Suchergebnisse

Intro -- Contents -- List of Contributors -- Acknowledgements -- FOREWORD: Studying South African savage inequalities in search of robust social‑educational justice -- CHAPTER 1: Introducing the terms of (mis)recognition in respect of students' educational practices across power‑marginalised spaces -- The struggle over educational recognition -- Students' recognitive agency in a 'decontainerised' nexus of relations -- The chapters -- Mobilising educational practices in and across power-marginalised spaces -- Students' institutional pathway mediation in disjunctural educational spaces -- Students' knowledge practices across disjuctural educational spaces -- References -- CHAPTER 2: Mobilising community cultural wealth: The domestic support practices of township families in support of their children's education -- Theoretical framework -- The four families' complex living circumstances in a township context -- The accumulation of cultural capital that supports students' successful learning in a township context -- Conclusion -- References -- CHAPTER 3: Young people's learning practices within a rural working‑class context -- Introduction -- Theoretical considerations -- Methodology -- "It's about where you find yourself": student lives and the socio-spatial dynamics of Arendsehoop -- The construction of the students' learning practices in their family context -- Shared funds of knowledge: the students' community funds of knowledge in developing their learning practices -- The students' peer-based cultural funds of knowledge in developing their learning practices -- The students' media funds of knowledge in relation to developing their learning practices -- Conclusion -- References -- CHAPTER 4: "Playing the game": High school students' mediation of their educational subjectivities across dissonant fields -- Introduction.

"Aslam Fataar, one of South Africa\2019s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the \2018complex ecologies\2019 of young people\2019s learning in urban schools"--

This article is a narrative analysis of one young boy's encounter with his schooling across the rural and urban landscape. It is set against the backdrop of the changing social reproductive context of education in South Africa in the democratic period. Based on in-depth qualitative interviews, the analysis probed the subjective basis on which this young boy encountered his various spatial terrains in order to establish his schooled career. The article employs the lenses of 'aspiration', 'space', and 'technologies of self' to present the argument that his 'capacity to aspire' has to be understood on the basis of his active self-formation and disciplining, accumulated across the itinerant spaces of his life. The aim of this article is to open a window onto how young people now go about navigating their educational aspirations in the light of their contingent life circumstances.

This article discusses the manufactured absence of African epistemologies, what we refer to as epistemicide, in formal education in Africa. The exemplifying case for our argument is the western hegemonic positioning of university and school-based knowledge in South African education during the last twenty years. This is taken up in the first half of the article where we illustrate how this (westernised) knowledge form is instantiated in the education body politik. The article concludes with a consideration of an ecologies of knowledge approach which we argue opens a radicalising space for the inclusion of African-centred epistemologies. The pluralisation of knowledge traditions, via an ecologies of knowledge approach, is the fulcrum of such an epistemological orientation.

This article focuses on the way in which the school management teams (SMTs) of three selected working-class schools have developed and implemented a range of leadership practices within their schools in order to provide a platform for optimal teaching and learning. The article is based on qualitative research conducted in schools on the outskirts of Cape Town. Employing the policy enactment theory advanced by Ball, Maguire and Braun (2012), the article illustrates the way in which the context of these working-class schools impacts on the type of leadership practices that are employed; these practices, in turn, have an impact on the type of curriculum policy platform established in these schools. The article elucidates how governmental curriculum policy reform is 'received' by the SMTs, which are the schools' formal leadership structures, and implemented in the 'messy' reality of the selected schools. We present the argument that the leadership practices of the selected schools' SMTs are determined by the schools' 'materiality,' in reference to the impact of the schools' contextual circumstances on their curriculum processes and leadership practices. The findings show that the schools' leadership practices are based on a narrow and one-dimensional enactment of the curriculum policy, which has negative consequences for teaching and learning in the schools. This article contributes to an understanding of the challenges of leadership practices in working-class schools and the enactment of curriculum policy reform in them.Keywords: curriculum policy; curriculum policy platform; leadership practices; materiality; policy enactment; school management team; working-class context

In zehn Beiträgen wird die Rolle von Schule und Bildung in Südafrika nach dem Ende der Apartheid untersucht. Den Hintergrund der Analysen bildet die Erkenntnis, dass Südafrika nicht nur die Hypotheken des rassistischen Systems zu bewältigen hat, sondern sich auch den Herausforderungen der Globalisierung stellen muss. (DÜI-Kör)