Скачать с ютуб Reflecting on the state of South Africa 30 years after the transition to democracy в хорошем качестве

Reflecting on the state of South Africa 30 years after the transition to democracy

Reflecting on the state of South Africa 30 years after the transition to Democracy South African Humanities and Social Sciences are a by-product of the colonial conquest of the indigenous populations who occupied the territory from time immemorial in the unjust wars of colonisation. Consequently, Social science teaching and philosophy served as tools to justify and solidify the conquest and ensure settler futurity through a legitimation of colonialism. An example can be easily given from the origins of the Study of Anthropology, as the study of the 'other', and the fabrication of history to justify the injustice of colonialism. South Africa is a colonial creation through the conquest of the indigenous peoples in the unjust wars of colonisation by both the Dutch and the English. The colonisers named South Africa in 1910 and divided into segments controlled by either English or Dutch. Moreover, this political situation also translated into the building of institutions of Higher learning along colonial lines wherein the knower is the coloniser, and the subject is the colonised. The supposed transition to democratic rule in 1994 left this situation undisturbed, in that South Africa remains a colony in terms of the continuity of the colonial paradigm and practice except for the demand for the inclusion of the previously excluded. Although there was a significant shift in terms of the demographic makeup of the institutions, there was nonetheless epistemological continuity with the supposed past until the events of protest in 2015 with the demand for the decolonisation of the curriculum and society. With respect to contemporary movements, the conference aims to attract papers surveying the changes that have taken place in the South African academy since the student protests that began with #Rhodes Must Fall in 2015/16. Here papers are invited that will deal with theoretical reflections on curriculum changes and studies since the advent of "decolonisation" in South Africa and elsewhere. One theme in this regard that could be addressed is the development of Diversity, Equity, and Inclusivity (DEi) as a discourse and corporate mechanism in universities around the world. Submissions may interrogate the meaning, effects, and functions of this development. The conference's theme arises from this context and a desire to reflect on South Africa's 30 years of democracy. This conference is necessary and provides context to the upcoming national elections planned for 29 May 2024. Students must be allowed to reflect on these 30 years as they will be voting. Further, the history of our institution as a historically Black university birthed at the height of apartheid separationist ideologies provides further motivation for the need for such a conference. Amongst others, the conference reflects on these 30 years from the specs of these themes: Assessing the anti-imperialist struggle legacy of Pan-African ism and African Nationalism, Relevance of African Nationalism/Pan-Africanism for contemporary African challenges: postcolonial imperialism, education, multicultural citizenship, governance, nationalisation, privatization, inequality, migration, racial prejudice, xenophobia, etc. Differences in philosophical outlooks between African Nationalism and Pan-Africanism, Continentalism vs Sub-saharanism, identity and philosophy in the Magreb and East Africa in relation to Africa. Marxism vs Pan-Africanism, class vs race, liberalism and its discontents, the philosophical assessment of conquest and constitutionalism. Decolonising the curriculum: Theories, challenges, and experiences of teaching. The intellectual biographical examination of any major contributor to the struggle for liberation of African-descended peoples. Economic perspectives assessing income inequality and general inequality in society. The Constitution (Act 108 of 1996): Its promises and failures. Gender and Race Inequality. Crime and corruption.