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. |
من داخل الكتاب
النتائج 1-3 من 18
الصفحة 26
... civilised is up " and " non - Christian and / or un - civilised is down , " structures of trusteeship and superiority , of inclusion or exclusion , will have racial , cultural and religious bases . This will justify creating politically ...
... civilised is up " and " non - Christian and / or un - civilised is down , " structures of trusteeship and superiority , of inclusion or exclusion , will have racial , cultural and religious bases . This will justify creating politically ...
الصفحة 106
... civilised " as it is used here , as an antonym to " the raw , untaught savage " and those who are subject to " the abominations of savageism , " but challenges the criteria which enable the dominant bloc representing " our civilised ...
... civilised " as it is used here , as an antonym to " the raw , untaught savage " and those who are subject to " the abominations of savageism , " but challenges the criteria which enable the dominant bloc representing " our civilised ...
الصفحة 172
... civilised and Christian ideals " ( 1.21-22 ) . While the Commission acknowledges that disintegration of the " indigenous culture " is due to close contact with " a strong and dominating civilisation " and to the " devastating effect of ...
... civilised and Christian ideals " ( 1.21-22 ) . While the Commission acknowledges that disintegration of the " indigenous culture " is due to close contact with " a strong and dominating civilisation " and to the " devastating effect of ...
المحتوى
CRITICAL DISCOURSE ANALYSIS | 9 |
METHODOLOGY | 47 |
EDUCATION IN SOUTH AFRICA | 65 |
حقوق النشر | |
2 من الأقسام الأخرى غير ظاهرة
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