Remembering Apartheid. Investigating Resistance in Mark Mathabane's Kaffir Boy

Abstract

This thesis looks at how resistance is performed in Mark Mathabane’s autobiography Kaffir Boy. The post-colonial theoretical framework theorists such as Edward Said, Homi Bhabha and Chimamanda Adichie provide helps this thesis analyze how social actors are able to provide resistance against the apartheid regime. It becomes evident that these resistances are layered, and fundamentally more complex than simple binary oppositions. Terms such as ambivalence, mimicry and hybridity aid this thesis in explaining the social mobility Mark experiences through his education. Mark’s resistance toward apartheid is layered internally and externally of Kaffir Boy, his resistance is seen from within the narrative, in addition to the book itself being the product of his resistance toward the apartheid regime. Mathabane’s autobiography gained recognition in the United States and therefore helped enlighten the Western population about the atrocities that took place in apartheid South Africa. The thesis will further discuss how Kaffir Boy can be used in VG3 Social Studies English. The Bantu Education Act apartheid enforced will stress the importance to be critical of Education Acts, especially the Knowledge Promotion Reform and its components in regards to the student’s curriculums. Lastly, the thesis will look at how one should approach taboo topics that are very sensitive for many students and teachers.

Keywords: Kaffir Boy, Mark Mathabane, Post-colonial theory, Postcolonialism, apartheid, South Africa, Ambivalence, Mimicry, hybridity, resistance, counter-hegemonic, The danger of a single story, education, language, Homi Bhabha, Edward Said, Chimamanda Adichie, Ngugi wa Thiong’o, VG3 Social Studies English, Knowledge Promotion Reform (KPR), Teaching Taboo, Education Act, Learning Methods, Social injustice, Social equality, oppression.