Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/453268 , vital:75235 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/453268 , vital:75235 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad-Martin, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
Postgraduate writing groups as spaces of agency development
- Oluwole, David O, Achadu, A, Asfour, Fouad-Martin, Chakona, Gamuchirai, Mason, Paul, Mataruse, P, McKenna, Sioux
- Authors: Oluwole, David O , Achadu, A , Asfour, Fouad-Martin , Chakona, Gamuchirai , Mason, Paul , Mataruse, P , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187194 , vital:44578 , xlink:href="https://doi.org/10.20853/32-6-2963"
- Description: Academic writing is a peculiar phenomenon – it varies greatly from discipline to discipline and its requirements are rarely made overt. Taking on the writing practices of the academy has implications for identity and it is thus unsurprising that it is seen to be a risky endeavour. This article analyses the experiences of postgraduate scholars who have participated in writing groups that meet weekly to read each other’s work and provide supportive critique. Thirty-two people provided detailed, anonymous evaluations of their writing groups and these were studied using a discourse analysis. Three main findings are discussed here. Firstly, writing circles allowed for academic writing development to be engaged with as a social practice, where the disciplinary norms could be made more explicit through peer deliberation, and where they could also be challenged. Secondly, the lack of hierarchical power in the writing groups was key to making safe spaces for agency development, and also for providing positive peer pressure whereby participants were spurred on to work on their writing. Thirdly, the fact that the groups were interdisciplinary, within cognate disciplinary families, provided an interesting challenge in that the students had to consider what these non-specialist readers would or would not understand. This process assisted students in clarifying their writing. Participants’ evaluation of the writing groups revealed an overall sense that these contributed to postgraduate student wellbeing and were places of significant agential development.
- Full Text:
- Date Issued: 2018
- Authors: Oluwole, David O , Achadu, A , Asfour, Fouad-Martin , Chakona, Gamuchirai , Mason, Paul , Mataruse, P , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187194 , vital:44578 , xlink:href="https://doi.org/10.20853/32-6-2963"
- Description: Academic writing is a peculiar phenomenon – it varies greatly from discipline to discipline and its requirements are rarely made overt. Taking on the writing practices of the academy has implications for identity and it is thus unsurprising that it is seen to be a risky endeavour. This article analyses the experiences of postgraduate scholars who have participated in writing groups that meet weekly to read each other’s work and provide supportive critique. Thirty-two people provided detailed, anonymous evaluations of their writing groups and these were studied using a discourse analysis. Three main findings are discussed here. Firstly, writing circles allowed for academic writing development to be engaged with as a social practice, where the disciplinary norms could be made more explicit through peer deliberation, and where they could also be challenged. Secondly, the lack of hierarchical power in the writing groups was key to making safe spaces for agency development, and also for providing positive peer pressure whereby participants were spurred on to work on their writing. Thirdly, the fact that the groups were interdisciplinary, within cognate disciplinary families, provided an interesting challenge in that the students had to consider what these non-specialist readers would or would not understand. This process assisted students in clarifying their writing. Participants’ evaluation of the writing groups revealed an overall sense that these contributed to postgraduate student wellbeing and were places of significant agential development.
- Full Text:
- Date Issued: 2018
Contesting masculinities: a study of selected texts of resistance to conscription into the South African Defence Force (SADF) in the 1980s
- Authors: Mason, Paul
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2332 , http://hdl.handle.net/10962/d1020842
- Description: The theoretical framework for this thesis and analysis of primary texts revolves around the problem of conscription into the South African Defence Force (SADF) in the 1980s. The ideology of masculinity that underpinned and sustained the practice of conscription is referred to throughout as the hegemonic version. This term is interchangeable with others, namely masculinism and ‗the real man.‘ The aim is to interpret the selected texts for strains of resistance to the practice of conscription and its assumptions as to what to what constitutes the natural or real man. In the Introduction to this thesis I begin by explaining the personal dimension of my role as researcher, after which I motivate my research project and explain its theoretical and methodological orientation, focusing on the concepts that play a significant role in analysis of the primary texts. The Introduction concludes with an outline of the content of Chapters 1–5. Chapter 1 begins with a brief discussion, on the general level, of the practice of conscription and resistance to it, and proceeds to a concern with conscription in 1980s South Africa. Attention is paid to prevailing attitudes towards gender and sexuality within both the SADF and the End Conscription Campaign (ECC). Discussion of gender and sexuality as constructs of identity proceeds to a focus on the conceptual tools for textual analysis provided by theories of masculinity. The final section of this chapter pays attention to specific post-structuralist notions of identity that serve analysis of the primary texts, that is, the notions of the subject, agency and the author. Having engaged mainly with secondary texts in Chapter 1, Chapter 2 presents the first sustained critical engagement with primary texts in which resistance was expressed against the institution of conscription and the hegemonic version of masculinity that underpinned it. These expressions of resistance occurred within a rock music counter-culture of the period, known as the Voëlvry movement. Attention is given to overlaps or links between this counter-culture and that of America in the 1960s, as well echoes between the Vietnam and Border Wars. Analysis of these links is applied to a memoir selected for its appropriateness. Threaded through the chapter is a concern with expressions of masculine identity within the Voëlvry counter-culture, the SADF and the ECC. Chapter 3 focuses on three novels and one collection of short stories, each narrated in the first person and written by gay authors who performed their National Service. Attention is paid to the protagonists‘ perceptions of themselves, their troubled relationships with their fathers, and the struggle to come out within a context that prohibited them from doing so. Chapter 4 concerns three wartime memoirs and two written by men who refused to perform their National Service. Underlying concerns in this chapter are the question of fact versus fiction in the genre of the memoir, authors‘ perceptions of and relationships with women, and expressions of vulnerability. Chapter 5 concentrates on the interviews that comprise the Appendix. The chapter establishes its theoretical ground by focusing on principles of narrative structure and the relation of personal to narrative identity. The chapter pays attention to the displays of power and the vulnerabilities of both veteran soldiers and resisters. Theory deployed in analysis of the primary texts serves the principal concerns articulated in the title to the thesis.
- Full Text:
- Date Issued: 2016
- Authors: Mason, Paul
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2332 , http://hdl.handle.net/10962/d1020842
- Description: The theoretical framework for this thesis and analysis of primary texts revolves around the problem of conscription into the South African Defence Force (SADF) in the 1980s. The ideology of masculinity that underpinned and sustained the practice of conscription is referred to throughout as the hegemonic version. This term is interchangeable with others, namely masculinism and ‗the real man.‘ The aim is to interpret the selected texts for strains of resistance to the practice of conscription and its assumptions as to what to what constitutes the natural or real man. In the Introduction to this thesis I begin by explaining the personal dimension of my role as researcher, after which I motivate my research project and explain its theoretical and methodological orientation, focusing on the concepts that play a significant role in analysis of the primary texts. The Introduction concludes with an outline of the content of Chapters 1–5. Chapter 1 begins with a brief discussion, on the general level, of the practice of conscription and resistance to it, and proceeds to a concern with conscription in 1980s South Africa. Attention is paid to prevailing attitudes towards gender and sexuality within both the SADF and the End Conscription Campaign (ECC). Discussion of gender and sexuality as constructs of identity proceeds to a focus on the conceptual tools for textual analysis provided by theories of masculinity. The final section of this chapter pays attention to specific post-structuralist notions of identity that serve analysis of the primary texts, that is, the notions of the subject, agency and the author. Having engaged mainly with secondary texts in Chapter 1, Chapter 2 presents the first sustained critical engagement with primary texts in which resistance was expressed against the institution of conscription and the hegemonic version of masculinity that underpinned it. These expressions of resistance occurred within a rock music counter-culture of the period, known as the Voëlvry movement. Attention is given to overlaps or links between this counter-culture and that of America in the 1960s, as well echoes between the Vietnam and Border Wars. Analysis of these links is applied to a memoir selected for its appropriateness. Threaded through the chapter is a concern with expressions of masculine identity within the Voëlvry counter-culture, the SADF and the ECC. Chapter 3 focuses on three novels and one collection of short stories, each narrated in the first person and written by gay authors who performed their National Service. Attention is paid to the protagonists‘ perceptions of themselves, their troubled relationships with their fathers, and the struggle to come out within a context that prohibited them from doing so. Chapter 4 concerns three wartime memoirs and two written by men who refused to perform their National Service. Underlying concerns in this chapter are the question of fact versus fiction in the genre of the memoir, authors‘ perceptions of and relationships with women, and expressions of vulnerability. Chapter 5 concentrates on the interviews that comprise the Appendix. The chapter establishes its theoretical ground by focusing on principles of narrative structure and the relation of personal to narrative identity. The chapter pays attention to the displays of power and the vulnerabilities of both veteran soldiers and resisters. Theory deployed in analysis of the primary texts serves the principal concerns articulated in the title to the thesis.
- Full Text:
- Date Issued: 2016
Contesting masculinities: two border war memoirs
- Authors: Mason, Paul
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458488 , vital:75748 , https://hdl.handle.net/10520/EJC193816
- Description: This article begins by discussing what Christo Doherty in his article "Trauma and the Conscript Memoirs of the South African 'Border War'," published in English in Africa 42.2 (2015), calls the "explanatory schema" for the analysis of "anti-heroic" conscript memoirs. At the centre of Doherty's schema is the concept of post-traumatic stress disorder (PTSD), with its satellite concerns of "trauma narratives" and the "victim-perpetrator." In contrast, my analysis of two memoirs hinges upon a concern with the contest between hegemonic and counter-hegemonic discourses of masculinity that prevailed in the 1980s. The memoirs I focus upon are two that are briefly discussed by Doherty - Rick Andrew's Buried in the Sky (2001) and Anthony Feinstein's Battle Scarred: Hidden Costs of the Border War (1998/2011). The aim of the article is to apply to the memoirs an analytic framework that does justice to a wider range of intra- and inter-masculine dynamics than can be accommodated by a trauma-centred analysis.
- Full Text:
- Date Issued: 2016
- Authors: Mason, Paul
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/458488 , vital:75748 , https://hdl.handle.net/10520/EJC193816
- Description: This article begins by discussing what Christo Doherty in his article "Trauma and the Conscript Memoirs of the South African 'Border War'," published in English in Africa 42.2 (2015), calls the "explanatory schema" for the analysis of "anti-heroic" conscript memoirs. At the centre of Doherty's schema is the concept of post-traumatic stress disorder (PTSD), with its satellite concerns of "trauma narratives" and the "victim-perpetrator." In contrast, my analysis of two memoirs hinges upon a concern with the contest between hegemonic and counter-hegemonic discourses of masculinity that prevailed in the 1980s. The memoirs I focus upon are two that are briefly discussed by Doherty - Rick Andrew's Buried in the Sky (2001) and Anthony Feinstein's Battle Scarred: Hidden Costs of the Border War (1998/2011). The aim of the article is to apply to the memoirs an analytic framework that does justice to a wider range of intra- and inter-masculine dynamics than can be accommodated by a trauma-centred analysis.
- Full Text:
- Date Issued: 2016
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