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This article interrogates how research amongst vulnerable populations, especially youth, may be designed and implemented to exceed the usual standards of research ethics. It describes the dual aims of ethical research within an emancipatory framework as 'going deep' through utilizing 'an ethics of parallax perspectives'; and 'giving back' by employing an 'intentional ethics of reciprocation'. It offers a package of six additional ethical strategies, which may be combined in various permutations in order to achieve these ends. These strategies include choosing appropriate research activities; deliberately building relationships with research participants; conveying researcher subjectivity; developing mutuality and flattening the power gradient; considering how language is used and representations are made; and planning 'research-as-intervention'. Drawing on a multi-layered ethnographic study of the moral understandings of a group of impoverished South African township youth, the article offers insight into how these ethical strategies address vulnerability and emancipation in practice, including the multiple ethical dilemmas they raise.

Teenage Tata provides a fresh and in-depth portrait of impoverished young South African men who became fathers while teenagers. It provides space for their articulate and impassioned voices to be heard amidst the outcry against the absence of fathers, and offers insights into young fathers' personal, emotional, financial and cultural struggles as they come to terms with fatherhood. The study highlights young fathers' strong sense of responsibility; poignant accounts of emotional engagement with their children and the women in their lives; the motivating power of young fathers' own absent fathers on their parenting intentions; their desire for sex-and relationship-education from male family members and their clear recognition of the help they need. Based on a multi-interview qualitative study in the informal settlements and townships around Cape Town and Durban, this monograph offers methodological innovations and showcases how social network interviews offer great potential for both research and intervention

The Oxford Handbook of Global South Youth Studies offers a contribution from Southern scholars to remake Youth Studies from its current state that universalises Northern perspectives into a truly Global Youth Studies. It foregrounds Southern youth's life-worlds, and realigns theory with contemporary youth practices in to a more just and egalitarian epistepraxis.

This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.

"Abstract: Ninety percent of the world's youth live in Africa, Latin America and the developing countries of Asia. Despite this, the field of Youth Studies, like many others, is dominated by the knowledge economy of the Global North. To address these geo-political inequalities of knowledge, The Oxford Handbook of Global South Youth Studies offers a contribution from Southern scholars to remake Youth Studies from its current state, that universalizes Northern perspectives, into a truly Global Youth Studies. Contributors from across various regions of the Global South, including from the Diaspora, Indigenous and Aboriginal communities, locate and define 'the Global South,' articulate the necessity of studying Southern lives to enrich, re-interpret, legitimate and offer symmetry to Youth Studies, and utilizes and innovates Southern theory to do so. Eleven concepts - personhood, intersectionality, violences, de- and post-coloniality, consciousness, precarity, fluid modernities, ontological insecurity, navigational capacities, collective agency and emancipation - are re-imagined and re-presented. The outcome is a series of everyday practices such as hustling, navigating, fixing, waiting, being on standby, silence, life-writing, that demonstrate how youth living in adversity experiment with and push back against routine and conformity, and how research may support them in these endeavors and, simultaneously, redefine the relationships between knowledge, practice and politics - what the editors term 'epistepraxis'. The handbook concludes with a nascent charter for a Global Youth Studies of benefit to the world, which no longer excludes, assumes, or elides but rather includes new possibilities for representing youth, researching amongst them, and devising policies and interventions to better serve them. Keywords: Global South, youth studies, practice, communities of practice, knowledge, theory, justice, solidarity, epistepraxis"--

Given the urgency of redressing South Africa's unjust legacies of the past, we interrogate the nature of support and opposition to restitution in South Africa. Informed by responses to the nationally representative South African Social Attitudes Survey (SASAS), we contend that South Africa remains deeply polarised when it comes to addressing these unjust legacies, with race being the major fault line. When it comes to restitution, South Africans are worlds apart on three levels. We are worlds apart across racial groups; we are worlds apart within racial groups, and we are worlds apart in the kind of language we wish to use in framing our pursuit of equality. In the final analysis, while South Africans may be unified in the acknowledgement that the inequality gap is too high, and perhaps even unified in a desire for change, there is a fundamental disagreement about the desirable vehicles we hope to employ.

"Studying While Black" is an intimate portrait of the many ways in which students in South Africa experience university, and the centrality of race and geography in their quest for education and ultimately emancipation. The book is the outcome of a longitudinal qualitative study undertook between 2013 and 2017 by a team of researchers from the Human Sciences Research Council. The study tracked eighty students from eight diverse universities in South Africa and documented their experiences. -- Back cover