Playing with power & possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom

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dc.contributor.advisorSeedat, Fatima
dc.contributor.advisorHurst Ellen
dc.contributor.authorAlexander, Andrea
dc.date.accessioned2025-06-20T08:44:33Z
dc.date.available2025-06-20T08:44:33Z
dc.date.issued2025
dc.date.updated2025-06-20T08:43:23Z
dc.description.abstractWithin the academic realm, a hierarchical structure prevails, giving rise to discernible power differentials between students and academic staff. These hierarchical power dynamics permeate the interactions between students and academic staff within the context of teaching and learning. Concurrently, language and racial identity emerge as formidable gatekeepers, significantly influencing students' sense of belonging and their capacity to engage in knowledge production within the academic domain. This research endeavours to unpack the role of gameplaying as a decolonial pedagogical approach in the African Feminist Studies (AFS) department. Moreover, the purpose of this study thus aims to explore the ways in which playing games functions as a decolonial pedagogic method for teaching and to include students as co-producers of knowledge together with academic staff. This examination takes the form of a qualitative study, underpinned by the theoretical framework of decolonial feminism. The data for this study originates from gameplaying sessions facilitated during lectures, tutorials, and postgraduate seminars. Specifically, the boardgame "Clue & A" was used it was created to foster discussions pertaining to diversity, transformation, and decolonization within the academia. Participants in this research include students and academic staff affiliated with courses offered by the African Feminist Studies (AFS) department at the University of Cape Town (UCT). Additionally, two students and two academic staff members from the University of the Western Cape who participated in the UCT postgraduate seminar series are included. For the purpose of analysis, thematic analysis has been used
dc.identifier.apacitationAlexander, A. (2025). <i>Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom</i>. (). University of Cape town ,Faculty of Humanities ,African Studies. Retrieved from http://hdl.handle.net/11427/41462en_ZA
dc.identifier.chicagocitationAlexander, Andrea. <i>"Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom."</i> ., University of Cape town ,Faculty of Humanities ,African Studies, 2025. http://hdl.handle.net/11427/41462en_ZA
dc.identifier.citationAlexander, A. 2025. Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom. . University of Cape town ,Faculty of Humanities ,African Studies. http://hdl.handle.net/11427/41462en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Alexander, Andrea AB - Within the academic realm, a hierarchical structure prevails, giving rise to discernible power differentials between students and academic staff. These hierarchical power dynamics permeate the interactions between students and academic staff within the context of teaching and learning. Concurrently, language and racial identity emerge as formidable gatekeepers, significantly influencing students' sense of belonging and their capacity to engage in knowledge production within the academic domain. This research endeavours to unpack the role of gameplaying as a decolonial pedagogical approach in the African Feminist Studies (AFS) department. Moreover, the purpose of this study thus aims to explore the ways in which playing games functions as a decolonial pedagogic method for teaching and to include students as co-producers of knowledge together with academic staff. This examination takes the form of a qualitative study, underpinned by the theoretical framework of decolonial feminism. The data for this study originates from gameplaying sessions facilitated during lectures, tutorials, and postgraduate seminars. Specifically, the boardgame "Clue &amp; A" was used it was created to foster discussions pertaining to diversity, transformation, and decolonization within the academia. Participants in this research include students and academic staff affiliated with courses offered by the African Feminist Studies (AFS) department at the University of Cape Town (UCT). Additionally, two students and two academic staff members from the University of the Western Cape who participated in the UCT postgraduate seminar series are included. For the purpose of analysis, thematic analysis has been used DA - 2025 DB - OpenUCT DP - University of Cape Town KW - African Studies LK - https://open.uct.ac.za PB - University of Cape town PY - 2025 T1 - Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom TI - Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom UR - http://hdl.handle.net/11427/41462 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/41462
dc.identifier.vancouvercitationAlexander A. Playing with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom. []. University of Cape town ,Faculty of Humanities ,African Studies, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41462en_ZA
dc.language.rfc3066Eng
dc.publisher.departmentAfrican Feminist Studies
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape town
dc.subjectAfrican Feminist Studies, Gender Studies
dc.titlePlaying with power &amp; possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMasters
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