Modern celebrity and inspiration in South Africa: an examination of the Mail & Guardian 200 Young South Africans
- Authors: Lishivha, Welcome
- Date: 2017
- Subjects: Youth in mass media -- South Africa , Youth -- Social conditions -- South Africa , Mail & Guardian , Mail & Guardian 200 Young South Africans
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5165 , vital:20782
- Description: The postapartheid condition of a majority of young people in South Africa is substantially similar to the apartheid conditions under which their parents lived. This results in a dominant narrative in the media and everyday talk circulating in South African that the youth are a ‘lost generation’ and also that they represent a significant danger and risk for the stability of our democracy. Against this backdrop The Mail and Guardian, one of the South Africa’s most influential newspapers has chosen to celebrate a small number of young people every year as inspirational and extraordinary in their achievements. This investigation into this representation of a significant - although small - group of young South Africans employed content analysis of the 2015 edition of 200 Young South Africans, interviews with profiled individuals across the years, and a focus group of readers. The study aimed to unpack the complexity of constructing certain young people as exemplary given the structural conditions that constrain and prevent a majority from attaining the education and mobility they need to make a difference in their own lives. The study found through the content analysis that the Mail&Guardian is setting up these young people as exemplary citizens whose actions should inspire other young people to similarly ‘make a difference’. Through the interviews the study found that those featured on the list found both that there was significant social capital in being valorised this way, but that this position was also a complex one to negotiate given the structural limitations of poverty and lack of education for those out of whom they had been chosen. The readers in the focus group did find inspiration in reading about their exemplary peers but they too were conscious of how small a group this was in comparison to the majority of young South Africans. In conclusion the study found that the narrative of hope, inspiration and making a difference is an important message in relation to a generalised hopelessness about South African youth but that it runs the risk of ignoring the significant structural constraints that young, poor, undereducated, unskilled young South Africans face.
- Full Text:
- Date Issued: 2017
- Authors: Lishivha, Welcome
- Date: 2017
- Subjects: Youth in mass media -- South Africa , Youth -- Social conditions -- South Africa , Mail & Guardian , Mail & Guardian 200 Young South Africans
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5165 , vital:20782
- Description: The postapartheid condition of a majority of young people in South Africa is substantially similar to the apartheid conditions under which their parents lived. This results in a dominant narrative in the media and everyday talk circulating in South African that the youth are a ‘lost generation’ and also that they represent a significant danger and risk for the stability of our democracy. Against this backdrop The Mail and Guardian, one of the South Africa’s most influential newspapers has chosen to celebrate a small number of young people every year as inspirational and extraordinary in their achievements. This investigation into this representation of a significant - although small - group of young South Africans employed content analysis of the 2015 edition of 200 Young South Africans, interviews with profiled individuals across the years, and a focus group of readers. The study aimed to unpack the complexity of constructing certain young people as exemplary given the structural conditions that constrain and prevent a majority from attaining the education and mobility they need to make a difference in their own lives. The study found through the content analysis that the Mail&Guardian is setting up these young people as exemplary citizens whose actions should inspire other young people to similarly ‘make a difference’. Through the interviews the study found that those featured on the list found both that there was significant social capital in being valorised this way, but that this position was also a complex one to negotiate given the structural limitations of poverty and lack of education for those out of whom they had been chosen. The readers in the focus group did find inspiration in reading about their exemplary peers but they too were conscious of how small a group this was in comparison to the majority of young South Africans. In conclusion the study found that the narrative of hope, inspiration and making a difference is an important message in relation to a generalised hopelessness about South African youth but that it runs the risk of ignoring the significant structural constraints that young, poor, undereducated, unskilled young South Africans face.
- Full Text:
- Date Issued: 2017
Being young, black, woman academics on an Accelerated Development Programme in an Historically White University in South Africa: a narrative analysis
- Mohoto, Nkoe Lieketso Paballo
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »