Literaturnachweis - Detailanzeige
| Autor/in | Fataar, Aslam |
|---|---|
| Titel | Discourse, Differentiation, and Agency: Muslim Community Schools in Postapartheid Cape Town |
| Quelle | In: Comparative Education Review, 49 (2005) 1, S.23 (21 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Foreign Countries; Muslims; Race; Social Change; Ideology; Educational Practices; Educational Change; Religion; Comparative Education; South Africa (Cape Town) |
| Abstract | This article explores the establishment of schools set up by Muslim communities in Cape Town, South Africa, after 1994. Twelve schools have been set up across the city: four primary schools, three high schools, four schools that have grades 1-12, and one school that has grades 1-3 and 8-10. They are registered with the Western Cape Education Department as independent schools. Nine of these schools are in working-class, former colored townships, and one is in a black working-class township. The remaining two are in middle-class locales, one in a formerly Indian township and the other in a formerly white suburb. These schools reveal an interaction among a confluence of discourses that are actively mediated within localized school contexts. The schools are an illustration of hybrid processes made up of globally inspired Islamization discourses and local education and social change discourses. Contrary to the view that Islamization is a strong framer of meaning making within Muslim schools, its discursive role is limited to symbolism and discursive overlay. (Contains 42 endnotes.) (ERIC). |
| Anmerkungen | University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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