A Local Discursive Dimension in a Specific Historical Context: Students' Narratives of Police Experiences during South Africa's #FeesMustFall Protests

Autor/inn/en	Mafofo, Lynn; Makoni, Sinfree
Titel	A Local Discursive Dimension in a Specific Historical Context: Students' Narratives of Police Experiences during South Africa's #FeesMustFall Protests
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 39 (2020) 4, S.431-450 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2019-0054
Schlagwörter	Foreign Countries; Power Structure; Police School Relationship; Higher Education; Social Change; Student Attitudes; Discourse Analysis; Social Action; Ideology; Political Influences; Disadvantaged; College Students; Racial Segregation; School Security; Privatization; Law Enforcement; Tuition; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wandel; Schülerverhalten; Diskursanalyse; Soziales Handeln; Ideologie; Political influence; Politischer Einfluss; Collegestudent; Rassentrennung; Privatisation; Privatisierung; Gesetzesvollzug; Unterweisung; Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Most studies on campus and private policing take on political, anthropological, sociological, and criminological perspectives. Although there were investigations on policing in South Africa during apartheid, scant research has focused on how students in South African higher education (SAHE) relate their experiences of campus policing. Due to recent unrest on SAHE campuses and radical changes that include the militarization of police forces, examining how students perceive the legitimacy and integrity of campus policing is vital. As such, this paper presents a discourse analysis focused on descriptions of students' campus experiences in the aftermath of the #FeesMustFall (#FMF) protests. Combining critical discourse analysis (CDA) with systemic functional linguistics, through transitivity, it offers insight into the ideological power struggles between students and police. It shows the types of voices students reveal as an aggrieved group in the hope of identifying non-aggressive approaches to address emotionally charged events (such as protests). Adding transitivity analysis to CDA provides a solid framework for decoding radical meanings at the peak of chaotic situations in which social change in post-apartheid South Africa can be facilitated by understanding marginalized groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01