Humor, innovation, and competition in Jamaican music:
- Authors: Stanley Niaah, Sonjah
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146398 , vital:38522 , ISBN 9781351266628
- Description: Book abstract. An essential part of human expression, humor plays a role in all forms of art, and humorous and comedic aspects have always been part of popular music. For the first time, The Routledge Companion to Popular Music and Humor draws together scholarship exploring how the element of humor interacts with the artistic and social aspects of the musical experience. Discussing humor in popular music across eras from Tin Pan Alley to the present, and examining the role of humor in different musical genres, case studies of artists, and media forms, this volume is a groundbreaking collection that provides a go-to reference for scholars in music, popular culture, and media studies.
- Full Text:
- Date Issued: 2019
- Authors: Stanley Niaah, Sonjah
- Date: 2019
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146398 , vital:38522 , ISBN 9781351266628
- Description: Book abstract. An essential part of human expression, humor plays a role in all forms of art, and humorous and comedic aspects have always been part of popular music. For the first time, The Routledge Companion to Popular Music and Humor draws together scholarship exploring how the element of humor interacts with the artistic and social aspects of the musical experience. Discussing humor in popular music across eras from Tin Pan Alley to the present, and examining the role of humor in different musical genres, case studies of artists, and media forms, this volume is a groundbreaking collection that provides a go-to reference for scholars in music, popular culture, and media studies.
- Full Text:
- Date Issued: 2019
How Far, Where To?: regionalism, the Southern African Development Community and decision-making into the Millennium
- Authors: Bischoff, Paul, 1954-
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161638 , vital:40649 , ISBN 9781138726093
- Description: This title was first published in 2002: The resurgence of the democratization movement in Africa in the post-Cold War era is gradually replacing authoritarianism with forms of democratic systems. These changes have put into question the traditional big man image of African states’ foreign policy and foreign policy-making. The first book of its kind to focus on the foreign policy-making process of Southern African countries in the era of globalization, these instructive and rewarding case studies contextualize the increasing involvement of other internal actors in African states foreign policy-making process. Foreign policy actors such as the Presidency, Ministries of Defence, Foreign Affairs, Trade, Finance and the Intelligence Community, among others, are examined in a comparative perspective.
- Full Text:
- Date Issued: 2018
- Authors: Bischoff, Paul, 1954-
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161638 , vital:40649 , ISBN 9781138726093
- Description: This title was first published in 2002: The resurgence of the democratization movement in Africa in the post-Cold War era is gradually replacing authoritarianism with forms of democratic systems. These changes have put into question the traditional big man image of African states’ foreign policy and foreign policy-making. The first book of its kind to focus on the foreign policy-making process of Southern African countries in the era of globalization, these instructive and rewarding case studies contextualize the increasing involvement of other internal actors in African states foreign policy-making process. Foreign policy actors such as the Presidency, Ministries of Defence, Foreign Affairs, Trade, Finance and the Intelligence Community, among others, are examined in a comparative perspective.
- Full Text:
- Date Issued: 2018
From contradictions to complementarities: a social realist analysis of the evolution of academic development within a department
- Case, Jennifer M, Heydenrych, Hilton, Kotta, Linda, Marshall, Delia, McKenna, Sioux, Willliams, Kevin
- Authors: Case, Jennifer M , Heydenrych, Hilton , Kotta, Linda , Marshall, Delia , McKenna, Sioux , Willliams, Kevin
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66752 , vital:28990 , ISSN 1470-1294 , https://doi.org/10.1080/03075079.2015.1045479
- Description: Publisher version , Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25-year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department's relationships with industry were shown to have played a key role in fostering this form of change.
- Full Text: false
- Date Issued: 2017
- Authors: Case, Jennifer M , Heydenrych, Hilton , Kotta, Linda , Marshall, Delia , McKenna, Sioux , Willliams, Kevin
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66752 , vital:28990 , ISSN 1470-1294 , https://doi.org/10.1080/03075079.2015.1045479
- Description: Publisher version , Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25-year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department's relationships with industry were shown to have played a key role in fostering this form of change.
- Full Text: false
- Date Issued: 2017
Partnerships and parents–relationships in tutorial programmes
- Layton, Delia M, McKenna, Sioux
- Authors: Layton, Delia M , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66699 , vital:28983 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2015.1087471
- Description: The tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial programme. Given that tutorials are considered to be spaces in which more intimate learning can take place than in the anonymous environment of the large lecture hall, an interrogation of the relationships fostered in tutorials is important. The parent discourse, in which students were positioned as ‘kids’ needing care, was supportive of new students but ran the risk of being patronising and reductionist. The partnerships discourse, in which tutors and academics were seen to be working together towards the common goal of student success, was seen to be enabling of epistemological access. But it required a commitment to teaching endeavours that was in tension with the institutional focus on research. Through a social realist analysis of the two discourses constructing relationships in the tutorial system, we conclude that these discourses have the power to both constrain and enable the extent to which the tutorial system can be a site of epistemological access.
- Full Text: false
- Date Issued: 2016
- Authors: Layton, Delia M , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66699 , vital:28983 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2015.1087471
- Description: The tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial programme. Given that tutorials are considered to be spaces in which more intimate learning can take place than in the anonymous environment of the large lecture hall, an interrogation of the relationships fostered in tutorials is important. The parent discourse, in which students were positioned as ‘kids’ needing care, was supportive of new students but ran the risk of being patronising and reductionist. The partnerships discourse, in which tutors and academics were seen to be working together towards the common goal of student success, was seen to be enabling of epistemological access. But it required a commitment to teaching endeavours that was in tension with the institutional focus on research. Through a social realist analysis of the two discourses constructing relationships in the tutorial system, we conclude that these discourses have the power to both constrain and enable the extent to which the tutorial system can be a site of epistemological access.
- Full Text: false
- Date Issued: 2016
Religious Poetry as a Vehicle for Social Control in Africa: The Case of Bakossi Incantatory Poetry
- Authors: Enongene Mirabeau Sone
- Date: 2011
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2624 , vital:42301
- Description: Religious poetry is generally considered the fruit of a people’s long reflection on their relationship with their gods, with the ancestors, and with the partly seen and unseen universe. It is used to celebrate events in the life of the individual and the community, to express fellowship, and as a powerful means of communication. Thus, religious poetry is an integral element of a people’s heritage. In this paper, I intend to present some forms of religious poetry, which are found among the Bakossi people of Cameroon, in order to show how magically-oriented formulaic expressions are used in order to maintain adherence to the normative order of society. The point I intend to make is that the incantatory form of religious poetry, was, and still is, used among the Bakossi people of Cameroon, as well as in other parts of rural Africa in terms of individual and communal education.
- Full Text:
- Authors: Enongene Mirabeau Sone
- Date: 2011
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/2624 , vital:42301
- Description: Religious poetry is generally considered the fruit of a people’s long reflection on their relationship with their gods, with the ancestors, and with the partly seen and unseen universe. It is used to celebrate events in the life of the individual and the community, to express fellowship, and as a powerful means of communication. Thus, religious poetry is an integral element of a people’s heritage. In this paper, I intend to present some forms of religious poetry, which are found among the Bakossi people of Cameroon, in order to show how magically-oriented formulaic expressions are used in order to maintain adherence to the normative order of society. The point I intend to make is that the incantatory form of religious poetry, was, and still is, used among the Bakossi people of Cameroon, as well as in other parts of rural Africa in terms of individual and communal education.
- Full Text:
Analysing an audit cycle: a critical realist account
- Boughey, Chrissie, McKenna, Sioux
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66741 , vital:28988 , ISSN 1470-3300 , https://doi.org/10.1080/03075079.2015.1072148
- Description: Pre-print , This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
- Full Text:
- Date Issued: 2017
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66741 , vital:28988 , ISSN 1470-3300 , https://doi.org/10.1080/03075079.2015.1072148
- Description: Pre-print , This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
- Full Text:
- Date Issued: 2017
Decolonisation of nature in towns and cities of South Africa:
- Cocks, Michelle L, Shackleton, Charlie M, Walsh, Lindsey S, Haynes, Duncan, Manyani, Amanda, Radebe, Dennis
- Authors: Cocks, Michelle L , Shackleton, Charlie M , Walsh, Lindsey S , Haynes, Duncan , Manyani, Amanda , Radebe, Dennis
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175720 , vital:42618 , ISBN 9781000215182
- Description: Ways of conceptualising the world around us and being in this world are defined by an ontological understanding. Within a Eurocentric ideological understanding, nature is positioned to be opposite to culture, ie, nature is considered as “other” of which humans are not a part. Modernity is perceived as the antithesis of nature as processes of production, metabolism and expansion of modern cities represent attempts to tame and control nature. In turn, cities have become viewed as agents of development and change, promoting ideals of progress, thinking and innovation (Jayne 2005). Eurocentric ideals are framed as the forerunners of these processes and have come to influence international policies, global governance, alliances and networks which have in turn informed the design and governance of cities and influenced all aspects of urban liveability (Bouteligier 2011), including how urban natures are defined and constructed and the wellbeing benefits derived from them.
- Full Text:
- Date Issued: 2020
- Authors: Cocks, Michelle L , Shackleton, Charlie M , Walsh, Lindsey S , Haynes, Duncan , Manyani, Amanda , Radebe, Dennis
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175720 , vital:42618 , ISBN 9781000215182
- Description: Ways of conceptualising the world around us and being in this world are defined by an ontological understanding. Within a Eurocentric ideological understanding, nature is positioned to be opposite to culture, ie, nature is considered as “other” of which humans are not a part. Modernity is perceived as the antithesis of nature as processes of production, metabolism and expansion of modern cities represent attempts to tame and control nature. In turn, cities have become viewed as agents of development and change, promoting ideals of progress, thinking and innovation (Jayne 2005). Eurocentric ideals are framed as the forerunners of these processes and have come to influence international policies, global governance, alliances and networks which have in turn informed the design and governance of cities and influenced all aspects of urban liveability (Bouteligier 2011), including how urban natures are defined and constructed and the wellbeing benefits derived from them.
- Full Text:
- Date Issued: 2020
Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers
- Quinn, Lynn, Vorster, Jo-Anne
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
- Date Issued: 2016
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
- Date Issued: 2016
Indigenous polycentric and nested customary sea-tenure (CST) institution: A Solomon Islands case study. In Governing Renewable Natural Resources
- Authors: Aswani, Shankar
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/421607 , vital:71865 , ISBN 978-0-429-0-5300-9
- Description: This ethnographic case study illustrates indigenous non-government associated polycentric/multilevel and nested sea-tenure governance systems in the Western Solomon Islands. I examine the role of central apex-related actors in marine governance and scale-up to examine the role of family, community, tribe, confederation, local community-based organizations (CBOs), and Church indigenous marine control. I illustrate how regional sociopolitical diversity and various historical processes have shaped a number of polycentric/multilevel institutions, and explain why understanding the pluralistic and nested nature of marine governance locally matters for designing and executing development and conservation interventions in the region more successfully. Polycentrism denotes the existence of a number of governance decision-making units that may be in a competitive and/or cooperative association with each other. Polycentrism in the commons literature has often focused on the positive attributes of these multiple nodes of authority systems in regional, national, and international contexts of resource management (Carlisle and Gruby, 2017), but less attention has been given to disaggregating indigenous polycentric systems at the local scale. In the case of traditional (but dynamic) long-standing indigenous institutions, such as customary sea-tenure (CST) governance, control and concomitant decision-making regarding use and access of marine resources extends across multiple levels of indigenous authority (eg, Gruby and Basurto, 2013), which stretch from central apex-related actors to charismatic and nativist churches. That is, local powers to establish boundaries, exclude interlopers, control fishing activities, and articulate conflict-resolution procedures when present (Bromley, 1992) exist across various nodes of power that may act independently but which are more commonly interacting with each other (Ostrom, 1990). As mentioned, in this chapter I describe a polycentric and nested system of local CST governance.
- Full Text:
- Date Issued: 2019
- Authors: Aswani, Shankar
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/421607 , vital:71865 , ISBN 978-0-429-0-5300-9
- Description: This ethnographic case study illustrates indigenous non-government associated polycentric/multilevel and nested sea-tenure governance systems in the Western Solomon Islands. I examine the role of central apex-related actors in marine governance and scale-up to examine the role of family, community, tribe, confederation, local community-based organizations (CBOs), and Church indigenous marine control. I illustrate how regional sociopolitical diversity and various historical processes have shaped a number of polycentric/multilevel institutions, and explain why understanding the pluralistic and nested nature of marine governance locally matters for designing and executing development and conservation interventions in the region more successfully. Polycentrism denotes the existence of a number of governance decision-making units that may be in a competitive and/or cooperative association with each other. Polycentrism in the commons literature has often focused on the positive attributes of these multiple nodes of authority systems in regional, national, and international contexts of resource management (Carlisle and Gruby, 2017), but less attention has been given to disaggregating indigenous polycentric systems at the local scale. In the case of traditional (but dynamic) long-standing indigenous institutions, such as customary sea-tenure (CST) governance, control and concomitant decision-making regarding use and access of marine resources extends across multiple levels of indigenous authority (eg, Gruby and Basurto, 2013), which stretch from central apex-related actors to charismatic and nativist churches. That is, local powers to establish boundaries, exclude interlopers, control fishing activities, and articulate conflict-resolution procedures when present (Bromley, 1992) exist across various nodes of power that may act independently but which are more commonly interacting with each other (Ostrom, 1990). As mentioned, in this chapter I describe a polycentric and nested system of local CST governance.
- Full Text:
- Date Issued: 2019
Planning for the Future: Mapping Anticipated Environmental and Social Impacts in a Nascent Tourism Destination
- Aswani, Shankar, Diedrich, Amy, Currier, Kitty
- Authors: Aswani, Shankar , Diedrich, Amy , Currier, Kitty
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/421980 , vital:71901 , xlink:href="https://doi.org/10.1080/08941920.2015.1020582"
- Description: Tourism is a significant driver of social and ecological change in developing countries, particularly in small-island states, which are susceptible to tourism impacts due to their particular social and environmental characteristics. In this article we present a participatory mapping approach to obtaining spatially explicit local perceptions of future environmental and social change resulting from tourism development, as well as addressing the different community conflicts that may arise through the introduction of tourism in the future in a Solomon Islands community. The results show that spatial conflicts within a community over territory and associated resources are likely to occur when designing natural resource management and tourism development plans. This knowledge can help us increase the future sustainability of tourism in nascent small-islands destinations, particularly in vulnerable regions such as Roviana, which have experienced very little tourism development and will likely experience more in the near future.
- Full Text:
- Date Issued: 2015
- Authors: Aswani, Shankar , Diedrich, Amy , Currier, Kitty
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/421980 , vital:71901 , xlink:href="https://doi.org/10.1080/08941920.2015.1020582"
- Description: Tourism is a significant driver of social and ecological change in developing countries, particularly in small-island states, which are susceptible to tourism impacts due to their particular social and environmental characteristics. In this article we present a participatory mapping approach to obtaining spatially explicit local perceptions of future environmental and social change resulting from tourism development, as well as addressing the different community conflicts that may arise through the introduction of tourism in the future in a Solomon Islands community. The results show that spatial conflicts within a community over territory and associated resources are likely to occur when designing natural resource management and tourism development plans. This knowledge can help us increase the future sustainability of tourism in nascent small-islands destinations, particularly in vulnerable regions such as Roviana, which have experienced very little tourism development and will likely experience more in the near future.
- Full Text:
- Date Issued: 2015
Beyond coming out: lesbians’ (alternative) stories of sexual identity told in post-Apartheid South Africa
- Gibson, Alexandra, Macleod, Catriona I
- Authors: Gibson, Alexandra , Macleod, Catriona I
- Date: 2014
- Language: English
- Type: Book chapter
- Identifier: vital:6304 , http://hdl.handle.net/10962/d1016063
- Description: Over the last several decades, the ‘coming out’i story has become entrenched as the central narrative with which lesbian, gay and bisexual (LGB) people can narrate their experiences of claiming a sexual identity and storying their lives in general (Bacon, 1998; Blackburn, 2009). It has developed into a “canonical narrative” (Bruner, 1987, p. 15), or a culturally recognisable story for LGB people, in that it involves the recounting of a series of familiar events in moving from a place of shame to one of self-acceptance about one’s sexual identity (Cohler & Hammack, 2007; Plummer, 1995). The ‘coming out’ canonical narrative additionally operates as a counter-narrative, which has enabled LGB people to voice their sexuality within heterosexist and heteronormative confines (Blackburn, 2009). Nevertheless, there are limitations (and limiting effects) to this narrative, and further refinement of how we understand sexual identity narratives is required. To illustrate this argument, we draw on a narrative-discursive study of eight lesbians’ stories of sexual identity in post-apartheid South Africa.
- Full Text:
- Date Issued: 2014
- Authors: Gibson, Alexandra , Macleod, Catriona I
- Date: 2014
- Language: English
- Type: Book chapter
- Identifier: vital:6304 , http://hdl.handle.net/10962/d1016063
- Description: Over the last several decades, the ‘coming out’i story has become entrenched as the central narrative with which lesbian, gay and bisexual (LGB) people can narrate their experiences of claiming a sexual identity and storying their lives in general (Bacon, 1998; Blackburn, 2009). It has developed into a “canonical narrative” (Bruner, 1987, p. 15), or a culturally recognisable story for LGB people, in that it involves the recounting of a series of familiar events in moving from a place of shame to one of self-acceptance about one’s sexual identity (Cohler & Hammack, 2007; Plummer, 1995). The ‘coming out’ canonical narrative additionally operates as a counter-narrative, which has enabled LGB people to voice their sexuality within heterosexist and heteronormative confines (Blackburn, 2009). Nevertheless, there are limitations (and limiting effects) to this narrative, and further refinement of how we understand sexual identity narratives is required. To illustrate this argument, we draw on a narrative-discursive study of eight lesbians’ stories of sexual identity in post-apartheid South Africa.
- Full Text:
- Date Issued: 2014