Surplus,excess, dirt: slavery and the production of disposability in South Africa

ABSTRACT

Centuries before apartheid, South Africa was fundamentally shaped by 176 years of slavery, a period of racialised and gendered brutality that lasted from 1658 to 1834. Enslaved people were brought to the Cape by the Dutch East India Company from African and Asian territories around the Indian Ocean, and eventually came to constitute the majority of the population of the Colony. Françoise Vergès (2005 Vergès, F. 2005. “One World, Many Maps.” Interventions 7 (3): 342–345. doi:10.1080/13698010500268155.[Taylor & Francis Online] , [Google Scholar]) asserts that slavery in South Africa generated “processes of disposability” that transformed enslaved people and indigenous Africans, the majority of the population, into “surplus” and expendable objects. The scale of this expendability is difficult to discern today because of the invisibility of slavery in conceptions of the country’s history. In this article, I use the lens of “dirt” to render such “processes of disposability” visible. I do so by analysing two texts in which African bodies are portrayed as filthy, menacing and contaminating – the novel Unconfessed and a television advertisement titled “Papa Wag Vir Jou” (“Daddy’s Waiting for You”) – which I situate within a discussion of South Africa’s extraordinarily high rates of incarceration and sexual violence. I point to the seamless continuity in industrial levels of imprisonment employed by the colonial and the modern South African state.     

Public participation and the politics of humiliation

ABSTRACT

The article contends that the most popular form of Public Participation (PP) in SA is public protest, which, as a result of historical continuity, represents a direct response to the humiliations experienced by the poor, unemployed and socially excluded. Despite an enlightened human rights Constitution, if citizens are treated as consumers and left to the vagaries of the market PP mechanisms are likely to fail as they do not address the real social issues at the root of the discontent.     

State‐led industrial development,structural transformation and elite‐led plunder: Angola (2002–2013) as a developmental state

From 2002 to 2013, Angola engaged in large‐scale state‐led reconstruction and development alongside an elite‐led appropriation and seizure of national assets. Until the oil price shock, Angola had been succeeding in promoting rapid economic growth, and possibly even significant social development, alongside a massive grab of wealth and power by local elites. Today, though an economic crisis has taken hold, frequent predictions of the country's imminent collapse have yet to be fulfilled. This article reviews the state's development planning and expenditure with a focus on public investment and industrial development to determine to what extent Angola during this period might be considered a developmental or petro‐developmental state. It is argued that, while more significant than generally thought, petro‐developmental outcomes were and are limited by the autocratic and neopatrimonial tendencies of the Angolan elite. Nevertheless, limited success with structural transformation may have lasting effects. Following its long civil war, the conditions existed for Angola to follow a new path of state‐led development. Though it may now be more difficult, structural transformation and economic diversification remain the only path to economic and social development.     

Room for manoeuvre: User participation in water resources management in Burkina Faso

Participation in natural resources management is widely promoted in sub‐Saharan Africa, but faces mounting criticism from social science scholars who rarely engage with it in practice. We use the notion of room for manoeuvre to reflect on a multi‐level participatory approach designed to support the Burkinabè Integrated Water Resources Management policy and propose ways of engaging constructively with local users and policy‐makers. Within an “invited space” of participation, water users’ room for manoeuvre was enhanced through the acquisition of new knowledge on the legal Integrated Water Resources Management (IWRM) framework. This allowed them to interact with decision‐makers and to extend their networks. Power imbalances were discussed, but this did not lead to modifying existing power structures that hinge on broader societal dynamics.     

‘We are actually,after all,just children’: caring societies and South African infantilisation of adults with intellectual disability

This article comments on infantilisation by attending to South African adult intellectual disability (ID) care through an intersubjective ethics of care lens, and shows how such an ethic can shine light on shifting our responses towards ID. Care performance data were gathered from three sources within two South African specialist ID care sites – from 10 adult residents, 16 nurses as spatiotemporal carers, and three wards as ethnographic sites. Deeply embedded and interwoven throughout various care practices is the disabling of adults with intellectual impairment when literally referred to as ‘children’. These adult-unmaking processes constitute practices that fall short of Tronto and Kittay’s caring societies ethic. Care exchanges generate relational and intersubjective spaces in which people are understood as never meeting full criteria for personhood. Infantilising care dynamics require urgent attention if we wish to change ways in which ID is viewed and responded to in South Africa.     

Finding the niche to reposition leadership in Africa’s developing economies for the global highway: review of literature on leadership development programmes – methods and techniques*

Africa’s developing economies remain in critical need for leadership. This paper asserts that Africa’s new growth opportunities rest with leadership that could champion organizational performance, innovativeness, and good ethics among others. A review of extant literature on leadership development programmes (LDPs) was done to examine possible initiatives that leadership developers can use to influence leadership practices in Africa. This paper proposes that in Africa, LDPs can be used to inculcate authentic leadership practices and enhance networking and acquisition of innovative skills among others. Furthermore, LDPs could target the youth considering them as an investment into tomorrow’s leadership talent pool. The paper suggests that Africa’s niche for the global highway rests in contextualization of LDPs from other regions to Africa’s unique environment.     

Apps4Africa: A new State Department public diplomacy initiative

In 2010 the U.S. State Department funded an “Apps4Africa” contest to encourage development of socially conscious mobile applications for Africa. The initiative marked a significant departure from traditional public diplomacy efforts to expand diplomatic outreach beyond traditional government-to-government relationships. This case study analyses Apps4Africa to reveal its appropriateness as a model for future efforts and concludes Apps4Africa succeeded primarily because it responded to the changing dynamics of the 21st Century.     

Grandparental Involvement and South African Adolescents’ Psychological Well-Being

This study was designed to explore the grandparent-grandchild relationship from the perspective of South African adolescents, and to investigate whether grandparental involvement is independently associated with adolescents’ psychological well-being. Data were collected from 204 adolescents (mean age = 13.69) using a school-based survey. Results revealed high levels of contact between grandparents and grandchildren, although involvement varied depending on grandparent, grandchild, and family characteristics. Grandparental involvement was significantly associated with more adolescent prosocial behavior, independent of parental involvement. The findings suggest a unique association between grandparental involvement and prosocial behavior that is robust across different cultural contexts.     

The translocal villagers. Mining,mobility and stratification in post-apartheid South Africa

Internal labour migration from rural areas to urban centres has been and remains one of the dominant patterns of migration in South Africa. Based on data from ethnographic field research, this paper explores the mobility patterns and translocal relations of miners in the Northern Cape province of South Africa. By considering the tension between mobility and locality in a historical and political perspective, the concept of translocality helps to explain why miners try to expand their action space and, at the same time, why they are embedded in certain places. Thus, a translocal perspective enhances the interpretation of the spatio-temporal transformations in South Africa’s mining communities and beyond, as it sheds light on the agency of mine workers, superseding merely structuralist explanations.     

The role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa

This paper reports on the findings of a study on the role of social work field education programmes in the transmission of developmental social work knowledge in Southern and East Africa. It highlights the challenges in locating developmental social work placements and the creativity shown by social work educators in addressing these challenges and improving learning opportunities for social work students. Both academics and students were found to be committed to developmental social work, within a willing practice environment hampered by knowledge, capacity and resource constraints. Social work education was found to be playing a transformative role through the teaching of a developmental social work curriculum and the creation of collaborative developmental social work learning experiences. Social work educators trained and supported agency supervisors in developmental social work, while students served as conduits, modelling developmental social work practice. What has yet to be determined in future research is the students’ perspective of this developmental educational environment.