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Western Cape Doctoral School

Land and minorities in Africa: a case study of the Mbororo in Northwest region, Cameroon

Minorities’ land rights in Africa have been very complex because of the different socio economic and political dynamics which influence these rights. The different construction and implementation of minorities’ land rights by different communities in different circumstances have not only led to violent land disputes, but also to their denial, restriction and challenges in many African states. This study is situated within the scholarship on land and minorities.

Alternatives to the economic rationalisation of renewable energy transitions: The Tsitsikamma Community Renewable Wind Farm Story

Within the climate mitigation discourse, renewable energy technology is understood as vital to reduce coal energy reliance. This discourse which is deeply anthropocentric in its approach understands ‘green’ energy transitions largely as reliant on reductionist techno-scientific ‘solutions’ and green economic growth rationalisation. If energy transitions are not engaged with critically, ongoing injustice and extractive relationships are likely to be perpetuated.

The semiotics of the mosque and its impact on self-perceptions of the feminine body

From its inception, the primary focus of the field of Linguistic Landscape Studies has been the interplay between language and space, or language on display. Recently, however, scholars have begun to consider the human element of linguistic landscapes (LLs), and include the body in their work [See for example Stroud and Jegels (2014), Peck and Stroud (2015), Peck and Banda (2014)].

Theatres of Migritude: Towards a Dramaturgy of African Futures

The thesis aims to contribute to the genre of black migrant cultural production called migritude, developed largely in African diasporic literary circles and tracing its evolution from the Négritude movement. It will mobilize Shailja Patel’s significant work to shape a new migritude that stands in continuation and contestation with the older version of this artistic project. The research question at the heart of the thesis is, what does it mean to have a migrant attitude for theatre and performance making?

Dwelling in Diversity Religion and Belonging in Kibera, a Neighbourhood in Nairobi

This dissertation is an ethnographic study of how religious communities make and take place in Kibera, a neighbourhood that is also a homeland in the city of Nairobi. Since its establishment in 1907, the debate about who belongs in Kibera and to whom Kibera belongs has shaped how religious communities in Kibera define themselves and relate to each other.

Protesting death-disability-debility imaginaries: ontological erasure and the endemic violences of settler colonialism

White supremacist rule socially engineered impoverishment, dispossession and fomented brutality that black people in South Africa were made to endure through centuries of settler colonial history, which was intensified during apartheid and continued in the nearly three decades of the post ap era. Governance through attritional warfare, which actively worked to suppress and debilitate the black majority as a tactic of rule, used death, and the threat of death and disablement, to ensure white, and now also black, elites’ security.

An exploration of ‘Gurans’ phenomena: The face of Youth Violence in Khayelitsha Township

Youth violence has been troubling the South African society ever since the country’s transition to democracy in 1994. Although the problem has been a countrywide phenomenon, certain provinces and cities, predominantly black inhabited townships in the City of Cape Town, have been most afflicted by the new form of youth violence, code-named ‘Gurans’. Cases of Gurans-related violence first appeared in the City of Cape Town’s townships around the year 2000 and have exponentially increased. Of these townships, Khayelitsha has been the most afflicted.

Expanding the repertoires of practice of multilingual Science student teachers through a decolonial approach to academic literacies at an elite English medium university

The need to prepare science teachers in South Africa to respond to a heterogenous language and literacies context where multilingualism is the norm and where school conditions may shift rapidly is urgent. However, students arrive at university with varying resources and some, due to historical inequality, may not be able to meet the academic literacies demands of the university courses for which they register, and are often institutionally described as “at risk” or underprepared.