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

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.

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October 2004, Issue 16

An Introduction to the Safundi Pedagogy Issue: Teaching about South Africa in the United States

By Larry Shore
As Guest Editor for Safundi's Special Issue on Pedagogy (Issue 16), the author introduces the collection of papers and highlights some common themes found throughout the articles.

Team-Teaching Around the World and Across the Equator

By Thelma Shinn Richard
The author addresses the question of how and why university teachers today, in the United States, teach about South Africa, and how people in South Africa teach about the United States. As one who has taught in both countries and now focuses on comparing their literatures, the author found it essential to explore the similarities, differences, and connections between the two countries and necessary to develop pedagogical techniques based on her teaching experiences. Teaching around the world and across the equator involves adjustment to different time schedules, course structures, and forms of technological assistance as well as interaction among students with vastly different preparations and expectations.

“Holding Up the ““Mottled Mirror”“”: Teaching South African Literature in the United States

By Mary Elizabeth Pope
The author notes that since September 11, 2001, asking her American students to think critically about the United States has become no small task. In searching for alternate ways to approach issues that are threatening to her American students, the author has come to believe that teaching South African literature in the United States is as important now as it has ever been, because it provides what historian Robert Massie calls "a mottled mirror" of the United States, in which American students unwittingly discover their own shadowy reflections without any nationalist identification to obstruct their view.

Teaching in the Mirror: The Pedagogy of Prejudice in Cross-Cultural Comparison

By Kristen J. Klaaren
The field of social psychology in the United States has only just begun to turn its gaze beyond American borders to explore social issues in cross-cultural context. Research and pedagogy on racism and privilege in particular will benefit by examining familiar dynamics in unfamiliar contexts. It is through this disciplinary lens that the author views the rich pedagogical possibilities for teaching about the psychology of prejudice in the United States by taking a close look at contemporary South Africa. This article draws primarily on the author's experience teaching about South Africa in an introductory course on the psychology of prejudice and racism, as well as other undergraduate courses in social psychology. The value of the unique South African case for American psychology students lies in the rich array of similarities and differences between the two countries, and especially in the remarkable transformations that shape post-apartheid South Africa.

On Teaching South African Literature in the Age of Terror

By Russell Samolsky
In this brief essay, the author analyzes changes in the reception of his American students over time to questions of the representation of terror and interrogation in South African literature.

"Teaching ""War Stories""": Literature, Violence, and Resistance in South Africa and the United States

By Meta Schettler
The author talks about her "war stories" from teaching at Mmabatho High School in Bophuthatswana in 1993, and her teaching a course on South Africa at California State University, Fresno, today. Her stories have evolved into analysis of the struggle itself historically, opening her students' minds to the grim reality of decades of resistance, issues of violence and nonviolence, grassroots struggle, underground organization, and mass resistance to apartheid.

“Teaching a Seminar on ““Southern African Literature”“”

By Loretta Stec
The author writes about her experience teaching a Master's level seminar in Southern African literature in English since 1948.

Brave New Worlds: Teaching Comparative United States and South African Race Relations

By Derek Catsam
Using Robert Kennedy's 1966 speech at the University of Cape Town as a method of introduction, the author discusses his experience teaching a comparative U.S. and South African course and provides both the rationale for such a course and the syllabus used in the classroom.

Women’s Literature from South Africa and the American South: A Comparativist Pedagogy

By Pearl McHaney and Renée Schatteman
The authors share their methodology and experience of teaching an undergraduate class on literature by women from South Africa and the American South.

Teaching South African Contemporary Political Art

By Megan C. McShane
The author writes of her experience teaching several courses on South African art and global perspectives in twentieth-century art.

Other Issues

April 2007, Volume 8, Number 2
January 2007, Volume 8, Number 1
Deterritorializing American Culture, 23
Safundi Issue 22, Issue 22
George Fredrickson's White Supremacy , Issue 21
October 2005, Issue 20
July 2005, Issue 19
April 2005, Issue 18
January 2005, Issue 17
July 2004, Issue 15
April 2004, Issue 13-14
October 2003, Issue 12
July 2003, Issue 11
April 2003, Issue 10
May 2002, Issue 09
February 2002, Issue 08
November 2001, Issue 07
July 2001, Issue 06
April 2001, Issue 05
January 2001, Issue 04
October 2000, Issue 03
July 2000, Issue 02