Re-negotiating space and place : intersections between migration and schooling in Kayamandi (Stellenbosch, Western Cape)

Combrink, Lize-Mare (2020-03)

Thesis (MA)--Stellenbosch University, 2020.

Thesis

ENGLISH ABSTRACT: This qualitative study sought to explore the schooling and migratory experiences of African and South African migrant youth in a selected high school in the township of Kayamandi. The isiXhosa origins of the township’s name means “nice” or “sweet home.” The township was founded in the early 1950s, as a result of the Group Areas Act (Act no. 41 of 1950) and the segregationist politics of the apartheid regime. Today, however, South Africa boasts a multicultural ethnic and linguistic diversity in terms of its Constitution (the Constitution of the Republic of South Africa, 1996), but also in playing host to peoples displaced by human rights atrocities and environmental distress arising from the African geographies of war; namely, poverty, political and economic meltdown (Perumal, 2013: 673). Against such a background, participation in a foreign country, province, or neighbourhood steadily gains ground and presents its own unique set of challenges and opportunities for the young in township schooling, especially in terms of their desire for inclusion and integration within new and alternative configurations of community. On a theoretical and conceptual level, this study examines Spatial Theory, or the study of space and place, and its contributions to the sub-discipline known as the sociology of space and place. The study argues that this theory, as understood and acquired by the study participants, provides a means to engage various configurations of space and place and their intersections with notions of identity, position, and of community belonging. Methodologically, a mini-ethnographic case study design is employed in a “blended design” that allows for greater flexibility and adaptability in the choice of data collection methods. Consequently, a combination of three qualitative research methods are used that include in-depth interviews, a focus group discussion, and a form of participant observation. As a qualitative study, the data analysis also made use of a combination of thematic analysis and grounded theory. In this way, the study argues for the uniqueness of the migrant schooling of youth at the selected township school in Kayamandi. To achieve this, attention is drawn as a starting point to the social and material construction of space and place regarding the school and surrounding community to examine the intersections surrounding multiple markers of identity. With regard to the historic establishment of Kayamandi, the historical construction of race and ethnicity are further explored that mark place in the present, thus begging the question: “Whose home?” and “Why?”

AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie het ten doel gehad om die skoolopleiding en migrasie-ervarings van Afrika- en Suid-Afrikaanse migrerende jeugdiges in 'n geselekteerde hoërskool in die stad Kayamandi te verken. Die isiXhosa-oorsprong van die naam van die dorp beteken '' lekker '' of '' lieflike huis ''. Die township is in die vroeë vyftigerjare gestig as gevolg van die Groepsgebiedewet (Wet nr. 41 van 1950) en die segregasie-politiek van die apartheidsregime. . Vandag spog Suid-Afrika egter met 'n multikulturele etniese en taalverskeidenheid in terme van die Grondwet (die Grondwet van die Republiek van Suid-Afrika, 1996), maar ook om gasheer te wees vir mense wat verplaas word deur gruweldade van die mens en omgewings nood wat voortspruit uit die Afrika geografiese gebiede van oorlog; naamlik armoede, politieke en ekonomiese ineenstorting (Perumal, 2013: 673). Teen so 'n agtergrond kry deelname aan 'n vreemde land, provinsie of woonbuurt voortdurend die grond en bied sy eie unieke uitdagings en geleenthede vir jongmense in die township-skool, veral in terme van hul begeerte tot insluiting en integrasie in nuwe en alternatiewe konfigurasies. van gemeenskap. Op teoretiese en konseptuele vlak ondersoek hierdie studie ruimtelike teorie, of die bestudering van ruimte en plek, en die bydraes daarvan tot die subdissipline, bekend as die sosiologie van ruimte en plek. Die studie argumenteer dat hierdie teorie, soos dit deur die deelnemers aan die studie verstaan en verwerf is, 'n manier bied om verskillende konfigurasies van ruimte en plek en hul kruisings met idees van identiteit, posisie en gemeenskapsbetrokkenheid te betrek. Metodologies word 'n mini-etnografiese gevallestudie-ontwerp gebruik in 'n “gemengde ontwerp” wat groter buigsaamheid en aanpasbaarheid moontlik maak in die keuse van data-insamelingsmetodes. Gevolglik word 'n kombinasie van drie kwalitatiewe navorsingsmetodes gebruik wat in-diepte onderhoude, 'n fokusgroep bespreking en 'n vorm van deelnemer waarneming insluit. As kwalitatiewe studie het die data-analise ook gebruik gemaak van 'n kombinasie van tematiese analise en grondige teorie. Op hierdie manier argumenteer die studie vir die uniekheid van die migrerende skoling van jeug aan die geselekteerde township skool in Kayamandi. Om dit te bewerkstellig, word die aandag gevestig op die sosiale en materiële konstruksie van ruimte en plek rakende die skool en die omliggende gemeenskap om die kruisings rondom meerdere identiteit merkers te ondersoek. Wat die historiese vestiging van Kayamandi betref, word die historiese konstruksie van ras en etnisiteit verder ondersoek wat daardie plek in die hede merk, en sodoende die vraag gevra: 'Wie se huis?' En 'Waarom?'

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/108103
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