Insidious colonialism in post-Apartheid education. Interplay of Black teacher narratives, educational policy and textbook analysis.

Autor/in	Subreenduth, Sharon
Titel	Insidious colonialism in post-Apartheid education. Interplay of Black teacher narratives, educational policy and textbook analysis.
Quelle	In: Qualitative Research in Education, 2 (2013) 3, S. 213-241Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2014-6418
DOI	10.447/qre.2013.27
Schlagwörter	Wahrnehmung; Bildungspolitik; Lehrer; Schulbuch; Geschichte (Histor); Geschichtsunterricht; Apartheid; Demokratisierung; Schwarzer; Online-Publikation; Südafrika (Staat)
Abstract	This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation's meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the written and visual content against post-apartheid decolonizing intentions. Teacher narratives and textbook analysis indicate that even prescriptive post-apartheid textbooks struggle to reimagine history wrought through with colonialism. Decolonizing analysis of visual images in the textbooks show how curriculum policy/practice in South Africa is a collision of anti-apartheid desires and post-apartheid reality. By examining grassroots linkages I attempt to expand the current dialogue on educational policy and textbook studies and to contextualize the field, both historically and contemporarily.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2014/3