Choreographies of protest performance as recruitment to activism and the movement of perception during the 2015 re-emergence of student activism at Rhodes University
- Authors: Qoza, Phiwokazi
- Date: 2020
- Subjects: College students -- Political activity -- South Africa , Student protesters -- South Africa , Student movements -- South Africa , Higher education and state -- South Africa , Performance art -- Political aspects -- South Africa , Protest songs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/141692 , vital:37997
- Description: It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or in solidarity with a pre-existing network that has resorted to a number of protest repertoires in order to make claims or demands. Additionally, an emerging instance of protest is often linked to an image of previous protest events through the employment of a combination of master frames which function as discursive articulation of the encounter in familiar terms, creating a frame resonance which recruits adherents and constituents. To understand why some bystanders to protest transcended to actors in protest and the development of frames within a protest cycle, a performance ethnography is employed to observe and analyse choreographies of protest which took place at an institution of higher education in South Africa during the 2015 re-emergence of wide-spread student activism. It is found that in encountering an atmosphere of protest there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. During the encounter between the bystander body and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. This thesis suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organization of preferences and interests as a frame of resonance emerges to signify somatic communication which differentiated bodies in the duration of protest performance. Therefore, this thesis uses the theory of affect to situate student activism in-between the politics of performance and the performance of politics whereupon the rhythm of song creates an opening for the kinaesthetic to create form from spontaneous movement of the body as an event of the movement of perception and the perception of movement.
- Full Text:
- Date Issued: 2020
- Authors: Qoza, Phiwokazi
- Date: 2020
- Subjects: College students -- Political activity -- South Africa , Student protesters -- South Africa , Student movements -- South Africa , Higher education and state -- South Africa , Performance art -- Political aspects -- South Africa , Protest songs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/141692 , vital:37997
- Description: It has been argued that individuals participate in activism due to an identification with the preferences and interests of an emerging group of actors or in solidarity with a pre-existing network that has resorted to a number of protest repertoires in order to make claims or demands. Additionally, an emerging instance of protest is often linked to an image of previous protest events through the employment of a combination of master frames which function as discursive articulation of the encounter in familiar terms, creating a frame resonance which recruits adherents and constituents. To understand why some bystanders to protest transcended to actors in protest and the development of frames within a protest cycle, a performance ethnography is employed to observe and analyse choreographies of protest which took place at an institution of higher education in South Africa during the 2015 re-emergence of wide-spread student activism. It is found that in encountering an atmosphere of protest there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. During the encounter between the bystander body and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. This thesis suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organization of preferences and interests as a frame of resonance emerges to signify somatic communication which differentiated bodies in the duration of protest performance. Therefore, this thesis uses the theory of affect to situate student activism in-between the politics of performance and the performance of politics whereupon the rhythm of song creates an opening for the kinaesthetic to create form from spontaneous movement of the body as an event of the movement of perception and the perception of movement.
- Full Text:
- Date Issued: 2020
Discursive psychological analysis on the construction and performance of identity through rights talk on social media related to #FeesMustFall
- Authors: Mashaba, Tumelo Thabo
- Date: 2019
- Subjects: Identity , Right to education , Human rights , Social media -- Political aspects -- South Africa , College students -- Political activity -- South Africa , College students -- Attitudes -- South Africa , College students, Black -- Psychology -- South Africa , College students, Black -- Attitudes -- South Africa , College students -- Psychology -- South Africa , Student protestors -- Attitudes -- South Africa , Student movements -- South Africa , Internet and activisim -- South Africa , Internet in political campaigns -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96668 , vital:31306
- Description: #FeesMustFall emerged at the end of 2015 after an announcement that tuitions would increase. The student protests occurred across higher education institutions within the country in which mass shutdowns were initiated, there was the presence of violence and the use of social media. The protests occurred in 2016 but experienced a shift in tone in terms of the violence present in the protests. The research sought to unpack how identity was constructed and performed through rights talk in regards to #FeesMustFall on social media. The methodology worked from a social constructionist perspective where the research consisted of a discursive psychological analytical approach to the texts presented. The discursive repertoires that were identified were: emotions repertoire; struggle repertoire; apartheid repertoire; racial repertoire; and rights repertoire. The subject positions revealed through the repertoires indicated that protesters and supporters constructed and performed their identity in particular ways. They were positioned as black; working class; victims who are enacting a sense of agency; denied their rights; have moral authority and are a parallel to the protesters under apartheid. The repertoire of struggle, racial and apartheid all link with each other. The rights repertoire is the foundation and the emotions repertoire is the tone of the student protests.
- Full Text:
- Date Issued: 2019
- Authors: Mashaba, Tumelo Thabo
- Date: 2019
- Subjects: Identity , Right to education , Human rights , Social media -- Political aspects -- South Africa , College students -- Political activity -- South Africa , College students -- Attitudes -- South Africa , College students, Black -- Psychology -- South Africa , College students, Black -- Attitudes -- South Africa , College students -- Psychology -- South Africa , Student protestors -- Attitudes -- South Africa , Student movements -- South Africa , Internet and activisim -- South Africa , Internet in political campaigns -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96668 , vital:31306
- Description: #FeesMustFall emerged at the end of 2015 after an announcement that tuitions would increase. The student protests occurred across higher education institutions within the country in which mass shutdowns were initiated, there was the presence of violence and the use of social media. The protests occurred in 2016 but experienced a shift in tone in terms of the violence present in the protests. The research sought to unpack how identity was constructed and performed through rights talk in regards to #FeesMustFall on social media. The methodology worked from a social constructionist perspective where the research consisted of a discursive psychological analytical approach to the texts presented. The discursive repertoires that were identified were: emotions repertoire; struggle repertoire; apartheid repertoire; racial repertoire; and rights repertoire. The subject positions revealed through the repertoires indicated that protesters and supporters constructed and performed their identity in particular ways. They were positioned as black; working class; victims who are enacting a sense of agency; denied their rights; have moral authority and are a parallel to the protesters under apartheid. The repertoire of struggle, racial and apartheid all link with each other. The rights repertoire is the foundation and the emotions repertoire is the tone of the student protests.
- Full Text:
- Date Issued: 2019
The role of psychologists in the #FeesMustFall movement in South Africa: a thematic analysis
- Authors: Kramer, Briony
- Date: 2019
- Subjects: Higher education and state -- South Africa , Psychologists -- South Africa , Student movements -- South Africa , College students -- Psychology -- South Africa -- Makhanda , Student movements -- Psychological aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76287 , vital:30544
- Description: Since 2015, students across South Africa have protested for free tertiary education. This protest movement is known as #FeesMustFall. It was deemed important to understand what psychologists could do in this movement, as these protests have highlighted the existing inequality and lack of transformation in South African universities. Further, these protests have shown to cause psychological sequelae, and, at present, there is very little information regarding the role of psychologists in these types of protests. In response, this current qualitative study explores what four psychologists believe their role could be within the protests, specifically within Grahamstown, Eastern Cape. Semi-structured interviews were conducted, and a Thematic Analysis methodology and Critical Psychology approach were used to analyse the findings. The results of the study revealed that these psychologists understood they could have varying roles within the protests. These varying roles linked to the broader concept of transformative versus ameliorative interventions. Ameliorative practices are usually more short-term in their effect to initiate change and are mainly aimed at the individual level, while transformative approaches are long-term and are mainly aimed at the societal level. Under the ameliorative approach, the psychologists’ roles included that they provide individual therapy to students who were affected by the protests. The transformative approach, on the other hand, included that the psychologists use their role to act as advocates, negotiators or advisors, and therefore take an active role in assisting the University with the protests. The findings also showed that some participants were ambivalent and uncertain about their role. This ambivalence led to these participants questioning the protests themselves. Results also showed limiting factors within the Psychology profession, which prevented psychologists from taking a more active stance in the protests. The limiting factors referred to phenomena which prevent psychologists from being able to take a role, not only in protests, but in society as a whole. These factors included the idea of the psychologist being a bystander and/or being limited by the professional scope of practice. The implications of these findings highlight the possible key roles that psychologists can play in protest situations. However, it shows that perceived limiting factors sometimes prevent these roles from being fully realised. The findings also then point to a broader issue within the Psychology discipline, specifically relating to its relevance in the South African context.
- Full Text:
- Date Issued: 2019
- Authors: Kramer, Briony
- Date: 2019
- Subjects: Higher education and state -- South Africa , Psychologists -- South Africa , Student movements -- South Africa , College students -- Psychology -- South Africa -- Makhanda , Student movements -- Psychological aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76287 , vital:30544
- Description: Since 2015, students across South Africa have protested for free tertiary education. This protest movement is known as #FeesMustFall. It was deemed important to understand what psychologists could do in this movement, as these protests have highlighted the existing inequality and lack of transformation in South African universities. Further, these protests have shown to cause psychological sequelae, and, at present, there is very little information regarding the role of psychologists in these types of protests. In response, this current qualitative study explores what four psychologists believe their role could be within the protests, specifically within Grahamstown, Eastern Cape. Semi-structured interviews were conducted, and a Thematic Analysis methodology and Critical Psychology approach were used to analyse the findings. The results of the study revealed that these psychologists understood they could have varying roles within the protests. These varying roles linked to the broader concept of transformative versus ameliorative interventions. Ameliorative practices are usually more short-term in their effect to initiate change and are mainly aimed at the individual level, while transformative approaches are long-term and are mainly aimed at the societal level. Under the ameliorative approach, the psychologists’ roles included that they provide individual therapy to students who were affected by the protests. The transformative approach, on the other hand, included that the psychologists use their role to act as advocates, negotiators or advisors, and therefore take an active role in assisting the University with the protests. The findings also showed that some participants were ambivalent and uncertain about their role. This ambivalence led to these participants questioning the protests themselves. Results also showed limiting factors within the Psychology profession, which prevented psychologists from taking a more active stance in the protests. The limiting factors referred to phenomena which prevent psychologists from being able to take a role, not only in protests, but in society as a whole. These factors included the idea of the psychologist being a bystander and/or being limited by the professional scope of practice. The implications of these findings highlight the possible key roles that psychologists can play in protest situations. However, it shows that perceived limiting factors sometimes prevent these roles from being fully realised. The findings also then point to a broader issue within the Psychology discipline, specifically relating to its relevance in the South African context.
- Full Text:
- Date Issued: 2019
Lurking or listening? an ethnographic study of online and offline student political participation through the #MustFall protests at Rhodes University
- Authors: Govender, Carissa Jade
- Date: 2017
- Subjects: #Feesmustfall , #Rhodesmustfall , Social media -- Political aspects -- South Africa , Social movements -- South Africa , Political participation -- South Africa , Online social networks -- Political aspects -- South Africa , Student movements -- South Africa , Rhodes University -- Students
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35123 , vital:24330
- Description: The way media is created and consumed plays an important role in political participation as it provides information, guides thinking and allows citizens to make informed political choices. It can also interrogate the status quo and challenge existing systems or power relations. This thesis discusses the use of social media by Rhodes University students in the context of the 2015 #RhodesMustFall and #FeesMustFall protests in South Africa. This thesis interrogates the concept of slacktivism, a term used to describe online or digital activism which is considered to be less active and not as effective as physical activism. Furthermore, the thesis acknowledges that even when digital political participation is recognised, the emphasis and value is placed on those who speak and create content. The thesis examines the notion of participation and what counts as active citizenship. In particular, the majority of social media users who merely lurk and never contribute to content creation or online discussions are further investigated. The qualitative methodological approach used for this thesis involved three parts which looked at student activity on Facebook, student engagement offline, and how students made sense of their online and offline involvement. Firstly, a cyberethnographic investigation was done in order to understand the cyber world in which students are present. Thereafter, a participant observation was carried out to immerse myself in the offline spaces that students engaged in politically, to get a better sense of how their online presence influenced or supplemented their offline activity. Finally, individual interviews were carried out with lurkers to determine why they did not participate in traditional ways, both online and offline. The findings suggest that lurkers are in fact doing more than just being passively present. The high levels of attention paid to content posted by others on social media, as well as the way that the content influences their offline lives suggest that the choice to lurk is far more active than assumed. Students are consciously deciding to lurk for a multitude of reasons, one of which is for the opportunity to learn. Social media is a fast developing; increasingly used form of communication and how political communication across social media platforms is framed affects what we consider to be active engagement. By using theories of listening and emotion talk, the thesis provides new ways of understanding lurking by Rhodes University students on social media, which in turn can lead to better listening, better understanding and greater political participation.
- Full Text:
- Date Issued: 2017
- Authors: Govender, Carissa Jade
- Date: 2017
- Subjects: #Feesmustfall , #Rhodesmustfall , Social media -- Political aspects -- South Africa , Social movements -- South Africa , Political participation -- South Africa , Online social networks -- Political aspects -- South Africa , Student movements -- South Africa , Rhodes University -- Students
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35123 , vital:24330
- Description: The way media is created and consumed plays an important role in political participation as it provides information, guides thinking and allows citizens to make informed political choices. It can also interrogate the status quo and challenge existing systems or power relations. This thesis discusses the use of social media by Rhodes University students in the context of the 2015 #RhodesMustFall and #FeesMustFall protests in South Africa. This thesis interrogates the concept of slacktivism, a term used to describe online or digital activism which is considered to be less active and not as effective as physical activism. Furthermore, the thesis acknowledges that even when digital political participation is recognised, the emphasis and value is placed on those who speak and create content. The thesis examines the notion of participation and what counts as active citizenship. In particular, the majority of social media users who merely lurk and never contribute to content creation or online discussions are further investigated. The qualitative methodological approach used for this thesis involved three parts which looked at student activity on Facebook, student engagement offline, and how students made sense of their online and offline involvement. Firstly, a cyberethnographic investigation was done in order to understand the cyber world in which students are present. Thereafter, a participant observation was carried out to immerse myself in the offline spaces that students engaged in politically, to get a better sense of how their online presence influenced or supplemented their offline activity. Finally, individual interviews were carried out with lurkers to determine why they did not participate in traditional ways, both online and offline. The findings suggest that lurkers are in fact doing more than just being passively present. The high levels of attention paid to content posted by others on social media, as well as the way that the content influences their offline lives suggest that the choice to lurk is far more active than assumed. Students are consciously deciding to lurk for a multitude of reasons, one of which is for the opportunity to learn. Social media is a fast developing; increasingly used form of communication and how political communication across social media platforms is framed affects what we consider to be active engagement. By using theories of listening and emotion talk, the thesis provides new ways of understanding lurking by Rhodes University students on social media, which in turn can lead to better listening, better understanding and greater political participation.
- Full Text:
- Date Issued: 2017
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