Browsing by Author "Hingston, Claudine Anita Cassandra."

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Gender contestations in the migration site : the case of Nigerian migrants in Durban, South Africa.
(2014) Hingston, Claudine Anita Cassandra.; Ojong, Vivian Besem.
At the end of the apartheid era in 1994, South Africa attracted a large number of migrants from other parts of Africa such as West Africa. The declining political and economic situation in the West African country Nigeria after the early eighties, led to increased migration of Nigerians to post-apartheid South Africa, where they either pursued higher education or sought employment in both formal and informal sectors. However, like any other migrants, they found themselves positioned in a new gender regime as gender regimes differ across countries. As such, they were faced with gender specific problems and challenges and their prior gender roles, relations and identities underwent some transformation. It became even more complicated as men and women are affected differently by these challenges and they respond differently as well. They therefore had to frequently contend with gender issues and they struggled to either adapt to or resist their new gender regime. Very little research however had been done in this regard and there was a need to provide knowledge on this subject. To this end, a qualitative methodology was employed in this research to explore the gendered lives of Nigerian migrants in Durban, South Africa. The research explored the ways the migrants adjust in their new gender regime and the gender issues they had to grapple with. It also examined the gender challenges they encountered and their responses to them. Significant findings from the research are that Nigerian male migrants in Durban use religion to keep their women subordinated and that even though the migration site generated new gender perspectives for some of the migrants, the realities involved were complex. Further findings showed that migration impacted greatly on the gender power relations in the households of the migrants and that Nigerian migrants were more prone to xenophobic attacks than other African migrants and there were gender dimensions to it. This research advance that gender cannot be separated from the migration process. It further advances that the migration site is one of struggle and contradictions in which the migrants gender identities are constantly being challenged, negotiated and reinforced.
Towards decolonisation of primary school education in South Africa.
(South African Journal of Childhood Education, 2024-06) Akinmolayan, Emmanuel Seun.; Hingston, Claudine Anita Cassandra. ; Akpan, Udoh James.; Arise, Omolola Ayobamidele.
Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans. Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa. Setting: This article centres around South African Primary schools. Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study. Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation. Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans. Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.