The writing's on the wall ... and in other forbidden places: youth using languaging practices to mediate the past in formal and informal learning spaces
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2018
TITLE AUTHOR(S): A.Cooper
SOURCE EDITOR(S): A.Fataar
KEYWORDS: EDUCATION, FORMAL LEARNING SPACES, INFORMAL LEARNING SPACES, LANGUAGES, YOUTH
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 10791
HANDLE: 20.500.11910/13652
URI: http://hdl.handle.net/20.500.11910/13652
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter is firmly located in the 'after-life' of my doctoral research, a period that has been incredibly productive for looking at what I did in new ways, in conversation with colleagues who have used different conceptual approaches. My PhD explored a language and a place, neither of which I fully understand. I was not raised up speaking this language, or living in this place. The language could be called Kaapse Afrikaans, an informal version of Afrikaans. I have called the place Rosemary Gardens to protect the identities of the people whose words I 'took' or 'documented', depending on how you interpret these things. I worked with young people in Rosemary Gardens partly because it made me feel better about myself, that I was atoning for my whiteness. But also because I learnt about myself, the places that I live in and the divisions between myself and others through this work. As a researcher working for the Extra-Mural Education Project (EMEP), a position I held while completing my PhD, I will never forget how students at schools I visited would ask me uncle, what country are you from? The only white people they saw were German and American volunteers; it was unfathomable to them that I could have been born 10 kilometres away from where they lived, and that we shared a city, a nationality, a continent.-
Related Research Outputs:
- South Africa's human capital in the 1990s
- South Africa's peer education programmes: mapping and fieldwork plan
- School drop-outs and imprisoned youths
- The state of youth in South Africa: trends in education attainment
- HIV prevalence survey 2008 (and Educators Study 2005): implications for the Department of Basic Education?
- Gender security, gendered violence and social justice: the rights of protection through the education of urban youth in African cities
- Introduction: why this book?
- Education and skills development
- Developing young people's capacities to navigate adversity
- Youth health and well-being: why it matters?
- Coming to self-awareness: in search of an education for non-violence
- Dialogue in places of learning: youth amplified in South Africa
- Smooth, staggered or stopped?: educational transitions among the youth
- Language ideologies in formal and informal educational places
- Youth mediating education through their languaging practices
- Suicidal ideation and associated factors among students aged 13-15 years in Association of Southeast Asian Nations (ASEAN) member states, 2007-2013
- Learners deserve the best: teachers as agents of language proficiency
- Education, skills, economy and youth unemployment in South Africa
- Making a new South African learner: an analysis of the South African schools act
- Smooth, staggered, or stopped?: educational transitions in the South African Youth Panel Survey