Department of Visual Arts

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Browsing Department of Visual Arts by Author "Alexander, Neeske"

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    Exploring shame and pedagogies of discomfort in critical citizenship education
    (AOSIS, 2019-09-30) Costandius, Elmarie; Alexander, Neeske
    Background: Social transformation in South Africa is a sensitive issue because of the historical realities of segregation and past injustices. Aim: To address transformation, Visual Communication Design students were asked to design an exhibition, event, sculpture or garden to memorialise the forced removals that took place on the site of the current Arts and Social Sciences Building of Stellenbosch University and to thereby contribute with their own ‘voices’ to an event or exhibition. Setting: The focus of the project was to memorialise the forced removals that occurred on the place known then as Die Vlakte. The aim was to investigate the reactions of students and community members to explore how a visual communication project prepared them or failed to prepare them for dealing with social injustice. Methods: A case study research design was applied, and inductive qualitative content analysis was used in processing and organising data. The theoretical framework included critical citizenship education, social justice, pedagogy of discomfort, shame and white shame. Results: Critical citizenship education may form part of pedagogies of discomfort, and shame may be used positively as we ask students to negotiate emotionally charged subjects through visual communication. Conclusion: As the case studies have shown, students are capable of identifying sources of discomfort and growing from them to perceive a local historic event in a more sensitive and inclusive way.
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    The "human colour" crayon : investigating the attitudes and perceptions of learners regarding race and skin colour
    (University of South Africa Press, 2017) Alexander, Neeske; Costandius, Elmarie
    Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour “human colour” or “skin colour”. This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the Western Cape, investigated Grade 3 learners’ attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.
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    Investigating "othering" in visual arts spaces of learning
    (University of South Africa Press, 2017) Biscombe, Monique; Conradie, Stephane; Costandius, Elmarie; Alexander, Neeske
    In the political, social, cultural and economic context of South Africa, higher education spaces provide fertile ground for social research. This case study explored “othered” identities in the Department of Visual Arts of Stellenbosch University. Interviews with students and lecturers revealed interesting and controversial aspects in terms of their experiences in the Department of Visual Arts. Theoretical perspectives such as “othering”, symbolic racism, the racialised body and visual art theory were used to interpret these experiences. It was found that “othering” because of indirect racism and language or economic circumstances affects students’ creative expression. Causes of “othering” experiences should be investigated in order to promote necessary transformation within the visual arts and within higher education institutions.
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    Investigating grade 3 learners' perceptions and attitudes toward skin colour in two schools in the Western Cape - a case study
    (Stellenbosch : Stellenbosch University, 2016-03) Alexander, Neeske; Costandius, Elmarie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH SUMMARY: During my time as an educator in the Western Cape I noticed that learners named a certain light-coloured wax crayon menskleur (‘human colour’) or ‘skin colour’. This occurrence is troublesome within the context of post-colonial, post-apartheid South Africa because it perpetuates colonial and apartheid race hierarchies. This case study was an investigation of learners’ and educators’ perceptions and attitudes about the naming of skin colour in South African art classrooms. This was done in order to promote more just recognition and representation of races in Foundation Phase educational contexts. Theoretical perspectives of Critical Race Theory (CRT), social justice, and critical citizenship were used to inform the research. Case study was used as research design. Non-probability sampling and qualitative data collection techniques were used. The sample included two ex-model C schools in the Western Cape. Learners from two classes per school participated in several art classes, discussions, and reflections concerning the naming of skin colour. Educators and an educational psychologist were interviewed. Inductive content analysis was used to understand data that were collected. It was found that learners named the colour for white skin menskleur (‘human colour’) and that learners showed a preference for light skin colours over darker skin colours. The data also reflected that participants found it difficult to discuss race and to handle diversity in the classroom. There were some participants who felt the name menskleur (‘human colour’) was problematic and they made recommendations. Implications based on the findings and conclusions include changing the language used to describe skin colour, just recognition and representation of different races in educational resources, and an increase in self-reflection by educators. It is also implied that the lesson plans should reflect the racial distribution across South Africa and that a safe space should be created for learners to discuss race issues. Implications further contain the promotion of critical citizenship and artistic processes in educator training and the creation of clear and practical curriculum guidelines for addressing race issues.