Pub Date : 2022-01-02DOI: 10.1080/23323256.2022.2044360
Kudakwashe Vanyoro
It has become “common sense” to assert that access to public health care services for foreign migrants is de facto exclusionary. Conceptual tools for assessing these experiences are relatively absent and limited to “medical xenophobia.” This article deploys suspicion as a heuristic to explore the practices that health care providers in South Africa’s public health care system adopt in reading black bodies against the grain to expose their repressed or hidden meanings. It argues that the discursive construction of “outsiders” by some health care providers is based not simply on nationality, citizenship or legal status but on a vigilant preparedness for attack rooted in professional mandates to watch for possible “predators.” Such health care providers do not simply orchestrate a direct attack on migrant bodies; they also respond to the biomedical signification of individual black bodies based on a process of “creaming” that takes place at the front line of provider–patient interactions that are embedded within a wider bureaucracy of migration and health governance. In the context of a high HIV/AIDS burden, which necessitates the prioritisation of adherence and retention over anything else, anthropologists are also likely to see foreign migrants accessing services based on biomedical discourses and considerations.
{"title":"Suspicious bodies: anti-citizens and biomedical anarchists in South Africa’s public health care system","authors":"Kudakwashe Vanyoro","doi":"10.1080/23323256.2022.2044360","DOIUrl":"https://doi.org/10.1080/23323256.2022.2044360","url":null,"abstract":"It has become “common sense” to assert that access to public health care services for foreign migrants is de facto exclusionary. Conceptual tools for assessing these experiences are relatively absent and limited to “medical xenophobia.” This article deploys suspicion as a heuristic to explore the practices that health care providers in South Africa’s public health care system adopt in reading black bodies against the grain to expose their repressed or hidden meanings. It argues that the discursive construction of “outsiders” by some health care providers is based not simply on nationality, citizenship or legal status but on a vigilant preparedness for attack rooted in professional mandates to watch for possible “predators.” Such health care providers do not simply orchestrate a direct attack on migrant bodies; they also respond to the biomedical signification of individual black bodies based on a process of “creaming” that takes place at the front line of provider–patient interactions that are embedded within a wider bureaucracy of migration and health governance. In the context of a high HIV/AIDS burden, which necessitates the prioritisation of adherence and retention over anything else, anthropologists are also likely to see foreign migrants accessing services based on biomedical discourses and considerations.","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"377 1","pages":"30 - 43"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76632424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/23323256.2022.2056065
U. E. Chigbu
{"title":"The contested lands of Laikipia: histories of claims and conflicts in a Kenyan landscape","authors":"U. E. Chigbu","doi":"10.1080/23323256.2022.2056065","DOIUrl":"https://doi.org/10.1080/23323256.2022.2056065","url":null,"abstract":"","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"40 1","pages":"44 - 46"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76681860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.1985546
E. Madzudzo
{"title":"Securing land rights: communal land reform in Namibia","authors":"E. Madzudzo","doi":"10.1080/23323256.2021.1985546","DOIUrl":"https://doi.org/10.1080/23323256.2021.1985546","url":null,"abstract":"","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"28 1","pages":"214 - 216"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90357762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.1974908
C. Asante, Sarah Burack, Mutale N. Chileshe, J. Hunleth
In this article, we examine how the pandemic has led us to a dispersed and technologically mediated form of team-based fieldwork framed by an ethics of care. Covid-19 has changed the proximity of research teams and, thus, affected how teams are present for one another during challenging times, such as when researchers witness extreme suffering or death during a study. The four authors present reflections on collaborating on a caregiving study in a Zambian paediatric hospital during Covid-19. We describe a collaboration founded on a feminist ethics of care, co-production of knowledge, and attention to power dynamics between African academics and US academics, research assistants and established scholars. We do so through foregrounding the views and experiences of the research assistants, offering a glimpse into the experiential aspects of dispersed team-based research in a pandemic. The article offers insights into distanced, collaborative research across continents, including regular check-ins and radical listening; generous feedback, modelling and co-mentoring; and co-imagining our presence and futures. These serve as interventions into virtual collaborative work and also into collaboration in anthropology in general.
{"title":"Co-producing knowledge and care in team-based fieldwork in the Covid-19 era","authors":"C. Asante, Sarah Burack, Mutale N. Chileshe, J. Hunleth","doi":"10.1080/23323256.2021.1974908","DOIUrl":"https://doi.org/10.1080/23323256.2021.1974908","url":null,"abstract":"In this article, we examine how the pandemic has led us to a dispersed and technologically mediated form of team-based fieldwork framed by an ethics of care. Covid-19 has changed the proximity of research teams and, thus, affected how teams are present for one another during challenging times, such as when researchers witness extreme suffering or death during a study. The four authors present reflections on collaborating on a caregiving study in a Zambian paediatric hospital during Covid-19. We describe a collaboration founded on a feminist ethics of care, co-production of knowledge, and attention to power dynamics between African academics and US academics, research assistants and established scholars. We do so through foregrounding the views and experiences of the research assistants, offering a glimpse into the experiential aspects of dispersed team-based research in a pandemic. The article offers insights into distanced, collaborative research across continents, including regular check-ins and radical listening; generous feedback, modelling and co-mentoring; and co-imagining our presence and futures. These serve as interventions into virtual collaborative work and also into collaboration in anthropology in general.","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"69 1","pages":"175 - 191"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76383569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.2012493
J. Auerbach
{"title":"For what is not here","authors":"J. Auerbach","doi":"10.1080/23323256.2021.2012493","DOIUrl":"https://doi.org/10.1080/23323256.2021.2012493","url":null,"abstract":"","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"83 1","pages":"206 - 213"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89881797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.2013123
Diekara Oloruntoba-Oju
{"title":"Have your yellowcake and eat it: men, relatedness, and intimacy in Swakopmund","authors":"Diekara Oloruntoba-Oju","doi":"10.1080/23323256.2021.2013123","DOIUrl":"https://doi.org/10.1080/23323256.2021.2013123","url":null,"abstract":"","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"50 1","pages":"217 - 218"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89575538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.2013121
Nereida Ripero-Muñiz, Thato Senabe, Musa Maseko, Yolanda Reigadas
This is a reflective piece that explores the process of creating and implementing a new course at the University of the Witwatersrand on the literature of Equatorial Guinea under emergency online teaching that took place in 2020 due to the Covid-19 pandemic. Despite the difficult moment and the challenges experienced, the course became an extraordinary opportunity for the decolonisation and Africanisation of the Spanish Studies curriculum. The fact that this first course ever on Afro-Hispanic literature at a South African university took place in an online format allowed us to draw on certain digital teaching and learning strategies and approaches that enormously enriched the course — such as webinars with authors. The online situation also contributed to the decolonisation of the classroom, opening up more inclusive processes that allowed for the co-creation of knowledge with students. This article is an auto-ethnography of the course, drawing on both the lecturer and the student perspective. It reflects on the process of teaching and learning about literature from Equatorial Guinea during emergency online teaching of 2020 and how this opened up opportunities for the decolonisation and Africanisation of the Spanish Studies curriculum in South Africa higher education.
{"title":"Decolonising and Africanising the Spanish studies curriculum under emergency online teaching: introducing Equatorial Guinean literature in South African higher education","authors":"Nereida Ripero-Muñiz, Thato Senabe, Musa Maseko, Yolanda Reigadas","doi":"10.1080/23323256.2021.2013121","DOIUrl":"https://doi.org/10.1080/23323256.2021.2013121","url":null,"abstract":"This is a reflective piece that explores the process of creating and implementing a new course at the University of the Witwatersrand on the literature of Equatorial Guinea under emergency online teaching that took place in 2020 due to the Covid-19 pandemic. Despite the difficult moment and the challenges experienced, the course became an extraordinary opportunity for the decolonisation and Africanisation of the Spanish Studies curriculum. The fact that this first course ever on Afro-Hispanic literature at a South African university took place in an online format allowed us to draw on certain digital teaching and learning strategies and approaches that enormously enriched the course — such as webinars with authors. The online situation also contributed to the decolonisation of the classroom, opening up more inclusive processes that allowed for the co-creation of knowledge with students. This article is an auto-ethnography of the course, drawing on both the lecturer and the student perspective. It reflects on the process of teaching and learning about literature from Equatorial Guinea during emergency online teaching of 2020 and how this opened up opportunities for the decolonisation and Africanisation of the Spanish Studies curriculum in South Africa higher education.","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"24 1","pages":"192 - 205"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81464132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/23323256.2021.2002701
M. Serekoane, L. Marais, Michael Pienaar, C. Sharp, J. Cloete, Liezel Blomerus
The declaration of Covid-19 as a global pandemic on 11 March, 2020, and the disaster management regulations implemented in reply to it had enormous ramifications on ethnographic fieldwork. This situation presented an opportunity to reconsider the methodology used in a research project on lived experiences of childhood health and well-being in Free State province, South Africa. This study explores the argument that technology can establish a virtual space that fieldworker and research participant can treat as “real.” It uses fieldwork diaries and insights to evaluate the benefits and disadvantages of telephonic virtual conversations as a replacement for conventional face-to-face fieldwork to access inaccessible fieldwork sites. It adopts a reflexive qualitative case-study approach to document the experiences of two fieldworkers moving from on-site fieldwork to telephone voice calls to conduct their research. By offering a reflexive account of these technology-mediated fieldwork experiences, this article proposes this methodology as possible alternative to documenting lived experience. Lessons from this experience can contribute to reviewing the traditional practice of ethnographic fieldwork and imagining alternative and complementary methodological possibilities.
{"title":"Fieldworker reflections on using telephone voice calls to conduct fieldwork amidst the Covid-19 pandemic","authors":"M. Serekoane, L. Marais, Michael Pienaar, C. Sharp, J. Cloete, Liezel Blomerus","doi":"10.1080/23323256.2021.2002701","DOIUrl":"https://doi.org/10.1080/23323256.2021.2002701","url":null,"abstract":"The declaration of Covid-19 as a global pandemic on 11 March, 2020, and the disaster management regulations implemented in reply to it had enormous ramifications on ethnographic fieldwork. This situation presented an opportunity to reconsider the methodology used in a research project on lived experiences of childhood health and well-being in Free State province, South Africa. This study explores the argument that technology can establish a virtual space that fieldworker and research participant can treat as “real.” It uses fieldwork diaries and insights to evaluate the benefits and disadvantages of telephonic virtual conversations as a replacement for conventional face-to-face fieldwork to access inaccessible fieldwork sites. It adopts a reflexive qualitative case-study approach to document the experiences of two fieldworkers moving from on-site fieldwork to telephone voice calls to conduct their research. By offering a reflexive account of these technology-mediated fieldwork experiences, this article proposes this methodology as possible alternative to documenting lived experience. Lessons from this experience can contribute to reviewing the traditional practice of ethnographic fieldwork and imagining alternative and complementary methodological possibilities.","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"24 1","pages":"161 - 174"},"PeriodicalIF":0.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85958541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/23323256.2021.2012494
Bafana Monatshana, Gratia Aimee Ilibagiza, Roxanne Mathobie
{"title":"“I have everything I need, but on the other side, these things are redundant”: A photo-essay on transitioning during remote learning at North-West University","authors":"Bafana Monatshana, Gratia Aimee Ilibagiza, Roxanne Mathobie","doi":"10.1080/23323256.2021.2012494","DOIUrl":"https://doi.org/10.1080/23323256.2021.2012494","url":null,"abstract":"","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"1 1","pages":"155 - 160"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86326575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/23323256.2021.2012491
Yusra Price, Elthéa de Ruiters
Online learning as an emergency response to the Covid-19 pandemic provides a set of challenges that all educators had to navigate in their approach to teaching. This article details our experiences, as young educators, with developing a remote version of the anthropology field trip. The initial hard lockdown in South Africa determined the minimal conditions of emergency remote teaching (ERT). First, a necessary condition for the field trip was that teaching and learning had to take place asynchronously to account for the various contexts where students were situated. Second, we had to strike a balance between empathy towards students’ varying access to ERT and ensuring that the teaching objectives and standards remained appropriate for their level of study. Third, the role of mentorship in the process was a critical element of the virtual field trip and enabled us to engage affective learning strategies and facilitate epistemic access. Due to the shared navigation of ERT between students and educators, a reflexive and critical pedagogy strongly informed our later adaptations of the course. We conclude with reflections on the challenge of teaching/learning ethnography remotely and a brief statement on the value of critical and experimental pedagogies for remote situations.
{"title":"The virtual field trip: conditions of access/ibility and configurations of care in teaching ethnography (during Covid-19)","authors":"Yusra Price, Elthéa de Ruiters","doi":"10.1080/23323256.2021.2012491","DOIUrl":"https://doi.org/10.1080/23323256.2021.2012491","url":null,"abstract":"Online learning as an emergency response to the Covid-19 pandemic provides a set of challenges that all educators had to navigate in their approach to teaching. This article details our experiences, as young educators, with developing a remote version of the anthropology field trip. The initial hard lockdown in South Africa determined the minimal conditions of emergency remote teaching (ERT). First, a necessary condition for the field trip was that teaching and learning had to take place asynchronously to account for the various contexts where students were situated. Second, we had to strike a balance between empathy towards students’ varying access to ERT and ensuring that the teaching objectives and standards remained appropriate for their level of study. Third, the role of mentorship in the process was a critical element of the virtual field trip and enabled us to engage affective learning strategies and facilitate epistemic access. Due to the shared navigation of ERT between students and educators, a reflexive and critical pedagogy strongly informed our later adaptations of the course. We conclude with reflections on the challenge of teaching/learning ethnography remotely and a brief statement on the value of critical and experimental pedagogies for remote situations.","PeriodicalId":54118,"journal":{"name":"Anthropology Southern Africa","volume":"133 1","pages":"138 - 154"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86329964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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