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Background: This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective: The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method: Data were collected and analyzed using a psychosocial methodology, consisting of discursive and psychoanalytic readings of interview transcripts, reflective journal entries, and researcher field notes. Results: The discursive findings focus on how participants employed liberal traditional learning discourses to construct servicelearning as linear resulting in subject positions that reinforced prejudices and the power structures supporting these. A psychoanalytic reading of the data suggests that participants invested in these constructions to defend against their own anxiety related to uncertainty and guilt about privilege in an unfamiliar context. Conclusion: Students invest in liberal traditional discourses of service-learning for defensive reasons, which can be understood as arising from the intersubjective and social context in which the service-learning takes place. Teaching Implications: Recognizing prejudice as emanating from anxiety generated by the affective work required for servicelearning means thinking creatively about how to both contain and allow this affective work to take place in service-learning activities.

Within the framework of the current drive to transform psychology in South Africa, this paper highlights "other" axes of identity that are arguably largely overlooked within the field. The conversation exposes the discipline of psychology – specifically within the South African context – and its many unexamined assumptions concerning "expected" identities of psychologists – specifically, those along heterosexual and able-bodied lines. By engaging in an autoethnographic conversation, the two authors, both "other", practising psychologists – one queer, one disabled – share and reflect on some of their experiences of feeling othered in their chosen profession. Drawing on parts of queer theory, critical disability literature, as well as the theoretical framework of biopolitical power, we start to make sense of our experiences of difference, deviance, and defiance. How the field of psychology marginalises "other" psychologists, and the impacts on those who bear the oppressions, is exposed; and a conversation is begun in which the discipline's assumptions around compulsory forms of identity – straight, not disabled, among others – are disrupted in productive ways. [ABSTRACT FROM AUTHOR]

Background: This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective: The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method: Data were collected and analyzed using a psychosocial methodology, consisting of discursive and psychoanalytic readings of interview transcripts, reflective journal entries, and researcher field notes. Results: The discursive findings focus on how participants employed liberal traditional learning discourses to construct service-learning as linear resulting in subject positions that reinforced prejudices and the power structures supporting these. A psychoanalytic reading of the data suggests that participants invested in these constructions to defend against their own anxiety related to uncertainty and guilt about privilege in an unfamiliar context. Conclusion: Students invest in liberal traditional discourses of service-learning for defensive reasons, which can be understood as arising from the intersubjective and social context in which the service-learning takes place. Teaching Implications: Recognizing prejudice as emanating from anxiety generated by the affective work required for service-learning means thinking creatively about how to both contain and allow this affective work to take place in service-learning activities. [ABSTRACT FROM AUTHOR]

There is a critical need for sex, sexuality and relationships education to be LGBTQI inclusive. Numerous studies, internationally and in South Africa, highlight this need but what constitutes an inclusive curriculum has not been sufficiently addressed. This paper seeks to advance this conversation by imagining a curriculum beyond compulsory heterosexuality and considers what knowledges and practices are necessary for the South African context. To do this, the authors consider the corpus of research about how sexualities are characterized in schooling generally and in the teaching of sexuality education specifically. Using the theoretical tools offered by Freire and hooks on critical consciousness, three arguments are made. First, the authors argue for the theoretical and empirical contributions of the sociology of gender and sexualities which are social constructions informed by history, social relations and power. Second, there is a need for a curriculum to recognize the intersectionality of learners and how identity knowledges shape the way that youth sexualities are understood and experienced. Finally, the teaching and learning of an LGBTQI inclusive curriculum will steer away from moralistic and didactic instruction in favor of more participatory pedagogies that acknowledge young people as agents and legitimate sexual beings. [ABSTRACT FROM AUTHOR]

Amidst an unprecedented swell in global protest, scholars and activists wrestle with the question of why protests succeed or fail. I explore a new answer: more cohesive crowds, where protesters agree on their demands, are more likely to win concessions than less cohesive crowds. Drawing on psychology and linguistics, I theorize that cohesive demands are more comprehensible and thus persuasive. I test this theory with a multimethod approach. First, I use cross‐national data from 97 protests to estimate the relationship between crowd cohesion and subsequent concessions, applying natural language processing to measure cohesion in participants' self‐reported motivations. Second, a survey experiment in South Africa tests the causal effects of crowd cohesion and assesses comprehensibility of demands as the mechanism driving concessions. Third, case studies of two British protests demonstrate the theory in real‐world settings. My findings suggest that activists can improve their odds of success by coordinating around a common goal. [ABSTRACT FROM AUTHOR]

Ubuntu was recently adopted as the first theme for the 2020–2030 global agenda for social work, and yet little research is available to explore how it is transmitted and implemented in communities. The authors present findings of a qualitative study conducted in an academic setting in South Africa, where the transmission of Ubuntu was discussed among 30 young adult 'born frees'. Students seemed to embrace principles of Ubuntu as a whole; however, economic, social and cultural strains are documented as obstacles to its pragmatic application. Implications of community engagement through service learning as a means of strengthening Ubuntu are discussed. [ABSTRACT FROM AUTHOR]

Health practitioners run the risk of ethical board complaints or legal action against them in their professional careers. This experience can have a detrimental impact on personal wellness and professional practice. This study reports on the subjective experience of ten South African psychologists who received complaints. Semi structured interviews were conducted, and the transcripts analyzed using interpretative phenomenological analysis (IPA). The data indicates that (1) the participants experienced the effects of a complaint on an intensely personal level and (2) the experience of a complaint highlighted the challenging nature of working in the modern health care arena. The researchers hope to inform the psychological community of the emotional challenges experienced during a complaint process, to encourage a transparent discourse about the subject and muster support for practitioners during an often-isolating professional incident. [ABSTRACT FROM AUTHOR]

Christian religious belief systems may influence higher education teaching and learning. We investigated how this manifests in relation to critical citizenship education at the Department of Visual Arts of Stellenbosch University. During the facilitation of a Visual Communication Design course, which included community interaction (CI), students often referred to their Christian religious beliefs even though the design of this critical citizenship course was not based on any specific religion. Within CI, 'helping behaviour' and 'charity' were common. We draw on theoretical perspectives of critical citizenship education, the impact of belief systems, and the psychology behind 'helping behaviour' to examine the comments made by students about their Christian religious beliefs and community interaction. We consider the history of Christianity and the role it played in apartheid and ask how 'helping behaviour' and Christian privilege should be addressed in critical citizenship education in South African higher education institutions. [ABSTRACT FROM AUTHOR]