Browsing by Subject "exclusion"

Now showing 1 - 3 of 3
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    Open Access
    “Je Cherche La Vie!”: Women's Labour Politics in Masisi's Artisanal Coltan Mines
    (2021) Furniss, Allison; Benya, Asanda; Scanlon, Helen
    In considering how women navigate the complexity and gendered aspects of the artisanal mining industry, this study seeks to unpack women's labour at step one of the global supply chain of coltan, in the post-conflict context of eastern Democratic Republic of Congo (DRC). Female miners are largely excluded from mine work by blurry regulatory frameworks, gendered social norms and financial disparities, however they manage to remain active labourers in the artisanal mining industry. Within a broader socio-political context of poverty, political instability and rural livelihoods, women maintain access to mine work through strategies, often premised on a gendered solidarity, such as organizing into collectives, engaging in small group collaborations and employing creative ruses to maintain the secrecy of their labour. This thesis seeks to analyze women's exclusions from mine work and the subsequent strategies they employ to circumvent those exclusions and maintain work in the mines. Based on three months of ethnographic fieldwork at artisanal coltan mine sites in Masisi Territory in the province of North Kivu, this study employs ethnographic observations, focus group and interview methodologies.
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    Neoliberalism and rural exclusion in South Africa: Xolobeni case study
    (2021) Madiya, Sisanda Bongiswa; Maluleke, Gavaza; Lushaba, Siyabonga
    This study investigates the exclusion of rural communities from the postcolonial South African nation state as a result of the neoliberal agenda of the democratic government. This is a qualitative study that was conducted using a desktop analysis of literature and information on the case of the rural Xolobeni community and their resistance to mining. The secondary sources analysed included books, journal articles, news articles and online court documents. The study was also guided by the postcolonial concepts of the nation state and neoliberalism, which have both contributed to the conceptualisation of citizenship in the postcolonial world. The study found that economic growth-centred development in South Africa is often at the expense of those living in the poor communities of the country, such as in the rural areas (Capps & Mnwana, 2015; Kunnie, 2000). Rural communities, such as the former Bantustans, are often stripped of their land rights and livelihood strategies without their consent, at the hands of the democratic government of South Africa under the guise of development. This study argues that this is an injustice that results in the exclusion of rural communities from the postcolonial nation state. This exclusion is not only undemocratic – it resembles the oppression of these communities that characterised apartheid in South Africa.
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    Racial discrimination: experiences of black medical school alumni at the University of Cape Town 1945-1994
    (Health & Medical Publishing Group, 2012) Perez, A M; Ahmed, N; London, L
    Objective. Reflecting on its role during apartheid, the Faculty of Health Sciences of the University of Cape Town (UCT) undertook a study to explore the experiences of black alumni who trained in the period 1945-1994. Design. Seventy-five black alumni were selected through purposive and snowball recruitment, resulting in 52 face-to-face and 23 telephonic or postal interviews. Results. Experiences of racial discrimination were widely reported and respondents believed the quality of their training was adversely affected. Until 1985, black students were required to sign a declaration agreeing to excuse themselves from classes where white patients were present. Black students were denied access to white patients in wards, and the university admitted that it could not guarantee their clinical training. Tutorial groups were racially segregated. Black students were also excluded from university facilities, events and extramural activities. Themes that emerged were: lack of social contact with white staff and students during training, belief that white staff members actively or tacitly upheld discriminatory regulations, and resistance by black students. Efforts of some white staff to resist discrimination were acknowledged. Conclusion. Racism was entrenched explicitly and implicitly. Perceptions of the attitudes of white staff to apartheid legislation on the part of black alumni were diverse, ranging from claims of active support for racial discrimination to recognition of attempts to resist racist rules. These findings provided the basis for Faculty transformation initiatives based on human rights, respect for human dignity and non-discrimination.