Race, class and inequality: an exploration of the scholarship of Professor Bernard Magubane
- Authors: Tanyanyiwa, Precious
- Date: 2011
- Subjects: Magubane, Bernard -- Knowledge and learning , South Africa -- Race relations , Sociology -- South Africa , Race -- South Africa , Equality -- South Africa , Research -- South Africa , South Africa -- Social policy , Social classes -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3324 , http://hdl.handle.net/10962/d1003112 , Magubane, Bernard -- Knowledge and learning , South Africa -- Race relations , Sociology -- South Africa , Race -- South Africa , Equality -- South Africa , Research -- South Africa , South Africa -- Social policy , Social classes -- South Africa
- Description: This thesis begins with the assumption that the theory of academic dependency provides an adequate framework within which the relationship between social science communities in the North and South can be understood. Present problems of social scientists in the South have very often been attributed to this dependence and it has been concluded that academic dependence has resulted in an uncritical and imitative approach to ideas and concepts from the West (Alatas, 2000). This dependence has also resulted in the general regression among social scientists based in the South and in a marginalisation of their works within the social science community no matter how significant and original they may be. The problematic invisibility of the works of prominent South African scholars is a dimension of a wider crisis of academic dependence, if unchecked this current trend will also reinforce academic dependence. From the nature of the problems generated by academic dependence, it is obvious that there is a need for an intellectual emancipation movement. This movement may take different forms that may range from but are not limited to a commitment to endogeneity which involves among other things, knowledge production that takes South African local conditions seriously enough to be the basis for the development of distinct conceptual ideas and theories. This requires transcending the tendency to use ‘the local’ primarily as a tool for data collection and theoretical framing done from the global north. Secondly, there is a need to take the local, indigenous, ontological narratives seriously enough to serve as source codes for works of distinct epistemological value and exemplary ideas within the global project of knowledge production. Endogeneity in the context of African knowledge production should also involve an intellectual standpoint derived from a rootedness in the African conditions; a centring of African ontological discourses and experiences as the basis of intellectual work (Adesina, 2008: 135). In this study, it is suggested that the recommendations highlighted above can only succeed if scholars make an effort to actually engage with locally produced knowledge. There is therefore a need to make greater efforts to know each other’s work on Africa. This demand is not to appease individual egos but it is essential for progress in scientific work. African communities will benefit from drawing with greater catholicity from the well–spring of knowledge about Africa generated by Africans. In the South African context, transcending academic dependence in the new generation of young academics requires engagement with the work of our local scholars who have devoted their lives to knowledge production. This thesis explores the scholarship of Professor Bernard Magubane by engaging with his works on race, class and inequality by locating his works within the wider debates on race, class and inequality in South Africa. The specific contributions of Professor Magubane to the enterprise of knowledge production are identified and discussed in relation to his critique of Western social science in its application to Africa. The making of Professor Magubane’s life, his career, scholarship and biography details are analysed with the intention of showing their influence on Magubane as a Scholar. The examination of Professor Magubane’s intellectual and biographical accounts help to explain the details, contexts and implications of his theoretical paradigm shifts. This helps prove that Professor Magubane’s experiences and theoretical positions were socially and historically constituted. The research from which this thesis derives is part of an NRF-funded project, on Endogeneity and Modern Sociology in South Africa, under the direction of Professor Jimi Adesina.
- Full Text:
- Date Issued: 2011
- Authors: Tanyanyiwa, Precious
- Date: 2011
- Subjects: Magubane, Bernard -- Knowledge and learning , South Africa -- Race relations , Sociology -- South Africa , Race -- South Africa , Equality -- South Africa , Research -- South Africa , South Africa -- Social policy , Social classes -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3324 , http://hdl.handle.net/10962/d1003112 , Magubane, Bernard -- Knowledge and learning , South Africa -- Race relations , Sociology -- South Africa , Race -- South Africa , Equality -- South Africa , Research -- South Africa , South Africa -- Social policy , Social classes -- South Africa
- Description: This thesis begins with the assumption that the theory of academic dependency provides an adequate framework within which the relationship between social science communities in the North and South can be understood. Present problems of social scientists in the South have very often been attributed to this dependence and it has been concluded that academic dependence has resulted in an uncritical and imitative approach to ideas and concepts from the West (Alatas, 2000). This dependence has also resulted in the general regression among social scientists based in the South and in a marginalisation of their works within the social science community no matter how significant and original they may be. The problematic invisibility of the works of prominent South African scholars is a dimension of a wider crisis of academic dependence, if unchecked this current trend will also reinforce academic dependence. From the nature of the problems generated by academic dependence, it is obvious that there is a need for an intellectual emancipation movement. This movement may take different forms that may range from but are not limited to a commitment to endogeneity which involves among other things, knowledge production that takes South African local conditions seriously enough to be the basis for the development of distinct conceptual ideas and theories. This requires transcending the tendency to use ‘the local’ primarily as a tool for data collection and theoretical framing done from the global north. Secondly, there is a need to take the local, indigenous, ontological narratives seriously enough to serve as source codes for works of distinct epistemological value and exemplary ideas within the global project of knowledge production. Endogeneity in the context of African knowledge production should also involve an intellectual standpoint derived from a rootedness in the African conditions; a centring of African ontological discourses and experiences as the basis of intellectual work (Adesina, 2008: 135). In this study, it is suggested that the recommendations highlighted above can only succeed if scholars make an effort to actually engage with locally produced knowledge. There is therefore a need to make greater efforts to know each other’s work on Africa. This demand is not to appease individual egos but it is essential for progress in scientific work. African communities will benefit from drawing with greater catholicity from the well–spring of knowledge about Africa generated by Africans. In the South African context, transcending academic dependence in the new generation of young academics requires engagement with the work of our local scholars who have devoted their lives to knowledge production. This thesis explores the scholarship of Professor Bernard Magubane by engaging with his works on race, class and inequality by locating his works within the wider debates on race, class and inequality in South Africa. The specific contributions of Professor Magubane to the enterprise of knowledge production are identified and discussed in relation to his critique of Western social science in its application to Africa. The making of Professor Magubane’s life, his career, scholarship and biography details are analysed with the intention of showing their influence on Magubane as a Scholar. The examination of Professor Magubane’s intellectual and biographical accounts help to explain the details, contexts and implications of his theoretical paradigm shifts. This helps prove that Professor Magubane’s experiences and theoretical positions were socially and historically constituted. The research from which this thesis derives is part of an NRF-funded project, on Endogeneity and Modern Sociology in South Africa, under the direction of Professor Jimi Adesina.
- Full Text:
- Date Issued: 2011
The development and implementation of a mental toughness training programme for young cricketers
- Authors: Pattison, Stuart
- Date: 2011
- Subjects: Cricket -- Psychological aspects -- South Africa -- Grahamstown , Cricket -- Training -- South Africa -- Grahamstown , Cricket players -- Mental health -- South Africa -- Grahamstown , Mental discipline , Toughness (Personality trait) , Success -- Psychological aspects , Personal coaching -- South Africa -- Grahamstown , School sports -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3037 , http://hdl.handle.net/10962/d1002546 , Cricket -- Psychological aspects -- South Africa -- Grahamstown , Cricket -- Training -- South Africa -- Grahamstown , Cricket players -- Mental health -- South Africa -- Grahamstown , Mental discipline , Toughness (Personality trait) , Success -- Psychological aspects , Personal coaching -- South Africa -- Grahamstown , School sports -- South Africa -- Grahamstown
- Description: Modern research being conducted on Mental Toughness is now shifting away from efforts aimed at developing definitions for the construct and instead moving toward efforts at understanding its development. This particular research study focuses on the development and implementation of a Mental Toughness programme designed specifically for, and tailored exclusively to, the needs of schoolboy cricket at Kingswood College in Grahamstown, Eastern Cape. The programme development was an intricate process and the research procedure was guided by the Organisational Development Process model. Data from a focus group as well as various individual interviews were integrated with currently existing Mental Toughness literature and theory to devise this particular Mental Toughness programme. The programme entails educating the athletes on six specific mental skills and incorporates elements of practical application as well as awareness of the importance and influence of Mental Toughness and mental training in a sporting sphere. The programme took the form of mental skills workshops held over a three week period. An analysis was conducted post-programme to document the experience of the athletes as a result of exposure to the programme. Results drawn from the array of analysis procedures were used to help identify the level of success of the Mental Toughness intervention as well as help validify current Mental Toughness models. In addition to highlighting the benefits as a result of the programme experience, various recommendations were drawn in order to shed light on the programme limitations and assist future researchers with understanding the intricacies behind better and more efficient programme implementation.
- Full Text:
- Date Issued: 2011
- Authors: Pattison, Stuart
- Date: 2011
- Subjects: Cricket -- Psychological aspects -- South Africa -- Grahamstown , Cricket -- Training -- South Africa -- Grahamstown , Cricket players -- Mental health -- South Africa -- Grahamstown , Mental discipline , Toughness (Personality trait) , Success -- Psychological aspects , Personal coaching -- South Africa -- Grahamstown , School sports -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3037 , http://hdl.handle.net/10962/d1002546 , Cricket -- Psychological aspects -- South Africa -- Grahamstown , Cricket -- Training -- South Africa -- Grahamstown , Cricket players -- Mental health -- South Africa -- Grahamstown , Mental discipline , Toughness (Personality trait) , Success -- Psychological aspects , Personal coaching -- South Africa -- Grahamstown , School sports -- South Africa -- Grahamstown
- Description: Modern research being conducted on Mental Toughness is now shifting away from efforts aimed at developing definitions for the construct and instead moving toward efforts at understanding its development. This particular research study focuses on the development and implementation of a Mental Toughness programme designed specifically for, and tailored exclusively to, the needs of schoolboy cricket at Kingswood College in Grahamstown, Eastern Cape. The programme development was an intricate process and the research procedure was guided by the Organisational Development Process model. Data from a focus group as well as various individual interviews were integrated with currently existing Mental Toughness literature and theory to devise this particular Mental Toughness programme. The programme entails educating the athletes on six specific mental skills and incorporates elements of practical application as well as awareness of the importance and influence of Mental Toughness and mental training in a sporting sphere. The programme took the form of mental skills workshops held over a three week period. An analysis was conducted post-programme to document the experience of the athletes as a result of exposure to the programme. Results drawn from the array of analysis procedures were used to help identify the level of success of the Mental Toughness intervention as well as help validify current Mental Toughness models. In addition to highlighting the benefits as a result of the programme experience, various recommendations were drawn in order to shed light on the programme limitations and assist future researchers with understanding the intricacies behind better and more efficient programme implementation.
- Full Text:
- Date Issued: 2011
A learning state?: a case study of the post-1994 South African welfare regime
- Mungwashu, Sthembiso Handinawangu
- Authors: Mungwashu, Sthembiso Handinawangu
- Date: 2011
- Subjects: South African Social Security Agency , South Africa -- Social policy , Poor -- South Africa , Social service -- South Africa , Public welfare -- South Africa , Social service -- Government policy -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3325 , http://hdl.handle.net/10962/d1003113 , South African Social Security Agency , South Africa -- Social policy , Poor -- South Africa , Social service -- South Africa , Public welfare -- South Africa , Social service -- Government policy -- South Africa
- Description: This thesis examines the processes of policymaking in South Africa, as expressed through the shifts in income maintenance policy. The thesis focuses on the processes leading to the establishment of the South African Social Security Agency (SASSA), as its case study. SASSA is the institutional framework for the delivery of social grants. Our intention is to test the efficacy of what we have called ‘state learning’ in the South African context. Therefore, the overall aim of the study is to assess the capacity of the ‘state to learn’ in the process of policymaking as expressed through the shifts in social grant administration and the institutional framework of social welfare in South Africa. The subsidiary goals of the research includes mapping changes in the system of social grants administration since 1994 in order to assess the sources of the shifts in its institutional framework; to assess processes and responses within the state that result in policy shifts and the extent to which these can be considered dimensions of state learning; to assess the power of ideas in the policymaking process and to assess the influence of non-state agencies/actors in policy contestation and learning processes. This is essential, because social policy, especially welfare policy research in post-apartheid South Africa, has focused on the economic value of policies and not the political processes in policymaking. For the framework of analysis the study draws on theories of learning, especially at the organizational or institutional level. We start from the perspective that policymaking and implementation cannot be reduced to a neatly ordered schema (Lamb: 1987:6). Further, that policy change and policymaking are “iterative, haphazard, and highly political processes, in which the apparently logical sequences of decision-making, may turn out to be the reverse” (Lamb, 1987:6). This is mainly because state building is a complex affair and a contested terrain; policy learning and making are neither benign nor do they involve the state working in isolation (Sabatier, 1998). To understand processes of policymaking in South Africa, we rely on content analysis of primary and secondary materials or documents and in-depth interviews with key informants involved in the policy process. The documentary sources include records of parliamentary debates, green and white papers on social welfare, ANC party documents, presidential task force reports, newspapers, magazines and court judgments. The study reveals that the establishment of SASSA lends itself to the idea of ‘state learning’. Learning is indicated in South Africa by the capacity and ability of the state to stimulate ideas, debate ideas to establish ideational matrixes as well as paradigms that have informed the development of policy, take ideas and implement them to try and solve mismatches between the intention of the state and the outcomes and the ability of the state to produce policy.
- Full Text:
- Date Issued: 2011
- Authors: Mungwashu, Sthembiso Handinawangu
- Date: 2011
- Subjects: South African Social Security Agency , South Africa -- Social policy , Poor -- South Africa , Social service -- South Africa , Public welfare -- South Africa , Social service -- Government policy -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3325 , http://hdl.handle.net/10962/d1003113 , South African Social Security Agency , South Africa -- Social policy , Poor -- South Africa , Social service -- South Africa , Public welfare -- South Africa , Social service -- Government policy -- South Africa
- Description: This thesis examines the processes of policymaking in South Africa, as expressed through the shifts in income maintenance policy. The thesis focuses on the processes leading to the establishment of the South African Social Security Agency (SASSA), as its case study. SASSA is the institutional framework for the delivery of social grants. Our intention is to test the efficacy of what we have called ‘state learning’ in the South African context. Therefore, the overall aim of the study is to assess the capacity of the ‘state to learn’ in the process of policymaking as expressed through the shifts in social grant administration and the institutional framework of social welfare in South Africa. The subsidiary goals of the research includes mapping changes in the system of social grants administration since 1994 in order to assess the sources of the shifts in its institutional framework; to assess processes and responses within the state that result in policy shifts and the extent to which these can be considered dimensions of state learning; to assess the power of ideas in the policymaking process and to assess the influence of non-state agencies/actors in policy contestation and learning processes. This is essential, because social policy, especially welfare policy research in post-apartheid South Africa, has focused on the economic value of policies and not the political processes in policymaking. For the framework of analysis the study draws on theories of learning, especially at the organizational or institutional level. We start from the perspective that policymaking and implementation cannot be reduced to a neatly ordered schema (Lamb: 1987:6). Further, that policy change and policymaking are “iterative, haphazard, and highly political processes, in which the apparently logical sequences of decision-making, may turn out to be the reverse” (Lamb, 1987:6). This is mainly because state building is a complex affair and a contested terrain; policy learning and making are neither benign nor do they involve the state working in isolation (Sabatier, 1998). To understand processes of policymaking in South Africa, we rely on content analysis of primary and secondary materials or documents and in-depth interviews with key informants involved in the policy process. The documentary sources include records of parliamentary debates, green and white papers on social welfare, ANC party documents, presidential task force reports, newspapers, magazines and court judgments. The study reveals that the establishment of SASSA lends itself to the idea of ‘state learning’. Learning is indicated in South Africa by the capacity and ability of the state to stimulate ideas, debate ideas to establish ideational matrixes as well as paradigms that have informed the development of policy, take ideas and implement them to try and solve mismatches between the intention of the state and the outcomes and the ability of the state to produce policy.
- Full Text:
- Date Issued: 2011
Relational processes enabling the balancing of academic work and motherhood: a grounded theory study with academic women at a South African university
- Authors: Poulos, Tessa
- Date: 2011
- Subjects: Working mothers -- South Africa -- Grahamstown Women in education -- South Africa -- Grahamstown Work and family -- South Africa -- Grahamstown Rhodes University -- Employees Motherhood -- South Africa -- Grahamstown Sex role in the work environment -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3038 , http://hdl.handle.net/10962/d1002547
- Description: Through the use of contextual data, this research study aims to explicate a theory about the experiences of academic women, who are also mothers, employed at a South African University. The research is interpretive in nature as it explores the women's accounts of the conflicts they face in striving to satisfy the demands of both their scholarly work and family responsibilities within multiple intersecting factors related to their personal/familial circumstances, and the strategic processes they engage in to manage the balance between these competing roles. The study followed a constructivist grounded theory design in an attempt to test the hypothesis (emerging from a prior pilot study) that the most significant enabling factors at work in the lives of these women comprise various relational support processes. The findings indicate that balancing academic work and mothering is a delicate activity that is sensitive to a number of facilitating as well as hindering factors. The participants revealed that they experience work-family role-conflict as a result of competing desires to dedicate themselves fully to both of these roles. The relational factors most prominently cited as being critical to enabling a work-family balance include the presence of a supportive partner, a support structure in the home in the form of an employed domestic helper, and the support derived from a 'shared experience' with other working mothers. Non-relational factors emanating from the unique quality of life afforded to mothers by employment within the particular case institution also emerged as being significantly enabling of a work-family balance for this group of academic mothers.
- Full Text:
- Date Issued: 2011
- Authors: Poulos, Tessa
- Date: 2011
- Subjects: Working mothers -- South Africa -- Grahamstown Women in education -- South Africa -- Grahamstown Work and family -- South Africa -- Grahamstown Rhodes University -- Employees Motherhood -- South Africa -- Grahamstown Sex role in the work environment -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3038 , http://hdl.handle.net/10962/d1002547
- Description: Through the use of contextual data, this research study aims to explicate a theory about the experiences of academic women, who are also mothers, employed at a South African University. The research is interpretive in nature as it explores the women's accounts of the conflicts they face in striving to satisfy the demands of both their scholarly work and family responsibilities within multiple intersecting factors related to their personal/familial circumstances, and the strategic processes they engage in to manage the balance between these competing roles. The study followed a constructivist grounded theory design in an attempt to test the hypothesis (emerging from a prior pilot study) that the most significant enabling factors at work in the lives of these women comprise various relational support processes. The findings indicate that balancing academic work and mothering is a delicate activity that is sensitive to a number of facilitating as well as hindering factors. The participants revealed that they experience work-family role-conflict as a result of competing desires to dedicate themselves fully to both of these roles. The relational factors most prominently cited as being critical to enabling a work-family balance include the presence of a supportive partner, a support structure in the home in the form of an employed domestic helper, and the support derived from a 'shared experience' with other working mothers. Non-relational factors emanating from the unique quality of life afforded to mothers by employment within the particular case institution also emerged as being significantly enabling of a work-family balance for this group of academic mothers.
- Full Text:
- Date Issued: 2011
Lumberjacks and hoodrats: negotiating subject positions of lesbian representation in two South African television programmes
- Authors: Donaldson, Natalie
- Date: 2011
- Subjects: Lesbianism on television -- Research -- South Africa , Lesbians -- Research -- South Africa , Gay rights -- Research -- South Africa , Television actors and actresses -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2964 , http://hdl.handle.net/10962/d1002473 , Lesbianism on television -- Research -- South Africa , Lesbians -- Research -- South Africa , Gay rights -- Research -- South Africa , Television actors and actresses -- Research -- South Africa
- Description: With the inclusion of sexual orientation in the Equality clause of the post-Apartheid constitution which demands equal rights and protection for all individuals regardless of sexual orientation, South Africa has been praised as one of the most liberal countries in the world. Because of this legal equality, gay and lesbian experiences have become a lot more visible in every day South African lives. This includes visibility in South African television programmes and film. Today, a number of South African produced television programmes have included at least one lesbian character in their storyline and many LGBTIQ activist organisations have deemed this increased visibility as a positive step for LGBTIQ rights. However, discriminatory discourses such as same-sex sexualities as 'un-African ' and unnatural, which often result in brutal hate crimes against LGBTIQ individuals (such as corrective rape), contribute to the social and cultural intolerance of same-sex sexualities. South African research into the lives of lesbian women has often related lesbian experience to that of gay men or has focused on lesbian women as victims of corrective rape and oppressive practices at the hands of the dominant heteronormative culture. This research was a discursive reception study, using three focus group discussions with self-identified lesbian audiences (black and white). The study explored how this audience received (interpreted/talked about) the available fictional representations of 'black' lesbian women and 'white' lesbian women in three clips from two South African television programmes, Society and The Mating Game. Using Wetherell's (1998) critical discursive psychology approach, this research focused on examining the 1) Subject positions made available in/by these representations; 2) Interpretive repertoires used by the audience in appropriating and/or negotiating and/or reSisting these subject positions; and 3) Ideological dilemmas experienced by participants in this negotiation process. The predominant subject positions made available in these representations were differentiated according to binary racial categories of white lesbian women and black lesbian women. For example, participants positioned white lesbian women as "lumberjacks" and "tomboys" while black lesbian women were positioned as "township lesbians" and "hood rats". In working with these subject positions, participants drew on interpretative repertoires of othering and otherness as well as interpretative repertoires of survival. In negotiating with these subject positions and others found in the discussions, ideological dilemmas often arose when participants found themselves having to draw on interpretative repertoires which extend from a heteronormative discourse. These kinds of interpretative repertoires included religion, nature, and compromise which contradicted and created a troubled position when used in relation to the participants' lesbian sexualities. Therefore, when the ideological dilemma and troubled position became apparent, participants had to work to repair the troubled position by justifying their use of these heteronormative interpretative repertoires.
- Full Text:
- Date Issued: 2011
- Authors: Donaldson, Natalie
- Date: 2011
- Subjects: Lesbianism on television -- Research -- South Africa , Lesbians -- Research -- South Africa , Gay rights -- Research -- South Africa , Television actors and actresses -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2964 , http://hdl.handle.net/10962/d1002473 , Lesbianism on television -- Research -- South Africa , Lesbians -- Research -- South Africa , Gay rights -- Research -- South Africa , Television actors and actresses -- Research -- South Africa
- Description: With the inclusion of sexual orientation in the Equality clause of the post-Apartheid constitution which demands equal rights and protection for all individuals regardless of sexual orientation, South Africa has been praised as one of the most liberal countries in the world. Because of this legal equality, gay and lesbian experiences have become a lot more visible in every day South African lives. This includes visibility in South African television programmes and film. Today, a number of South African produced television programmes have included at least one lesbian character in their storyline and many LGBTIQ activist organisations have deemed this increased visibility as a positive step for LGBTIQ rights. However, discriminatory discourses such as same-sex sexualities as 'un-African ' and unnatural, which often result in brutal hate crimes against LGBTIQ individuals (such as corrective rape), contribute to the social and cultural intolerance of same-sex sexualities. South African research into the lives of lesbian women has often related lesbian experience to that of gay men or has focused on lesbian women as victims of corrective rape and oppressive practices at the hands of the dominant heteronormative culture. This research was a discursive reception study, using three focus group discussions with self-identified lesbian audiences (black and white). The study explored how this audience received (interpreted/talked about) the available fictional representations of 'black' lesbian women and 'white' lesbian women in three clips from two South African television programmes, Society and The Mating Game. Using Wetherell's (1998) critical discursive psychology approach, this research focused on examining the 1) Subject positions made available in/by these representations; 2) Interpretive repertoires used by the audience in appropriating and/or negotiating and/or reSisting these subject positions; and 3) Ideological dilemmas experienced by participants in this negotiation process. The predominant subject positions made available in these representations were differentiated according to binary racial categories of white lesbian women and black lesbian women. For example, participants positioned white lesbian women as "lumberjacks" and "tomboys" while black lesbian women were positioned as "township lesbians" and "hood rats". In working with these subject positions, participants drew on interpretative repertoires of othering and otherness as well as interpretative repertoires of survival. In negotiating with these subject positions and others found in the discussions, ideological dilemmas often arose when participants found themselves having to draw on interpretative repertoires which extend from a heteronormative discourse. These kinds of interpretative repertoires included religion, nature, and compromise which contradicted and created a troubled position when used in relation to the participants' lesbian sexualities. Therefore, when the ideological dilemma and troubled position became apparent, participants had to work to repair the troubled position by justifying their use of these heteronormative interpretative repertoires.
- Full Text:
- Date Issued: 2011
- «
- ‹
- 1
- ›
- »