1. In his essay “Apartheid’s Anthropologists: The Genealogy of Afrikaner Anthropology,” Robert Gordon argues that the limitations and abuses of Volkekunde must be understood in terms of the social context in which volkekundiges were producing knowledge. As male Afrikaner intellectuals at apartheid-supporting universities, these scholars tended to be isolated, and to isolate themselves, from the lives of those whom they were studying and the ideas exchanged outside a narrow sub-field of their discipline. Write an essay in which you: a.) Summarise Gordon’s argument and b.) Analyse how that argument may pertain to decolonising social science at the UFS and other South African universities to

Question

1.	In his essay “Apartheid’s Anthropologists: The Genealogy of Afrikaner Anthropology,” Robert Gordon argues that the limitations and abuses of Volkekunde must be understood in terms of the social context in which volkekundiges were producing knowledge. As male Afrikaner intellectuals at apartheid-supporting universities, these scholars tended to be isolated, and to isolate themselves, from the lives of those whom they were studying and the ideas exchanged outside a narrow sub-field of their discipline.  Write an essay in which you: a.) Summarise Gordon’s argument and b.) Analyse how that argument may pertain to decolonising social science at the UFS and other South African universities to

GPT 3.5 · Answer

promote a more inclusive and culturally sensitive approach to research.

a.) Gordon argues that the field of Volkekunde (the study of people or folk) in apartheid-era South Africa was deeply flawed due to the social context in which it was developed. As white male Afrikaner intellectuals, these scholars were often isolated from the lives and experiences of the people they were studying, particularly those of different racial or ethnic backgrounds. This isolation led to a narrow focus on studying the Afrikaner people and culture, while largely ignoring or misrepresenting other groups within South Africa.

Furthermore, Gordon highlights how these scholars were often working in institutions that supported apartheid policies. This meant that their research was often used to justify and maintain the oppressive social system in place at the time. Their work served to reinforce harmful stereotypes and discriminatory practices, rather than challenging them.

b.) In the context of decolonising social science at the UFS and other South African universities, Gordon’s argument highlights the importance of critically examining the social context in which research is conducted. By acknowledging and addressing the power dynamics and biases that may exist within academia, researchers can work towards a more inclusive and culturally sensitive approach to studying society.

One way to promote decolonisation in social science research is through diversifying the voices and perspectives included in research. This can be achieved by actively seeking out and engaging with marginalized communities, using participatory research methods, and incorporating indigenous knowledge systems into academic discourse.

Furthermore, decolonisation also involves challenging and dismantling the Eurocentric frameworks that have historically dominated social science research. This means questioning the validity of Western theories and methodologies, and exploring alternative ways of understanding and interpreting social phenomena from a non-Western perspective.

Overall, by critically examining and addressing the limitations and abuses of the past, social science researchers at UFS and other South African universities can work towards decolonising their approach and promoting a more inclusive and socially just research agenda.