Dialogue in places of learning: youth amplified in South Africa
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): A.Cooper
KEYWORDS: CAPE TOWN, EDUCATION, INEQUALITY, LANGUAGE IN EDUCATION POLICY, MOTHER-TONGUE EDUCATION, YOUTH
Print: HSRC Library: shelf number 9356
HANDLE: 20.500.11910/10281
URI: http://hdl.handle.net/20.500.11910/10281
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): A.Cooper
KEYWORDS: CAPE TOWN, EDUCATION, INEQUALITY, LANGUAGE IN EDUCATION POLICY, MOTHER-TONGUE EDUCATION, YOUTH
Print: HSRC Library: shelf number 9356
HANDLE: 20.500.11910/10281
URI: http://hdl.handle.net/20.500.11910/10281
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Showing how youth from one of the poorest and most violent neighborhoods in Cape Town, South Africa, learn differently in three educational contexts - in classrooms, in a community hip hop crew, on a youth radio show - this book illuminates how South African schools, like schools elsewhere, subtly reproduce inequalities by sorting students into social hierarchies linked to assessments of their use of language. Highlighting the voices and perspectives of young South Africans, this case study of youth in the global South explores how language is linked to cultural mixing which occurred during colonialism and slavery and continues through patterns of global mobility. Dialogue in Places of Learning: Youth Amplified in South Africa demonstrates how language and learning are bound to space and place.-
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