This paper uses a case study of the drawings, early writings and imaginative role play of two children to illustrate how children use a variety of modes to make meaning in ways that are creative and beyond the design and expectation of adults. It aims to valorise the kinds of practices in which children routinely engage but which are often overlooked and de-valued by adults, both parents and teachers. Framed by social semiotic theories of communication, multimodal pedagogies and cognitive accounts of children's drawings, it illustrates how the children in this study work easily and seamlessly across a variety of materials and modes, using the semiotic resources available in their environments, to create imaginary worlds and express meanings according to their interests. In profiling these children, this paper lends support to the claim of multimodal pedagogies that it is the shifting across modes, as well as the freedom to choose the mode of expression, that engages the child's affect and creativity and builds agency and voice.

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Although apartheid officially ended in 1994, the issue of race as a primary identity marker has continued to permeate many aspects of private and public life in post-apartheid South Africa. This paper seeks to understand how youth at two South African tertiary institutions position themselves in relation to race and the apartheid past. Our data include four focus group interviews from two universities, one which can be described as historically 'black' and the other as histor-ically 'white'. Given the complex nature of the data, we elected to use a combination of corpus linguistics and discourse analysis as our methodological approach. We explore how words such as black, white, coloured, they, we, us and them feature in the interviews. Our analysis shows that the positioning by the interviewees reflects a complexity and ambivalence that is at times contradictory although several broader discourse patterns can be distilled. In particular, we argue, that all groups employ a range of discursive strategies so as to resist being positioned in the historical positions of 'victim' and 'perpetrator'. Our paper reflects on these findings as well as what they offer us as we attempt to chart new discourses of the future. IntroductionNearly two decades after the dawn of a democratic South Africa, questions of race are still as contested as they were twenty years ago. Although the official discourse has changed radically from one which, under apartheid , promoted and legalised a system of racial oppres-sion, to one in which the need for social, political and economic transformation is legitimated, the reality of negotiating this terrain for many young South Africans is complex. It requires that they navigate their way through the range of discourses associated with the 'old' and the 'new' in search of spaces and identities which allow them to articulate their complex subjectivities and positions.

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This paper explores how two testifiers at the Human Rights Violation hearings of South Africa's Truth and Reconciliation Commission in 1996 used selected markers of evaluation (shifts in tense, the inclusion of direct speech and code-switching) to express evaluative meanings and position themselves, the police and their audiences in relation to their narratives. Both testifiers are mothers of young activists who were pursued, detained and tortured by police in the 1980s. The paper argues that it is through the subtle though significant linguistic choices the women make that their perspective is construed and their 'narrative truth' realized.