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.
12 окт 2024
