Race, resistance and translation: the case of John Buchan’s UPrester John

In postcolonial translation studies, increasing attention is being given to the asymmetrical relationships between dominant and indigenous languages. This paper argues that John Francis Cele’s UPrester John (1958), is not simply a subordinated and obeisant translation of John Buchan’s adventure thriller Prester John (1910), but a more complex form of textuality that is both oppositional and complicit with the workings of apartheid. Although Cele’s translation reproduces Buchan’s story of a daring young Scotsman who single-handedly quells a black nationalist uprising, it also ameliorates the novel’s racist language and assumption. Cele’s translation practice is examined in the context of apartheid publishing and Bantu education.Web of Scienc

High prevalence of Chlamydia trachomatis and Neisseria gonorrhoeae infections among HIV-1 negative men who have sex with men in coastal Kenya

To assess the burden of Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) in high-risk HIV-1 negative men who have sex with men (MSM) in Africa.

Secondary education reform in Lesotho and Zimbabwe and the needs of rural girls: Pronouncements, policy and practice

Analysis of the educational needs of rural girls in Lesotho and Zimbabwe suggests a number of shortcomings in the current form of secondary education, and ways in which it might be modified so as to serve this sizeable group of students better. Several of the shortcomings, notably in relation to curricular irrelevance and excessive focus on examinations, have long been recognised, including by politicians. Yet political pronouncements are seldom translated into policy, and even where policy is formulated, reforms are seldom implemented in schools. This paper makes use of interviews with educational decision-makers in the two southern African countries and a range of documentary sources to explore why, despite the considerable differences between the two contexts, much needed educational reforms have been implemented in neither

Decolonial education and geography: Beyond the 2017 Royal Geographical Society with the Institute of British Geographers annual conference

This review is inspired by the recent resurgence of grassroots movements aimed at the decolonisation of education. The departure point of the paper are the numerous, recent academic responses to campaigns such as Rhodes Must Fall, Why is My Curriculum White?, Why Isn't My Professor Black?, and #LiberateMyDegree. Following from there, the narrative is divided into two sections. The first part reviews theoretical approaches to decolonial education, especially those rooted in the modernity/coloniality/decoloniality paradigm. The second part analyses the ways in which geographers have applied these ideas to our discipline. The review pays particular attention to the 2017 Royal Geographical Society with the Institute of British Geographers annual conference, curated under the “Decolonising geographical knowledges” theme. I argue that as geographers, we have to continue reflecting on the meaning of decolonial praxis, especially in relation to geographical education, beyond the recent conference. To these ends, the review concludes with seven specific questions for geographers to consider in the near future

Becoming a black researcher: reflections on racialised identity and knowledge production

Critical race theory (CRT) emerged from the U.S. context, and many question the validity of its application to spaces beyond the United States; however, for many black academics in the UK, it has a powerful resonance. Where many in the academy have dismissed the viability of the concept of race in favour of the term ethnicity – or they privilege class – in any discussion of inequalities, CRT recognises the salience of race, centralising it and analysing the ways in which race and racism continue to shape life experiences. CRT has provided an intellectual space for a growing community of academics in England to explore not only our own racial positioning within the academy and wider society but also that of the communities we work with in our research to achieve greater social justice. This paper explores the significance of CRT to the author’s biography and intellectual journey

Albert Wendt and Ngũgĩ wa Thiong'o Reading and Conversation--Conversation between Al and Ngũgĩ

Albert Wendt and Ngũgĩ wa Thiong'o engage in a conversation regarding their literary work and on the overarching themes of the Words in the World symposium