Cargando…
Complex Classroom Encounters : a South African Perspective.
This scholarly work appears at a crucial moment in South Africa. With the country now democratically independent for close to 20 years, the authors provide a comprehensive description of schooling and overall education, that allows the reader to see if or how the wide social development gaps that ex...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer,
2012.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Complex Classroom Encounters; CONTENTS; ILLUSTRATIONS; ACKNOWLEDGEMENTS; ABBREVIATIONS; PREFACE; NOTES; CHAPTER ONE: LINGUISTIC DIVERSITY IN THE CLASSROOM:HISTORICAL ROOTS OF THE CHALLENGE ANDOPPORTUNITY; THE HISTORY OF SOUTH AFRICA'S CURRENT LANGUAGE LANDSCAPE; Migratory Patterns
- Major Languages; THEORETICAL CONSIDERATIONS; Crossing the Threshold: Home and School Meet; Plural Conceptions of Literacy; Language for Learning; CONCLUSION; NOTES; CHAPTER TWO: INTERSECTING WORLDVIEWS; SOCIALISATION FOR ADULT PARTICIPATION IN SOCIETY; What Is Socialisation?
- TRADITIONAL RURAL, AND 'MODERN' URBAN LIFESTYLES: ACHARACTERISATION OF DISTINCT WORLDVIEWSTHE PRE-COLONIAL, RURAL, TRADITIONAL, AND ORAL-LITERATE WORLD; THE POST-COLONIAL, URBAN, INDUSTRIALISED, 'LITERATE' WORLD; Defining 'Western' Education Philosophy; WHAT THINKING LINKS THE PRE-COLONIAL AND POST-COLONIAL WORLDS?; What Does the Foregoing Have to Do with Urban Foundation Phase Classrooms?; TEACHERS' VOICES FROM THE CLASSROOM; Focus on Control; Cultural Tensions in the Classroom; Teacher-Centred, Transmission Mode of Teaching; CONCLUSION; NOTES.
- CHAPTER THREE: LANGUAGE POLICIES: WHAT ARE THE ROOTS ANDCURRENT DIRECTIONS?WHAT IS A POLICY?; Economic Factors; Political Factors; Cultural Factors; POLICIES HAVE HISTORICAL ROOTS; CURRENT DIRECTIONS OF SOUTH AFRICAN LANGUAGE POLICIES; CHILDREN'S LANGUAGE AND EDUCATION RIGHTS; CONCOMITANT LINGUISTIC DEMANDS MADE ON TEACHERS; HOW DOES THE FOREGOING MANIFEST IN THE URBANFOUNDATION PHASE CLASSROOM?; CONCLUSION; NOTES; CHAPTER FOUR: LANGUAGE, PEDAGOGY AND POLITICS INTERSECTIN THE CLASSROOM; THEORETICAL CONSIDERATIONS; METHOD
- RESEARCH PROCESS; CONTEXTUALISING THE RESEARCH SITES; Pretoria.
- MontrealLANGUAGE, PEDAGOGY AND POLITICS MEET IN THE CLASSROOM; DEFINING COMPLEX LANGUAGE ENCOUNTERS; Pretoria; Class: Go up the lift [elevator] and go down the lift!; Montreal; CONCLUSION; NOTES; CHAPTER FIVE: INSIDE CLASSROOMS: VISUAL MESSAGES; VISUAL ETHNOGRAPHY; SPACE THEORY; VISUAL EVIDENCE OF BORDER CROSSING; WHAT DOES SPACE HAVE TO DO WITH LANGUAGE USE IN THE CLASSROOM?; PRINTED LEARNING MATERIALS: FERTILE GROUND FOR COMPLEXLANGUAGE ENCOUNTERS; CONCLUSION; NOTES; CHAPTER SIX: GLOBAL CHANGE: CHALLENGE OR OPPORTUNITYFOR SOUTH AFRICA'S TEACHERS?; WHAT IS GLOBALISATION?
- HOW DOES GLOBALISATION AFFECT SCHOOLING IN SOUTH AFRICA?Hegemony of English; Curriculum; Technology; Text Materials; SOME CONCLUDING THOUGHTS; NOTES; REFERENCES; INDEX.