Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21314
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dc.contributor.authorSwanson, Dalene M-
dc.contributor.editorSmits, H-
dc.contributor.editorNaqvi, R-
dc.date.accessioned2016-11-05T02:28:33Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/1893/21314-
dc.description.abstractFirst paragraph: In 2009, South Africa, a nation of democratic post-apartheid natality (Arendt, 1958), still clinging to a fragile afterbirth of national reconciliation, saw a conflagration of xenophobia directed at African foreigners-migrants and refugees-to this country. Despite Thabo Mbeki's earlier attempts at catalyzing pan-Africanist unity in the form of an African Renaissance (see Diop, 2000), colonially invested divisions on the basis of nationalities and language difference, if not specifically race on this occasion, became flash points for brutalization against a constructed "Other." In the mournful wake of this xenophobic violence that saw tens of people burnt alive, while hundreds more were hacked and maimed with pangas, the question of what it meant to be (South) African, to belong to a brotherhood or sisterhood that transcended race, difference, and "otherness," was brought urgently and brutally into question. Attacked because they were considered foreign, migrants and refugees from conflicts and war in Zimbabwe, Congo, Ethiopia, and Somalia, the South African utopia set up by the new democratic post-apartheid dispensation, based on a moral fundamental of inclusiveness, collapsed in a cloud of dissenting smoke from fires of fury and frustration. The nation-building project of Mandela and Tutu that underwrote an indigenous philosophy of Ubuntu (see Swanson, 2007) and humanity to heal the wounds of the past, to forgive, and celebrate the "rainbow nation" as an act of reconciliation, forgiveness, and peace, split its prisms of light and hope to lay shattered in despair and horror.en_UK
dc.language.isoen-
dc.publisherPeter Lang-
dc.relationSwanson DM (2014) Frames of Ubuntu: (Re)framing an ethical education. In: Smits H, Naqvi R (ed.). Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope". Complicated Conversation, 44, New York: Peter Lang, pp. 49-63.-
dc.relation.ispartofseriesComplicated Conversation, 44-
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectOtheren_UK
dc.subjectxenophobiaen_UK
dc.subjectUbuntuen_UK
dc.subjectforgivenessen_UK
dc.subjectpeaceen_UK
dc.subjectreformen_UK
dc.subjecttransformationen_UK
dc.subjectdemocracyen_UK
dc.subjectEducation/democratic educationen_UK
dc.subjectHope/democratic/hopeen_UK
dc.subjectviolence/symbolic violenceen_UK
dc.subjectinjusticeen_UK
dc.subjectinequalityen_UK
dc.subjectneoliberalismen_UK
dc.subjectleakingen_UK
dc.subjectnarrativeen_UK
dc.subjectspiritualityen_UK
dc.subjectprecarityen_UK
dc.subjectvulnerabilityen_UK
dc.subjectframes of resistanceen_UK
dc.subjectframes of Ubuntuen_UK
dc.titleFrames of Ubuntu: (Re)framing an ethical educationen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe full text of this chapter is under embargo.-
dc.citation.issn1534-2816-
dc.citation.spage49-
dc.citation.epage63-
dc.citation.publicationstatusPublished-
dc.type.statusBook Chapter: publisher version-
dc.identifier.urlhttp://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=72580&concordeid=312241-
dc.author.emaildalene.swanson@stir.ac.uk-
dc.citation.btitleFraming Peace: Thinking about and Enacting Curriculum as "Radical Hope"-
dc.citation.isbn978-1-4331-2242-2-
dc.publisher.addressNew York-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections

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