S3 Ep. 41 Exploring Poetry for the Public’s Health with Dr. Duduzile Ndlovu, Dr. LeConté Dill, and Dr. Shanaé Burch

In this episode, Dr. LeConté Dill and Dr. Shanaé Burch are in conversation with Dr. Duduzile Ndlovu about their experience as a poet and academic. They discuss decolonization, disrupting systems, and the value of art in research to create the space for multiple narratives. This episode references the poem titled, "Own My Life Today" by Dr. Duduzile S. Ndlovu. Find more at HPP's Poetry for the Public’s Health site and the Poetry Playlist on Spotify. Learn more about the people and topics Dr. Ndlovu mentioned in the episode by checking out: https://hsrc.ac.za/; Heidi van Rooyen Dr. Pumla Dineo Gqola Black Academic Voices: The South African Experience Tabensky, P. & Matthews, S. (Eds). (2015) Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. Pietermaritzburg: UKZN Press. Khunou, G., Phaswana, E. D., Khoza-Shangase, K., & Canham, H. (Eds.). (2019). Black academic voices: the South African experience. Cape Town: HSRC Press. For more on poetic inquiry: Ndlovu, D. S. (2020). "3: Decolonizing writing: Situating insider– outsider researchers in writing about COVID-19". In Kara, H., & Khoo, S. M. (Eds.). Researching in the Age of COVID-19. Bristol, UK: Policy Press. Rooyen, H. (2019). Race and identity in post-apartheid South Africa: making coloredness visible through poetic inquiry. In Cloud, A., & Faulkner, S. L. (Eds.). Poetic Inquiry as Social Justice and Political Response (pp. 87-97). Vernon Press. Van Rooyen, H., & d'Abdon, R. (2020). Transforming data into poems: Poetic inquiry practices for Social and Human Sciences. Education as Change, 24(1), 1-17. Van Rooyen, H., Essack, Z., Mahali, A., Groenewald, C., & Solomons, A. (2021). “The power of the poem”: using poetic inquiry to explore trans-identities in Namibia. Arts & Health, 13(3), 315-328. Sliep, Y. (2012). We compose our own requiem: An autoethnographic study of mourning. Creative Approaches to Research, 5(2), 61. Norton, L., & Sliep, Y. (2018). A critical reflexive model: Working with life stories in health promotion education. South African Journal of Higher Education, 32(3), 45-63. ⁠The International Symposium on Poetic Inquiry For more on the Gukurahundi: Ndlovu, D. S. (2014). Violence and memory in breaking the silence of Gukurahundi: a case study of the ZAM in Johannesburg, South Africa. In Palmary, I., Hamber, B., & Núñez, L. (Eds.). Healing and Change in the City of Gold: Case Studies of Coping and Support in Johannesburg (pp. 59-77). Cham: Springer International Publishing. Ndlovu, D. S. (2017). Let me tell my own story: a qualitative exploration how and why 'victims' remember Gukurahundi in Johannesburg today (Doctoral dissertation, University of the Witwatersrand). ⁠https://hdl.handle.net/10539/24455⁠.