#EverythingMustFall: The Use of Social Media and Violent Protests in the Current Wave of Student Riots in South Africa

Oxlund, Bjarke

doi:10.1080/19428200.2016.1202574

Cited by 25 publications

(16 citation statements)

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“…They believed that the management would instruct the SAPS to arrest certain student leaders who were part of the protest or leading it. Student leaders have been apprehended at night after being victimised and interrogated (Oxlund, 2016;Thamm, 2015).…”

Section: Factors Contributing To Student Hooliganism At Ukznmentioning

confidence: 99%

A Case Study of Student Hooligan Behaviour during Protest Action at the University of KwaZulu-Natal

Mbhele

Sibanyoni

2022

Journal for Students Affairs in Africa

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This article focuses on the behaviour of students during protest action at the University of KwaZuluNatal (UKZN). The objectives of the study on which the article is based were to assess factors that contribute to student hooliganism and to evaluate the effects of violent student protests on the university community. The data were collected using interviews with 25 purposefully sampled participants including 20 students and five risk management personnel. The data were analysed using descriptive writing and identifying actively generated themes from the participants’ responses. The study found that a private security service and the South African police service actively instigated violence on campus as a means to disperse the crowd, and that the crowd retaliated with violence. It was also found that the university management’s ignorance of students’ grievances caused students to be violent and exhibit hooligan behaviour to attract management’s attention. Victims of violence experienced physical injury and destruction of their property, which inevitably affected them psychologically, academically and behaviourally. It is recommended that security personnel are trained to control crowds without using violence, and that university management resolve student grievances promptly before they lead to violent protesting.

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Section: Factors Contributing To Student Hooliganism At Ukznmentioning

confidence: 99%

A Case Study of Student Hooligan Behaviour during Protest Action at the University of KwaZulu-Natal

Mbhele

Sibanyoni

2022

Journal for Students Affairs in Africa

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“…Students gathered on the steps below the main hall (Jameson Hall), occupied administrative buildings, petitioned to have the names of many buildings changed, and made basic university functioning difficult, and at one point, impossible. In a protest against the state of student housing at the University of Cape Town, students erected a shack below the iconic Jameson Hall (and named the protest 'Shackville') which served as a main rallying point around which students gathered to sing, dance, and discuss their concerns (Oxlund, 2016). Protests played out differently across South Africa's universities.…”

Section: South African Student Protestsmentioning

confidence: 99%

The popular sovereignty continuum: Civil and political society in contemporary South Africa

Finn

2020

Environment and Planning C: Politics and Space

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Partha Chatterjee’s work on postcolonial politics articulates the limits of participation and governance in contexts of stark inequality. Chatterjee’s argument can be stretched within the South African context of protest and political contestation as it demonstrates that civil and political societies are fluid, political categories. From student to shack dweller movements, political society in South Africa disrupts top-down, dichotomous notions of ‘administration’ or ‘governance’. I outline that the interactions between Chatterjee’s political and civil society overlap with one another, but importantly, that this overlap determines the broader, shifting continuum of popular sovereignty that these two fields act within. Ordinary ‘populations’ of political society are able to infiltrate the ‘sanitized walls’ of civil society, contexts in which ‘political society’ sometimes draws on the language of rights and institutions such as the courts as well as practices of mobilization and disruption. South African mobilization illustrates the usefulness of engaging with the inequalities of governance via categories of civil and political society, but also shows that these are complicated and contested fields within the country’s political and democratic framework. We cannot understand the notions of either political or civil society without contextualizing these processes within a framework that allows for the shifting continuum, and acknowledgement of the possibility of the existence of popular sovereignty. It is this broader, structural categorization, within which the forces of political and civil society fluidly interact that we need to conceptualize popular sovereignty in Chatterjee’s description of ‘most of the world.’

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“…The political origins of the fees must fall moment lies in the basic structure of South Africa as a severely divided society, the effects of which were felt by some enrolled students at the university (Langa n.d.). The legitimate and justified complaint was that certain sections of the society were being denied a university education by virtue of their historical material deprivation, which is steeped in the history of apartheid and racial discrimination (Oxlund 2016). This history created a class of generally well-off citizens (who happen to be white) whilst confining the majority (who happen to be black) to a fate of material deprivation and financial insecurity, which reduced their access to facilities that could better their lives (Oxlund 2010:33-35).…”

Section: Philosophy's Past Problems Haunting the Presentmentioning

confidence: 99%

Philosophers’ debt to their students: The South African case

Matolino

2020

THE

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Philosophy teachers owe their students a little more than mere formal instruction of topics popular in philosophy. What they owe their students is largely influenced by philosophy’s claims to be a discipline that is principally dedicated to the study and fostering of wisdom. Therefore, there is an obligation to be wise on the part of philosophy teachers so that they can deliver that wisdom. A big part of this would involve a sort of transformation in knowledge and character that the teachers themselves must go through as a result of engaging in philosophy. Such transformation will not only show in ways that philosophers live their private lives, as wise people, but will certainly show in the topics they teach their students and how they help their students to wisely respond to their environment through an enlightened, relevant and empowering curriculum. If philosophers fail at this task, they will only dispatch fragmented pieces of information about philosophical topics and method that are of no use to their students. If philosophers are unable to see the shortcomings of this approach, then they can just as well count themselves unfit to be called (wise) teachers but technical philosophers. The fees must fall and Rhodes must fall movement coupled with demands for decolonisation, caught philosophers underprepared for such demands from students. Hence, in this article, I seek to examine the legitimate demands for transformation of the curriculum and how philosophical instruction in the country contributed to this protest, which eventually was caricatured in some sections as unreasonable. I argue that beyond what appears as unreasonable demands by students, there is an obligation by philosophy teachers to be responsible and responsive to the students’ context in what they teach.

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#EverythingMustFall: The Use of Social Media and Violent Protests in the Current Wave of Student Riots in South Africa

Cited by 25 publications

References 1 publication

A Case Study of Student Hooligan Behaviour during Protest Action at the University of KwaZulu-Natal

A Case Study of Student Hooligan Behaviour during Protest Action at the University of KwaZulu-Natal

The popular sovereignty continuum: Civil and political society in contemporary South Africa

Philosophers’ debt to their students: The South African case

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