Researchers in Education

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Browsing by Author "Chetty, Rajendra"

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    The Ambivalence of Indianness in Ahmed Essop’s The Hajji and Other Stories
    (2021) Chetty, Rajendra
    This article explores the ambivalence of Indianness in Ahmed Essop’s debut collection of short stories, The Hajji and Other Stories, 1978, against the contested discourse of the nation. The article is underpinned by Bhabha’s theory of nation and narration, specifically the authenticity and context of cultural location and representation. The image of cultural authority, like that of the Hajji, is ambivalent because it is caught in the act of trying to compose a powerful and religious figure, but stuck in the performativity of typical South African racial, class and religious prejudice. Essop’s ambivalent narration evokes the margins of the South African space, the Indian minority; it is also a celebratory or self-marginalisation space. The ambivalence of the characters resonates across the collection—the insincerity of the Fordsburg community towards Moses and the two sisters; the deceitful Hajji Musa, the hypocrisy of Molvi Haroon seeking refuge with the perpetrator of blasphemy against the Prophet, Dr Kamal’s pretence of having virtues and the charade of the yogi. In essence, the characters display virtues of Indianness and Muslim/Hindu piety that they do not actually possess.
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    Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents
    (2021) Stevens, Dannelle; Chetty, Rajendra; Jones, Tamara Bertrand; Yallew, Addisalem; Butler-Henderson, Kerryn
    Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a common set of prompts, four faculty members each wrote an autoethnography of our experience as doctoral student supervisors. Even though our basic advising philosophies and contexts were quite different, we learned about the possibility and power of resilience, empathy, and mentoring online. Our findings imply that new online practices could be closely examined and retained after the pandemic to expand the reach, depth and impact of doctoral education.