South African government responses to Trump's Global Gag Rule: Silence, ignorance, and avoidance
- Ndabula, Yanela, Macleod, Catriona I, du Plessis, Ulandi, Moore, Sarah-Ann
- Authors: Ndabula, Yanela , Macleod, Catriona I , du Plessis, Ulandi , Moore, Sarah-Ann
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/441299 , vital:73875 , xlink:href="https://doi.org/10.1177/02610183241229046"
- Description: In 2017, Donald Trump signed the Protecting Life in Global Health Assistance (PLGHA), thereby reinstating the Global Gag Rule. The policy restricted all United States foreign funding from abortion-related activities. Little research reports the responses of recipients of this bilateral assistance. The study documents the South African government's responses to the PLGHA. We accessed Hansard parliamentary debates, interviewed four parliamentarians alongside one government official, and reviewed a USAID-funded initiative developed while the policy was in effect. We analysed the data using interpretive content analysis through a global social policy and gendered coloniality lens. Our research documents silence, ignorance, avoidance, and possible over-interpretation of the PLGHA within the South African government. The colonialist politics of global redistribution created the grounds for gendered regulation, resulting in a fundamental undermining of reproductive rights. Ironically, the solution – advocacy and parliamentarian briefing regarding sexual and reproductive issues – is generally led by civil society, the bodies weakened by the PLGHA.
- Full Text:
- Date Issued: 2024
- Authors: Ndabula, Yanela , Macleod, Catriona I , du Plessis, Ulandi , Moore, Sarah-Ann
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/441299 , vital:73875 , xlink:href="https://doi.org/10.1177/02610183241229046"
- Description: In 2017, Donald Trump signed the Protecting Life in Global Health Assistance (PLGHA), thereby reinstating the Global Gag Rule. The policy restricted all United States foreign funding from abortion-related activities. Little research reports the responses of recipients of this bilateral assistance. The study documents the South African government's responses to the PLGHA. We accessed Hansard parliamentary debates, interviewed four parliamentarians alongside one government official, and reviewed a USAID-funded initiative developed while the policy was in effect. We analysed the data using interpretive content analysis through a global social policy and gendered coloniality lens. Our research documents silence, ignorance, avoidance, and possible over-interpretation of the PLGHA within the South African government. The colonialist politics of global redistribution created the grounds for gendered regulation, resulting in a fundamental undermining of reproductive rights. Ironically, the solution – advocacy and parliamentarian briefing regarding sexual and reproductive issues – is generally led by civil society, the bodies weakened by the PLGHA.
- Full Text:
- Date Issued: 2024
Sistering and sexual socialisation: a discursive study of Xhosa women’s sisterly interactions concerning sex and reproduction
- Ndabula, Yanela, Macleod, Catriona I, Young, Lisa S
- Authors: Ndabula, Yanela , Macleod, Catriona I , Young, Lisa S
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/160301 , vital:40432 , DOI: 10.1080/13691058.2020.1785551
- Description: Considerable research has been devoted to understanding and promoting parent-child sexual socialisation. Less attention has been paid to experiences of sibling interactions concerning sex. Drawing on discursive psychology, this study explores how women report interacting about sex and reproduction in their sisterly relationships. Ten in-depth interviews were conducted, using Free Association Narrative Interview technique, with five Black isiXhosa-speaking, middle-aged and working class women in South Africa.
- Full Text:
- Date Issued: 2020
- Authors: Ndabula, Yanela , Macleod, Catriona I , Young, Lisa S
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/160301 , vital:40432 , DOI: 10.1080/13691058.2020.1785551
- Description: Considerable research has been devoted to understanding and promoting parent-child sexual socialisation. Less attention has been paid to experiences of sibling interactions concerning sex. Drawing on discursive psychology, this study explores how women report interacting about sex and reproduction in their sisterly relationships. Ten in-depth interviews were conducted, using Free Association Narrative Interview technique, with five Black isiXhosa-speaking, middle-aged and working class women in South Africa.
- Full Text:
- Date Issued: 2020
Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/453268 , vital:75235 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/453268 , vital:75235 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad-Martin, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
Sistering and sexual socialisation: a psychosocial study of Xhosa women’s ‘sex and reproduction talk’ with their sisters
- Authors: Ndabula, Yanela
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35055 , vital:24313
- Description: While much work has been put into understanding parent-child talk about sex, less is known about how sisters discuss sex. Using a psychosocial framework, in this study, I explore how women report talking about sex and reproduction in their sister-sister relationships, the subject positions within the talk and how the talk restricts or shores up particular ways of ‘doing sex and reproduction’ in society. Moreover, I examine why these women emotionally invest in certain discourses over others in their sisterly sex talk. The psychosocial framework combines discursive psychology with a psychoanalytic approach to explore both ‘inner’ and ‘outer’ processes involved in sexual socialisation within sistering. Psychoanalytic concepts were used to ‘thicken’ the discursive reading of the text. Five isiXhosa-speaking, middle aged and working class women were the participants of the study. The Free Associated Narrative Interview was used to collect the data thus participants were encouraged to convey their experiences of sex talk and reproduction within their sisterly relationships with minimal interruptions from the interviewer. Analysis suggests that the women drew on two broad interpretative repertoires in order to construct their sisters as sexual subjects: a repertoire of secrecy, and a repertoire of responsibilisation and risk. Furthermore, sisterly sex talk was constructed as a complex interchange of shifting positions of openness and power due to two coinciding identities - that of mother and of peer taken up by the participants. A psychoanalytic reading of the data suggests an emotional investment in exemplifying responsibility. The participants experienced anxiety in negotiating a sexualised femininity and projected their sexual desire onto their sister to defend against anxiety in their talk; this enabled them to feel as though they were ‘doing’ sex better than their sisters.
- Full Text:
- Date Issued: 2017
- Authors: Ndabula, Yanela
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35055 , vital:24313
- Description: While much work has been put into understanding parent-child talk about sex, less is known about how sisters discuss sex. Using a psychosocial framework, in this study, I explore how women report talking about sex and reproduction in their sister-sister relationships, the subject positions within the talk and how the talk restricts or shores up particular ways of ‘doing sex and reproduction’ in society. Moreover, I examine why these women emotionally invest in certain discourses over others in their sisterly sex talk. The psychosocial framework combines discursive psychology with a psychoanalytic approach to explore both ‘inner’ and ‘outer’ processes involved in sexual socialisation within sistering. Psychoanalytic concepts were used to ‘thicken’ the discursive reading of the text. Five isiXhosa-speaking, middle aged and working class women were the participants of the study. The Free Associated Narrative Interview was used to collect the data thus participants were encouraged to convey their experiences of sex talk and reproduction within their sisterly relationships with minimal interruptions from the interviewer. Analysis suggests that the women drew on two broad interpretative repertoires in order to construct their sisters as sexual subjects: a repertoire of secrecy, and a repertoire of responsibilisation and risk. Furthermore, sisterly sex talk was constructed as a complex interchange of shifting positions of openness and power due to two coinciding identities - that of mother and of peer taken up by the participants. A psychoanalytic reading of the data suggests an emotional investment in exemplifying responsibility. The participants experienced anxiety in negotiating a sexualised femininity and projected their sexual desire onto their sister to defend against anxiety in their talk; this enabled them to feel as though they were ‘doing’ sex better than their sisters.
- Full Text:
- Date Issued: 2017
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