5 - Crystallising Commitment to Transformation in a South African Higher Education Institute
Corresponding Author(s) : Helen M. Macdonald
Revue de l’enseignement supérieur en Afrique,
Vol. 8 No 2 (2010): Revue de l’enseignement supérieur en Afrique
Résumé
Cet article est issu d’une étude ethnographique menée à l’Université de Cape Town. Il explore la dynamique d’une intervention permettant au personnel de l’université de s’engager dans une voie alternative à celle de l’apartheid en Afrique du Sud. Il traite de la politique sociale qui apparut entre l’intervention, ses participants et non-participants imaginaires par rapport à la vision « transformatrice » de l’université. L’intention des interventionnistes a été retravaillée par les participants des principaux symboles qui mettent en forme les motifs de leurs comportements et donnent un sens à leurs expériences. Utilisant le modèle d’Ortner (1973) de reconnaissance et de symboles-clés, je soutiens que la « transformation » et « l’espace sûr » représentent une élaboration symboles, en ce sens qu’ils ont le pouvoir d’action et d’élaboration conceptuelle. Ces symboles d’élaboration fonctionnent en relais avec une sorte de logique qui « cristallise l’engagement » des participants vers l’intervention d’une manière émotionnellement puissante et relativement indifférenciée. Ce faisant, ils font de l’intervention un symbole capable d’exprimer ce que leur expérience signifie pour eux en tant que communauté imaginée par rapport aux autres.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Badat, S., 2004, ‘Transforming South African Higher Education 1990-2003: Goals, policy initiatives & critical challenges & issues’, in N. Cloete, P. Pillay, S. Badat & T. Moja, eds., National Policy & Regional Response in South African Higher Education (pp. 1-46), New York, NY: Partnership for Higher Education in Africa.
- Black, M., 1962, Models and Metaphors: Studies in Language and Philosophy, Ithaca: Cornell University Press.
- Boler, M., ed., 2004, Democratic Dialogue in Education. Troubling Speech, Disturbing Silence, New York, NY: Peter Lang Publishing.
- Boostrom, R., 1998, ‘“Safe spaces”: Reflections on an Educational Metaphor’, Journal of Curriculum Studies, 30(4): 397-408.
- Buck, C., 1999, Paradise and Paradigm: Key Symbols in Persian Christianity and the Baháí? Faith, New York: State University of New York Press.
- Caplan, P., 1988, ‘Engendering Knowledge: The Politics of Ethnography’, Anthropology Today, 4 (5): 8-12, 4 (6): 14-17.
- Cloete, N., Fehnel, R., Maasen, P., Moja, T., Perold, H. & Gibbon, T., eds., 2002, Transformation in Higher Education: Global Pressures and Local Realities in South Africa, Cape Town, South Africa: Juta.
- Cohen, A. P., 1989, The Symbolic Construction of Community, London: Routledge. Cook-Sather, A., 2002, ‘Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change’, Educational Researcher, 31(4): 3-14.
- Coyle, F., 2004, ‘“Safe space” as counter-space: Women, Environmental Illness and “Corporeal Chaos”’, The Canadian Geographer, 48(1): 62-75.
- Donadey, A., 2002, ‘Negotiating Tensions: Teaching about Race Issues in Graduate Feminist Classrooms’, NWSA Journal, 14(1): 82-102.
- Ellsworth, E., 1989, ‘Why Doesn’t This Feel Empowering? Working through the repressive myths of critical pedagogy’, Harvard Educational Review, 59(3): 297-324.
- Erasmus, Z. & de Wet, J., 2003, ‘Not Naming “Race”: Some Medical Students’ Experiences and Perceptions of “Race” and Racism at the Health Sciences Faculty of the University of Cape Town’, Unpublished Research Report. Institute for Intercultural and Diversity Studies at University of Cape Town, Cape Town, South Africa.
- Evans-Pritchard, E. E., 1962, Social Anthropology and Other Essays, New York: Free Press.
- Ferguson, J., 1990, The Anti-politics Machine: Development, Depoliticization and Bureaucratic Power, New York, Cambridge University Press.
- Ferguson, J. & Lohmann, L., 1994, ‘Development and Bureaucratic Power in Lesotho’, The Ecologist, 24(5): 176-181.
Les références
Badat, S., 2004, ‘Transforming South African Higher Education 1990-2003: Goals, policy initiatives & critical challenges & issues’, in N. Cloete, P. Pillay, S. Badat & T. Moja, eds., National Policy & Regional Response in South African Higher Education (pp. 1-46), New York, NY: Partnership for Higher Education in Africa.
Black, M., 1962, Models and Metaphors: Studies in Language and Philosophy, Ithaca: Cornell University Press.
Boler, M., ed., 2004, Democratic Dialogue in Education. Troubling Speech, Disturbing Silence, New York, NY: Peter Lang Publishing.
Boostrom, R., 1998, ‘“Safe spaces”: Reflections on an Educational Metaphor’, Journal of Curriculum Studies, 30(4): 397-408.
Buck, C., 1999, Paradise and Paradigm: Key Symbols in Persian Christianity and the Baháí? Faith, New York: State University of New York Press.
Caplan, P., 1988, ‘Engendering Knowledge: The Politics of Ethnography’, Anthropology Today, 4 (5): 8-12, 4 (6): 14-17.
Cloete, N., Fehnel, R., Maasen, P., Moja, T., Perold, H. & Gibbon, T., eds., 2002, Transformation in Higher Education: Global Pressures and Local Realities in South Africa, Cape Town, South Africa: Juta.
Cohen, A. P., 1989, The Symbolic Construction of Community, London: Routledge. Cook-Sather, A., 2002, ‘Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change’, Educational Researcher, 31(4): 3-14.
Coyle, F., 2004, ‘“Safe space” as counter-space: Women, Environmental Illness and “Corporeal Chaos”’, The Canadian Geographer, 48(1): 62-75.
Donadey, A., 2002, ‘Negotiating Tensions: Teaching about Race Issues in Graduate Feminist Classrooms’, NWSA Journal, 14(1): 82-102.
Ellsworth, E., 1989, ‘Why Doesn’t This Feel Empowering? Working through the repressive myths of critical pedagogy’, Harvard Educational Review, 59(3): 297-324.
Erasmus, Z. & de Wet, J., 2003, ‘Not Naming “Race”: Some Medical Students’ Experiences and Perceptions of “Race” and Racism at the Health Sciences Faculty of the University of Cape Town’, Unpublished Research Report. Institute for Intercultural and Diversity Studies at University of Cape Town, Cape Town, South Africa.
Evans-Pritchard, E. E., 1962, Social Anthropology and Other Essays, New York: Free Press.
Ferguson, J., 1990, The Anti-politics Machine: Development, Depoliticization and Bureaucratic Power, New York, Cambridge University Press.
Ferguson, J. & Lohmann, L., 1994, ‘Development and Bureaucratic Power in Lesotho’, The Ecologist, 24(5): 176-181.