National Belonging and Cultural Difference: South Africa and the Global Imaginary

2001 ◽  
Vol 27 (4) ◽  
pp. 757-769 ◽  
Author(s):  
Duncan Brown
2021 ◽  
pp. 002076402110431
Author(s):  
Siyabulela Mkabile ◽  
Leslie Swartz

Background: Access to appropriate specialist level services for children with intellectual disability is challenging in Africa, with very few services available. Much literature on the utilisation of services by carers of children with intellectual disability in Africa emphasises the supposed incompatibility between indigenous and western beliefs, failing to identify more obvious, embodied barriers to access to care. Method: As part of a study on children with intellectual disability in Cape Town, South Africa, we interviewed caregivers regarding the difficulties in accessing care, specifically the complex, expensive and time-consuming travelling routes from home to care. Results: Caregivers discussed the embodied difficulties accessing care. Everyday struggles with transport, and crowded, dangerous and hostile environments were identified as barriers to care. Conclusion: These challenges are often overlooked in the literature, in favour of an emphasis on cultural difference. This dualistic view of the world may obscure more obvious reasons why people find it difficult to use services, even when they are available.


Poetics Today ◽  
2001 ◽  
Vol 22 (2) ◽  
pp. 263-298 ◽  
Author(s):  
L. de Kock

Focaal ◽  
2017 ◽  
Vol 2017 (77) ◽  
pp. 103-117 ◽  
Author(s):  
Isak Niehaus

In this article, I focus on different strategies of anthropological engagement with government and potential funders. I do so by considering the diverse nature of Alfred Radcliffe-Brown and Bronislaw Malinowski’s encounters with South African authorities, between 1919 and 1934. I suggest that Radcliffe-Brown saw South Africa as an integrated society in which segregation was impossible, and advocated the sympathetic scientific understanding of cultural difference within this context. By contrast, Malinowski was committed to a romantic vision of holistic cultures, collaborated directly with colonial authorities, and argued for a policy of effective cultural and territorial segregation. The strategies had important longterm consequences and costs, calculable only from the privileged vantage point of history.


Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 189-194
Author(s):  
Alicja Szerląg

Individual and common self-identifications determining their specificity take place in given areas, predominantly the cultural ones. However, what’s crucial is the perspective that conceptualizes such identities. For instance, sense of the national belonging of both individuals and communities constitutes one of such perspectives. It is shaped by various determinants, starting from cultural heritage of a given nation through established social and cultural practices which result from socialization and education at the cultural meeting points. The aim of this article is to present the cultural context of socialization and education exemplified by Polish families living in the Vilnius region with reference to those, among who’s the cultural difference is manifested by their national diversity. The issue that gave rise to this article was the attempt to interpret the cultural context of the pedagogical thought of Meilė Lukšienė, crucial for multicultural discourses within pedagogy.


2017 ◽  
Vol 9 (2) ◽  
pp. 13
Author(s):  
Mirona Moraru ◽  
Alida Payson

This article analyses the politics of English, and translation into Englishness, in the film Dirty Pretty Things (Frears). With a celebrated multilingual cast, some of whom did not speak much English, the film nevertheless unfolds in English as it follows migrant characters living illegally and on the margins in London. We take up the filmic representation of migrants in the “compromised, impure and internally divided” border spaces of Britain (Gibson 694) as one of translation into the imagined nation (Anderson). Dirty Pretty Things might seem in its style to be a kind of multicultural “foreignized translation” which reflects a heteropoetics of difference (Venuti); instead, we argue that Dirty Pretty Things, through its performance of the labour of learning and speaking English, strong accents, and cultural allusions, is a kind of domesticated translation (Venuti) that homogenises cultural difference into a literary, mythological English and Englishness. Prompted by new moral panics over immigration and recent UK policies that heap further requirements on migrants to speak English in order to belong to “One Nation Britain” (Cameron), we argue that the film offers insights into how the politics of British national belonging continue to be defined by conformity to a type of deserving subject, one who labours to learn English and to translate herself into narrow, recognizably English cultural forms. By attending to the subtleties of language in the film, we trace the pressure on migrants to translate themselves into the linguistic and mythological moulds of their new host society.


Author(s):  
Sarah Meer

This book recovers a major nineteenth-century literary figure, the American Claimant. The claimant was used to imagine cultural contact and exchange across the anglophone Atlantic, especially between Britain and the United States. Later, claimants were exported to South Africa, in fictions representing black students who acquired American degrees. The book argues that the claimant was a major and pervasive motif, with literary, rhetorical, and political uses. It was invoked to imagine cultural difference, in relation to identity, inheritance, relationship, or time. It could dramatize tensions between tradition and change, or questions of exclusion and power: it was wielded against slavery and segregation, or privileges of gender and class. American Claimants explores the figure’s implications for writers and editors, and also for missionaries, artists, and students, in works created and set in Britain, in the United States, in South Africa, and in Rome. The book touches on theatre history and periodical studies, literary marketing and reprinting, and activism, education, sculpture, fashion, and dress reform. Texts discussed range from Our American Cousin to Bleak House, Little Lord Fauntleroy to Frederick Douglass’ Paper; writers include Frances Trollope, Julia Griffiths, Alexander Crummell, John Dube, James McCune Smith, Nathaniel Hawthorne, and Mark Twain.


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