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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الصفحة 33
... ideology ( Fairclough 1989 : 80 ) . Fairclough maintains that common sense is " substantially , though not entirely , ideological " and understands " ideological common sense as common sense in the service of sustaining unequal ...
... ideology ( Fairclough 1989 : 80 ) . Fairclough maintains that common sense is " substantially , though not entirely , ideological " and understands " ideological common sense as common sense in the service of sustaining unequal ...
الصفحة 34
... ideological common - sense assumptions in a text it is important to identify not only the dictionary meaning of words - which Fairclough points out is in itself a codification of common sense assumptions - but to recognize the meaning ...
... ideological common - sense assumptions in a text it is important to identify not only the dictionary meaning of words - which Fairclough points out is in itself a codification of common sense assumptions - but to recognize the meaning ...
الصفحة 35
... ideological and cultural capital . There are several instances when the ideology of those who for several generations have been " victims , " who have been the losers in armed conflict , whose culture and religion has not been ...
... ideological and cultural capital . There are several instances when the ideology of those who for several generations have been " victims , " who have been the losers in armed conflict , whose culture and religion has not been ...
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