Reflecting on the “What Does Feminism Mean to Womxn in Galeshewe?” Workshop: Challenges of Moving from Feminist Theory to Practice in a Post-Mining Township in South Africa
DOI:
https://doi.org/10.25159/2957-3645/17276Keywords:
Galeshewe, township, feminism, decoloniality, autophenomenologyAbstract
This essay reflects on the affective and epistemic tensions of engaging feminist praxis within the context of Galeshewe, a township in Kimberley, South Africa. Using autophenomenology, the article traces the embodied and emotional topographies of my journey as a Black feminist activist–scholar navigating the possibilities and limits of institutionalised feminist theory. Rooted in a womxn’s only, community-based workshop in Galeshewe, this article explores how local concepts such as ho hata mabala and ukuzilanda offer affective and decolonial ways of knowing. These concepts reflect the age-old fluidity and living vitality of feminist thought embedded in the rhythms of everyday womxn’s lives. Initially entering the space with academic feminist praxis, the article lays bare the ways in which I was confronted by how institutionalised feminism was inadequate in holding the complexity, pain and matrixes of power that shaped township womxn’s experiences. The dialogue revealed that feminism, when used in Galeshewe, could not be adopted without modification from the simplified modes that it exists in the academy. This article offers a reflection that echoes Spivak’s caution that reminds us as the subalterns, who have accessed parts of the system, of the risk of reproducing the very systems we seek to dismantle and inadvertently severing ourselves from our communities. By foregrounding affect, memory and embodied knowledge, this article argues for a feminist activism and scholarship that is not only intersectional but deeply situated. It suggests a praxis that is fluid, grounded and committed to radical reimagining of feminist thought from the margins.
References
Ahmed, S. (2004). Collective feelings: Or, the impressions left by others. Theory, Culture & Society, 21(2), 25–42. https://doi.org/10.1177/0263276404042133
Albert, N. (2020). Township economies and feminist hierarchies: A family conversation between two black feminists from KwaLanga. Agenda, 34(4), 77–82. https://doi.org/10.1080/10130950.2020.1799715
Angelou, M. (1990). Our grandmothers. In I shall not be moved (pp. 25–30). Random House.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. https://doi.org/10.1215/9780822388128
Benya, A. (2015). The invisible hands: Womxn in Marikana. Review of African Political Economy, 42(146), 545–560. https://doi.org/10.1080/03056244.2015.1087394
Billard, T. J. (2023). “Gender-critical” discourse as disinformation: Unpacking TERF strategies of political communication. Women’s Studies in Communication, 46(2), 235–243. https://doi.org/10.1080/07491409.2023.2193545
Christie, P., & McKinney, C. (2017). Decoloniality and “Model C” schools: Ethos, language and the protests of 2016. Education as Change, 21(3), 1–21.
eNCA. (2020, 13 June. Rhodes must fall in Kimberley [Video]. YouTube. https://www.youtube.com/watch?v=DXH2vCPvuuE
Goddard-Durant, S. K., Doucet, A., Tizaa, H., & Sieunarine, J. A. (2023). A decolonizing, intersectional, Black feminist approach to young Black Caribbean-Canadian mothers’ resilience. Journal of Family Studies, 29(4), 1946–1966. https://doi.org/10.1080/13229400.2022.2105737
Guzula, X. (2021). De/coloniality in South African language in education policy: Resisting the marginalisation of African language speaking children. In P. Christie & C. McKinney (Eds.), Decoloniality, language and literacy: Conversations with teacher educators (pp. 23–45).
Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Hearn, J. (2007). The problems boys and men create, the problems boys and men experience. In T. Shefer, K. Ratele, A. Strebel, N. Shabalala & R. Buikema (Eds.), From boys to men: Social constructions of masculinity in contemporary society (pp. 13–33). UCT Press.
hooks, b. (1991). Theory as liberatory practice. Yale Journal of Law and Feminism, 4(1), 1–12.
hooks, b. (2015). Feminist theory: From margin to center (3rd ed.). Routledge. https://doi.org/10.4324/9781315743172
Hugo, C. (2023). Re-imagining troubled spaces of academia while thinking with and through oceans: Black feet white sand – A photo essay. In T. Shefer, V. Bozalek & N. Romano (Eds.), Hydrofeminist thinking with oceans (pp. 187–201). Routledge.
Hugo, C., & Lange, J. (2025). Uitgeskryf, die klimeid se lyf. The politics of being for womxn in restricted spaces: A reflective visual essay. In T. Shefer, C. Rustin & F. Boonzaier (Eds.), Reimagining social justice scholarship: Creative decolonial feminisms in South Africa and beyond (pp. 146–159). Routledge. https://doi.org/10.4324/9781003514893-13
Hunter, M., & Hachimi, A. (2012). Talking class, talking race: Language, class, and race in the call center industry in South Africa. Social & Cultural Geography, 13(6), 551–566. https://doi.org/10.1080/14649365.2012.704642
Jacobs, C. (2024). Reimagining a framework for parent involvement in South Africa: Preparing preservice teachers. South African Journal of Childhood Education, 14(1), 1431. https://doi.org/10.4102/sajce.v14i1.1431
Kawesa, V. (2025). Black mask/white sins: Becoming a black antiracist obuntu bulamu African feminist [Doctoral dissertation, Linköping University]. https://doi.org/10.3384/9789181182422
Kawesa, V., Koobak, R., & Lykke, N. (2023). Living an African feminist fife – Decolonial perspectives: A conversation. In N. Lykke, R. Koobak, P. Bakos, S. Arora & K. Mohamed (eds.), Pluriversal conversations on transnational feminisms (pp. 103–119). Routledge.
Langa, M. (2020). Becoming men: Black masculinities in a South African township. Wits University Press. https://doi.org/10.18772/12020045676
Lawrence, P. G. (1994). Class, colour consciousness and the search for identity: blacks at the Kimberley diamond diggings, 1867–1893 [Master’s thesis, University of Cape Town]. http://hdl.handle.net/11427/21506
Lewis, D., & Hendricks, C. M. (2016). Epistemic ruptures in South African standpoint knowledge-making: Academic feminism and the #FeesMustFall movement. Gender Questions, 4(1). https://doi.org/10.25159/2412-8457/2920
Lorde, A. (1984). Sister outsider: Essays and speeches. Crossing Press.
Lykke, N. (2018). When death cuts apart: On affective difference, compassionate companionship and lesbian widowhood. In T. Juvonen & M. Kolehmainen (Eds.), Affective inequalities in intimate relationships. Routledge.
Lykke, N., Koobak, R., Bakos, P., Arora, S., & Mohamed, K. (Eds.). (2023). Pluriversal conversations on transnational feminisms: And words collide from a place. Routledge. https://doi.org/10.4324/9781003378761
Mabin, A. (1986). Labour, capital, class struggle and the origins of residential segregation in Kimberley, 1880–1920. Journal of Historical Geography, 12(1), 4–26. https://doi.org/10.1016/S0305-7488(86)80004-4
Mama, A. (2017). The power of feminist pan-African intellect. Feminist Africa, 22, 1–15.
Massumi, B. (1987). Notes on the translation and acknowledgments. In A thousand plateaus: Capitalism and schizophrenia (pp. xvi–xix). University of Minnesota Press.
McEwen, H. (2017). Nuclear power: The family in decolonial perspective and “pro-family” politics in Africa. Development Southern Africa, 34(6), 738–751. https://doi.org/10.1080/0376835X.2017.1318700
McKinney, C. (2013). Orientations to English in post-apartheid schooling: A study of sociolinguistic and identity changes amongst adolescent girls in multilingual schools. English Today, 29(1), 22–27. https://doi.org/10.1017/S0266078412000491
Moguerane, K. (2018). A home of one’s own: Women and home ownership in the borderlands of post-apartheid South Africa and Lesotho. Canadian Journal of African Studies/Revue Canadienne Des Études Africaines, 52(2), 139–157. https://doi.org/10.1080/00083968.2018.1490192
Moncrieffe, M. (2025, 22 August). Decoloniality and education: Seeing and knowing beyond the locus of enunciation. BERA Blog. https://www.bera.ac.uk/blog/decoloniality-and-education-seeing-and-knowing-beyond-the-locus-of-enunciation
Otman, A., & Shalhoub-Kevorkian, N. (2025). The politics of acquiring the colonizer’s language in the colonial academy. Middle East Critique, 1–19. https://doi.org/10.1080/19436149.2025.2554020
Pernegger, L., & Godehart, S. (2007). Townships in the South African geographic landscape – Physical and social legacies and challenges. Training for Township Renewal Initiative, 7.
Ratele, K. (2021). An invitation to decoloniality in work on (African) men and masculinities. Gender, Place & Culture, 28(6), 769–785. https://doi.org/10.1080/0966369X.2020.1781794
Shefer, T. (2020). Thinking with affect, embodiment, care and relationality to do and teach critical research differently. Psychology in Society, 60(60), 62–82. https://doi.org/10.57157/pins2021Vol60iss1a5600
Spivak, G. C. (2023). Can the subaltern speak? In P. H. Cain & M. Harrison (Eds.), Imperialism: Critical concepts in historical studies Volume III (pp. 171–219). Routledge. https://doi.org/10.4324/9781003101536
Thein, J., & Wallin, A. (2004). The revival of Greater No 2: A residential area in Kimberley South Africa [Master’s thesis, Blekinge Institute of Technology]. https://urn.kb.se/resolve?urn=urn:nbn:se:bth-2375
Tyler, R. (2021). Transcribing whole-body sense-making by non-dominant students in multilingual classrooms. Classroom Discourse, 12(4), 386–402. https://doi.org/10.1080/19463014.2021.1896563
Tyler, R., Masola, A., & Mpuma, N. (2024). “Ungazilanda in so many ways” – Theory-making in African languages. Multilingual Margins: A Journal of Multilingualism from the Periphery, 11(1). https://doi.org/10.14426/mm.v11i1.2469
Wilmot, K. (2014). “Coconuts” and the middle-class: Identity change and the emergence of a new prestigious English variety in South Africa. English World-Wide, 35(3), 306–337. https://doi.org/10.1075/eww.35.3.03wil