		1999
		quarterly
		English

		Humanities and Social Sciences

		1543-1304

		Routledge (Taylor and Francis)


FOUNDING EDITOR Andrew Offenburger, Yale University EDITORS Rita Barnard, University of Pennsylvania Christopher Saunders, University of Cape Town REVIEW EDITOR Andrew Van der Vlies, University of Sheffield EDITORIAL BOARD Azeem Badroodien, University of Nottingham Surendra Bhana, University of Kansas Derek Catsam, University of Texas of the Permian Basin Greg Cuthbertson, University of South Africa Leigh Anne Duck, University of Memphis Norman Etherington, University of Western Australia George M. Fredrickson, Stanford University Christopher J. Lee, University of North Carolina, Chapel Hill Alex Lichtenstein, Florida International University Peter Limb, Michigan State University Sabine Marschall, University of KwaZulu-Natal Lesley Marx, University of Cape Town Pearl McHaney, Georgia State University David Chioni Moore, Macalester College Peter Rachleff, Macalester College Renée Schatteman, Georgia State University Robert C.-H. Shell, University of the Western Cape Sandy Shell, University of Cape Town Keyan Tomaselli, University of KwaZulu-Natal Luvuyo Wotshela, University of Fort Hare

Please see http://www.tandf.co.uk/journals/authors/rsafauth.asp



Safundi Publications P.O. Box 206788 New Haven, CT 06520 (203) 548-9155 / Phone (203) 548-9177 / Fax info@safundi.com

Routledge Journals is proud to announce the first issue of Safundi: The Journal of South African and American Studies to be published in print and online by Routledge.

Safundi: The Journal of South African and American Studies

Safundi -- "S" represents "South Africa," "a" stands for "America," and "fundi" comes from the Xhosa verb, "-funda," which translates as "to read/learn."

Safundi is an online community of scholars, professionals, and others interested in comparing and contrasting the United States of America with the Republic of South Africa.

Our journal, Safundi: The Journal of South African and American Studies, is the centerpiece of our online community. We believe that analyzing the two countries in a comparative and transnational context enhances our perspective on each, individually. While new comparative research is the focus of the journal, we also publish articles specifically addressing one country, provided the articles are of interest to the comparative scholar. Furthermore, our subject matter is as permeable as any country's border: we will consider research addressing other colonial and postcolonial states in Southern Africa and North America.

Articles that Safundi publishes are academic in nature. Research papers are reviewed as they are submitted. Scholarly essays are welcomed. Any topic may be addressed. We hope to provide our readers with a diverse and insightful collection of articles in each issue.

We publish on a quarterly basis. Our journal is peer-reviewed. Submissions are vetted by the editors-in-chief and the editorial board before they are accepted for publication.

The views expressed in the articles are those of the authors and not of the editors or of Safundi itself.

» Visit Journal Web Site

July 2001, Issue 06

Kids Killing Kids in School: Comparing Cases in the United States and South Africa

By Michael F. Welsh, Thomas E. Thompson, and Jacque Jacobs
The school systems of South africa and the United States are vastly different, and yet they share a common feature: school violence. A decision case about a real incident is presented to encourage reflection and disucssion by educators about school safety in both countries.

Multicultural Education in the United States: Lessons for South Africa

By Keyan Tomaselli
The author identifies common misconceptions when evaluating the South African educational system, citing his family's experience with the American schools.

From Exclusion to Inclusion: A Historical Comparison of the Educational Experiences of Black South Africans and African Americans

By Kimberly Lenease King
The author comparatively examines the development of African-American education from 1863 to the 1950s and that of black South Africans' since 1948. Particular attention is paid to the ideologies guiding the development of educational opportunities for each group, those actors involved in the establishment of the system, and the outcomes for each group. Ironically, while the education system for African Americans and black South Africans was developed along different trajectories, inequities persist for both groups.

Reflections on the Woman’s Movement in South Africa: Historical and Theoretical Perspectives

By Jennifer Lemon
The author offers some exploratory viewpoints of the women's movement in South Africa against the background of social movement theory.

Sustainable Housing Policy and Practice: Reducing Constraints and Expanding Horizons Within Housing Delivery

By Ambrose Adebayo and Pauline Adebayo
The paper focuses on the South African housing policy, identifying gaps and constraints in the critical areas of location of housing, housing afordability, access to credit, housing and health, and the quality of the built environment created in the implementation of the policy. It also addresses the policy's sustainability and seeks ways in which responsive places can be created.

Post-Apartheid South Africa and Mass Mediated Deliberation

By Sean Jacobs, Tanja Timmermans, and Nyameko Mgoqi
This article seeks to serve as a background paper to raise debate and provide some marker for future scholarship on the connection between media and democratic theory. It contains an extensive section on definitions without assuming that these definitions are final, but merely using them as a guide for discussion (and to prevent that an unnecessary focus on definitions dominates the discussion). Secondly, it provides an extensive introduction and background to the South African media scene; the political context; the major debates and the question that it raises; and finally, suggests some questions to guide the discussion.

The Impact of Information and Communication Technology (ICT) on Job Characteristics of South African University Academics

By Andy Igonor and Yolisa Soul
A study was recently carried out on the use of Information and Communication Technology (ICT) by South African University Academics. The impact of ICT on job characteristics of academics—teaching, research and to a lesser extent, administrative duties was investigated. Academics at the University of Fort Hare, South Africa’s oldest and first historically black institution (HBI) were tested in this exercise. Realizing that South Africa’s HBIs exhibit a lot of commonalties in structure, operation and management, no doubt, this study strongly reflects the general situation with this country’s HBIs. Academics across all disciplines and hierarchy were included in this questionnaire survey supplemented by interviews. Results indicate an established need for ICTs, a general lack of adequate computer facilities, low level of computer literacy among academics, a need for training in ICTs, high level of unreliability in networking allowing access to the use of the Internet, and the non-existence of ICT policies for computer equipment upgrades, hardware and software purchases and training. Albeit, it was evident from the study that academics with adequate knowledge of the use and application of ICT in their jobs did record significant improvement in the discharge of duties.

Other Issues

April 2007, Volume 8, Number 2
January 2007, Volume 8, Number 1
Deterritorializing American Culture, 23
July 2000, Issue 02
October 2000, Issue 03
January 2001, Issue 04
April 2001, Issue 05
November 2001, Issue 07
February 2002, Issue 08
May 2002, Issue 09
April 2003, Issue 10
July 2003, Issue 11
October 2003, Issue 12
April 2004, Issue 13-14
July 2004, Issue 15
October 2004, Issue 16
January 2005, Issue 17
April 2005, Issue 18
July 2005, Issue 19
October 2005, Issue 20
George Fredrickson's White Supremacy , Issue 21
Safundi Issue 22, Issue 22