Contested Spaces -- Shared Places: A South African Perspective

Autor/in	Vandeyar, Saloshna
Titel	Contested Spaces -- Shared Places: A South African Perspective
Quelle	In: Education, Citizenship and Social Justice, 16 (2021) 2, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vandeyar, Saloshna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197920902427
Schlagwörter	Foreign Countries; Educational History; Educational Environment; Racial Segregation; Racial Discrimination; Race; Racial Identification; Educational Policy; Teacher Behavior; Language Usage; Language of Instruction; Power Structure; Minority Group Students; Immigrants; Indigenous Populations; Democracy; Racial Differences; Work Ethic; South Africa + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassentrennung; Racial bias; Rassismus; Rasse; Abstammung; Politics of education; Bildungspolitik; Teacher behaviour; Lehrerverhalten; Sprachgebrauch; Teaching language; Unterrichtssprache; Immigrant; Immigrantin; Immigranten; Sinti und Roma; Demokratie; Rassenunterschied; Arbeitsethos; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article presents an account of how contested spaces: shared places have played out in the South African education context by tracing how the historical, political, social and educational contexts of South Africa created and determined shared places. The article draws on findings from a range of research projects that I conducted over the past 15 years and that utilised the meta-theoretical framework of social constructivism and the methodological framework of qualitative case studies, narrative inquiry and portraiture. Findings from this collection of research studies reveal that the creation and evolution of shared spaces though activated by political, social and educational policy intent that was good and at times exceptional, 'knowledge in the blood' coupled with a passion for power witnessed policy in action transform these shared spaces into largely contested spaces. Intriguingly, within these spaces sparks of 'goodness' emerged that hold promise for a brighter future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01