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University of Cape Town

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.

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.

The kuils river multiple: Versions of an urban river on Theedge of Cape Town, South Africa

This thesis explores how diverse ways of knowing and being with the Kuils River, located in Cape Town, South Africa, are shaped and in turn shape the river. The management of water (in pipes and rivers) and the development of water infrastructure are deeply rooted in societal development agendas that, over time, have been embedded in discourses of empire, economic growth, state formation, sustainability and technological efficiency.

The Necropolitical crisis of Racial Subjectivity: Black Consciousness as a Technology of the Self and the Limits to Transformation

In this thesis, I problematize whether Steve Biko’s Black Consciousness Philosophy, reread as an affective and psychic Foucauldian technology of the self can operate as a strategy of psychic repair and transformation for pathological racialised subjects, produced by Necropolitical governmentality in the South African colony and postcolony.

Domestication of open educational resources by academics in an open distance e-learning institution of South Africa

Problem Statement: The emergence of open educational resources (OER) has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This has brought a persistent shift in tuition and research provision. Higher education institution management and curriculum instructors are praising the existence of the OER initiative. In such a situation, the social capital has a role in promoting the adoption, development, and dissemination of OER.

Museums and the construction of race ideologies: The case of natural history and ethnographic Museums in South Africa

This enquiry investigates the entanglement of the Natural History and Ethnographic museums in the construction of racist ideologies, the perpetuation of colonial reasoning and its continuities in South Africa today. It draws our attention to the fact that the museological institution was complicit and colluded in the perpetuation of colonial “crimes against humanity”, thereby rendering its own institutionality a colonial “crime scene” that requires rigorous “de-colonial” investigation in the “post-colonial” era.

The Tyranny of Timespace Examining the timetable of schooling activities as the interface between policy and everyday rhythms

This thesis seeks to understand the role of school timetables as an interface between policies that regulate or distribute forms of capital to schools, and their teaching and learning rhythms. By doing so, it proposes a mechanism for examining the reproduction of schooling practices, and how these are grounded in policy-regulated materiality.