In this article the authors discuss in broad strokes the work of two theorists, namely Nigerian sociologist Oyèrónkẹ́ Oyěwùmí and Argentinian philosopher Maria Lugones to argue that a specific logic of sexualisation accompanied, permeated and coloured the colonial project of racialising the ‘native’. The sexual wound which to a great extent explains the abjection of the racialised body, is a key aspect of the colony and should therefore also be a central theme in any properly critical discourse on decolonisation in (...) Africa. After drawing on Oyĕwùmí and Lugones to make their central argument, the authors apply this framework to the problem of sexual violence in South Africa. Understanding the nature of the sexual-racial wound of coloniality will not only ensure that the problem of sexual violence gets properly addressed as a central question of decolonisation, but will also suggest new ways of concretely addressing the problem. In particular, the dominant discourse needs to shift away from the ‘emasculated man’ trope and towards a critical feminist decoloniality which views the radical dehumanisation of native woman as key to colonial violence understood as a world-destructive. (shrink)

In this article we aim to show the potential of cross-continental dialogues for a decolonizing feminism. We relate the work of one of the major critics of the Western metaphysical patriarchal order, Luce Irigaray, to the critique of the colonial/modern gender system by the Nigerian feminist scholar Oyĕrónké Oyĕwùmí. Oyĕwùmí's work is often rejected based on the argument that it is empirically wrong. We start by problematizing this line of thinking by providing an epistemological interpretation of Oyĕwùmí's claims. We then (...) draw Irigaray and Oyĕwùmí into conversation, and show how this bolsters and helps to further illuminate and contextualize Oyĕwùmí's critique of gender. But the dialogue between these thinkers also reveals significant limitations of Irigaray's philosophy, namely her presumption of the priority of sexual difference, its rigid duality, and her failure to take into account the inextricable intertwinement of gender and race in the Western patriarchal order. Relating Irigaray's critique of Western culture's forgetting of sexual difference to Oyĕwùmí's critique hence demonstrates to what extent Irigaray's philosophy remains typically Western and how she therefore fails to escape the paradigm that she is so critical of. (shrink)

It is no secret that philosophy was historically established as the endeavor of white men and that this history continues to underpin and inform the workings of the institutionalized discipline in contemporary university spaces. The discipline’s inherent preoccupation with the universal rather than the particular, the abstract rather than the material, has rendered philosophy particularly obtuse for certain kinds of thinking, and oblivious to large currents of political and aesthetic reflection that have shaped contemporary intellectual engagement with our world. In (...) this article, the authors’ aim is to read the epistemic erasures/foreclosures/violences associated with African philosophy differently, to ask whether it can change key. The article discusses Black African women’s creative work as theory or as philosophy done on different terms. The creative text that the authors center in this regard is the poem bientang (2020) by Black Afrikaans writer Jolyn Phillips. (shrink)

In her book Antigone's Claim: Kinship between Life and Death, Judith Butler reads the figure of Antigone, who exists as an impossible aberration of kinship, as a challenge to the very terms of livability that are established by the reigning symbolic rules of Western thought. In this article I extend Butler's argument to reach beyond gender. I argue that African feminist scholarship shows that the kinship norms shaping the reigning symbolic rules of Western thought not only render certain gendered lives (...) unlivable, but through the gendered working thereof also become key to the colonial process of the racial dehumanization of the colonized and the violent expansion of Eurocentric capitalism. I show how Oyèrónké Oyĕwùmí, in her work on the Yorùbá people of Nigeria, provides, in a way analogous to Antigone, a glimpse of an order structured by kinship formations that are remarkably different from, and thereby bring into crisis, the normative versions of kinship that are posited as timeless truths. Through a reimagining or reconstruction of precolonial Yorùbá kinship formations, Oyĕwùmí articulates a different scheme of intelligibility, which enables radically different ways of being human and existing in the world. (shrink)

There is a growing body of feminist scholarship and literature exploring the ways in which Western patriarchal technologies of gender differentiation and sexual violence structure the racial categorisation and dehumanisation that define South Africa’s history of slavery, colonialism and apartheid. In this article, I consider the gendered history of white Afrikaner nationalism in the context of these insights. Using the decolonial feminist lens of María Lugones, I interpret the historical and contemporary patriarchal subjugation of the white Afrikaner woman as a (...) site of the production and maintenance of colonial racial categories and hierarchies. Gaining a better understanding of how gender operated as a colonial mode of organisation in the process of forging the ethno-racialised white identity of the Afrikaner in the early nineteenth century in opposition to the black indigenous majority population helps to explain how the continued patriarchal subjugation of white Afrikaner women by Afrikaner men in postcolonial/postapartheid South Africa works to reassert and maintain colonial racial categories and inequalities that continue to plague the country. (shrink)

Central to the functioning of colonialism and coloniality is a specific construction of time, in terms of which the spatial ordering of the world also translates into a temporal ordering. Anthropologist Johannes Fabian argues that there is a specific rhetorical device at work here, namely the ‘denial of coevalness’, which is a colonial distancing strategy through which other worlds are robbed of validity on account of not existing within the same time as the West. In this article, I aim to (...) add to analyses of scholars like Fabian, Chakrabarty and Mignolo by arguing that this colonial temporal ordering, which persists today, is also thoroughly gendered. As a point of departure I use Walter Mignolo’s idea that the denial of coevalness relies on two distinctions, namely nature versus culture, and tradition versus modernity. I argue that the discursive construction of nature (as opposed to culture) and tradition (as opposed to modernity) centres on gendered assumptions and an obsession with control over women’s bodies. In the course of making this argument, I also point out the overlaps, as well as key differences, between woman’s exclusion from Western linear time, on the one hand, and the temporal distancing of the colonised, on the other. In particular, I show how Western linear chronology positions Western women and previously colonised women in vastly different ways. I argue that if one considers the extent to which the denial of coevalness relies on colonial gender discourses, the erasure of indigenous sexuate knowledges that contradict the colonial gender discourses is not one erasure among many, but one of the key erasures that colonial temporality hinges on. A crucial implication of my analysis is that the process of undoing, deconstructing or dismantling the colonial denial of coevalness is also inherently a feminist project. (shrink)

Bernasconi has famously remarked that Analytic Philosophy cannot possibly acknowledge the existence of a regional philosophy without relinquishing some of its pretensions to universality. Practitioners of PHILOSOPHY claim to be defining the universal horizon of humanity - a claim generating hegemonic structures. Either (it is claimed) African Philosophy is so similar to PHILOSOPHY that it effectively disappears into PHILOSOPHY, or it is so dissimilar that it ceases to be PHILOSOPHY. Either way the qualifier “African” has no content and no meaning. (...) Now, Eze follows Bernasconi in putting forward a similar theme. How does African Philosophy fit into the categories of Analytic Philosophy? Is a fit at all possible? The universalist pretensions of Analytic Philosophy decontextualises PHILOSOPHY, making a negative answer inevitable. (shrink)

Kwame Anthony Appiah has devoted much scholarly work to exploring the problems surrounding racial and cultural identities in the USA. He defends the position that such identities need not be centrally significant in the psyche of the subject, and that black demands for blacks to be recognised as having a black (race) identity, is symptomatic of black racism. Like other racisms, black racism has a tendency to go imperial, affecting the autonomy of the individual to decide which identity constructs she (...) is willing to endorse as her own. Appiah believes that free association, as the locus of social solidarities and the formation of individual and social identities, should be upheld as a counterweight to the imperialism of racisms in the USA. He believes, furthermore, that the cosmopolitan state best caters for free associations of this kind. In this article I offer a comprehensive view of Appiah's support for cosmopolitanism as the best answer to the problems of identity which race and culture generate in multicultural USA. (shrink)

The idea of human cruelty to animals so consumes novelist Elizabeth Costello in her later years that she can no longer look another person in the eye: humans, especially meat-eating ones, seem to her to be conspirators in a crime of stupefying magnitude taking place on farms and in slaughterhouses, factories, and laboratories across the world. Costello's son, a physics professor, admires her literary achievements, but dreads his mother’s lecturing on animal rights at the college where he teaches. His colleagues (...) resist her argument that human reason is overrated and that the inability to reason does not diminish the value of life; his wife denounces his mother’s vegetarianism as a form of moral superiority. At the dinner that follows her first lecture, the guests confront Costello with a range of sympathetic and skeptical reactions to issues of animal rights, touching on broad philosophical, anthropological, and religious perspectives. Painfully for her son, Elizabeth Costello seems offensive and flaky, but—dare he admit it?—strangely on target. In this landmark book, Nobel Prize–winning writer J. M. Coetzee uses fiction to present a powerfully moving discussion of animal rights in all their complexity. He draws us into Elizabeth Costello’s own sense of mortality, her compassion for animals, and her alienation from humans, even from her own family. In his fable, presented as a Tanner Lecture sponsored by the University Center for Human Values at Princeton University, Coetzee immerses us in a drama reflecting the real-life situation at hand: a writer delivering a lecture on an emotionally charged issue at a prestigious university. Literature, philosophy, performance, and deep human conviction—Coetzee brings all these elements into play. As in the story of Elizabeth Costello, the Tanner Lecture is followed by responses treating the reader to a variety of perspectives, delivered by leading thinkers in different fields. Coetzee’s text is accompanied by an introduction by political philosopher Amy Gutmann and responsive essays by religion scholar Wendy Doniger, primatologist Barbara Smuts, literary theorist Marjorie Garber, and moral philosopher Peter Singer, author of Animal Liberation. Together the lecture-fable and the essays explore the palpable social consequences of uncompromising moral conflict and confrontation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.2 (2003) 133-134 [Access article in PDF] Fictional Beings J. M. Coetzee What Does It Mean, "To Understand"? A tennis coach is teaching a young player a forehand topspin drive. He does so with a mixture of demonstrations (nonverbal) and explanations (verbal), such as, "At the moment of impact you roll the wrist over like this" (demonstrates). The player tries the stroke again and (...) again, and each time the coach shakes his head and says, "You haven't got it yet." Then the player gets the stroke right. The coach says "Now you've got it! Now you understand! Now let's do it again!"Is this a legitimate use of the word understand? I think it is. The coach intends the following: At first you may have understood my words but from your actions—the practice strokes you played—I could not see that you had understood my meaning. Then, when you got the stroke right, and could repeat it, I saw that you had finally understood the meaning behind my words.Understanding is in this case the effective translation of words, or words plus demonstrations, into actions, where effectiveness can be easily measured. The translation is from a verbal, or mixed verbal, system into an entirely nonverbal system of electrochemical impulses.Conversely, one can picture an exhaustive analysis of forehand topspin drives by André Agassi, conducted by microphotography, implanted sensors, and so on, to issue in a mixed verbal and diagrammatic account of how Agassi plays the stroke. In this case the physiologic system of the stroke has been successfully translated into a (partially) verbal system. Again, it would be meaningful to say that the sports physiologist who does the analysis has come to understand how the stroke is played.Although in both these cases understanding is conceived of as a translation process, I concentrate from here onward on the translation process from the verbal to the nonverbal, exemplified by understanding how to play a particular stroke.The coach says X and the player tries to "do" X, but fails and fails, until finally he succeeds. When the player has at last "done" X, he has understood. Thereafter, by steps, the player ceases to depend on the coach and the coach's X: the player can do X by himself; he understands X in the sense that whenever he says X to himself he can do X. He has made X his own.I read The Sound and the Fury, the part devoted to Benjy. Benjy says X and I don't understand. I understand the words on the page one by one, many of the sentences I understand one by one in the sense that I can translate them into other English sentences, but I don't understand the logic that gets Benjy from one sentence to the next, I don't understand the references of many words that are usually referential, and sometimes I am baffled by the syntax.For whatever reason, I go on reading Benjy. In a few respects I begin to understand better. For instance, there are sentences that stop in midstride, and I begin to suspect that such sentences stop because Benjy does not want to think what [End Page 133] comes next—that is to say, that the Faulkner behind Benjy means me to understand that Benjy lacks the wherewithal to face what would naturally come next. Mainly, however, I remain in the dark.Then I begin to experience something interesting. I find that I am, in my mind, going through some of the movements of Benjy's language. I am, as it were, practicing the characteristic strokes of his game. Although I remain, for the most part, unable to translate his pages into connected discourse—that is, into a discourse in which the logical connection between one sentence and the next is, however faulty, at least clear—I am better and better able to "do" Benjy."Doing" Benjy in this case means more than parrot-like repetition of Benjy's words. I can now speak of "entering Benjy" in a way that makes sense. I... (shrink)

Volume 1: The ancient to premodern world, 3000 BCE-1815 CE -- Volume 2: The modern world, 1815-present.

Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.

Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.

Elicitation materials like language portraits are useful to investigate people’s perceptions about the languages that they know. This study uses portraits to analyse the underlying conceptualisations people exhibit when reflecting on their language repertoires. Conceptualisations as manifestations of cultural cognition are the purview of cognitive sociolinguistics. The present study advances portrait methodology as it analyses data from structured language portraits of 105 South African youth as a linguistic corpus from both qualitative and quantitative perspectives. The approach enables the uncovering of (...) (a) prominent underlying conceptualisations of African language(s) and the body, and (b) the differences and similarities of these conceptualisations vis-à-vis previous cognitive (socio)linguistic studies of embodied language experiences. In our analysis, African home languages emerged both as ‘languages of the heart’ linked to cultural identity and as ‘languages of the head’ linked to cognitive strength and control. Moreover, the notion of ‘degrees of proficiency’ or ‘magnitude’ of language knowledge emerged more prominently than in previous studies of embodied language experience. (shrink)

The liberal constitution in South Africa, which entrenches a certain kind of socio-economic organisation, renders systems of socio-economic organisation traditional to Africa, dysfunctional. These traditional communitarian systems contain within themselves structures endorsing harmony, mutuality and reciprocity as ground rules or values which distribute significant resources (both material and moral) to all agents in accordance with their socially determined deserts. The absence of these structures in South Africa contributes to a condition, inflamed by liberal structures, of rights paralysis under which agents (...) are unable to translate rights into substantial benefits. In this article I examine this condition with reference to two traditional systems of socio-economic organization to exhibit their advantages as correctives to the paralysis of rights, and to compare them in order to establish which one is preferable. (shrink)

In this paper I attempt to show how the African philosopher - Kwasi Wiredu - constructs an ethnic perspectival model of ethics from the structure of kinship relations found among the Akans of Ghana. The specifics of this structure generate a notion of particularity in morals, which is carried from its origins in civic society, through a process of contested dialogue, into civil society where it is validated as norm-setter in an actual public forum of debate. The dynamics of this (...) forum ensures that the renewal of tradition remains an ongoing process and that a participatory ethos remains ascendant. I hope that my interpretation and reconstruction of Wiredu is correct. I have not attempted to cover the entire picture of Akan ethics, but only that part of it which deals with members of Akan society, and not strangers. (shrink)

From early sage philosophers to Leopold Senghor of Senegal and Steve Biko of South Africa, African thinking has challenged the way we think. As we enter a new millenium, the perspectives provided in this volume offer wise and refreshing alternatives to problems of self and society, culture, aesthetics, metaphysics and religion. Out of Africa always something new, and in these pages contemporary problems of cross-cultural cognition and post-coloniality are not only addressed, but also enacted. The reader witnesses the collision and (...) the coalescence of cultures in the writings of philosophers from Africa. (shrink)

The COVID-19 pandemic has changed the landscape of working conditions world-wide, fast tracking the reality of the digital-driven workplace. Concepts such as remote working, working-from-home and hybrid working models are now considered as the “new normal.” Employes are expected to advance, flourish and survive in this digitally connected landscape. Different age and generational groups may experience this new organizational landscape differently and may expect different organizational outcomes in exchange for their inputs. Accordingly, the study investigated differences regarding the value-oriented psychological (...) contract expectations of employes from different generational groups. An ANOVA test for significant mean differences and a post hoc test for multiple comparisons were conducted on a sample of employes in the services industry in Southern Africa and other European countries. The observed generational cohort differences regarding value-orientated psychological contract expectations for job characteristics and work-life balance could be utilized to develop interventions and strategies to promote retention of employes in the post-pandemic digital-orientated workplace. (shrink)

This study investigates how hope moderates the relationship between students’ sense of belonging and their academic misconduct intentions and behaviours. A sample of 234 university students (57% female) aged between 16 and 64 (Mage = 25.56, SDage = 8.18) responded to an online survey. The survey included demographic questions, measures of student’s sense of belonging at university, dispositional hope, motivation to reach their goals (Agency), perceived ability to implement a plan to attain their goal (Pathways), future intentions to engage in (...) academic misconduct intentions (AM Intentions) and previous engagement in academic misconduct behaviours (AM Behaviours). Our findings suggest that a student’s sense of belonging to their university and their levels of hope are negatively associated with academic misconduct intentions. We also observed a significant Hope × Belongingness, Agency × Belongingness, and Pathways × Belongingness interaction for students’ AM intentions and their AM behaviours. Our findings identified that students who have a strong sense of belonging, but low levels of hope are more likely to engage in academic misconduct behaviours. We also confirm that high levels of hope are protective against students engaging in academic misconduct. Universities can use these findings to identify students at an increased risk of engaging in academic misconduct and protect at-risk students from engaging in academic misconduct by improving their goal motivation and perceived capacity to implement a plan to reach their education goals. (shrink)

The 2010 Nagoya Protocol is an international framework for access and benefit sharing (ABS) of the use of genetic and biological resources, with particular focus on indigenous communities. This is especially important in Africa, where local communities have a close reliance on environmental resources and ecosystems. However, national legislation and policies commonly lag behind international agreements, and this poses challenges for legal compliance as well as practical applications. This study reviews the academic literature on the Nagoya Protocol and ABS applications, (...) and then considers the implications of this analysis for research in Africa. Results show that there is uneven engagement with the principles of the Nagoya Protocol across different academic disciplines; local communities are sometimes sidelined in these studies; and only 8% of researchers in the literature analysed are located in Africa. Future developments should focus on ensuring national compliance with the Nagoya Protocol, and that researchers and industry work in partnership with local African communities on ABS issues. (shrink)

The global digital divide represents one of the most significant examples of international inequality. In North America and Western Europe, nearly 70% of citizens use the Internet on a regular basis, whereas in Africa less than 4% do so. Such inequality impacts business and trade, online education and libraries, telemedicine and health resources, and political information and e-government. In response, a group of educators and community leaders in South Africa and the United States have used various information technologies to create (...) a ―global classroom‖ that connects people in the two countries. University students, high school students, and other citizens communicate via Internet exchanges, video conferencing, and digital photo essays. The project has produced a number of tangible benefits and it has developed a model for reducing inequality in global education, at least for those institutions with the technological resources to participate. We also present several recommendations for how to expand the initiative and thereby increase the number of people who can benefit from it. (shrink)

The study focused on the adventure-based experiential learning component of the North-West University peer helper training program. The aim of this study was to explore and describe a group of peer helpers’ subjective experiences of their participation in an ABEL program, with a focus on how these experiences related to the concept of grit. A total of 26 students at the North-West University, both male and female, participated in the study. A qualitative research approach with a case study research design (...) was used. The participants completed daily reflective diaries for the duration of the three-day ABEL program. After 3 months of performing their duties as peer helpers, the same individuals participated in focus group interviews. Themes were identified through inductive analysis and discussed regarding their relevance to the concept of grit. The main themes that emerged from both phases of data collection included intra-, inter-, and transpersonal/transcendent aspects, within which participants regularly referred to elements of grit. It was concluded that ABEL, due to its unique nature and demands, provides an ideal mechanism for the facilitation of personal growth on various levels. More specifically, through its clear association with the improvement and/or development of participants’ grit, it could equip these students to be more effective in their role as peer helpers. (shrink)

This article contends that we can learn much about how Coetzee tells stories by examining how he treats the subject of disgust. Coetzee represents disgust so often in his fiction, I argue, because disgust figures the subject’s relation to the object as both embodied and contemplative. Staging scenes of disgust enables Coetzee to do two apparently contradictory things at once: (1) represent the immediacy of a focalizing character’s physical reaction to the world and (2) establish a reflective (...) distance between the focalizing character and object that encourages both character and reader to contemplate the ignoble aspect of human mortality. (shrink)