Athambile Masola – författare

Imbokodo: Women Who Shape Us is a groundbreaking series of books which introduces you to the powerful stories of South African women who have all made their mark and cleared a path for women and girls. These books recognise, acknowledge and honour our heroines and elders from the past and the present. South African women are silent no more on the roles that we have played in advancing our lives as artists, storytellers, writers, politicians and educationists. The title ‘Imbokodo’ was been chosen as it is a Zulu word that means “rock” and is often used in the saying ‘Wathint’ Abafazi, Wathint’ Imbokodo!’, which means “You Strike a Women, You Strike a Rock!” These books were made possible with the support of Biblionef and funding from the National Arts Council. In 10 Extraordinary Leaders, Activists & Protesters you will read about women who fought against colonialism and oppression. Here are the stories of women heroes through history, whose stories are connected because of a shared passion for equality and justice.

Imbokodo: Women Who Shape Us is a groundbreaking series of books which introduces you to the powerful stories of South African women who have all made their mark and cleared a path for women and girls. These books recognise, acknowledge and honour our heroines and elders from the past and the present. South African women are silent no more on the roles that we have played in advancing our lives as artists, storytellers, writers, politicians and educationists. The title ‘Imbokodo’ was been chosen as it is a Zulu word that means “rock” and is often used in the saying ‘Wathint’ Abafazi, Wathint’ Imbokodo!’, which means “You Strike a Women, You Strike a Rock!” These books were made possible with the support of Biblionef and funding from the National Arts Council. In 10 Curious Inventors, Healers & Creators you will read about the women who shape our world through education, science and maths. You will read about women who became teachers, nurses, social workers, scientists and community workers, overcame obstacles and through their work fought for social change.

Discover thegripping tale of Together Apart: The Story of Living in Apartheid, thatexplores South Africa’s struggle against one of history’s most notorioussystems of racial segregation. Through the reflections of an elder who livedthrough it, this book invites readers to dive into the complex andheartbreaking history of apartheid, a time when courage and resilience shonebrightly in the face of oppression. What was lifelike under apartheid? How did colonisation erase the rich histories andcultures of the indigenous people? From the denial of voting rights to theharsh segregation laws that controlled people’s daily lives − where they lived,worked, and even who they could marry − it spread through every aspect of lifefrom education to sports. In the world of work, apartheid created a system ofmigrant labour and domestic slavery. Meet the braveindividuals and organisations that fought tirelessly for equality and justiceand whose stories of strength, love and revolution are woven together showingthe triumph of the human spirit against overwhelming odds.  While apartheid may have officially ended,its impact still resonates today. This book serves as a vital reminder of thesacrifices made and the ongoing journey toward a truly inclusive society.Together Apart is more than just a history book − it’s a call to action for anew generation to understand the past and shape a better future.   Graphic novel format.

This collection explores the complexities of black existence, and intellectual and cultural life in the work and legacies of centenarian writers, Peter Abrahams, Noni Jabavu, Sibusiso Cyril Lincoln Nyembezi and Es'kia Mphahlele

The essays in this collection were crafted in celebration of the centenaries, in 2019, of Peter Abrahams, Noni Jabavu, Sibusiso Cyril Lincoln Nyembezi and Es’kia Mphahlele, all of whom were born in 1919. All four centenarians lived rich and diverse lives across several continents. In the years following the Second World War they produced more than half a century of foundational creative writing and literary criticism, and made stellar contributions to institutions and repertoires of African and black arts and letters in South Africa and internationally. As a result, their oeuvres present multifaceted engagements and generative insights into a wide range of issues, including precolonial existence, colonialism, empire, race, culture, identity, class, the language question, tradition, modernity, exile, Pan-Africanism, and decolonisation. The range of the centenarians’ imaginations, critical analyses and social interventions spanned disciplinary divides. This volume, in the same spirit, draws on approaches that are equally transdisciplinary. Two aims thread through the contributors’ reflections on the complexities of black existence and of intellectual and cultural life in the twentieth century. The first is the exploration of some of the centenarians’ key texts and cultural projects that shaped their legacies. In doing so, the volume contributors trace a number of divergent intellectual and aesthetic lineages in their works and organisational activities. The second aim is a consideration of the ways in which these foundational writers’ legacies continue to resonate today, confirming their status as crucial contributors to modern African and diasporic black arts and letters.

The essays in this collection were crafted in celebration of the centenaries, in 2019, of Peter Abrahams, Noni Jabavu, Sibusiso Cyril Lincoln Nyembezi and Es’kia Mphahlele, all of whom were born in 1919. All four centenarians lived rich and diverse lives across several continents. In the years following the Second World War they produced more than half a century of foundational creative writing and literary criticism, and made stellar contributions to institutions and repertoires of African and black arts and letters in South Africa and internationally. As a result, their oeuvres present multifaceted engagements and generative insights into a wide range of issues, including precolonial existence, colonialism, empire, race, culture, identity, class, the language question, tradition, modernity, exile, Pan-Africanism, and decolonisation. The range of the centenarians’ imaginations, critical analyses and social interventions spanned disciplinary divides. This volume, in the same spirit, draws on approaches that are equally transdisciplinary. Two aims thread through the contributors’ reflections on the complexities of black existence and of intellectual and cultural life in the twentieth century. The first is the exploration of some of the centenarians’ key texts and cultural projects that shaped their legacies. In doing so, the volume contributors trace a number of divergent intellectual and aesthetic lineages in their works and organisational activities. The second aim is a consideration of the ways in which these foundational writers’ legacies continue to resonate today, confirming their status as crucial contributors to modern African and diasporic black arts and letters.

This book addresses urgent current debates on decolonisation by offering reimagined teaching and learning interventions for obtaining greater epistemic justice in the contemporary postcolonial university.At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection by authors based at the University of Cape Town, South Africa, serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.

Across the world, universities are grappling with the colonial legacies that have shaped them. That struggle is especially vital in South Africa where the Rhodes Must Fall and Fees Must Fall movements have catalysed decolonial activism and discourse against the legacy of apartheid in higher education. This collection asks what epistemic justice might look like in teaching, learning and research across multiple academic disciplines. Each author writes from first-hand experience of teaching at the University of Cape Town, an institution that was and remains a key site of complicity with and resistance against settler colonialism, apartheid, and their ongoing oppressions. The contributors trace power relations that are embedded in various teaching and learning spaces at UCT, asking critical questions about the kinds of subjects and objects of knowledge that are produced by their disciplines. Further, they explore new ideas, texts, and intellectual and pedagogical practices that can help academics interrogate, challenge and transform the dominant power relations in the South African academy. Collectively, these chapters work to imagine new subjects of knowledge in the postcolonial university through an ethic of epistemic justice. At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.

Across the world, universities are grappling with the colonial legacies that have shaped them. That struggle is especially vital in South Africa where the Rhodes Must Fall and Fees Must Fall movements have catalysed decolonial activism and discourse against the legacy of apartheid in higher education. This collection asks what epistemic justice might look like in teaching, learning and research across multiple academic disciplines. Each author writes from first-hand experience of teaching at the University of Cape Town, an institution that was and remains a key site of complicity with and resistance against settler colonialism, apartheid, and their ongoing oppressions. The contributors trace power relations that are embedded in various teaching and learning spaces at UCT, asking critical questions about the kinds of subjects and objects of knowledge that are produced by their disciplines. Further, they explore new ideas, texts, and intellectual and pedagogical practices that can help academics interrogate, challenge and transform the dominant power relations in the South African academy. Collectively, these chapters work to imagine new subjects of knowledge in the postcolonial university through an ethic of epistemic justice. At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.

In 2022 Wits University Press marked its centenary, making it the oldest, most established university press in sub-Saharan Africa. While in part modelled on scholarly publishers from the global North, it has had to contend with the constraints of working under global South conditions: marginalisation within the university, budgetary limitations, small local markets, unequal access to international sales channels, and the privileging of English language publishing over indigenous languages. This volume explores what the Press has achieved, and what its modes of reinvention might look like. In widening and deepening our understanding of the Press as an example of a global South scholarly publisher, this volume asks how publishing can contribute to a broader understanding of Southern knowledge production. Featuring contributions from scholars, publishers and authors this multi-voiced volume showcases the history of the Press’s publishing activities over 100 years: from documenting its evolution through book covers and giving credence to some of the leading black intellectuals and writers of the early 20th century and the success of those works in spite of their authors’ racial marginalisation, to the role of women, both in publishing and in the spaces afforded to women’s writing on the Press’s list. The collection concludes with essays by contemporary authors who detail not only their experiences of working with Southern publishers, but also the politics and influences governing their decisions to choose the Press over a Northern publisher. Publishing from the South shows the strategies deployed by the Press to professionalise Southern knowledge making, and in the process demonstrating how university presses in the global South support the scholarly missions of their universities for both local and global audiences.