Transformation at Rhodes University: investigating the extent of support for the participation of students with disabilities in the transformation processes of the Institution
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
A preliminary perspective on the Office of the Vice-Chancellor and appeals related to exclusions and admissions
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7644 , http://hdl.handle.net/10962/d1015772
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7644 , http://hdl.handle.net/10962/d1015772
- Full Text:
- Date Issued: 2007
Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Authors: Badat, Saleem
- Date: 2007-05-25 , 2014-06-13
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7619 , http://hdl.handle.net/10962/d1011831
- Description: Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Full Text:
- Date Issued: 2007-05-25
- Authors: Badat, Saleem
- Date: 2007-05-25 , 2014-06-13
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7619 , http://hdl.handle.net/10962/d1011831
- Description: Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Full Text:
- Date Issued: 2007-05-25
Rhodes University Orientation Week : Welcome address of the vice-chancellor of Rhodes University, Dr Saleem Badat, 5 February 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7651 , http://hdl.handle.net/10962/d1015779
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7651 , http://hdl.handle.net/10962/d1015779
- Full Text:
- Date Issued: 2007
Rhodes University: where leaders learn
- Authors: Badat, Saleem
- Date: 2006-01-12 , 2014-06-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7600 , http://hdl.handle.net/10962/d1011752
- Full Text:
- Date Issued: 2006-01-12
- Authors: Badat, Saleem
- Date: 2006-01-12 , 2014-06-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7600 , http://hdl.handle.net/10962/d1011752
- Full Text:
- Date Issued: 2006-01-12
Who are you? Online practices of self-representation of black gay men at Rhodes University on the geosocial networking application Grindr
- Authors: Olivier, Jason Eben
- Date: 2021-10-29
- Subjects: Grindr (Computer program) , Gay men, Black South Africa Makhanda , Gay men Identity , Internet and gay men South Africa Makhanda , Social media and college students South Africa Makhanda , Masculinity South Africa Makhanda , Racism in the sexual minority community South Africa Makhanda , Sexism South Africa Makhanda , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294851 , vital:57262
- Description: The study investigates how young black gay men at Rhodes University use technology to explore their sexual identity and focuses specifically on their self-representation choices. Incorporating qualitative semi-structured interviews and a walkthrough of Grindr, the research asked participants to share their experiences of using Grindr, a geo-social networking application, and how their self-representation practices on the site contributed to their conception of what it means to be a young black gay man online. Using a thematic analysis of the data collected from five self-identified black gay Rhodes University students, findings indicate that self-representation choices of black gay men on Grindr become a complex experience influenced by overt sexist and racist micro-aggressions in an environment where masculinities operate in a hierarchy of desire, preference, and attractiveness with race operating as an important signifier of these even in a post-Apartheid South Africa that is celebrated for its world-class Constitution. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Olivier, Jason Eben
- Date: 2021-10-29
- Subjects: Grindr (Computer program) , Gay men, Black South Africa Makhanda , Gay men Identity , Internet and gay men South Africa Makhanda , Social media and college students South Africa Makhanda , Masculinity South Africa Makhanda , Racism in the sexual minority community South Africa Makhanda , Sexism South Africa Makhanda , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294851 , vital:57262
- Description: The study investigates how young black gay men at Rhodes University use technology to explore their sexual identity and focuses specifically on their self-representation choices. Incorporating qualitative semi-structured interviews and a walkthrough of Grindr, the research asked participants to share their experiences of using Grindr, a geo-social networking application, and how their self-representation practices on the site contributed to their conception of what it means to be a young black gay man online. Using a thematic analysis of the data collected from five self-identified black gay Rhodes University students, findings indicate that self-representation choices of black gay men on Grindr become a complex experience influenced by overt sexist and racist micro-aggressions in an environment where masculinities operate in a hierarchy of desire, preference, and attractiveness with race operating as an important signifier of these even in a post-Apartheid South Africa that is celebrated for its world-class Constitution. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Address at the opening of the OutRhodes Pride Week, 21 August 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7652 , http://hdl.handle.net/10962/d1015780
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7652 , http://hdl.handle.net/10962/d1015780
- Full Text:
- Date Issued: 2007
Rhodent 1976 - Message from the Vice-Chancellor
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7335 , http://hdl.handle.net/10962/d1017063
- Full Text:
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7335 , http://hdl.handle.net/10962/d1017063
- Full Text:
Welcome message from the Vice-Chancellor, Dr. Saleem Badat
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7676 , http://hdl.handle.net/10962/d1015821
- Full Text:
- Date Issued: 2008-02-01
- Authors: Badat, Saleem
- Date: 2008-02-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7676 , http://hdl.handle.net/10962/d1015821
- Full Text:
- Date Issued: 2008-02-01
Vice Chancellor's message to the Toronto Old Rhodian Reunion
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7648 , http://hdl.handle.net/10962/d1015776
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7648 , http://hdl.handle.net/10962/d1015776
- Full Text:
- Date Issued: 2007
Vice Chancellor New staff welcome address, 2006
- Authors: Badat, Saleem
- Date: 2006
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7645 , http://hdl.handle.net/10962/d1015773
- Full Text:
- Date Issued: 2006
- Authors: Badat, Saleem
- Date: 2006
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7645 , http://hdl.handle.net/10962/d1015773
- Full Text:
- Date Issued: 2006
Being young, black, woman academics on an Accelerated Development Programme in an Historically White University in South Africa: a narrative analysis
- Mohoto, Nkoe Lieketso Paballo
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
Address to the Rhodes University Muslim Students Association Leavers dinner.
- Authors: Badat, Saleem
- Date: 2007-10-20 , 2014-07-14
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7639 , http://hdl.handle.net/10962/d1012618 , Rhodes University
- Description: Address by the Vice-chancellor, Dr Saleem Badat, to the Rhodes University Muslim Students Association Leavers dinner, held at Kwantu Game Reserve, 20 October 2007.
- Full Text:
- Date Issued: 2007-10-20
- Authors: Badat, Saleem
- Date: 2007-10-20 , 2014-07-14
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7639 , http://hdl.handle.net/10962/d1012618 , Rhodes University
- Description: Address by the Vice-chancellor, Dr Saleem Badat, to the Rhodes University Muslim Students Association Leavers dinner, held at Kwantu Game Reserve, 20 October 2007.
- Full Text:
- Date Issued: 2007-10-20
HELTASA/SAARDHE Higher Education as a social space : conference welcome
- Authors: Badat, Saleem
- Date: 2008-12-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7686 , http://hdl.handle.net/10962/d1015831
- Full Text:
- Date Issued: 2008-12-01
- Authors: Badat, Saleem
- Date: 2008-12-01
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7686 , http://hdl.handle.net/10962/d1015831
- Full Text:
- Date Issued: 2008-12-01
Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
Message to the New Zealand Old Rhodian Reunion
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7647 , http://hdl.handle.net/10962/d1015775
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7647 , http://hdl.handle.net/10962/d1015775
- Full Text:
- Date Issued: 2007
Procedure as regards complaints against students by the public
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7345 , http://hdl.handle.net/10962/d1017074
- Full Text:
- Authors: Henderson, Derek Scott
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7345 , http://hdl.handle.net/10962/d1017074
- Full Text:
The changing face of Rhodes University: exploring aspects of visuality, sexuality and protest between the apartheid and postapartheid periods
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
RIBS Advisory Board input
- Authors: Badat, Saleem
- Date: 2008-03-07
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7683 , http://hdl.handle.net/10962/d1015828
- Full Text:
- Date Issued: 2008-03-07
- Authors: Badat, Saleem
- Date: 2008-03-07
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7683 , http://hdl.handle.net/10962/d1015828
- Full Text:
- Date Issued: 2008-03-07
Address to Parent Evening, Johannesburg, 16 November 2006
- Authors: Badat, Saleem
- Date: 2006-11-16 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7611 , http://hdl.handle.net/10962/d1011809
- Description: Address to parents of prospective Rhodes University students, held in Johannesburg, 16 November 2006.
- Full Text:
- Date Issued: 2006-11-16
- Authors: Badat, Saleem
- Date: 2006-11-16 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7611 , http://hdl.handle.net/10962/d1011809
- Description: Address to parents of prospective Rhodes University students, held in Johannesburg, 16 November 2006.
- Full Text:
- Date Issued: 2006-11-16