2 De/coloniality in South African Language in Education Policy: Resisting the Marginalisation of African Language Speaking Children

2022 ◽  
pp. 23-45
Author(s):  
Xolisa Guzula
Keyword(s):  
Education Policy ◽  
South African ◽  
African Language

scholarly journals Inclusive education policy provision in South African research universities

2018 ◽  
Vol 33 (3) ◽  
pp. 349-373 ◽  
Author(s):  
Maria Ramaahlo ◽  
Kerstin Monika Tönsing ◽  
Juan Bornman
Keyword(s):  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Research Universities ◽  
Inclusive Education Policy

Teaching About Sexual and Gender Diversity and Challenging Homophobia/Transphobia in the South African School System

2016 ◽  
pp. 165-184
Author(s):  
Finn Reygan
Keyword(s):  
South Africa ◽  
Education Policy ◽  
South African ◽  
Gender Diversity ◽  
The South ◽  
Gender Minorities ◽  
South African School ◽  
And Gender ◽  
South African Constitution ◽  
Diversity In Education

The South African Constitution was the first in the world to include sexual orientation protections, and the country was an early embracer of same-sex marriage. Nevertheless, the lives of sexual and gender minorities in South Africa, including young people in schools, are often characterized by violence and discrimination. The growing body of research on sexual and gender diversity in education in South Africa indicates that homophobia is widespread in schools and that teachers and school principals are ill-prepared to challenge this homophobia and to teach in an affirming way about sexual and gender diversity. This chapter discusses the development of a training module for South African teachers on how best to challenge homophobia and transphobia and to teach about sexual and gender diversity in schools. Given the focus in South African education policy on social justice and inclusion in the post-apartheid context, this ground-breaking intervention supports transformative education policy.

Teacher Agency in South African Education Policy Related to School Safety

2018 ◽  
Vol 17 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Akiko Hanaya ◽  
Zahraa McDonald ◽  
Lorna Balie
Keyword(s):  
Education Policy ◽  
South African ◽  
School Safety ◽  
Teacher Agency ◽  
African Education ◽  
South African Education

South African Language Rights Monitor 2010

2014 ◽  
Author(s):  
Johan Lubbe ◽  
Theo du Plessis
Keyword(s):  
South African ◽  
Language Rights ◽  
African Language

Rethinking gifted education in South Africa

2016 ◽  
Vol 33 (3) ◽  
pp. 273-285
Author(s):  
Marietjie Oswald ◽  
Erika Rabie
Keyword(s):  
South Africa ◽  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Gifted Students ◽  
Academic Experiences ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Social Challenges ◽  
Inclusive Education Policy

In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

Compulsory African language learning at a South African university

2017 ◽  
Vol 41 (2) ◽  
pp. 115-135 ◽  
Author(s):  
Stephanie Rudwick
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
South African ◽  
Undergraduate Students ◽  
English Language ◽  
African Language ◽  
The South ◽  
Language Management ◽  
Higher Education System ◽  
Vernacular Language

Abstract While many universities in the world are making provisions to include the English language in their institutional structure, the South African University of KwaZulu-Natal (UKZN) is opposing the hegemony of English in its institution. The University has launched a language policy and planning (LPP) strategy that makes provisions first to incorporate the vernacular language Zulu as language of learning and teaching, and second, to promote it as a subject. In this vein, the institution recently made an unprecedented decision for the South African higher education system. Since the first semester of 2014, a specific Zulu language module is a mandatory subject for undergraduate students who have no proficiency in the language. Although considered a watershed moment among many African language promoters, the mandatory ruling is fiercely discussed and debated in the institution and beyond. Theoretically grounded in Language Management Theory (LMT) and empirically based on semi-ethnographic fieldwork, this article examines the interplay between macro and micro language dynamics at UKZN in the context of the mandatory Zulu module. In juxtaposing interview discourses of language policy stakeholders with those of Zulu lecturers, the study reveals a stark discrepancy between macro and micro language management at this university. The article argues that this mismatch between the language policy intents and actual practices on the ground is symptomatic for South Africa’s language policy in education being shaped more by ideological interests than by pedagogical regards.

The golden lady: the storied life of a multilingual teacher and author of supplemental reading materials in a marginalized South African language

2012 ◽  
Vol 25 (5) ◽  
pp. 681-704 ◽  
Author(s):  
Deborah A. Horan ◽  
Misty Sailors ◽  
Miriam Martinez ◽  
Allison Skerrett ◽  
Leketi Makalela
Keyword(s):  
South African ◽  
African Language ◽  
Supplemental Reading ◽  
Reading Materials
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