In colonial and post-colonial situations, of which South Africa is a stark example, ‘whiteness’ h... more In colonial and post-colonial situations, of which South Africa is a stark example, ‘whiteness’ has been constructed in relation to and in contrast with the ‘blackness’ of ‘the other’. How is this affected when a ‘white’ person, brought up during apartheid, is able to speak an indigenous ‘black’ language (isiXhosa)? In this article, extracts from the life story of a
South Africa's new Language in Education Policy (LiEP) has been described as one of the most ... more South Africa's new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and
... In this 'master narrative', the colonialist constructs the ... more ... In this 'master narrative', the colonialist constructs the white self over against the non-white 'other', seeing the colonized as lacking culture ... They show how George's loyalties are divided betweenNathi, the friend whom he encounters in the hybrid space, speaking isiXhosa, and ...
Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have ... more Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa's democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation.
In colonial and post-colonial situations, of which South Africa is a stark example, ‘whiteness’ h... more In colonial and post-colonial situations, of which South Africa is a stark example, ‘whiteness’ has been constructed in relation to and in contrast with the ‘blackness’ of ‘the other’. How is this affected when a ‘white’ person, brought up during apartheid, is able to speak an indigenous ‘black’ language (isiXhosa)? In this article, extracts from the life story of a
South Africa's new Language in Education Policy (LiEP) has been described as one of the most ... more South Africa's new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and
... In this 'master narrative', the colonialist constructs the ... more ... In this 'master narrative', the colonialist constructs the white self over against the non-white 'other', seeing the colonized as lacking culture ... They show how George's loyalties are divided betweenNathi, the friend whom he encounters in the hybrid space, speaking isiXhosa, and ...
Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have ... more Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa's democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation.
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Papers by Liz Botha