We are not fully Citizens of our Universities African Women leaders, Non-belonging and Construction of New Cultures and Citizenships in South African Higher Education
Main Article Content
Keywords
African feminism, university, transformation, women leadership
Abstract
The post-Apartheid and #FeesMustFall higher education landscape has created opportunities for universities in South Africa to foster in transformation as it pertains to gender, language, sexuality, disability, race and other minority markers. More so, the accessibility of the student and staff demographic has meant that in some cases, African women can emerge to various positions of power. This paper, through phenomenological reflections of five African women leaders in South African universities, considers the ways in which citizenship and belonging are navigated through the mapping of their leadership journey. Furthermore, this paper explores the possibilities within the African feminist scholarship to argue that African women leaders use their agency to determine humanizing institutional cultures.
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References
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Jean-Marie, G. 2008. Social Justice, Visionary, and Career Project: The Discourses of Black Women Leaders at Black Colleges. In: Gasman, M., Tudico, C.L. (eds) Historically Black Colleges and Universities. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230617261_5
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Mama, A. (2005) ‘Gender Studies for Africa’s Transformation’, African Intellectuals: Rethinking Politics, Language, Gender and Development. Edited by eds., 200, pp. 93–116. https://doi.org/10.5040/9781350218147.ch-005
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Mama, A. and Barnes, T. (2007) ‘Editorial” Rethinking Universities’, Feminist Africa Issue, 8.
Mazibuko, M (2020). ‘Being a feminist in the Fallist Movement in contemporary South Africa’ in Journal of Critical Times 3 (3), https://doi.org/10.1215/26410478- 8662368.
Mbembe, 2016. Decolonizing the university: New directions. Arts & Humanities in Higher Education 2016, Vol. 15(1) 29–45. https://doi.org/10.1177/1474022215618513
McEwan, C. (2005) ‘New spaces of citizenship? Rethinking gendered participation and empowerment in South Africa’, Political Geography, 24(8), pp. 969–991. https://doi.org/10.1016/j.polgeo.2005.05.001
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Merleau-Ponty, M. (1962). Phenomenology of perception. (Colin Smith, Trans.). London: Routledge & Kegan Paul.
Mhlanga, W. N. (2013). Gender equality in South African higher education institutions: assessing determinants of policy failure. A case study on the University of KwaZulu-Natal (Howard College). Unpublished masters dissertation, University of KwaZulu-Natal, South Africa.
Moodly, A. and Toni, N. (2017) ‘Re-imagining higher education leadership – in conversation with South African female deputy vice-chancellors’, Perspectives in Education, 35(2), pp. 155–167. https://doi.org/10.18820/2519593X/pie.v35i2.12
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We are not fully Citizens of our Universities: African Women leaders, Non-belonging and Construction of New Cultures and Citizenships in South African Higher Education. (2023). Pan-African Conversations, 1(1), 145-171. https://doi.org/10.36615/pac.v1i1.2553
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We are not fully Citizens of our Universities: African Women leaders, Non-belonging and Construction of New Cultures and Citizenships in South African Higher Education. (2023). Pan-African Conversations, 1(1), 145-171. https://doi.org/10.36615/pac.v1i1.2553