In search of the African voice in higher education: the language question
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
Introduction: the multilingual context of education in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
Multilingual education for Africa: Concepts and practices
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
Technauriture as an Educational Tool in South Africa: translating to read across Africa
- Authors: Kaschula, Russell H
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174865 , vital:42516 , https://njas.fi/njas/article/view/109
- Description: This article seeks to situate the importance of orality in southern African communities within the paradigm of Technauriture, that being the intersection of technology, auriture and literature and how it relates to imparting educational messages within South Africa in particular. The process of orality as allowed for through, for example oral histories, music, poetry and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology in educational and archival circles is further explored in this article. The question which this article seeks to understand is how technology can contribute in the educational milieu.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174865 , vital:42516 , https://njas.fi/njas/article/view/109
- Description: This article seeks to situate the importance of orality in southern African communities within the paradigm of Technauriture, that being the intersection of technology, auriture and literature and how it relates to imparting educational messages within South Africa in particular. The process of orality as allowed for through, for example oral histories, music, poetry and story-telling, and how it interacts with the recording process facilitated through modern technology, as well as the return of the oral material via technology in educational and archival circles is further explored in this article. The question which this article seeks to understand is how technology can contribute in the educational milieu.
- Full Text:
- Date Issued: 2016
'Meaningful engagement’: Towards a language rights paradigm for effective language policy implementation
- Docrat, Zakeera, Kaschula, Russell H
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174812 , vital:42512 , https://doi.org/10.1080/02572117.2015.1056455
- Description: This article aims to develop the concept of ‘meaningful engagement’ in terms of the contemporary language policy implementation framework in South Africa. By exploring the current language policies, implementation and the current lack of effectiveness, the authors offer a new implementation focus drawn from the legal concept of ‘meaningful engagement’. ‘Meaningful engagement’ is a concept within the socio-economic rights sphere. This article expands and advances the concept within a language policy framework. Against the enabling legislative environment created by the Use of Official Languages Act 12 of 2012 and the overarching Constitutional framework which embeds the rights of all official languages, ‘meaningful engagement’ is developed and applied to selected language policies and practices.
- Full Text:
- Date Issued: 2015
- Authors: Docrat, Zakeera , Kaschula, Russell H
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174812 , vital:42512 , https://doi.org/10.1080/02572117.2015.1056455
- Description: This article aims to develop the concept of ‘meaningful engagement’ in terms of the contemporary language policy implementation framework in South Africa. By exploring the current language policies, implementation and the current lack of effectiveness, the authors offer a new implementation focus drawn from the legal concept of ‘meaningful engagement’. ‘Meaningful engagement’ is a concept within the socio-economic rights sphere. This article expands and advances the concept within a language policy framework. Against the enabling legislative environment created by the Use of Official Languages Act 12 of 2012 and the overarching Constitutional framework which embeds the rights of all official languages, ‘meaningful engagement’ is developed and applied to selected language policies and practices.
- Full Text:
- Date Issued: 2015
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