Humanities 1:Layout 2 - University of Cape Town

Gaudeamus
Gaudeamus igitur, juvenes dum sumus,
Gaudeamus igitur, juvenes dum sumus,
Post jucundam juventutem, post
molestam senectutem,
Nos habebit humus, nos habebit humus.
Ubi sunt qui ante nos in mundo fuere?
Ubi sunt qui ante nos in mundo fuere?
Vadite ad superos, transite ad inferos,
Quos si vis videre, quos si vis videre.
Vita nostra brevis est, brevi finietur,
Vita nostra brevis est, brevi finietur,
Venit mors velociter, rapit nos atrociter,
Nemini parcetur, nemini parcetur.
Vivat Academia, vivant Professores,
Vivat Academia, vivant Professores,
Vivat membrum quodlibet, vivant
membra quaelibet,
Semper sint in flore, semper sint in flore.
i

National Anthem
Nkosi sikelel' iAfrika
Maluphakanyisw' uphondo lwayo,
Yizwa imithandazo yethu,
Nkosi sikelela, thina lusapho lwayo.
Morena boloka setjhaba sa heso,
O fedise dintwa la matshwenyeho,
O se boloke, O se boloke setjhaba sa heso,
Setjhaba sa South Afrika ±South Afrika.
Uit die blou van onse hemel,
Uit die diepte van ons see,
Oor ons ewige gebergtes,
Waar die kranse antwoord gee,
Sounds the call to come together,
And united we shall stand,
Let us live and strive for freedom,
In South Africa our land.

DONOR
ACKNOWLEDGEMENT
________________________
The University of Cape Town gratefully acknowledges the sustained contributions of the following partners. Their support has
made possible curriculum, staff and student transformation, improved student access to tertiary education, programmes that
promote social engagement and community upliftment, as well as increased research capacity.
Alumni, Staff, Students and Leadership of UCT
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Thank you for helping UCT to pursue its vision of being a world class, research-led African university
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FACULTY OF HUMANITIES
CEREMONY 1
ORDER OF PROCEEDINGS
Academic Procession
(The congregation is requested to stand as the procession enters the hall and
is invited to participate in the singing of Gaudeamus)
The Chancellor will constitute the congregation.
The National Anthem.
The University Statement of Dedication will be read by a member of the SRC.
Musical item.
Welcome by the Deputy Vice-Chancellor, Professor C Soudien.
Professor Soudien will present Carrol Clarkson for the Distinguished Teacher Award.
The graduands will be presented to the Chancellor by the Dean of the Faculty,
Professor MP Ensor, assisted by the Director of Graduate Studies, Professor H Snyman.
The Chancellor will congratulate the new graduates.
Professor Soudien will make closing announcements and invite the congregation to stand.
The Chancellor will dissolve the congregation.
The procession, including the new graduates, will leave the hall.
(The congregation is requested to remain standing until the procession has left the hall)

DISTINGUISHED TEACHER AWARD
The Distinguished Teacher Award, given once only to an individual, recognises teaching at any or
all levels by a member of the faculty that has made a significant and lasting impression on students.
Previous recipients in the Faculty of Humanities and their years of award are:
1985: TL Dowdall (Child Guidance Clinic)
1986: DE Kaplan (Economic History)
1988: N Bakker (Education)
1989: HJ Snyman (Afrikaans en Nederlands)
1990: KM McCormick (English Language and Literature)
1992: L Marx (English Language and Literature)
J Parkington (Archaeology)
N Worden (History)
1993: W Mazamisa (Religious Studies)
G Solomons (Classics)
C Weare (Drama)
1995: M Adhikari (History)
1996: R Mendelsohn (History)
1999: D Benatar (Philosophy)
DH Foster (Psychology)
WR Nasson (History)
2000: JV Bickford-Smith (Historical Studies)
CJ Breen (Education)
2001: RS Edgecombe (English Language and Literature)
H Phillips (Historical Studies)
2002: AK Mager (Historical Studies)
2003: B Liebl (South African College of Music)
2004: HH Schomer (Psychology)
2005: PR Anderson (English Language and Literature)
Y Banning (Drama)
2006: Z Erasmus (Sociology)
E Mills (Drama)
2007: J Bennett (African Gender Institute)
2008: VM Everson (French Language and Literature)
The following members of the Faculty of Humanities have been chosen for this award in 2009:
Carrol Clarkson
Associate Professor in English Language and Literature
Associate Professor Carrol Clarkson is a passionate and brilliant teacher. She prioritizes the
teaching event as singular: that is to say, what happens in each lesson will never be repeated in
exactly the same way. In all teaching contexts, responsiveness on the part of the students is the
medium in which the ideas can have life, in which justice will be done to the thoughts expressed.
She creates and sustains that singular, responsive relation.
Excelling at undergraduate and postgraduate levels in the English Department and at postgraduate
level in the Law Faculty, Carrol’s impact is both broad and deep. Each teaching experience is an
opportunity to create the space in which different voices can be heard, to listen carefully and to teach
students to listen to each other. In these contexts, students gain fresh perspectives, and, perhaps
most importantly, they discover that what you ask, and the way in which you formulate a research
question in itself is critical. Grounded in its philosophical, theoretical, and aesethic context,
rigorous engagement with literary theory challenges students to ask unsettling questions about
their own social contingencies, to think carefully about things that could have been, and still could
be, so different.
Carrol demonstrates great teaching inspires excellent research. This exceptional combination is
embodied best in Carrol’s development of the Coetzee Collective, a group of local and international
scholars who share their passion and scholarship on Coetzee, positioning UCT as the place in the
world to engage as a Coetzee scholar. She brings to all these endeavors her immense intellect,
energy and capacity to communicate and her care and attention.
It is thus with great pleasure and appreciation that the University of Cape Town honours Carrol
Clarkson with a Distinguished Teachers Award.
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Melissa Elizabeth Steyn
Associate Professor in the Department of Sociology and Institute for
Inter-cultural and Diversity Studies in Southern Africa
Melissa Steyn’s teaching is exemplary in two significant ways.
First, it is exemplary of the idea that self- and social critique are central to both the values and
practice of humanism and social justice. Her teaching practice is premised on an honest, attentive
and rigorous encounter with the other, and a robust engagement with power. It is these values
that Melissa Steyn embraces and models in her scholarly engagements with students. This is
evident from her commitment to cultivating among her students what she calls “diversity literacy”:
a necessary skill “in a world where mutuality across difference is indispensable”.
Second, her work is exemplary of research-led teaching. Her students proudly confirm that they
are centrally involved in every major research project she undertakes, giving them access to
scholarships, rich and challenging learning experiences, and opportunities to publish their work
locally and internationally.
The students who nominated her for this award say: “Not only is her commitment to the growth and
development of students legendary, but her manner of engagement transformed what academia
means to us. [She is] not that lofty ‘professor’ who ‘professes’ from on high, but someone who is in
conversation with us”. They describe her as “a teacher…who touches your life” rather than
someone who “simply imparts information” and as “one of the best this university has ever seen”.
It is with great pleasure and appreciation that the University of Cape Town honours Melissa’s Steyn’s
brilliance and commitment with a Distinguished Teachers Award.

NAMES OF GRADUANDS/
DIPLOMATES
An asterisk * denotes that the degree or
diploma will be awarded in the absence of
the candidate.
FACULTY OF HUMANITIES
Dean: Professor MP Ensor
DEGREE OF BACHELOR OF ARTS
Alexandra Kendall Adams
Neilan Darryl Adams
*Debra Lee Addison (with distinction
in English)
Yaseen Ahmed Akoob
Corbin Lyle Alexander
Llewellyn Angus
Robyn Leslie Armstrong
*Buyisa Siyavuya Baduza
Sarah Baines
*Alexander Charles Band
*Brent Ryan Barber
Lenoy Barkai (with distinction in English
and Spanish and Hebrew Language
and Literature and Music and the
degree with distinction)
Marsha Bernely Luane Barnes
Erin Marisa Bates
*Adam Saul David Becker
Kim Ann Beukes
Resha Biscombe
Leila Ruth Bloch
*Kate Bosman
Anien Botha (with distinction
in Afrikaans)
Michelle Robyn Botha (with distinction
in English)
Elizabeth Hilda Bourne
Zhandré Boyd
Cayleigh Joy Bright
Benjamin Carl Burger
*Kate Ginette Burne
Annalize Mariska Calitz
Mia Louisa Ehrlich Candy (with
distinction in English and Social
Anthropology)
*Tamarin Francis Carlson
Kristina Frances Cassar
Caroline June Celliers
Tarah Childes
Tecla Anthea Ciolfi
William Francis Talbot Clerke
Erin Coe
Skye Corewijn
Nabeelah Croeser
Daniela Pamela Cum
Teegan Leah Curitz
Anushka Daniels
Lynn Danziger
Sherrelle Lizahn Davids
Lauren Davis
Inês Sofia Azevedo Pires de Carvalho
*Justine Gabriela de Jager
*Robyn Nicole de Klerk
Keshia Lee de Wet
Cayley Jade de Witt
Ndibo Paphidzane Dodzi
*Georgia Francis Isabelle Dowdall (with
distinction in Psychology)
Fadzai Dube
Lisa Hazel Duckworth
*Claire Lorraine Eady
*Muhammad Ebrahim
Emma Carla Engers
*Kelly Agnes Evans
Noeline Merryl Faller
Tamara Christine Felix
Louise Ferreira (with distinction in
Spanish and the degree
with distinction)
Michelle Field
Michael Chad Fitt
Karen Louise Froneman (with distinction
in English and the degree with
distinction)
Emma Lee Frost
Winslow Carlyle Gaffley
Mogamat Yusuf Gamieldien
Robin Travers Ford Garden
Bridget Gersie
Cathy Jane Constance Gill (with
distinction in Linguistics)
*Warwick Beresford Gird
Kyle Albert Goosen
Nicole Kim Gorton
Jerusha Grierson
Samantha Nicole Griffiths
Katie Olivia Gumbley (with distinction in
English and the degree with
distinction)
Alison Dale Guy
Claire Louise Mitford Hanley
Jessica Amy Hargreaves
*Carmen Hartmann
Pepler Vincent Head
Benjamin Alan Hemson-Struthers
Muhammed Mustapha Hendricks (with
distinction in Film Studies
and Drama)
*Nqubeko Nontsikelelo Hlekwayo
Michelle Leigh Horak (with distinction in
Media & Writing)
Tanya Horak
*Janine Bettina Howard (with distinction
in German)
Jessica Danielle Hugo
Kim Hyman
Leigh-Ann Robyn Jackson
Joshua Stuart Jacobson
Jennifer Gail Jansen van Rensburg
Chishamiso Samantha Kafundo
Amanda Unami Khupe
Michelle Cathryn Kilfoil
Annabel Katherine Kirkland
Sophy Maria Kohler (with distinction in
English and the degree with distinction)
Nina Louise Krause
Chiyedza Kuruneri-Chitepo
*John Henry Lambert
Jehan Latief
Nicola Claire Lazenby
James Lorimer Leach
Nazmia Leite
Kayli Vee Levitan
Nicole Kim Lincoln
Charl Linde
Megan Alexandra Lyons
Senzo Ntsikelelo Madikane
Amanda Kudzaishe Mafukidze
Namcheja Maghembe
*Lindiwe Georgina Malindi
Haylee Beth Maltz
*Naomi Nandi Marshak (with distinction in
Drama and Social Anthropology and
the degree with distinction)
Sibusiso Maseko
Lazola Matshobongwana
Audra Enid Matthews
Nwabisa Joy Matyumza
Sibongamandla Andile Mbete
Luke William McClure (with distinction
in English and the degree with
distinction)
Stacey Lee McGillivray (with distinction
in English)
Holly Victoria McGurk
Lance Kyle McKenzie
Brad Melin
Oliver Melvill
Alice Patricia Meyer (with distinction in
English and Classical Studies and
Religious Studies and the degree
with distinction)
Nodidi Thula Mgudlwa
Joy Henrietta Millar
Shana Miller
*Bradley Ross Milne
Jessica Wynne Mirkin
S’Busisiwe Chantel Mnguni
Lebohang Maleshwane Modise
Abigail Moffett
Vernon Moonsamy
Jay-Allen Toni Morris
Tara-Anne Moss
Joanna Joy Mostert (with distinction in
English and the degree with distinction)
Anja Elke Müller
Sibongile Debra Munyanduki
Alex Myers (with distinction in History)
*Thishen Kreesen Naicker
Luchemba Coleen Namuyamba
Mphumeleli Luvuyo Ndlangisa
Stephanie Kathryn Nesbitt
Ariane Dimitra Nevin
Nonkululeko Nomcebo Nhleko
Maryam Nordien
Lauren Jenna Norton
Bronwyn Joy Oliver
Craig Redvers Howick Olyott
Juanita Heloise O’Ryan
Havard Ovesen (with distinction
in History)
*Alexandra Mary Paget
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Benike Rosianne Palfi (with distinction in
Film Studies)
Mariam Parker
Thomas James Marshall Perkins (with
distinction in Film Studies and History
and the degree with distinction)
*Joy Thabiso Phalane
Shante Phillips
Pamela Jane Pike
Melanie Pillay
Lara Danielle Potgieter
Charli-Ann Punt (with distinction in
English)
Michelle Rademan
Nabeelah Rawoot
Kayleigh Frances Rayiru
*Liam Alexander Reid
Wynand Roest
Lethabo-Thabo Musandiwa Royds
David Anthony Schilperoort
*Claudia Virginia Schmidt
Emma Jane Schuster
Jessica Rae Sedgwick
John Edward Campbell Sellier
Carmelita Seoposenwe
Tarryn Lea Sessions
Tlhabaki Onkgopotse Setlalentoa
Craig Campbell Shaw
Romy Josephine Shortall
Layla Sieed
*Ngao Muyabe Sinyinza
Kirsten Elizabeth Smart
Pieter Jacobus Smedy
Lwando Ngwane Sopotela
Michael James Spreckley
Thomas Kyriacos Stavrides
Naomi Strong
Tamzyn Kayle Suliaman
Elizabeth Wei-Yi Sun
Alex Serafini Swanepoel
Rebecca Swartz (with distinction in
History and Social Anthropology and
the degree with distinction)
Harry Tachiemenson
*Jena Margaret Theron
Caroline Frances Timoney
Shale Edward Tinkler
Shannon May Toner
Zona Tshetu
Lauren Francis van den Berg
Jessica Clara van der Hoek
Craig Jodon van Schalkwyk
Matthew James van Teijlingen
Jake Llewellyn Waldron
Patrick Cornelius Wantenaar
* Emma Mary Whitehead (with distinction
in Visual and Art History)
Kirsten Leigh Whitfield
*Ian Richard Wiggins
*Kate Rebecca Williams
Sierra Adele Winegarner
Jason Victor Conrad Wise
John Peter Withers
Zoe Rebecca Withers
Belinda Wood
Anya Giselle Woolley
Tahlia Lauren Yesorsky
In Film and Media Production:
Jade Toni Ables
Sian Laurelle Adams
Jarrod David Allies
Georgina Barrow
Jo Anne Barrow
Samantha Claase
Jennifer Lynn Sonja Close
Nella Coetzer
Megan Hayley Cook
Catherine Anne Dabbs
Johann Sidney Davis
Jessica Lauren Dawson (with distinction
in Studies in Film & Media
Production)
*Justine Gabriela de Jager
Tracy-Lee de Villiers
Tamika Jade Doubell
Maciej Jakub Dubla
Nicole Du Preez
Marlyn Collin Faure
Jessica Paula Fowlds
Stevie Jane French (with distinction in
Studies in Film & Media Production)
Katherine Leigh Goss (with distinction in
Film Studies and Media & Writing
and the degree with distinction)
Georgia Grundlingh
Pholile Nondumiso Hlope
Kevin Godfrey Hereford Hoole
Tafadzwa Rangarirai Hove
Sarah Jean Howse
Angela Illing
Danielle Illman
Heather Mary Ingarfield (with distinction
in English and Media & Writing and
the degree with distinction)
Alice Lily Inggs
*Mohammed Saif Islam
Leanne Jansen
Nicole Joy Jonklass
Sehaam Khan
Michael Klein
Jane-Anne Kokkinn
Mareike Anette Kramper
Jahan Lopes
Michael Gordon Macleod
Mlamleli Luxolo Maki
Kate McLeod
*Alec-Sander Meirelles Docanto Ecastro
*Natalie Barbara Milroy
Jolynn Minnaar (with distinction in
Studies in Film & Media Production)
Steven James Mitchell
Claude Hani Morcos
Mudiwa Tapiwa Mupotsa
*Lisa Partington
Michael Pearce
Lara Anne Pearson
*Michelle Joan Pollard
Bianca Posthumus Meyjes (with
distinction in Studies in Film
& Media Production)
Anna Urszula Ptasinski
Rochan Michele Redelinghuys
Caitlin Grace Robinson (with distinction
in English and Media & Writing and
Studies in Film & Media Production
and the degree with distinction)
Caitlin Kim Robinson
Stacey Claire Ryder
Khahliso Santho
Katleho Kano Shoro
Meghan Jane Spilsbury
Katharine-Anna Theodosiou
Reinhard Leon van Biljon
Ryan Patrick Whelan
DEGREE OF BACHELOR OF ARTS
(HONOURS)
In African Languages and Linguistics:
*Scholastika Mbava Hausiku
*Given Jacqe Hlongwani
*Angelika Mate Mukoya
Thembisa Selda Mushipe
Sibongile Saraphina Xamlashe
In African Studies:
*Kjell Jostein Langfeldt Lind
Mxolisi Malimela
In Art Historical Studies:
*Maria Elena Baumann
In Classical Studies:
Margeaux Hendricks
James Edward Sharp
(First class) Hamish Gavin
Douglas Williams
In Development Studies:
*Vivienne Anna Fenton
*(First class) Kevin O’Donoghue
In Diversity Studies:
(First class) Emma Francis Daitz
In Drama:
Lamees Albertus
*Katja Dorothy Hopkins
Dominique Jossie
Keloabetswe Hazel Lebelo
(First class) Philip De Villiers Rademeyer
*Cintaine Schutte
(First class) Catherine Julia Scott

In English Studies:
*(First class) Samantha Beckbessinger
*Odette Bester
Alexandre de Comarmond
(First class) Katherine Rose Dubaniewicz
(First class) Luz-Maria Gasser
*Chantelle Stephanie Hulett
(First class) Shaun Allan Kirk
Melania Mancuveni
Susanna Frances Moseley
*Kamil Emma Naicker
*Carmen Pool
Farzaana La’eeqa Rahiman
*Katherine Jane Sutherland Ramalho
Jade Ashton Scully
Ivy Shutu Musekiwa
(First class) Christopher Peter Waldburger
Cassandra Anne Weir
In Environmental and Geographical
Studies:
*(First class) Emma Anne Bryce
*Andreas Mothibe Mothibe
In Film Studies:
Parveen Banderker
(First class) Francesca Bourke
(First class) Aurora Patricia Drummer
(First class) Mathew John Howard-Tripp
Michael Howe-Ely
*(First class) Matthew Jason Jones
Stephanie Bianca Klink
*Lydie Umba Mwadiavita
Victoria Francis Peverett
Mine Schreuder
Ronan Lafras Steyn
*Jessica Ann Tyler
Myburgh Jurgens Johannes van Zijl
In Film Theory and Practice:
Hester Elizabeth Calitz
Joshua David de Kock
Thomas Maitland
Kudakwashe Maradzika
Jadan Kelvin Dwane McCullough
(First class) Max Bertram Milne
Lutho Somdyala
Layla Swart
Mandilakhe Mzontsundu Yengo
In French Language and Literature:
(First class) Karis Jade De Villiers
(First class) Jennifer Anne Van Dorsten
In Historical Studies:
*Nelago Ndapandula Ndanyanyukwa
Amadhila
Talya Barnett
*Brad Brockman
*Zerene Ghairun Haddad
(First class) Paula Nokuthula Jackson
*(First class) Tara Mondesi Weinberg
In International Relations:
*Kelly Jo Bluen
Sasha Vanja Franicevic
*Serika Ramlall
Bianca Maria Silva
In Italian Language and Literature:
(First class) Athena-Maria Enderstein
Daniele Pablo Polizzi
In Linguistics:
Frieda Coetzee
*Shanali Candice Govender
(First class) Bruce Rory Wileman
*(First class) Kirstin Dianne Wilmot
In Media Theory and Practice:
Lee-Roy Chetty
*Francis Chisembe Chishala
(First class) Holly Marjolijn Meadows
(First class) Stefanie Muller
Candice Thea Mullins
*(First class) Duncan Guy Scott
Zainab Slemang
*Lara Stavridis
Denise Joanette van Dyk
Lunel van Zijl
*(First class) Khiuri de-Medeiros Zucula
Gizelle Zwartz
In Organisational Psychology:
Jacqueline Sarah Palmer
In Political Communication:
Kim Samson
In Political Philosophy and Social Theory:
(First class) Sophia Olivia Rosochalki
In Political Science:
Ayanda Nyoka
In Politics, Philosophy and Economics:
*(First class) Matthew Stephen MacDevette
In Religious Studies:
*(First class) Booker Thomas Alston
In Social Anthropology:
*(First class) Kate Christine Abney
Matthew Wayne Schroeder
*Jaclyn Wistyn
DEGREE OF MASTER OF ARTS
In Applied Drama and Theatre Studies:
Katy Louise Streek
In Art Historical Studies:
*(With distinction) Nadja Kim Daehnke
In Classical Studies:
(With distinction) Paula de Castro
In Clinical Psychology:
Aimee Esme Jasson
(With distinction) Helen Jayne Laurenson
* Nicolette Inez Partridge
In Creative Writing:
Aniel Botha
(With distinction) Johannes
Nicolaas Fourie Botha
(With distinction) Karen Jennings
*Toni Strasburg
(With distinction) Nicole Helene Strauss
In English Language and Literature:
(With distinction) Cheng-Wen Huang
In Environmental and Geographical
Studies:
*Ncedo Ntsasa Mngqibisa
In French:
*(Dissertation with distinction) Annabelle
Corinne Marie
In German Language and Literature:
Annette Behrensmeyer
In Historical Studies:
(With distinction) Natalie Jade Davenport
Abigail Kabandula
(With distinction) James George
Rhys Simpson
*Maria Teresa Zubillaga
In Language, Literature and Modernity:
*(With distinction) Stacey Chamberlain
Sariska Riana Fortuin
(With distinction) Carlo Andreas
Germeshuys
*Susan Helena Hook
*(Dissertation with distinction) Amye
Michelle Kenall
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In Psychological Research:
*Katie Rachael Bromley
Sarah May Cotton
*(With distinction) Christa Gelderblom
In Religious Studies:
*Marie Bastienne Klein
In Theatre and Performance:
*(With distinction) Darron Araujo
*Vaneshran Arumugam
(With distinction) Alude Sinayo Mahali
*(With distinction) Jacqueline Rita Singer
DEGREE OF DOCTOR OF
PHILOSOPHY
In African Language & Literature:
Michael Oyoo Weche
Thesis Title: Bantu and Nilotic children’s
singing games: a comparative study of their
value communication
Michael Oyoo Weche has a BA (Literature)
and MA (Literature) from Kenyatta University,
Kenya. He is currently a lecturer at the
Catholic University of Eastern Africa,
Nairobi, Kenya. He has been studying at
UCT, in the department of African Languages
and Literatures, since 2007.
Michael Weche’s thesis examines
the aesthetic form and value communication
in selected Bantu and Nilotic children’s
singing games, with particular reference to
the Luhya and Luo communities of Kenya.
Based on the premise that Luyha and Luo
children’s singing games are creative outputs
that reflect the macro cultures of the two
communities, he uses ethnopoetic and ethnomethodological
approaches to reveal the
subtle communication in the singing games.
The comparative analysis reveals
that children’s creative outputs are repertoires
of the aesthetics, aspirations and norms
of their macro cultures. Through the performance
of the singing games children socialize
and assimilate the superstructure of
their communities’ aesthetics and norms.
The performance of the singing games is also
significant in the social and moral development
of the child. The singing games therefore
become significant in the child’s
socialization and can also be used in an educational
setting.
Supervisor: Dr Abner Nyamende (School of
Languages and Literatures)
In Afrikaans and Netherlandic Studies:
Shathley Qadir Abrahams
Thesis Title: Older than language: comics
as heuristic for the philosophical canon
SQ Abrahams has a BA and MA both from
UCT, where he began his academic career in
the mid-1990s. In 2001, he became the first
African comics-scholar invited to present a
paper at the Congress of the Americas,
hosted that year in Puebla, Mexico. His professional
interests in popular culture allowed
him establish links with both the field of
Religious Studies and study emerging from
Information and Communications Technologies
and their prospective roles in education.
His thesis examines the role of
medium with respect to perennial questions
recurring in the history of philosophy.
Specifically, his thesis contends that the apperception
of such questions, and their resulting
resolutions, would be dramatically
altered when articulated in sequential art,
rather than in simple prose. To support this
statement he explores a range of aesthetic
mechanics of the comics medium, and various
semioideological connotative structures
that reflect on questions essential to the bodies
of work of philosophers ranging historically
from Giambattista Vico (c. 1725) to
Michel Foucault (c. 1979).
To underline an axiom central to
his thesis, Older Than Language closes out
with a brief exercise in speculative fiction.
Imagining certain twists in history (the failure
of Gutenberg’s printing press to popularize
learning and overturn artistic patronage,
for example), “Life In Print” is a posthumous
tribute to writer who redefined the role of
popular culture and literacy.
Supervisor: Professor J Hambidge (School
of Languages and Literature)
In English Language and Literature:
Fatima Fiona Moolla
Thesis Title: Individualism in the novels of
Nuruddin Farah
Fiona Moolla obtained her Undergraduate,
Honours and Masters degrees from UCT.
She previously served as a part-time lecturer
in the English Department and is currently a
lecturer in the Department of English at the
University of the Western Cape.
Fiona Moolla’s thesis performs a
close reading of individualism in the novels
of the Somali writer Nuruddin Farah. It argues
that a specific, individualist conception
of the self is central to the genre of the novel
as a cultural form that emerged with modernity.
This individualist conception locates the
sources of the self within an internal moral
horizon rather than in a realm external to the
subject. Against this background, the thesis
explores the constitution of the self in
Farah’s novels, approaching them through
the alternative insights of a moral philosophy
which suggests that one’s idea of oneself is
formed only in orientation to an external, social
idea of virtue. [The Southern African
ideal of ubuntu is one example of such an
orientation]. The thesis therefore draws attention
to the tension often generated between
the social commitment Farah
expresses as a writer and the constraints of
the form of the novel he employs. It is the
first critical work on Farah’s novels that explores
the ways in which the ideology of
form may work against the grain of an author’s
social commitments.
Supervisor: Professor H Garuba (Centre for
African Studies)
Sarah Rowan
Thesis Title: ‘The Efficacy of Song Itself’:
Seamus Heaney’s “Defence of Poetry”
Sarah Rowan has a BA (Honours) in English
and Linguistics and an MA in Creative Writing
(with distinction) from UCT.
Her thesis focuses upon Seamus
Heaney’s prose writing, particularly those essays
of his in which he defines the function
and purpose of poetry. Taken together,
Rowan argues, these essays amount to the
most concerted and far-reaching of the defences
of poetry that are available to us in
this historical moment. She underlines this
point by placing Heaney in a long line of ‘defenders’
of English poetry, beginning with
Sidney and including Shelley and later poets
like T.S. Eliot. She further highlights the special
value of Heaney’s defence by contrasting
his arguments with those of other famous
contemporary poets, including Czeslaw
Milosz and Joseph Brodsky.
Although the thesis points out that
Heaney’s arguments for the importance of
poetry are not unique in the originality of
their ideas—many of these derive from the
work of his predecessors—the Irish poet’s
powers of synthesis as well as his stylistic
gifts make the presentation of these arguments
more persuasive and less an instance
of special pleading than any to be found in
his contemporaries. His prose style, as well
as the consistent grounding of his argument
in examples provided by individual poems,
constitutes a witness to the pleasure and the
potency of the art form which is itself both
uniquely pleasurable and potent.
The originality of Sarah Rowan’s
own thesis lies in the fact that, while
Heaney’s distinction as a poet has attracted a
huge critical literature, there has been no thesis
to date which looks at his distinction as a
prose writer. Nor is there any which recognises
the extent to which his prose amounts
to one of the most coherent statements available
as to why poetry matters. ‘The Efficacy
of Song Itself’ is a remarkable demonstration
of just this.
Supervisor: Professor Stephen Watson
(English Language and Literature)

In Film Studies:
*Kristin Diane Pichaske
Thesis Title: Colour adjustment: race and
representation in Post-Apartheid South
African documentary
Kristin Pichaske holds a Masters Degree in
Documentary Film and Video from Stanford
University. Before relocating to South Africa
on a Fullbright Fellowship in 2004, Kristin
produced documentaries for Lucasfilm/Paramount
Pictures. Her work has been honoured
by the National Academy of Television Arts
and Sciences, the National Federation of
Press Women and numerous film festivals.
She is currently an Assistant Professor in the
television department of Columbia College,
Chicago.
The goal of this dissertation was to
examine the process of racial transformation
within South Africa’s documentary film industry
and to assess how the nation’s shifting
identity is both influenced by and
reflected in documentary film. Drawing examples
from a diverse collection of local and
international films, Kristin examined
changes in who is making documentaries in
South Africa and how, as well as the representations
of race that result. In particular,
she focused on how the balance of insider vs.
outsider storytelling may be shifting and to
what effect. At the same time, Kristin qualitatively
examined the representations produced
by black/insider filmmakers as
compared to those of white/outsider filmmakers
in order to assess the impact of the
filmmaker’s racial status on outcomes. Finally,
she investigated ways in which the tradition
of white-on-black storytelling must
change in order to satisfy the political shift
that has taken place in South Africa and the
cultural sensitivities that have resulted.
This study draws multiple conclusions:
Thanks largely to the legacies of
apartheid, the already high barriers to entry
into the documentary field are considerably
higher for people of colour in South Africa.
For this and other reasons, black South
Africans remain more often the subjects of
documentaries than their makers. Overcoming
this barrier must be a long-term priority,
as it is the only means by which an equitable
plurality of voices may reach South African
audiences. While racial parity must remain
the industry’s ultimate goal, the intent, integrity,
and approach of the filmmaker is ultimately
a more significant determinant of
representational accuracy than the colour of
his or her skin.
Supervisor: A/Professor Martin Botha
(Centre for Film and Media Studies)
In Historical Studies:
Laurence Neill Nathan
Thesis Title: The failure of the SADC Organ:
Regional security arrangements in Southern
Africa, 1992-2003
Laurie Nathan (BBusSci/LLB, UCT; MPhil,
Bradford) is a Research Associate at UCT
and a Visiting Fellow with the Crisis States
Research Centre at the London School of
Economics. Since 2005, he has been a member
of the Centre’s Management Committee
and co-ordinator of its research programme
on regional and global axes of conflict. He
previously headed UCT’s Centre for Conflict
Resolution (1992-2003); was a member of
the African Union’s mediation team for Darfur
(2005-6) and served on the Ministerial
Review Commission on Intelligence in
South Africa (2006-8). His most recent book
is No Ownership, No Commitment: A Guide
to Local Ownership of Security Sector Reform,
University of Birmingham, 2007.
This dissertation explores the establishment,
evolution and effectiveness of
the regional security arrangements of the
Southern African Development Community
(SADC) between 1992 and 2003. It seeks to
answer the following questions: why did
SADC fail to establish a viable security
regime and engage in effective peacemaking?
, is SADC an emerging security community?
, and what is the relationship
between domestic stability and security communities?
The dissertation argues that
SADC’s failure to create effective security
arrangements was due to three major problems:
an absence of common values among
member states; the unwillingness of states to
surrender a measure of sovereignty to the regional
body; and the political, economic and
administrative weakness of these states.
None of these problems could be solved at
the regional level because the capacity and
orientation of a regional organisation derive
from, and are constrained by, the capacity
and orientation of its members. Contrary to
the prevailing wisdom in the International
Relations literature, the thesis also contends
that domestic stability, defined as the absence
of large-scale violence in a country, is a necessary
condition of a security community.
Supervisor: Professor CC Saunders
(Historical Studies)
In Linguistics:
Menan du Plessis
Thesis Title: A unity hypothesis for the
Southern African Khoesan languages
Menan du Plessis was born in Cape Town,
and obtained herBA degree from UCT. She
has published novels and short stories, including
State of Fear (David Philip, 1983).
She has worked on African languages of different
affiliations, especially on the Khoesan
languages of southern Africa, which are
among the most gravely neglected on the
continent.
Whereas current scholarship holds
that the Khoesan languages fall into three
distinct language groups, Menan du Plessis’
thesis argues strongly for the genetic unity of
the KHOE, JU and !UI-TAA groups of
southern African Khoesan (SAK), by means
of the first full-scale application of a standard
linguistic approach in the comparative study
of these languages. It is shown in the first
stage that there are repeated cross-SAK resemblances
in the morphology of those verbs
most frequently enlisted for grammatical
purposes in the context of multi-verb constructions;
and that these languages furthermore
display multiple similarities
‘horizontally’ across their specifier systems,
where the resemblances are often also visible
‘vertically’, i.e. down the lists of possible
exponents. These structural affinities are
sufficiently thoroughgoing to warrant a
working surmise that the SAK languages
might be genetically related.
In the second stage, cross-SAK
comparative material is presented in the form
of arrays. As is most often the case in any
comparative study the study provides a synthesis
of a wide array of data collected by
earlier scholars. The tabulated material reveals
a range of regular phonetic alternations
– the existence of which in principle confirms
the working hypothesis of unity within
all of southern Africa’s Khoesan languages.
Supervisor: Professor R Mesthrie (English
Language and Literature)
In Religious Studies:
Federico Guliano Settler
Thesis Title: Religion in the work of Frantz
Fanon
Born in the Eastern Cape, Federico Settler
was a community development worker in
Port Elizabeth, South Africa, between 1989
and 1991, and in Newcastle, UK, between
1994 and 1997. He received the BA(Hons)
in Theology and Ministry from the
University of Durham in 1997. Returning to
South Africa in 1998, he established an
independent research consultancy while
serving as researcher and occasional lecturer
in the Department of Religious Studies of the
University of Cape Town, where he earned
the MA in Religious Studies in 2006. During
his doctoral research, he was awarded an AW
Mellon Doctoral Fellowship in Humanities,
an NRF Equity/Prestige Doctoral
Scholarship, and a Harvard South Africa
Fellowship.
Drawing together postcolonial
theory and religious studies, Rico Settler’s
thesis examines the significance of religion
in the work of the psychiatrist and
revolutionary, Frantz Fanon. As a cultural
analyst and political activist who drew on
humanist and Marxist theory, Fanon rejected
religion, seeing it as an irrational force that
anasthetised the oppresed and inhibited any
recovery of the black self. Nevertheless, as
this thesis demonstrates, religion persisted as
a force that Fanon had to engage in his native
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Martinique and his adopted Algeria. His
theorising about religion was informed by
Aime Cesaire’s romantic recasting of
religion in sacralising Africa, by Richard
Wright’s adamant rejection of religion, and
by Albert Memmi’s analysis of the
psychological ambivalence of religion in
relations between colonizers and colonized.
His understanding of religion was also
shaped by his encounters with Christianity,
Islam, and indigenous traditions in colonial
situations and anti-colonial struggles.
Although he was skeptical about any
revolutionary role for religion, Fanon
ultimately produced narratives of the “new
man” and “new nation” emerging out of anticolonial
struggles that bore traces of the
sacred. By uncovering these neglected
features of Fanon’s work through a close
reading of his texts, Rico shows how Fanon
dealt with religion as an ambivalent force in
the Manichean world of colonialism.
Supervisor: Professor D Chidester
(Religious Studies)
In Rhetoric Studies:
Audrin Inambao Mathe
Thesis Title: Persuasion as a social heuristic:
a rhetorical analysis of the making of the
Constitution of Namibia
Audrin Mathe was born on January 4 th , 1974
at Katima Mulilo, Namibia and matriculated
at St. Kizito College in 1992. In 2007, he obtained
an MA degree in Communication Science
from the University of the Free State.
He worked as a Television Producer at the
NBC. In 2001, he was appointed as
Spokesman to two consecutive Namibian
Prime Ministers. He is currently the Head of
Communication at Roads Authority. In 2003,
he was one of the twelve individuals from
developing countries selected by the US
State Department to be inducted as a “future
leader”.
Up to now the Constitution of
Namibia has been studied by students of constitutional
and political history. Scholars
have been interested in such matters as the
structure and powers of the government,
checks and balances, separation of powers,
guarantees of fundamental rights and freedoms
and kindred subjects. This thesis departs
from this traditional angle and applies
the discipline of rhetoric to the subject matter.
The thesis reveals the tools of rhetorical
construction of distributive bargaining that
were applied during the negotiations for
Namibia‘s Constitution. The thesis further
reveals how the rhetorical creation of common
ground influenced the outcome of negotiations
for Namibia‘s Constitution.
Audrin also examined the compromises the
parties made during the constitution-making
process by investigating specific agreements
that were reached through classical exchanges
of concessions. The candidate
demonstrates that the drafting of the Constitution
was a process of give and take and
concludes that political leaders’ rhetorics are
important instances of public argumentation.
Supervisor: Distinguished Professor
P Salazar (Film and Media Studies)

Mission Statement
Our mission is to be an outstanding teaching and research university, educating for life and
addressing the challenges facing our society.
Educating for life means that our educational process must provide:
. a foundation of skills, knowledge and versatility that will last a life-time, despite a changing
environment;
. research-based teaching and learning;
. critical enquiry in the form of the search for new knowledge and better understanding; and
. an active developmental role in our cultural, economic, political, scientific and social
environment.
Addressing the challenges facing our society means that we must come to terms with our past, be
cognisant of the present, and plan for the future. In this, it is central to our mission that we:
. recognise our location in Africa and our historical context;
. claim our place in the international community of scholars;
. strive to transcend the legacy of apartheid in South Africa and to overcome all forms of
gender and other oppressive discrimination;
. be flexible on access, active in redress, and rigorous on success;
. promote equal opportunity and the full development of human potential;
. strive for inter-disciplinary and inter-institutional collaboration and synergy; and
. value and promote the contribution that all our members make to realising our mission.
To equip people with life-long skills we must and will:
. promote the love of learning, the skill of solving problems, and the spirit of critical enquiry
and research; and
. take excellence as the bench-mark for all we do.
We are committed to academic freedom, critical scholarship, rational and creative thought, and
free enquiry. It is part of our mission to ensure that these ideals live; this necessarily requires a
dynamic process of finding the balance between freedom and responsibility, rights and
obligations, autonomy and accountability, transparency and efficiency, and permanence and
transience, and of doing this through consultation and debate.
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John Derrington Simpson, BBusSc MBA PhD Cape Town