An Analysis of South Africa's Education Policy Documents: Self-definitioin and Definition of the "Other"E. Mellen Press, 2006 - 283 من الصفحات The language of education policy documents indicates the nature of the society South African policymakers envisioned in a country where people from diverse background share the same geographical space. The language indicates how they perceived both themselves and the various groups. This study shows that despite political change, the style and register of the language used and the concerns underlying educational policies in South Africa are continuous and congruous. |
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النتائج 1-3 من 28
الصفحة 175
... Nationalist government , under the leadership of Dr D.F. Malan , unexpectedly won the election battle which had been fought in the aftermath of and on the basis of many of the enmities of World War II . The country was sharply divided ...
... Nationalist government , under the leadership of Dr D.F. Malan , unexpectedly won the election battle which had been fought in the aftermath of and on the basis of many of the enmities of World War II . The country was sharply divided ...
الصفحة 178
... Nationalism was not new to South Africa in 1948. Nor was it merely a religious - political ideology developed to give religious approval to what has often been regarded as racially determined nationalism . Dutch - medium Christian ...
... Nationalism was not new to South Africa in 1948. Nor was it merely a religious - political ideology developed to give religious approval to what has often been regarded as racially determined nationalism . Dutch - medium Christian ...
الصفحة 279
... nationalism , 255 ; Boer nation , 186 ; Broederbond , 176 , 183 , 209 , 214 ; Nationalist Party ( see Nationalist Party ) ; Afrikanerdom , 108 , 112 Ashforth , Adam , 29 , 37-38 , 103-104 , 133 , 147 , 149 , 153-155 , 163 , 166 , 170 ...
... nationalism , 255 ; Boer nation , 186 ; Broederbond , 176 , 183 , 209 , 214 ; Nationalist Party ( see Nationalist Party ) ; Afrikanerdom , 108 , 112 Ashforth , Adam , 29 , 37-38 , 103-104 , 133 , 147 , 149 , 153-155 , 163 , 166 , 170 ...
المحتوى
CRITICAL DISCOURSE ANALYSIS | 9 |
METHODOLOGY | 47 |
EDUCATION IN SOUTH AFRICA | 65 |
حقوق النشر | |
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عبارات ومصطلحات مألوفة
African National Congress Afrikaans-speaking analysis apartheid Ashforth assumptions attitude Bantu culture Bantu Education Bantu language Batavian Republic become Boer British Calvinist Cape Cape Colony characterised Christian National Education civilised cohesion colony Coloured Commission Report context Davenport defined Despite Dijk discourse discourse analysis discussion dominant Dutch Dutch Reformed Church economic education and training Education Commission education in South educational system English English-speaking European Fairclough goals Grey groups Habermas Halliday and Hasan heathens identified ideological ideological assumptions Kaffir labour Lakoff and Johnson lexical linguistic metaphors metonymy Milner missionaries Natal Nationalist Native education official language outcomes-based education parents Parliament Policy Framework political Province question race racial reality recommendations reference Reformed Church religious Rose and Tunmer schools Similarly slaves social society South Africa South African education speaks summary following teachers teaching Transvaal underlying concerns understanding Union of South Voortrekker White South Africans Xhosa