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 42
الصفحة 9
... discussion on the characteristics of mythical and modern ways of understanding the world , Jürgen Habermas examines Winch's and Wittgenstein's culturalistic concept of languages as " linguistically articulated worldviews and ...
... discussion on the characteristics of mythical and modern ways of understanding the world , Jürgen Habermas examines Winch's and Wittgenstein's culturalistic concept of languages as " linguistically articulated worldviews and ...
الصفحة 21
... discussion of Generalized Exophoric Reference ( Halliday and Hasan 1976 : 53 ) , identify " they " as referring to " persons unspecified , " or to " persons adequately specified for purposes of discussion by the context . " Sometimes ...
... discussion of Generalized Exophoric Reference ( Halliday and Hasan 1976 : 53 ) , identify " they " as referring to " persons unspecified , " or to " persons adequately specified for purposes of discussion by the context . " Sometimes ...
الصفحة 31
... discussion , and it is applied a little differently . Fairclough limits his discussion of the power structures evident in cross- cultural encounters to practical examples of exclusion by the socially dominant cultural grouping , for ...
... discussion , and it is applied a little differently . Fairclough limits his discussion of the power structures evident in cross- cultural encounters to practical examples of exclusion by the socially dominant cultural grouping , for ...
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