This research study highlighted the factors that influence the intention of consumers to buy halal food products. In this study, the researchers have chosen to address the gap in the literature pertaining to non-South African consumers' purchase intention. Non-South Africans are foreign people who reside in South Africa including immigrants, workers, and students. Through utilising the theory of planned behaviour, this study aims to determine the attitudes, subjective norms, perceived behaviour control, and awareness of non-South African towards purchasing halal food products. This also attempts to identify the strongest factor that influences the purchasing intention of halal food by non-South African consumers. The sample of the study consisted of 230 non-South African consumers in Cape Town. Data were collected through self-administered questionnaires. Structural equation modelling (SEM) was used to identify the structural relationships among the constructs identified and to test the study hypotheses. The findings of this study indicate that there is a significant relationship between awareness and buying behaviour. Interestingly it found that only the attitude dimension of TPB had a significant relationship with purchase intention, whereas subjective norms and perceived behavioural control did not show a significant relationship with the consumer intention variable.

In this article we discuss the phenomenon of how people's voices or opinions are taken up in relation to their professional status. We focus on administrative clerks in school contexts, people who occupy a professional category that is regarded as one of voicelessness and therefore easily ignored. Their low occupational role and status mean that their testimonies are deemed less credible than the testimonies of school principals and teachers. We refer to this situation as a form of testimonial injustice that is visited daily on these clerks. We illustrate how selected administrative clerks go about exercising their agency in the light of their experiences of such testimonial injustice and go on to establish a range of spatial practices that confer on them a credible professional status. This article is based on a qualitative study of three administrative clerks in selected South African public schools undertaken over a 12-week period, followed up by further interviews and site observations. Combining the theoretical constructs of testimonial injustice and rhetorical space, we argue that the administrative clerks we studied engendered transformed rhetorical spaces, which are negotiated social spaces that allowed for their voices and opinions to challenge the testimonial injustice they experience. We suggest that they achieved these rhetorical spaces through their continual and active presence in their work environments. They engender rhetorical spaces in which their voices are deemed legitimate by forming close relationships with others in their work environments, enhancing their professional capacity by furthering their educational qualifications, and the successful accomplishment of additional role tasks. Our main argument is that these clerks, despite occupying a marginalised occupational status and suffering testimonial injustice, are able to exercise their reflexive agency to improve their credibility and thereby resist the testimonial injustice visited upon them. This article contributes to nascent scholarship on school administrative clerks' contributions to their professional environments at their schools. We argue that their contribution is undergirded by spatial practices that can be understood partly as a type of resistance to their negative status and position at their respective schools. We suggest that while they are discursively projected as peripheral figures in their school environments, they nonetheless make valuable, yet under-valued, contributions to the functioning of their school.

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This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 -a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The