The intellectualisation of African languages, multilingualism and education: a research-based approach
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2014
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Language policy -- South Africa , Education, Higher -- South Africa , Educational change -- South Africa , Multiligualism , Multicultural education -- South Africa , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59321 , vital:27548 , http://alternation.ukzn.ac.za/Files/docs/21 SpEd13/Alternation Spec Ed 13 (2014).pdf#page=13
- Description: This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. , Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.
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- Date Issued: 2014
Resisting racism: a teachers' guide to equality in education
- Authors: Eyber, Carola , Dyer, Dorothy , Versfeld, Ruth
- Date: 1997
- Subjects: Discrimination in education -- South Africa -- Prevention , Educational equalization -- South Africa , Multicultural education -- South Africa , Racism -- South Africa , School integration -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/73690 , vital:30217 , 1874864462
- Description: While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.
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- Date Issued: 1997