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- W1544295511 abstract "This article brings to our attention the intricacies and possibilities of teaching and learning in post-apartheid public schools of South Africa.2 My argument moves from the premise that if the South African school system is meant to build a democratic nation, then it must reflect the democratic objectives of the nation. Research (e.g. Chisholm, 2002; Jansen, 1999) shows that in the last five years the new curriculum implemented to replace apartheid education has encountered significant limitations in terms of improving the education deficit incurred by Africans under the apartheid state. While public schools in the suburbs and cities are becoming increasingly desegregated, the classroom discourse has remained unchanged and the learning situation is far from complimentary. In short, the classroom discourse has not been successful in helping students of all cultural and class backgrounds to realise their education dream. To be more precise, the classroom discourse has continued to reward students from White upper class background, a practice that has led Black working class students pushed further to the periphery. In this article I problematise the unrepresentative classroom discourse in the form of language, which has persisted in most desegregated South African public schools." @default.
- W1544295511 created "2016-06-24" @default.
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- W1544295511 date "2004-12-01" @default.
- W1544295511 modified "2023-09-26" @default.
- W1544295511 title "(Re)Anglicising the kids : contradictions of classroom discourse in post-apartheid South Africa : research article" @default.
- W1544295511 hasPublicationYear "2004" @default.
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