South African Indian Women as Custodians of Subversive Knowledge: A Decolonial Reading of Francine Simon’s Poetry

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Arushani Govender
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引用次数: 1

Abstract

This article uses feminist perspectives on decoloniality as a lens for analysing selected poems from Francine Simon’s début collection, Thungachi (2017). Simon is a South African Indian woman poet from Durban, raised by Catholic parents of Tamil linguistic heritage. Her poetry collection, while feminist and experimental, deeply captures the experiences of dispossession and loss that define the large majority of South African Indians, with particular focus on the women whose voices remain marginalised in the South African literary canon. Framed by decolonial theory, this study serves the interests of decolonising research praxis, and thereby the nature of the knowledge produced. I conducted in-depth interviews with Simon and use them as a supplementary device in executing a literary analysis of two poems: “Betel Nut”, and “Tamil Familiars”. These poems emphasise the use of South African Indian English and the role that South African Indian women occupy as custodians of the cultural archive in maintaining fragments of precolonial ontologies. This article finds that it is necessary to critique Simon’s poetry within a decolonial, feminist framework in order to uncover its cultural complexities and contributions to counter-discourse against the Western, objectivist knowledge paradigm.
作为颠覆性知识守护者的南非印第安妇女:弗朗辛·西蒙诗歌的非殖民化解读
本文以非殖民化的女权主义视角为视角,分析了弗朗辛·西蒙(Francine Simon)的début诗集《Thungachi》(2017)中的精选诗歌。西蒙是一位来自德班的南非裔印度女诗人,由泰米尔语言传统的天主教父母抚养长大。她的诗集虽然是女权主义的,也是实验性的,但深刻地捕捉了绝大多数南非印度人的被剥夺和失去的经历,特别关注那些声音在南非文学经典中仍然被边缘化的女性。本研究以非殖民化理论为框架,为非殖民化研究实践的利益服务,从而为所产生的知识的性质服务。我对西蒙进行了深入的采访,并将其作为对两首诗的文学分析的补充手段:《槟榔》和《泰米尔家族》。这些诗歌强调了南非印第安人英语的使用,以及南非印第安人妇女作为文化档案保管人在维护殖民前本体碎片方面所扮演的角色。本文认为,有必要在非殖民化、女权主义的框架内对西蒙的诗歌进行批判,以揭示其文化复杂性以及对对抗西方客观主义知识范式的话语的贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education As Change
Education As Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
29
审稿时长
24 weeks
期刊介绍: Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.
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