scholarly journals “It was like a bad dream”: Making sense of violent hand amputation and replantation in South Africa

2022 ◽  
Author(s):  
Wendy Young ◽  
Pragashnie Govender ◽  
Deshini Naidoo
Keyword(s):  
South Africa ◽  
Making Sense ◽  
Hand Amputation

Human Sovereignty Eclipsed? Toward a Posthumanist Reading of the Traumatized Subject in J.M. Coetzee’s Disgrace

2020 ◽  
pp. 1-14
Author(s):  
Deniz Gündoğan İbrişim
Keyword(s):  
South Africa ◽  
Human Subject ◽  
Making Sense ◽  
The World

The main aim of this article is to analyse J.M. Coetzee’s Disgrace (1999) from a posthumanist perspective. By focusing on the character David Lurie, this article analyses the complex materiality of bodies and the agentic powers of nonhuman entities in coping with individual trauma, where agency is no longer considered to be the distinguishing quality unique to humans. In so doing, it highlights the interdependence of the human and the nonhuman and the idea that environment is not a mere canvas onto which characters’ traumas are being reflected. On the contrary, it is a material-affective matrix which becomes a catalyst for making sense of the world in post-apartheid South Africa. At the same time, as this article argues, it decentres the sovereignty of the human subject.

scholarly journals Making sense of the PIRLS 2006 results for South Africa

2011 ◽  
Vol 2 (1) ◽  
pp. 27-40 ◽  
Author(s):  
Hilary Janks
Keyword(s):  
South Africa ◽  
South African ◽  
Literacy Learning ◽  
Higher Order ◽  
Home Language ◽  
Learning To Read ◽  
Literacy Interventions ◽  
Making Sense ◽  
Reading To Learn ◽  
Basic Comprehension

Results on the PIRLS test in 2006 make it clear that South African educators need to examine the way in which they teach literacy in the Foundation phase. While the test gives a fair indication of what our children cannot do, it is less clear about what they can do. Mastery of decoding, for example, is assumed and children are tested on their ability to read lengthy texts and answer cognitively demanding questions. The test is therefore not a good indicator of whether learners can decode or not. By setting the kinds of skills demanded by PIRLS, against Freebody and Luke’s roles of the reader, this article suggests that the problem with literacy learning in our schools is that too often students do not get much beyond decoding and basic comprehension. !ey are not taught to be text ‘participants’,text ‘users’ or text ‘analysts’. Literacy interventions in schools need to prepare students to ask and answer middle and higher order questions on texts written in their home language if they are to move from learning to read to reading to learn.

scholarly journals Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry

2013 ◽  
Vol 3 (2) ◽  
pp. 15
Author(s):  
Marjorie Ann Henningsen
Keyword(s):  
South Africa ◽  
Learning Environment ◽  
Literacy Development ◽  
Authentic Inquiry ◽  
Making Sense ◽  
The World ◽  
Role Of Teachers ◽  
Opening Up ◽  
Education Conference

<br />Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they experience the learning environment. Three authentic examples are presented from the work of four- to five-year-old children in the domains of mathematics and literacy development to illustrate how the two domains need to be viewed as intertwined at the preschool level. Reflections are also offered on the role of the learning environment, the role of curriculum and the role of teachers and other adults in the learning process. This manuscript is based on a plenary address given in Grahamstown, South Africa at the SARAECE Research and Development week: “Strengthening Foundation Phase Education” conference at Rhodes University in September 2012.

Translanguaging practices in complex multilingual spaces: A discontinuous continuity in post-independent South Africa

2015 ◽  
Vol 2015 (234) ◽  
Author(s):  
Leketi Makalela
Keyword(s):  
South Africa ◽  
Student Interactions ◽  
Linguistic Resources ◽  
Making Sense ◽  
Divided Society ◽  
The World ◽  
Traditional Language ◽  
Language Boundaries

AbstractWhereas the use of discursive linguistic resources among multilingual speakers has been closely scrutinized in recent years, highly complex multilingual spaces have not been adequately documented in research. This article reports on new sociolinguistic developments in post-Apartheid South Africa and explores how people mobility and integration of a historically divided society produces hybrid ways of identifying and making sense of the world. Analysis of self-recorded student interactions from five townships in Johannesburg shows that traditional language boundaries have blurred and given way to a complex and multilayered variety, referred to as

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