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 today. Conclusion for the essay

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 today. Conclusion for the essay

Answer 1

a.) In his essay, Robert Gordon argues that the limitations and abuses of Volkekunde, or Afrikaner anthropology, can be attributed to the social context in which volkekundiges operated during apartheid. These scholars, who were mostly male Afrikaner intellectuals at apartheid-supporting universities, tended to isolate themselves from the people they were studying and from broader intellectual exchanges. This isolation led to a narrow focus within the discipline, with little consideration for the perspectives and experiences of marginalized groups.

b.) Gordon's argument is relevant to the process of decolonizing social science at the University of the Free State (UFS) and other South African universities today. Decolonizing social science involves challenging the colonial legacies that have shaped the discipline and promoting diverse perspectives and voices in research and teaching. In order to decolonize social science, it is essential to break down the isolation that has historically characterized the discipline and to engage with a wider array of perspectives and experiences.

By acknowledging and addressing the social context in which knowledge is produced, universities can work towards decolonizing social science. This may involve promoting interdisciplinary collaboration, engaging with communities outside of academia, and amplifying the voices of marginalized groups. By doing so, universities can create a more inclusive and equitable research environment that reflects the diverse experiences of South African society.

In conclusion, Robert Gordon's argument about the limitations of Afrikaner anthropology during apartheid serves as a valuable lesson for decolonizing social science at the UFS and other South African universities today. By understanding the social context in which knowledge is produced and working to break down barriers between scholars and communities, universities can promote a more inclusive and diverse approach to social science research.