Black feminist intellectual activism: a transformative pedagogy at a South African university

 

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dc.contributor.advisor Bennett, Jane en_ZA
dc.contributor.author Hames, Mary Margaret Philome en_ZA
dc.date.accessioned 2016-07-15T11:17:48Z
dc.date.available 2016-07-15T11:17:48Z
dc.date.issued 2016 en_ZA
dc.identifier.citation Hames, M. 2016. Black feminist intellectual activism: a transformative pedagogy at a South African university. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/20364
dc.description.abstract This dissertation engages with critical pedagogic theories and activism from a black feminist perspective. The central argument is that education is not only confined to the formal classroom but also takes place in the most unlikely places outside the classroom. This work is premised on the educational philosophies of liberation, embodiment and freedom of the oppressed and the marginalised. The qualitative research is largely presented as ethnographical research, with the researcher located as both participant in the evolvement of the two educational programmes and as writer of this dissertation. Both educational programmes deal with performance and performativity and aim to give voice to the marginalised bodies and lives in the university environment. The research demonstrates how two marginalised groups claim space on campus through performativity involving the body and voice. In the Edudrama, Reclaiming the P…Word, young black women, via representation of word and body, transform the performance space into one in which the misogynistic and racist gaze is transformed. This feminist theatre is intrinsically related to the feminist political work of reclamation of the black female body, which became invisible and objectified for abuse under colonialism, apartheid and patriarchy. The various feminist elements and processes involved in creating feminist text and theatre are discussed. The praxis involved in these processes is then theorised in terms of critical pedagogy as black feminist intellectual activism. In the case of the lesbian, gay and transgender programme, Loud Enuf, the bodies and voices are used differently in the public campus domain to challenge homophobia. This programme is used to raise awareness about sex, sexuality, sexual orientation and gender identity. This programme is intensely political and challenges ambiguous understandings regarding the notion of equality in South Africa post-1994. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Gender Studies en_ZA
dc.title Black feminist intellectual activism: a transformative pedagogy at a South African university en_ZA
dc.type Doctoral Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department African Gender Institute en_ZA
dc.type.qualificationlevel Doctoral
dc.type.qualificationname PhD en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Hames, M. M. P. (2016). <i>Black feminist intellectual activism: a transformative pedagogy at a South African university</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,African Gender Institute. Retrieved from http://hdl.handle.net/11427/20364 en_ZA
dc.identifier.chicagocitation Hames, Mary Margaret Philome. <i>"Black feminist intellectual activism: a transformative pedagogy at a South African university."</i> Thesis., University of Cape Town ,Faculty of Humanities ,African Gender Institute, 2016. http://hdl.handle.net/11427/20364 en_ZA
dc.identifier.vancouvercitation Hames MMP. Black feminist intellectual activism: a transformative pedagogy at a South African university. [Thesis]. University of Cape Town ,Faculty of Humanities ,African Gender Institute, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20364 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hames, Mary Margaret Philome AB - This dissertation engages with critical pedagogic theories and activism from a black feminist perspective. The central argument is that education is not only confined to the formal classroom but also takes place in the most unlikely places outside the classroom. This work is premised on the educational philosophies of liberation, embodiment and freedom of the oppressed and the marginalised. The qualitative research is largely presented as ethnographical research, with the researcher located as both participant in the evolvement of the two educational programmes and as writer of this dissertation. Both educational programmes deal with performance and performativity and aim to give voice to the marginalised bodies and lives in the university environment. The research demonstrates how two marginalised groups claim space on campus through performativity involving the body and voice. In the Edudrama, Reclaiming the P…Word, young black women, via representation of word and body, transform the performance space into one in which the misogynistic and racist gaze is transformed. This feminist theatre is intrinsically related to the feminist political work of reclamation of the black female body, which became invisible and objectified for abuse under colonialism, apartheid and patriarchy. The various feminist elements and processes involved in creating feminist text and theatre are discussed. The praxis involved in these processes is then theorised in terms of critical pedagogy as black feminist intellectual activism. In the case of the lesbian, gay and transgender programme, Loud Enuf, the bodies and voices are used differently in the public campus domain to challenge homophobia. This programme is used to raise awareness about sex, sexuality, sexual orientation and gender identity. This programme is intensely political and challenges ambiguous understandings regarding the notion of equality in South Africa post-1994. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Black feminist intellectual activism: a transformative pedagogy at a South African university TI - Black feminist intellectual activism: a transformative pedagogy at a South African university UR - http://hdl.handle.net/11427/20364 ER - en_ZA


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