Doctoral Degrees (Visual Arts)

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Browsing Doctoral Degrees (Visual Arts) by Author "Moahi, Donlisha"

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    Crafting anti-stereotypes : creating space for critical engagement through art
    (Stellenbosch : Stellenbosch University, 2020-12) Moahi, Donlisha; Costandius, Elmarie; Stellenbosch University. Faculty of Art and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: Xenophobia and Afrophobia attacks in South Africa and the corresponding reactions of African countries to these discriminatory and stereotypical perceptions of foreigners remain in the news. This study provides a timely contribution to the discourse on these phobias by highlighting the impact of discrimination in the school environment. The Botswana Government, as many other African governments, values multiculturalism in schools and officially supports an educational system that encourages a tolerance for diversity among people. However, the results from this study point towards learners’ and teachers’ intolerance for diversity and the other. Within this context, the aim of this study was to explore visual arts in a school in Botswana’s South East Region as a tool for learners to negotiate social and cultural meanings and to inform understandings of the self. Accordingly, the main research question was to explore the extent to which art processes can facilitate safe spaces for learners to openly engage in dialogue about stereotypes and discrimination. A qualitative approach to research was used for this study and a case study design was conducted through a process of using various methods of data collection that obtained a holistic and meaningful understanding of 75 learners’ real-life circumstances. Interpretive analysis was used to gain insight into the nature of the impact of social, political and historical contexts at school on the ways in which learners navigate their spaces of learning in a world of difference. The data revealed that learners were exposed to various forms of discrimination, or were themselves discriminating against others. These behaviour types manifested mainly as acts of bullying, which were mostly aimed at stereotypical views of tribal features that included both physical features such as skin colour and cultural features such as language. In this regard, tribal discrimination is similar to racial discrimination and reflects the ingrained mindsets left behind by colonialism. Discrimination furthermore occurred in terms of social class and income as well as sexual orientation. Accordingly, stereotyping was outlined as a technique used to discriminate against the other. Through carefully chosen art projects that encouraged reflection and collaboration, the art classroom accommodated victimised learners and the art processes facilitated engagement to express visually and/or verbally what has been unsaid or hidden. Art practices enabled a safe space for marginalised voices by creating a meeting place for two opposing processes: between rigid judgements associated with stereotypes on the one hand and ongoing, non-judging engagement on the other hand. The anticolonial and postcolonial perspectives that were introduced helped all learners to uncover social and institutional injustices. To this end, social justice education with specific reference to the role that art pedagogies can play is shown as a necessary stepping stone towards multicultural education and towards change that will dismantle the discriminatory hierarchical structures in schools in order to enable more equal opportunities for all learners.