Showing how youth from one of the poorest and most violent neighborhoods in Cape Town, South Africa, learn differently in three educational contexts in classrooms, in a community hip hop crew, on a youth radio showthis book illuminates how South African schools, like schools elsewhere, subtly reproduce inequalities by sorting students into social hierarchies linked to assessments of their use of language. Highlighting the voices and perspectives of young South Africans, this case study of youth in the global South explores how language is linked to cultural mixing which occurred during colonialism and slavery and continues through patterns of global mobility.Dialogue in Places of Learning: Youth Amplified in South Africa demonstrates how language and learning are bound to space and place.
|
|
|
ix | |
| Foreword: Becoming-With-Others |
|
xi | |
|
|
| Acknowledgements |
|
xvii | |
| Preface |
|
xix | |
|
|
|
1 | (20) |
|
2 Language, Race and Space in Cape Town |
|
|
21 | (13) |
|
3 Learning, Language and Dialogue |
|
|
34 | (10) |
|
|
|
44 | (15) |
|
5 Dialogue and Learning at Rosemary Gardens High School |
|
|
59 | (24) |
|
6 Dialogue and Learning Amongst the Doodvenootskap |
|
|
83 | (19) |
|
7 Learning at Youth Amplified Radio Show |
|
|
102 | (24) |
|
8 The Centrality of Language in Places of Learning |
|
|
126 | (13) |
|
9 A New Educational Matrix |
|
|
139 | (14) |
| Appendix A |
|
153 | (4) |
| Appendix B |
|
157 | (4) |
| Index |
|
161 | |
Adam Cooper is a research specialist at the Human Sciences Research Council in Cape Town, South Africa, a research associate in the Department of Education Policy Studies at Stellenbosch University, South Africa and a fellow of the Centre for Commonwealth Education, University of Cambridge.
