It is significant to note that in all three geopolitical spaces of my experience, the white population always constituted small demographic minorities. I firmly believe that this minority status of the white population in the geopolitical spaces of my experience sets them apart from white settlements in countries like the US, Canada, Australia and New Zealand, where whites have long been the majority.
FOCUS AND PURPOSE
In the case of Zimbabwe, they faced great hostility from the Mugabe regime. In the case of post-apartheid South Africa, the white majority remained in a country where successive African National Congress (ANC) governments at least verbalized the ideal of building on the principle that the country belonged to all who lived there regardless of race (Sparks, 1990).
RESEARCH QUESTION
In doing so, he is sensitive to how this experience affected me, not least as a result of the significant social and political changes that took place in each of the geopolitical spaces during my time as a pupil, student and teacher. While there is a particular interest in my experiences with educational spaces, I am also very attentive to the role of geopolitical spaces at the macro, meso, and micro levels because, in addition to directly influencing me, they have also influenced educational spaces. .
RATIONALE AND MOTIVATION
I began the process of questioning aspects of the nature of my socialization into whiteness as a college student, and it intensified when I began teaching at Edgewood College of Education in 1980. It was not a big step for me to start questioning my socialization more critically and to become convinced of the need for my own autoethnographic research.
CONCEPTUAL FRAMEWORK
The strong presence of the geopolitical spaces in my story is a reflection of my interest in them and the importance of the role they have played in my life. My interest in the political component of the geopolitical spaces of my experience stems from the fact that I have always been acutely aware that I am white, given the many political struggles that have centered on whites and the white minority government in southern Africa .
RESEARCH DESIGN, METHODOLOGY and METHODS
Research Design
It is also a genre that can help me negotiate what I can become in the future (Ellis, 2004). The narrativization process in which I am involved is integral to this because it is able to facilitate the emergence of new levels of consciousness (Hall, 1996; Kiesinger, 2002; McAdams, 2011; McLaren, 1993; Paul, Christensen, & Falk , 2000) and I trust that this will enable me to engage in the reconstruction of my own whiteness, especially if I am able to engage with 'others' in the process (Ballard, 2004; . Halasek, 1999; White, 2012).
Methodology
In the paragraphs that follow, an outline of the direction the thesis should take from here on is given. I was reminded again of the importance of Victoria Falls in the history of the development of. To analyze these themes I use, in the first instance, the lens of the 'spatial turn'.
I remember that the local composition could be seen in the distance from some of the white residential areas. It was located in a part of the residential area which was the first to be developed in the late 1920s.
Methods of Data Selection
Data analysis
It was the white skin of the Afrikaners that prevented them from falling to the bottom of the well. White Afrikaner society was vigorously patriarchal from the time of the first settlements (Sparks, 1990; Wilkins & Strydom, 1978). I felt this was the case when I came across two photos of the Porter's Lodge at the entrance to the school.
Stephen's College was one of the participating schools and I appeared in one of the photographs in the book (Appendix I). It was a white town and most whites worked in the surrounding gold mines.
OUTLINE OF THE STUDY
CONCLUSION
Regarding the conceptual framework that I use, mention is made of the 'spatial turn' and its importance to add to the understanding. Symbolic interactionism is introduced as the theoretical lens I use to understand the influence of 'the spatial turn' in my narrative.
WHITENESS AS A SOCIAL CONSTRUCT
Social reproduction of whiteness via education
It is for this reason that Illich (1973) argued so strongly for the de-education of society. As Yosso (2006, p. 168) puts it, “… it is the knowledge of the upper and middle classes that counts as capital value in a hierarchical society”.
The ‘spatial turn’ that enhances the sociological understanding of
- Whiteness: The political space
- Whiteness: The geographical space
- Whiteness: The education space
- Zambia: Remaining whiteness
Given the focus of my study, I concentrate on those aspects of the different spaces that were important in the formation of my whiteness. In each of the three geopolitical spaces, I examine the role of political, geographical and educational spaces.
Whiteness in Southern Rhodesia/Rhodesia
- Whiteness: The political space
- Whiteness: The geographical space
- Whiteness: The education space
- Zimbabwe: Remaining whiteness
They were fully convinced of the rightness of their actions, even of the “…need to protect our munts from themselves” (Fuller, 2004, p. 37). The sense of white Rhodesian nationalism that was encapsulated in this captured St.
Whiteness in South Africa
- Whiteness: The political space
- Whiteness: The geographical space
- Whiteness: The education space
Land was also central to the South African War, when Afrikaners and British fought for control of South Africa. It is clear that many of the whites who have remained in South Africa have chosen not to participate in public life at the national level (Cilliers, 2008) and that choices regarding where to live in the first place are a spatial manifestation of this (Ballard, 2004).
CONCLUSION
Symbolic interactionism was presented as the theoretical lens through which I viewed the influence of the spatial strands of my study. I present the limitations of my study and conclude with a consideration of the applicable ethical parameters.
RESEARCH DESIGN
Jones et al. 2013) that interest in social identities and identity politics played an important role in the development of autoethnography. In short, we are enabled to engage in the process of our own identity construction.
METHODOLOGY
This is the 'spatial turn' of my research already referred to. Furthermore, because narrative inquiry provides a better understanding of the person I am, it is possible that the methodology will help me understand the process of my socialization and also interact with the people of contemporary South Africa in new ways.
METHODS OF DATA COLLECTION
Memory work
I decided that in the analysis of my narrative I would rather identify the silences and let them speak for themselves (Chapter 6). Their silences are also identified, indicating the nature of my socialization.
The memories of other people
As we did so, we recognized that at the time we were completely unaware of the conditions under which Africans worked and lived. Stephen's College closed in 1975 and he took over the leadership of the worldwide Old Boys Association.
Archival material
- Archival material relating to St. Stephen’s College and to
- Reviewed literature
- Biographical and auto-biographical material
- An unexpected source
It was intriguing to see the details with which everything was recorded on the neat long hand of the various service masters. Mentor was the quarterly magazine of the Natal Teachers' Society (NTS), which became the Association of Professional Educators of KwaZulu-Natal (APEK) after 1994.
School textbooks
A young lady in the church I am a member of bought this copy of the Bible (Revised Standard Version) from the local Society for the Prevention of Cruelty to Animals (SPCA) in Kloof, where I currently live (Figure 1). ). When she opened the cover, she saw my name, the name of the school, St.
Visits to key places
- Parkview Primary School, Haselmere Court and Glenashley,
- The Cutty Sark Hotel in Scottburgh
- Victoria Falls
- Edgewood College of Education/Edgewood Campus of the
- Virtual visits to places via Google.com
When Janet and I arrived in August 2012, we entered the school grounds and I noticed that the school had changed significantly. We visited the town of Victoria Falls where I bought a copy of the Bulawayo Chronicle which was the newspaper I read as a pupil at St.
Field Notes
I did the same in the main science building where I went to geography class. In the case of Luanshya, there were scenes from the mine's recreation club, including shots of the completely dilapidated swimming pool where I spent many afternoons as a child.
Responses to my personal narrative
Where relevant, these are taken into account, together with the new information that emerged from the responses, in the analysis of my narrative in Chapter 6. These considerations, together with the respondents' verification of what I had written, are important in terms to the requirements of truth.
DATA ANALYSIS
When thinking 'with' a story, one does not go beyond the story, because it is considered complete in itself. I see my text primarily as conforming to 'narrative analysis', because my story is analytical in itself.
METHODOLOGICAL LIMITATIONS TO THE STUDY
I also found it difficult to connect with white people who had left Northern Rhodesia/Zambia and Rhodesia/Zimbabwe, who now lived elsewhere and who had also experienced the places of my childhood. Many of the memories I have relied on in writing my story come from the distant past and there are many factors to take into account, as has become clear from what has been discussed in this chapter, when dealing with as many memories as possible is. that are in such a long period of time.
ETHICAL CONSIDERATIONS
CONCLUSION
Her mother was a cousin of British Prime Minister William Gladstone, who was involved in various ways in the run-up to the war. Some of these 'boys' lived in khias (small one-room houses) at the bottom of their employers' yards.
DURBAN: SOUTH AFRICA
My parents and I regularly listened to the Rhodesian Broadcasting Corporation and, when reception permitted, the South African Broadcasting Corporation and the World Service of the British Broadcasting Corporation. They preferred Glenashley, which at the time consisted largely of sugar cane land, north of the town.
STILFONTEIN: SOUTH AFRICA
Still, adjustments were necessary as people learned to find a new foundation. There were several mines around Stilfontein, one of the newer mining areas, and my father's new job was at the Buffelsfontein mine.
GATOOMA: SOUTHERN RHODESIA
MUFULIRA: ZAMBIA
BALLA BALLA: RHODESIA
PIETERMARITZBURG: SOUTH AFRICA
CONCLUSION
CONCLUSION AND PERSONAL REFLECTIONS
