This article reflects on the successes and failures of student protests in transforming higher education in South Africa through a Marxist lens. The slow pace of change by the government in addressing structural and systemic inequalities has led to disgruntlement within the student body. In their quest to hasten the process, students engaged in protests across the country, inspired by the #RhodesMustFall movement. This article outlines the problematic areas that have led to the unrest and reflects on the #FeesMustFall movement: the lessons learnt and its impact on contemporary higher education. The reflection further unpacks what it means to be a student in South Africa and how the learning process shapes and is shaped by the student movements within universities. The study reviewed existing literature on the #FeesMustFall movement to better understand the influence of student protests on government policy and to evaluate whether any protest-based changes have occurred in higher education in South Africa.
This article explores the everyday lives that African migrants in Durban, South Africa share with other residents of the city. In conversation with Obvious Katsaura's work on ‘ethno-mutualism’, we use the example of ordinary greeting practices to show how Durban's urban everyday has been hijacked by xenophobic sensibilities. By demonstrating how the act of excluding migrants from these practices threatens to render the quotidian city uninhabitable for them, we shed light on the importance of mundane forms of social interaction for building a sense of identity and belonging. We then consider several ways in which African migrants develop and participate in Muslim forms of sociality that assist them in ‘disarming’ the urban everyday: from providing a platform for building solidarity with fellow migrants to mediating a ‘sense of welcome’ from the established Indian South African community. Elaborating on this, we delineate how forms of reciprocity emerge through the interactions between migrant and Indian Muslims that reproduce the ambient life of the city as a shared habitat, opening up new possibilities for entanglement. As such, our analysis contributes to emerging conversations about urban mutuality and migrant religious practices in the everyday lives of African cities.
The paper explores the use and contribution of institutions of higher learning in innovative city development strategies through knowledge production. Higher learning institutions in the Global North have become central in the redevelopment of post-industrial cities that can no longer depend on heavy industries but knowledge through the adoption of triple helix models. In the Global South, higher learning institutions have lagged in leading redevelopment initiatives. This paper uses an exploratory approach in examining how universities, through knowledge production and dissemination, can lead the growth agenda in the city development. It makes use of East London as a case study where knowledge-driven initiatives have the potential to reinvent the city. The paper concludes that, by embracing knowledge-based approaches, great opportunities exist for collaborations between the city and universities in the growth and redevelopment of East London, and other cities in the Global South.
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