Storytelling and fraught histories: Phila Ndwandwe’s Blue Dress

Twenty years after the final hearings of the Truth and Reconciliation Commission in South Africa, researchers are unearthing and examining the stories, discourses and processes that formed the transition from the apartheid to post-apartheid periods. In this paper, I investigate the story of Phila Ndwandwe, killed by the security police in the late 1980s, whose body was the first to be exhumed by the commission. Ndwandwe’s story has been framed through various narrative devices, most prominently by an artwork by Judith Mason colloquially titled the Blue Dress. Tracing the stories constructed about Ndwandwe, I consider the performative and transformative potentials of storytelling and argue for a commitment to listening that resists mere understanding.     

The Balance Between Student Drug Testing and Fourth Amendment Rights in Response to Board of Education v. Earls

In 1995, the United States Supreme Court rendered its decision in Vernonia School District 47J v. Acton , holding that a school district's random suspicionless drug testing of student athletes for participation in interscholastic athletics did not violate the Fourth Amendment's prohibition against unreasonable searches and seizures. In light of the Acton decision and in response to statistics indicating that drug use among students is rising, a number of school districts nationwide implemented mandatory drug testing for students. A 2001 study of the student drug-testing policies of Texas school districts confirmed this trend. The Supreme Court recently revisited the issue of random suspicionless drug testing of students in Board of Education v. Earls , where it upheld the district's policy requiring drug testing of students in any extra-curricular activities. This article examines the effects of the Supreme Court's decision in Board of Education v. Earls on Texas school districts' student drug-testing policies.     

Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent–Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.     

Writing Cartographies of Violence: Nation Building through State Failure

Literacy and literature were central to the birth of the modern nation state. Yet few studies explore the importance of literature in contemporary state construction. In this article, the ongoing importance of literacy and literature in (re)producing the Colombian nation state is studied. Since the colonial era, literacy has conferred the rights and responsibilities of citizenship, first to an elite few and now to the vast majority of people. The democratization of the ability to author the nation has allowed common people to contest and contribute to elite narratives. In this article the content of competing stories of the nation state is analyzed. It argues that these writings have had contradictory effects, successfully consolidating national identity as a nation swathed in violence while undermining the state by revealing its inability to provide security for the majority of its citizens.     

The Interplay Between Interpersonal Stress and Psychological Intimate Partner Violence Over Time for Young At-Risk Couples

The substantial number of young people in romantic relationships that involve intimate partner violence, a situation deleterious to physical and mental health, has resulted in increased attention to understanding the links between risk factors and course of violence. The current study examined couples’ interpersonal stress related to not liking partners’ friends and not getting along with parents as contextual factors associated with couples’ psychological partner violence and determined whether and when couples’ friend and parent stress increased the likelihood of couples’ psychological partner violence. A linear latent growth curve modeling approach was used with multiwave measures of psychological partner violence, friend stress, parent stress, and relationship satisfaction obtained from 196 men at risk for delinquency and their women partners over a 12-year period. At the initial assessment, on average, the men were age 21.5 years and the women were age 21 years. Findings indicated that couples experiencing high levels of friend and parent stress were more likely to engage in high levels of psychological partner violence and that increases in couples’ friend stress predicted increases in couples’ partner violence over time, even when accounting for the couples’ relationship satisfaction, marital status, children in the home, and financial strain. Interactive effects were at play when the couples were in their early 20s, with couples being most at risk for increases in psychological partner violence if they experienced both high friend stress and low relationship satisfaction. Couples’ friend stress had the greatest effect on psychological partner violence when the couples were in their early to mid 20s when levels of friend stress were high. As the couples reached their 30s, low relationship satisfaction became the leading predictor of couples’ psychological partner violence.