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12 December 2019 | Story Rulanzen Martin | Photo Johan Roux
Dionne
Dr Dionne van Reenen received her PhD during the December Graduation Ceremonies at the UFS

Very seldom in modern history do we try to critically think about how our bodies and even more those of women are presented in modern popular culture. Through her PhD research project, Dionne van Reenen attempts to critically analyse ideological formations of the body in performance and its discursive distribution in the consumption of contemporary popular media, adding to existing literature and research on the topic.

Her dissertation is titled Performing the Erotic: (Re)presenting the Body in Popular Culture.

Van Reenen, a senior researcher at the Unit for Institutional Change and Social Justice at the University of the Free State (UFS), received her PhD qualification specialising in English on Wednesday 11 December 2019 during the final ceremony of the December Graduation.

Van Reenen has extensive experience in all areas of education. Her work at the Unit for Institutional Change and Social Justice is interdisciplinary, involving both everyday and institutional politics. She also holds a Master’s degree in Philosophy, which she obtained in 2013 from the UFS. In 2016, she chaired the UFS Language Policy Review Committee and established the Gender and Sexual Equity Office, which formulated the Sexual Harassment, Misconduct, and Violence Policy at the UFS. 

Changing of social constructs in media consumption

“My study focuses on performative framings of social constructs of gender, race, and class (along with size, age, and ability) in the ordering processes of society,” she says.  These performative framings in are in turn sustained by the (re)presentation of eroticised bodies in popular visual media in the 21st century. “These framings and orderings are critiqued as nothing new, but simply entertainment product that is trading in ideologies and stereotypes that have long been in sociocultural circulation, and they affect how people think, speak and act.” 

The study also shows that the dynamics of ‘virtuality’ and ‘visuality’ in the digital age are altering traditional demarcations of space, place, time, and community, and have paved the way for formations of global cultures that are, at the same time, informative, expedient, empowering, homogenising, prescriptive, and imperialising.

Whilst the #MeToo movement focused more on gender-based violence, gender inequality, and sexual violence, which are big social issues and do not exist in isolation, Van Reenen used her critical philosophical training to understand how, in the current era, the dominant discourse on representations of the body, particularly marginalised bodies, has been constructed at the popular level. 

With every PhD research dissertation the candidate’s main aim is to add new knowledge to a discipline. For Van Reenen, it is important that her research can contribute to a change in social and cultural constructs by re-imagining the (re)presentations of the body in popular media.

News Archive

Education is the key to the unification of black and white masses of South Africa
2015-11-13


From left are Dr Victor Teise (Head of School of Higher Education), Dr Mafu Rakometsi (CEO of UMALUSI), and Prof Sechaba Mahlomaholo (Dean of Faculty of Education).
Photo: Valentino Ndaba

In view of the divisive nature South Africa’s (SA) schooling system during the pre-1994 period, education appears to be one of the most potent unifying mechanisms of the democratic dispensation. With the elimination of Bantu education and the subsequent gain of access to basic and higher education by the historically-disadvantaged of this country, the schooling system is said to be building and reconstructing bridges which were burnt by the apartheid administration.

This opinion was shared by Dr Mafu Rakometsi, Chief Executive Officer (CEO) of UMALUSI – the Council for Quality Assurance in General and Further Education and Training. Dr Rakometsi, a University of the Free State alumnus, presented a guest lecture titled: “Educational transformation in South Africa – lessons for the future” on Thursday 5 November 2015 at the Bloemfontein Campus.

The discussion of salient matters regarding education and transformation was hosted by the Faculty of Education in collaboration with Institutional Advancement: Alumni.

According to Dr Rakometsi, the transformation of education in SA can be viewed in the same light as that of government; where the nationalist policy was succeeded by democracy. “Education promoted the agenda of ensuring that there was no integration of the South African population,” he said of the past.

“Simply put, in SA, the black person was denied, and deprived of, human rights,” he added. Nonetheless, the declaration of human rights as enshrined in our constitution, and the conviction held by lobby groups, such as the Black Sash, that the young should seek and receive education led to transformation within the education sector.

Although that transformation has been accomplished, poverty continues to hinder access to education. Approximately 80% of the black students in higher education are from poor families, meaning that their parents are unable to fund the completion of their studies. Financial exclusion then translates to social exclusion, which relegates these underprivileged students into narrow enclaves. This results in a counter-transformation situation as a consequence.

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