{"title":"South African Indian Women as Custodians of Subversive Knowledge: A Decolonial Reading of Francine Simon’s Poetry","authors":"Arushani Govender","doi":"10.25159/1947-9417/7956","DOIUrl":null,"url":null,"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.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education As Change","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.25159/1947-9417/7956","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.