Education in Africa 
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| Title: | Making visible constructions of dis/advantage through genealogical investigation: South African schooled literacies |
| Author: | Prinsloo, Jeanne |
| Year: | 2007 |
| Periodical: | Critical Arts: A Journal of Media Studies |
| Volume: | 21 |
| Issue: | 1 |
| Pages: | 190-211 |
| Language: | English |
| Geographic term: | South Africa |
| Subjects: | education languages of instruction literacy |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/02560040701398889 |
| Abstract: | Towards the close of the twentieth century in South Africa, powerful discourses were disrupted and political, economic and cultural transformation hailed. Yet, attitudes, subjectivities and patterns of behaviour are not simply automatically erased. In this paper the author assumes the relevance of Foucauldian insights for conducting sociocultural critique and argues for the significance of genealogical work in relation to understanding the present. Thus, the author seeks both to establish what could constitute a genealogical investigation and to illustrate this by describing and discussing a study, undertaken within a genealogical framework, into literacy practices within a specifically South African context. She investigated the differing schooled literacies in KwaZulu-Natal province in South Africa over three decades along the language lines of Afrikaans, English and Zulu. The findings suggest that the differing sets of literacy practices validate different subjects - and that they are implicated in constructing dis/advantage. Bibliogr., notes, ref., sum. [Journal abstract] |
