Thinking Africa Newsletter: (March 2014)
- Authors: Matthews, Sally
- Date: 2014
- Language: English
- Type: text , article
- Identifier: vital:38067 , http://hdl.handle.net/20.500.12137/22
- Description: Thinking Africa Newsletter (March 2014).
- Full Text:
- Date Issued: 2014
- Authors: Matthews, Sally
- Date: 2014
- Language: English
- Type: text , article
- Identifier: vital:38067 , http://hdl.handle.net/20.500.12137/22
- Description: Thinking Africa Newsletter (March 2014).
- Full Text:
- Date Issued: 2014
Privilege, poverty, and pedagogy: reflections on the introduction of a service-learning component into a postgraduate political studies course
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142224 , vital:38060 , DOI: 10.17159/2221-4070/2017/v6i2a4
- Description: This paper reflects on the experience of integrating a service-learning component into a postgraduate course in political studies. The course in question aims to get students to reflect on the ways in which poverty and privilege are tied up with each other, and on whether and how the relatively privileged can be involved in helpful ways in struggles against oppression. The service-learning component involved spending a week volunteering with a rural community-based organisation. Students were required to relate their volunteering experience to the course content. The paper reflects on the implications of the course's failure to live up to many criteria for quality service-learning, arguing that despite its failings, the service-learning experience significantly enhanced the learning of the students and also my own learning as an educator. I show that the nature of this learning calls into question some possible assumptions about how service-learning ought to be done. The paper contributes to ongoing discussions about the ways in which service-learning can assist in the achievement of social justice-related goals.
- Full Text:
- Date Issued: 2017
- Authors: Matthews, Sally
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142224 , vital:38060 , DOI: 10.17159/2221-4070/2017/v6i2a4
- Description: This paper reflects on the experience of integrating a service-learning component into a postgraduate course in political studies. The course in question aims to get students to reflect on the ways in which poverty and privilege are tied up with each other, and on whether and how the relatively privileged can be involved in helpful ways in struggles against oppression. The service-learning component involved spending a week volunteering with a rural community-based organisation. Students were required to relate their volunteering experience to the course content. The paper reflects on the implications of the course's failure to live up to many criteria for quality service-learning, arguing that despite its failings, the service-learning experience significantly enhanced the learning of the students and also my own learning as an educator. I show that the nature of this learning calls into question some possible assumptions about how service-learning ought to be done. The paper contributes to ongoing discussions about the ways in which service-learning can assist in the achievement of social justice-related goals.
- Full Text:
- Date Issued: 2017
Alternatives to Development in Africa:
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
- Date Issued: 2018
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
- Date Issued: 2018
Responding to poverty in the light of the post-development debate: Some insights from the NGO Enda Graf Sahel
- Authors: Matthews, Sally
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142487 , vital:38084 , https://www.ajol.info/index.php/ad/article/view/135799
- Description: How can we take on board the many valuable insights of post-development theory without seeming to advocate indifference and inaction in the face of the misery that many people in the world experience daily? In this paper, I provide a partial response to this question. I begin by looking at some of the alternative strategies offered in post-development literature and set out to show that while there are several problems with these alternatives, to read post-development theory as advocating indifference or inaction is to read it uncharitably. Secondly, I draw on the experiences of the non-governmental organisation (NGO) Enda Graf Sahel in Dakar, Senegal to suggest some ways in which the insights of post-development theory, or some versions of post-development theory, can be taken into consideration without leading to inaction or indifference in the face of the suffering of those who occupy a less advantaged position in contemporary relations of power and privilege.
- Full Text:
- Date Issued: 2016
- Authors: Matthews, Sally
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142487 , vital:38084 , https://www.ajol.info/index.php/ad/article/view/135799
- Description: How can we take on board the many valuable insights of post-development theory without seeming to advocate indifference and inaction in the face of the misery that many people in the world experience daily? In this paper, I provide a partial response to this question. I begin by looking at some of the alternative strategies offered in post-development literature and set out to show that while there are several problems with these alternatives, to read post-development theory as advocating indifference or inaction is to read it uncharitably. Secondly, I draw on the experiences of the non-governmental organisation (NGO) Enda Graf Sahel in Dakar, Senegal to suggest some ways in which the insights of post-development theory, or some versions of post-development theory, can be taken into consideration without leading to inaction or indifference in the face of the suffering of those who occupy a less advantaged position in contemporary relations of power and privilege.
- Full Text:
- Date Issued: 2016
Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions
- Tabensky, Pedro, Matthews, Sally
- Authors: Tabensky, Pedro , Matthews, Sally
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142084 , vital:38048 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
- Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
- Full Text:
- Date Issued: 2015
- Authors: Tabensky, Pedro , Matthews, Sally
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142084 , vital:38048 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
- Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
- Full Text:
- Date Issued: 2015