Aslam Fataar
Biographic Data
| ID | 147410 |
|---|---|
| NAME | Aslam Fataar |
| GIVEN NAMES | Aslam |
| FAMILY NAME | Fataar |
| SIGNATURE | FATAAR A |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0002-6880-9223 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Rhythms of mobility and transformation: First-generation commuter students’ educational engagement in Cape Town
This article examines how first-generation commuter students from two working-class South African towns rhythmically negotiated the uneven spatial and temporal infrastructures shaping their educational engagement at a Cape Town university of technology. Drawing on Lefebvre’s spatial and temporal analytics, we used a spatial-rhythmic lens alongside a blended, retrospective, multi-sited ethnographic design, ethnography on the move to trace the comp…
Transforming residential education through care: Student experiences at a South African University during Covid-19
Creative agency in the colonial encounter: Foundations for a Decolonial Pedagogy
This essay emphasises the imperative to move from discussions about decolonising education to the practical implementation of a decolonial pedagogy. This task necessitates challenging Eurocentric perspectives and incorporating diverse insights into curriculum design and pedagogical processes. By drawing on Edward Said’s concepts of democratic humanism, worldliness, and contrapuntal, the essay argues for an expanded understanding of colonial and p…
Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa
The university in techno-rational times: Critical university studies, South Africa
This concept note was produced for a symposium held under the banner of Critical University Studies – South Africa (CUS-SA) at the University of Johannesburg in August 2022. The opening plenary session was addressed by Profs. Premesh Lalu, Sarah Mosoetsa and Sarah Nuttall. A summary of a paper prepared for this symposium by Michael Peters on the university in techno-rational times was presented as part of the panel. The rest of the symposium feat…
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for …
The ‘Affective Place-Making’ Practices of Girls at a High School in Cape Town, South Africa
This article focuses on the affective place-making practices of girls at a private high school on the outskirts of Cape Town. The article responds to the question: How do high school girls' affects and social bodies contribute to their place-making practices and to the type of place they make of their school? Our focus is on understanding the affective, emotional, and interactional dimensions that constitute 5 girls' strategic interactions in the…
Towards a humanising pedagogy through an engagement with the social-subjective in educational theorising in South Africa
This article is an attempt to bring the social complexity of education into a conversation with what is referred to as a humanising pedagogy. In the article, I work with a definition of humanising pedagogy based on a three-dimensional conception of social justice. Drawing on Nancy Fraser (2009), I suggest that such a pedagogy should involve 1) the question of knowledge redistribution, 2) recognition of the knowledges, literacies, and identities o…
Neoliberal governmentality, schooling and the city: Conceptual and empirical notes on and from the Global South
This paper applies ideas that emanate from the Global North, concerning neoliberalism and neoliberal governmentality, to the case of marketisation in South Africa. It also attends to the limits of Northern ideas that are both intellectual undertakings and policy manifestations. in the first part of the paper, we identify how rationales for school choice, many of which have been introduced in countries like England, the USA, and Australia, have al…
Ambiguous Accommodation: Cape Muslims and Post-Apartheid Politics
Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected]
The reflexive adaptations of school principals in a ‘local’ South African space
This paper is an analysis of the work of three principals in an impoverished black township in post‐apartheid South Africa. Based on qualitative approaches, it discusses the principals’ entry into the township, and their navigation of their schools’ surrounding social dynamics. It combines the lenses of ‘space’ and ‘performance’ to analyse the reflexive basis on which they establish their principal roles. The paper suggests that their identities …
Educational renovation in a South African ‘township on the move’: A social–spatial analysis
Identity Formation and Communal Negotiation in a “Bounded” Geographic Space: The Formative Discourses of Muslim Teachers in Apartheid Cape Town1
This article focuses on aspects of Muslim community formation in apartheid Cape Town from the 1930s to 1980. It discusses the identification processes of a group of first generation educated colored Muslim teachers who participated actively in their community's modernization. Key to the discussion is the socialization and educational processes that shaped their identities and influenced them to take certain stances in their engagement with the co…
Policy networks in recalibrated political terrain: The case of school curriculum policy and politics in South Africa
School curriculum policy and politics in South Africa are discussed in this article as a means of highlighting the nature of Governmental power and functioning in a post‐liberation developing country. The notion ‘policy networks’ is used as a lens to understand the ways in which specific constellations of policy interests informed the consecutive policy cycles that led to the curriculum policy trajectory. The article is based on a series of inter…
Access to Schooling in a Post-Apartheid South Africa: Linking Concepts to Context
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Access to Schooling in a Post-Apartheid South Africa: Linking Concepts to Context
Towards a humanising pedagogy through an engagement with the social-subjective in educational theorising in South Africa
This article is an attempt to bring the social complexity of education into a conversation with what is referred to as a humanising pedagogy. In the article, I work with a definition of humanising pedagogy based on a three-dimensional conception of social justice. Drawing on Nancy Fraser (2009), I suggest that such a pedagogy should involve 1) the question of knowledge redistribution, 2) recognition of the knowledges, literacies, and identities o…
Educational renovation in a South African ‘township on the move’: A social–spatial analysis
Policy networks in recalibrated political terrain: The case of school curriculum policy and politics in South Africa
School curriculum policy and politics in South Africa are discussed in this article as a means of highlighting the nature of Governmental power and functioning in a post‐liberation developing country. The notion ‘policy networks’ is used as a lens to understand the ways in which specific constellations of policy interests informed the consecutive policy cycles that led to the curriculum policy trajectory. The article is based on a series of inter…
Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for …
Neoliberal governmentality, schooling and the city: Conceptual and empirical notes on and from the Global South
This paper applies ideas that emanate from the Global North, concerning neoliberalism and neoliberal governmentality, to the case of marketisation in South Africa. It also attends to the limits of Northern ideas that are both intellectual undertakings and policy manifestations. in the first part of the paper, we identify how rationales for school choice, many of which have been introduced in countries like England, the USA, and Australia, have al…
The university in techno-rational times: Critical university studies, South Africa
This concept note was produced for a symposium held under the banner of Critical University Studies – South Africa (CUS-SA) at the University of Johannesburg in August 2022. The opening plenary session was addressed by Profs. Premesh Lalu, Sarah Mosoetsa and Sarah Nuttall. A summary of a paper prepared for this symposium by Michael Peters on the university in techno-rational times was presented as part of the panel. The rest of the symposium feat…
Ambiguous Accommodation: Cape Muslims and Post-Apartheid Politics
Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected]
Creative agency in the colonial encounter: Foundations for a Decolonial Pedagogy
This essay emphasises the imperative to move from discussions about decolonising education to the practical implementation of a decolonial pedagogy. This task necessitates challenging Eurocentric perspectives and incorporating diverse insights into curriculum design and pedagogical processes. By drawing on Edward Said’s concepts of democratic humanism, worldliness, and contrapuntal, the essay argues for an expanded understanding of colonial and p…
The ‘Affective Place-Making’ Practices of Girls at a High School in Cape Town, South Africa
This article focuses on the affective place-making practices of girls at a private high school on the outskirts of Cape Town. The article responds to the question: How do high school girls' affects and social bodies contribute to their place-making practices and to the type of place they make of their school? Our focus is on understanding the affective, emotional, and interactional dimensions that constitute 5 girls' strategic interactions in the…
The reflexive adaptations of school principals in a ‘local’ South African space
This paper is an analysis of the work of three principals in an impoverished black township in post‐apartheid South Africa. Based on qualitative approaches, it discusses the principals’ entry into the township, and their navigation of their schools’ surrounding social dynamics. It combines the lenses of ‘space’ and ‘performance’ to analyse the reflexive basis on which they establish their principal roles. The paper suggests that their identities …
Identity Formation and Communal Negotiation in a “Bounded” Geographic Space: The Formative Discourses of Muslim Teachers in Apartheid Cape Town1
This article focuses on aspects of Muslim community formation in apartheid Cape Town from the 1930s to 1980. It discusses the identification processes of a group of first generation educated colored Muslim teachers who participated actively in their community's modernization. Key to the discussion is the socialization and educational processes that shaped their identities and influenced them to take certain stances in their engagement with the co…
Access to Schooling in a Post-Apartheid South Africa: Linking Concepts to Context
Policy networks in recalibrated political terrain: The case of school curriculum policy and politics in South Africa
School curriculum policy and politics in South Africa are discussed in this article as a means of highlighting the nature of Governmental power and functioning in a post‐liberation developing country. The notion ‘policy networks’ is used as a lens to understand the ways in which specific constellations of policy interests informed the consecutive policy cycles that led to the curriculum policy trajectory. The article is based on a series of inter…
Educational renovation in a South African ‘township on the move’: A social–spatial analysis
Identity Formation and Communal Negotiation in a “Bounded” Geographic Space: The Formative Discourses of Muslim Teachers in Apartheid Cape Town1
This article focuses on aspects of Muslim community formation in apartheid Cape Town from the 1930s to 1980. It discusses the identification processes of a group of first generation educated colored Muslim teachers who participated actively in their community's modernization. Key to the discussion is the socialization and educational processes that shaped their identities and influenced them to take certain stances in their engagement with the co…
The reflexive adaptations of school principals in a ‘local’ South African space
This paper is an analysis of the work of three principals in an impoverished black township in post‐apartheid South Africa. Based on qualitative approaches, it discusses the principals’ entry into the township, and their navigation of their schools’ surrounding social dynamics. It combines the lenses of ‘space’ and ‘performance’ to analyse the reflexive basis on which they establish their principal roles. The paper suggests that their identities …
Ambiguous Accommodation: Cape Muslims and Post-Apartheid Politics
Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected]
Neoliberal governmentality, schooling and the city: Conceptual and empirical notes on and from the Global South
This paper applies ideas that emanate from the Global North, concerning neoliberalism and neoliberal governmentality, to the case of marketisation in South Africa. It also attends to the limits of Northern ideas that are both intellectual undertakings and policy manifestations. in the first part of the paper, we identify how rationales for school choice, many of which have been introduced in countries like England, the USA, and Australia, have al…
The ‘Affective Place-Making’ Practices of Girls at a High School in Cape Town, South Africa
This article focuses on the affective place-making practices of girls at a private high school on the outskirts of Cape Town. The article responds to the question: How do high school girls' affects and social bodies contribute to their place-making practices and to the type of place they make of their school? Our focus is on understanding the affective, emotional, and interactional dimensions that constitute 5 girls' strategic interactions in the…
Towards a humanising pedagogy through an engagement with the social-subjective in educational theorising in South Africa
This article is an attempt to bring the social complexity of education into a conversation with what is referred to as a humanising pedagogy. In the article, I work with a definition of humanising pedagogy based on a three-dimensional conception of social justice. Drawing on Nancy Fraser (2009), I suggest that such a pedagogy should involve 1) the question of knowledge redistribution, 2) recognition of the knowledges, literacies, and identities o…
Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for …
Reimagining the new pedagogical possibilities for universities post-Covid-19: An Epat Collective Project
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa
The university in techno-rational times: Critical university studies, South Africa
This concept note was produced for a symposium held under the banner of Critical University Studies – South Africa (CUS-SA) at the University of Johannesburg in August 2022. The opening plenary session was addressed by Profs. Premesh Lalu, Sarah Mosoetsa and Sarah Nuttall. A summary of a paper prepared for this symposium by Michael Peters on the university in techno-rational times was presented as part of the panel. The rest of the symposium feat…
Transforming residential education through care: Student experiences at a South African University during Covid-19
Creative agency in the colonial encounter: Foundations for a Decolonial Pedagogy
This essay emphasises the imperative to move from discussions about decolonising education to the practical implementation of a decolonial pedagogy. This task necessitates challenging Eurocentric perspectives and incorporating diverse insights into curriculum design and pedagogical processes. By drawing on Edward Said’s concepts of democratic humanism, worldliness, and contrapuntal, the essay argues for an expanded understanding of colonial and p…
Rhythms of mobility and transformation: First-generation commuter students’ educational engagement in Cape Town
This article examines how first-generation commuter students from two working-class South African towns rhythmically negotiated the uneven spatial and temporal infrastructures shaping their educational engagement at a Cape Town university of technology. Drawing on Lefebvre’s spatial and temporal analytics, we used a spatial-rhythmic lens alongside a blended, retrospective, multi-sited ethnographic design, ethnography on the move to trace the comp…
Sociology (14 works) · Political science (10 works) · Law (8 works) · Pedagogy (8 works) · Global Educational Policies and Reforms (6 works) · Higher education (5 works) · Law (5 works) · Social science (5 works) · Gender Studies (4 works) · Higher Education Practises and Engagement (4 works)