A symbol of infinite (be)longing: Psychosocial rhythms of inclusion and exclusion at South African universities

S. Liccardo

Abstract


This paper argues that the life histories of Black South African women scientists provide a telling story of psychosocial (trans)formation because they experience the world as outliers; paradoxically positioned within an interstitial ‘zone of (non)being’ between their dual sense of inclusion in and exclusion from marginal and dominant groups. Using a narrative method to enquire into the lives of fourteen scholarship students in Science, Technology, Engineering, and Mathematics (STEM) fields at a historically white South African university (HWU), this paper proposes an infinity model to illustrate how these young women locate their-selves in the field of higher education through recognition, dislocate their-selves from the field through misrecognition and infinitely recreate new subjectivities and epistemic communities at the intersecting space in between inclusion-exclusion. 


Keywords


Black women in science; inclusion and exclusion; belonging; knowledge-that and knowledge-how; cultural capital; community cultural wealth.

Full Text:

PDF

References


Ahrentzen, S., and Anthony, K.H. 1993. Sex, stars, and studios: A look at gendered educational practices in architecture. Journal of Architectural Education, 47(1), 11-29.

Andrews, M., Squire, C,. and Tamboukou, M. 2008. Doing Narrative Research. London: Sage.

Bamberg, M., and Georgakopoulou, A. 2008. Small Stories as a New Perspective in Narrative and Identity Analysis. Journal of Language, Discourse Communication Studies 28(3): 377–96.

Bernstein, B. 1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis.

Bourdieu, P. 1986. The Forms of Capital. In Handbook of Theory and Research for the Sociology of Education, ed. J. G. Richardson, 241–58. New York: Greenwood Press.

Bourdieu, P. 1984. Distinction: A social critique of the judgement of taste Trans. R. Nice. Cambridge, MA: Harvard University Press.

Bourdieu, P. 1998. The State Nobility: Elite Schools in the Field of Power. Oxford: Oxford University Press.

Bourdieu, P. 2004. Esquisse pour une Auto-Analyse. Paris: Editions Raisons D’Agir

Bourdieu, P., and Wacquant, L. 1992. An Invitation to Reflexive Sociology. Chicago: University of Chicago Press.

Bradbury, J., and Miller, R. A failure by any other name: The phenomenon of underpreparedness. South African Journal of Science 107(3-4): 1-08.

Bulhan, H., A. 2004. Frantz Fanon and the psychology of oppression. Massachusetts: Boston University Boston.

Carlone, H. B., and Johnson, A. 2007. Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens. Journal of Research in Science Teaching 44(8): 1187-1218.

Collins, P.H., 1990. Black feminist thought: Knowledge, consciousness, and the politics of empowerment. London: HarperCollins

Crenshaw, K. 1991. Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review 43(6): 1241–99.

Crenshaw, K., 1989. Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum: 139-168.

Du Bois, W. E. B. 2013. The problem of the color line at the turn of the twentieth century: The essential early essays (N. D. Chandler, Ed.). New York, NY: Fordham University Press.

Duncan, N., Stevens, G., and Canham, H. 2014. Living through the legacy: the Apartheid Archive Project and the possibilities for psychosocial transformation. South African Journal of Psychology, 44(3), 282-291.

Fay, B. 1996. Contemporary Philosophy of Social Science. Oxford: Blackwell.

Fanon, F., 1967. Black skin, white masks. New York: Grove Press.

Gordon, L., R. 2015. What Fanon said: A philosophical introduction to his life and thought. New York: Fordham University Press.

Grosfoguel, R. 2016. What is Racism? Journal of World-System Research 22 (1): 9-15. http://jwsr.pitt.edu/ojs/index.php/jwsr/article/view/609/743 (accessed 2 March 2017).

Hall, S. 1996. Who Needs 'Identity'?. In Questions of Cultural Identity, ed. S. Hall and P. Du Gay, 1-18. London: Sage.

Kuhn, A. 2002. Family Secrets: Acts of Memory and Imagination. London: Verso.

Lave, J., and Wenger, E. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Levine, C. 2015. Forms: Whole, Rhythm, Hierarchy, Network. Princeton & Oxford: Princeton University Press.

Liccardo, S., Botsis, H., and Dominguez-Whitehead, Y. 2015. Background Knowledge and Epistemological Access: Challenges Facing Black Women in a SET Scholarship Programme. South African Journal of Higher Education 29(1): 375–93.

Liccardo, S., and Bradbury, B. In press. Black women scientists: Outliers in South African universities. African Journal of Mathematics, Science and Technology Education. http://dx.doi.org/10.1080/18117295.2017.1371980

Maldonado-Torres, N. 2007. On the coloniality of being: Contributions to the development of a concept. Cultural studies, 21(2-3), 240-270.

Maldonado-Torres, N. 2016. Outline of Ten Theses on Coloniality and Decoloniality. http://frantzfanonfoundation-fondationfrantzfanon.com/IMG/pdf/maldonado-torres_outline_of_ten_theses-10.23.16_.pdf (accessed 14 January 2017).

Mishler, E. 1999. Storylines: Craftartists' Narratives of Identity. Cambridge, MA: Harvard University Press.

Morrow, W. E. 2007. Learning to Teach in South Africa. Cape Town: HSRC Press.

Naidoo, R., 2004. Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society. British Journal of Sociology of Education 25(4): 457–471.

Quijano, A. (2000). Coloniality of power and Eurocentrism in Latin America. International Sociology, 15(2), 215-232.

Ryle, G. 1945. Knowing how and knowing that: The presidential address. Proceedings of the Aristotelian Society 46: 1-16.

Sandoval, Chela. 1991. Methodology of the Oppressed. London: University of Minnesota Press.

Wengraf, T. 2011. Interviewing for life histories, lived situations and personal experience: The biographic-narrative interpretive method (BNIM). Short guide to BNIM interviewing and interpretation. London East Research Institute: University of East London, UK.

Yosso, T. J. 2005. Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race Ethnicity and Education 8(1): 69–91.

Yuval-Davis, N. 2006. Belonging and the Politics of Belonging. Patterns of Prejudice 40(3): 197–214.

Yuval-Davis, N. 2011. The politics of belonging: Intersectional contestations. London: Sage.




DOI: https://doi.org/10.20853/32-3-2575

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.