Foes

Author(s):  
Andrew Dean

This chapter examines the work of South African novelist J. M. Coetzee, drawing throughout from his archive at the Harry Ransom Center (housed at the University of Texas at Austin). The chapter begins by tracing Coetzee’s long-standing scepticism about whether literary criticism can access the significant knowledge of literature. The author voices his scepticism through different critical idioms. The chapter then continues to examine three of Coetzee’s books in particular—Dusklands, Foe, and Elizabeth Costello. Whereas Coetzee in his earliest fiction sought to integrate critical debates as he understood them, his later work seeks to disorient schematic literary critical discourse. The chapter demonstrates how in these later works Coetzee’s writing intervenes in specific ways into the literary culture in which he was enmeshed, and how these fictions think through the demands made on writers to contribute to political struggles and forms of flourishing. The chapter concludes with an account of how the self-reflexivity of Coetzee’s literary archive itself may be read, asking whether it may be considered another incursion into the author’s reception and the procedures of contemporary criticism more generally.

2009 ◽  
Vol 28 (1) ◽  
pp. 138-177 ◽  
Author(s):  
Matthew Wright

This article explores the role of Athenian literary prizes in the development of ancient literary criticism. It examines the views of a range of critics (including Plato, Aristotle, Longinus, historians, biographers, lexicographers, commentators, and the self-critical poets of Old Comedy), and identifies several recurrent themes. The discussion reveals that ideas about what was good or bad in literature were not directly affected by the award of prizes; in fact the ancient critics display what is called an ““anti-prize”” mentality. The article argues that this ““anti-prize”” mentality is not, as is often thought, a product of intellectual developments in the fourth century BC. It is suggested that the devaluation of prizes is actually a contemporary, integral feature of prize-awarding culture in general. This article draws on recent approaches from cultural sociology to offer some conclusions about the way in which prizes function in popular and critical discourse.


Pythagoras ◽  
2007 ◽  
Vol 0 (65) ◽  
Author(s):  
Kai Horsthemke ◽  
Marc Schäfer

Mosibudi Mangena, the Minister of Science and Technology, said in an address to the Annual Congress of the South African Mathematical Society at the University of the Potchefstroom, November 2, 2004: “There is one thing we need to address before anything else. We need to increase the number of young people, particularly blacks and women, who are able to successfully complete the first course in Mathematics at our universities.” How is this to  be achieved? A popular trend involves a call for the introduction and incorporation of so-called ethnomathematics, and more particularly ‘African mathematics’, into secondary and tertiary curricula. Although acknowledging the obvious benefits of so-called ethnomathematics, this paper critically analyses three aspects of ethnomathematics that have been neglected in past critiques. Our focus is not on the relationship as such between ethnomathematics and mathematics education. Our critique involves (1) epistemological and logical misgivings, (2) a new look at practices and skills, (3) concerns about embracing ‘African mathematics’ as valid and valuable – just because it is African. The first concern is about problems relating to the relativism and appeals to cultural specificity that characterise ethnomathematics, regarding mathematical knowledge and truth. The second set of considerations concern the idea  that not all mathematical practices and skills are necessarily culturally or socially embedded. With regard to the validity and viability of ‘African mathematics’, our misgivings not only concern the superficial sense of ‘belonging’ embodied in the idea of a uniquely and distinctly African mathematics, and the threat of further or continuing marginalisation and derogation, but the implicitly (self-)demeaning nature of this approach. This paper serves as a reminder that a critical position in the deliberations of ethnomathematics needs to be sustained. It warns against the bandwagon syndrome in a society where political correctness has become a prominent imperative. This paper is framed by many unanswered questions in an attempt to inspire and sustain a critical discourse in the ethnomathematics movement.


1976 ◽  
Vol 6 (1) ◽  
pp. 4-4

Welcome to the University of Texas at Austin, to our Symposium on Contemporary South African Literature and the Inaugural Conference of the African Literature Association. It is my pleasant duty to welcome you on behalf of our Working Committee and our numerous sponsoring bodies, particularly the African and Afro-American Studies and Research Center. I hope you will have a pleasant stay, and that you will forgive any defects in the arrangements.I would especially welcome our Speakers and Respondents; many of them agreed to come here at considerable sacrifice, and we are deeply grateful to them.


Author(s):  
T.-O. Husser ◽  
F. V. Hessman

The University of G¨ottingen, the McDonald Observatory of the University of Texas at Austin, and the South African Astronomical Observatory (SAAO) operate two robotic telescopes called MONET at McDonald Observatory in Fort Davis, Texas (MONET/North), and at the SAAO in Sutherland, South Africa (MONET/South). After problems with our original observation control system and some difficulties with another one, we decided to build our own system, initially providing only the minimally required functionality, but allowing for easy extensibility. A decision was made to build on open standards and open source software only, so that we can use existing and well-tested technologies. In this paper we will describe our efforts to implement such an open observation control system using HTTP and XMPP. Furthermore, we will discuss possibilities for connecting multiple telescopes via VOEvents and RTML.


2019 ◽  
Vol 14 (3) ◽  
pp. 337-356
Author(s):  
Ben Knights

The images of the writer as exile and outlaw were central to modernism's cultural positioning. As the Scrutiny circle's ‘literary criticism’ became the dominant way of reading in the University English departments and then in the grammar-schools, it took over these outsider images as models for the apprentice-critic. English pedagogy offered students not only an approach to texts, but an implicit identity and affective stance, which combined alert resistance to the pervasive effects of mechanised society with a rhetoric of emotional ‘maturity’, belied by a chilly judgementalism and gender anxiety. In exchanges over the close reading of intransigent, difficult texts, criticism's seminars sought a stimulus to develop the emotional autonomy of its participants against the ‘stock response’ promulgated by industrial capitalism. But refusal to reflect on its own method meant such pedagogy remained unconscious of the imitative pressures that its own reading was placing on its participants.


Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.


Mousaion ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 1-14
Author(s):  
Kelly De Villiers ◽  
Johann Louw ◽  
Colin Tredoux

Two studies were conducted to investigate gender differences in a sample of young South African readers from poor communities. In the first study, the self-reported reading preferences of 2 775 readers on a mobile phone platform supplied by the FunDza Literacy Trust were surveyed. Both male and female readers indicated that they liked four genres in particular: romance, drama, non- fiction, and stories with specific South African content. There were nevertheless some differences, such as that a higher percentage of males liked stories involving sport. The second study examined the unique FunDza site visits made by readers, as a proxy measure of what they actually were reading. Four genres stood out: romance, drama, biography, and action/adventure. Again the similarity between male and female readers was noticeable, although many more females than males read content on the site.


2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/


Sign in / Sign up

Export Citation Format

Share Document