-economic system. Only if it can be understood why people comply with the system in the face of suffering, can effective counter-measures be proposed and implemented over time. This thesis is inherently transdisciplinary. The approach rejects the privileging of one discipline over others, and likewise cautions against collapsing or dissolving disciplines into one another. Instead, recognizing the valuable contribution that each discipline can make to critical scrutiny of a particular issue, a form of methodological transversalism is used to bring different disciplines into dialogue with one another. Following this interplay of structural and subjective analysis, the thesis uncovers the role that consumerism plays in the political neutralization of South Africans. Consumer culture, tied as it is to profitable accumulation, instigates the neoliberal ‘values’ of economistic calculation, competition, and social atomization. This ethos is inculcated in individuals, both at work and during leisure hours. Moreover, consumerism derives much of its power from its ‘sexual sell,’ the creation of fashionable and ‘exemplary’ models of masculinity and femininity. In South Africa, these hegemonic gender models serve to instill competitive individualism while derogating indigenous values. The thesis proposes that in order to counter neoliberal hegemony in South Africa, and begin reclaiming the cultural autonomy of its peoples, it is important to invigorate indigenous communitarian practices and norms. The original contribution of this thesis consists in placing the African ethos of ubuntu in transversal dialogue with global ecological feminist voices. Both political perspectives reinforce a liberatory alternative vision for a future based on principles of embodied relationality, care giving and protection of community.
- Full Text:
- Date Issued: 2015
- Authors: Konik, Inga
- Date: 2015
- Subjects: Neoliberalism -- South Africa Communitarianism , Literature and society South Africa -- Politics and government -- 21st century
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/21656 , vital:29729
- Description: This thesis offers a critique of neoliberal transformation in South Africa, which process results in growing social inequality and political apathy among citizens. Many scholars have made political-economic and historical analyses of the neoliberal transition, emphasizing structural changes at work at a ‘macro’ level. However, little attention has been paid to changes that have taken place in South Africa at the ‘micro’ level – changes to individual subjectivity and gender codes. That said, the thesis opens by summarizing the above mentioned political-economic accounts of neoliberalism in South Africa, because such works are indispensable to understanding how the regime is embedded within and buttressed by major global institutions. Yet, to achieve a holistic grasp of ‘neoliberal South Africa,’ more is needed. A sociological investigation into the impact of neoliberalism on ordinary people’s self-identification uncovers deep cultural reasons for the continued perpetuation of this unjust political-economic system. Only if it can be understood why people comply with the system in the face of suffering, can effective counter-measures be proposed and implemented over time. This thesis is inherently transdisciplinary. The approach rejects the privileging of one discipline over others, and likewise cautions against collapsing or dissolving disciplines into one another. Instead, recognizing the valuable contribution that each discipline can make to critical scrutiny of a particular issue, a form of methodological transversalism is used to bring different disciplines into dialogue with one another. Following this interplay of structural and subjective analysis, the thesis uncovers the role that consumerism plays in the political neutralization of South Africans. Consumer culture, tied as it is to profitable accumulation, instigates the neoliberal ‘values’ of economistic calculation, competition, and social atomization. This ethos is inculcated in individuals, both at work and during leisure hours. Moreover, consumerism derives much of its power from its ‘sexual sell,’ the creation of fashionable and ‘exemplary’ models of masculinity and femininity. In South Africa, these hegemonic gender models serve to instill competitive individualism while derogating indigenous values. The thesis proposes that in order to counter neoliberal hegemony in South Africa, and begin reclaiming the cultural autonomy of its peoples, it is important to invigorate indigenous communitarian practices and norms. The original contribution of this thesis consists in placing the African ethos of ubuntu in transversal dialogue with global ecological feminist voices. Both political perspectives reinforce a liberatory alternative vision for a future based on principles of embodied relationality, care giving and protection of community.
- Full Text:
- Date Issued: 2015
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