Jonathan D. Jansen

Jonathan D. Jansen

Jonathan D. Jansen

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Affiche du document Troubling Images

Troubling Images

Brenda Schmahmann

2h23min15

  • Sciences humaines et sociales
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191 pages. Temps de lecture estimé 2h23min.
Focusing on manifestations of Afrikaner nationalism in paintings, sculptures, monuments, buildings, cartoons, photographs, illustrations and exhibitions, Troubling Images offers a critical account of the role of art and visual culture in the construction of a unified Afrikaner imaginary, which helped secure hegemonic claims to the nation-state during South Africa’s apartheid years. This insightful volume examines the implications of metaphors and styles deployed in visual culture, and considers how the design, production, collecting and commissioning of objects, images and architecture were informed by Afrikaner nationalist imperatives and ideals. While some chapters focus only on instances of adherence to Afrikaner nationalism, others consider articulations of dissent and criticism. By ‘troubling’ these images: looking at them, teasing out their meanings, and connecting them to a political and social project that still has a major impact on the present moment, the authors engage with the ways in which an Afrikaner nationalist inheritance is understood and negotiated in contemporary South Africa. Troubling Images adds to current debates about the histories and ideological underpinnings of nationalism and is particularly relevant in the current context of globalism and diaspora, resurgent nationalisms and calls for decolonisation.Acknowledgements List of Illustrations Introduction Chapter 1 The Trajectory and Dynamics of Afrikaner Nationalism in the Twentieth Century: An Overview – Albert Grundlingh Part 1: Assent and Dissent through Fine Art and Architecture Chapter 2 Afrikaner Nationalism and Other Settler Imaginaries at the 1936 Empire Exhibition – Lize van Robbroeck Chapter 3 From Volksargitektuur to Boere Brazil:  Afrikaner Nationalism and the architectural imaginary of modernity, 1936-1966 – Federico Freschi Chapter 4 Afrikaner Identity in Contemporary Visual Art: A Study in Hauntology – Theo Sonnekus Part 2: Sculptures on University Campuses Chapter 5 ‘It Is Not Even Past’: Dealing with Monuments and Memorials on Divided Campuses – Jonathan D. Jansen Chapter 6 Knocking Jannie off his Pedestal: Two Creative Interventions to the Sculpture of J H Marais at Stellenbosch University – Brenda Schmahmann Part 3: Photography, Identity and Nationhood Chapter 7 Celebrating the Volk: Photographs of the Voortrekker Monument’s 1949 Inauguration by the State Information Office – Katharina Jörder Chapter 8 Reframing David Goldblatt, Re-thinking Some Afrikaners ¬– Michael Godby and Liese van der Watt Part 4: Deploying Mass Media and Popular Visual Culture Chapter 9 The becoming girl: Anton van Wouw’s Noitjie van die Onderveld, Afrikaner Nationalism and the Construction of the Volksmoeder Discourse – Lou-Marié Kruger Chapter 10 Cartoons, Intellectuals, and the Construction of Afrikaner Nationalism – Peter Vale Chapter 11 Manifestations of Militarisation: Visual Narratives of the Border War in 1980s South African Print Culture – Gary Baines Contributor biographies Index
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Affiche du document Decolonisation in Universities

Decolonisation in Universities

Jonathan D. Jansen

2h24min00

  • Histoire
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192 pages. Temps de lecture estimé 2h24min.
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.List of Acronyms and Abbreviations Introduction and Overview: Making sense of decolonisation in universities – Jonathan D Jansen Part 1: The arguments for decolonisation Chapter 1 Decolonising universities – Mahmood Mamdani Chapter 2 The curriculum case for decolonisation – Lesley Le Grange Part 2: The politics and problems of decolonisation Chapter 3 On the politics of decolonisation: Knowledge, authority and the settled curriculum – Jonathan D Jansen Chapter 4 The institutional curriculum, pedagogy and the decolonisation of the South African university – Lis Lange Chapter 5 What counts and who belongs? Current debates in decolonising the curriculum – Ursula Hoadley and Jaamia Galant Part 3: Doing decolonisation Chapter 6 Scaling decolonial consciousness? The reinvention of ‘Africa’ in a neoliberal university – Jess Auerbach and Mlungisi Dlamini Chapter 7 Testing transgressive thinking: The “Learning Through Enlargement” Initiative at UNISA – Crain Soudien Chapter 8 Between higher and basic education in South Africa: What does decolonisation mean for teacher education? – Yusuf Sayed and Shireen Motala Part 4: Reimaging colonial inheritances Chapter 9 Public Art and/as Curricula: Seeking a new role for monuments associated with oppression – Brenda Schmahmann Chapter 10 The Plastic University: Knowledge, disciplines and the decolonial turn – André Keet Chapter 11 Decolonising knowledge: Can ubuntu ethics save us from coloniality? (Ex Africa semper aliquid novi?) – Piet Naude Chapter 12 Future knowledges and their implications for the decolonisation project – Achille Mbembe Afterword: Minds via Curricula? – Grant Parker Contributors Index
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