2018
DOI: 10.1080/01419870.2018.1508735
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Hyperracialized: interracial relationships in post-apartheid South Africa and the informal policing of public spaces

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Cited by 12 publications
(21 citation statements)
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“…The most significant contribution is the articulation of the agentic aspects of social networks for marginalised groups and the contention that representation is not sufficient to ensure inclusion. It simultaneously confirms existing knowledge on microsegregation (Bertolotti & Tagliaventi, 2007; Dixon & Durrheim, 2004; Keizan & Duncan, 2010; Koen & Durrheim, 2010; Steyn et al, 2019) and provides new knowledge on the complex ways in which racialised networks operate by providing alternative routes to organisational power. We come to these findings by going beyond intergroup theories, homophily and unsituated diversity lenses which have been favoured by researchers of segregation (e.g.…”
Section: Resultssupporting
confidence: 74%
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“…The most significant contribution is the articulation of the agentic aspects of social networks for marginalised groups and the contention that representation is not sufficient to ensure inclusion. It simultaneously confirms existing knowledge on microsegregation (Bertolotti & Tagliaventi, 2007; Dixon & Durrheim, 2004; Keizan & Duncan, 2010; Koen & Durrheim, 2010; Steyn et al, 2019) and provides new knowledge on the complex ways in which racialised networks operate by providing alternative routes to organisational power. We come to these findings by going beyond intergroup theories, homophily and unsituated diversity lenses which have been favoured by researchers of segregation (e.g.…”
Section: Resultssupporting
confidence: 74%
“…We note that spaces such as schools, universities, interracial relationships in public spaces and places of leisure are important sites of study and have indeed been examined by other researchers in South Africa (e.g. Keizan & Duncan, 2010;Koen & Durrheim, 2010;Steyn et al, 2019) and elsewhere (e.g. Lloyd & Shuttleworth, 2014).…”
Section: Introductionmentioning
confidence: 75%
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“…39 This teacher's vulnerability is further compounded by negative perceptions of LO's value, a general lack of understanding of the context and content of LO and socio-historical trauma experienced by BIPOC teachers, learners and parents. 15,40 The participants expressed that they had to learn to be assertive in dealing with unrealistic expectations and the lack of recognition in developing an improved perception of the academic value of their subject. 7 They also had to develop coping skills to overcome the challenges that deplete their professional motivation and result in the lack of teacher longevity.…”
Section: Discussion Of Findingsmentioning
confidence: 99%