“For peace sake” : African language and xenophobia in South Africa

Kgari-Masondo, Maserole Christina; Masondo, Sibusiso

doi:10.31920/2056-5658/2019/6n3a5

Cited by 7 publications

(10 citation statements)

References 11 publications

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“…It has often resulted in violent attacks on immigrants by locals, ostensibly to drive them back to their home countries, hopefully freeing up jobs they are thought to occupy. These attacks have commonly come to be known as 'xenophobic attacks' although some have preferred the term 'Afrophobia' (Kgari-Masondo & Masondo 2019). In most cases, it is African immigrants from countries such as Zimbabwe, Nigeria, Mozambique, Ethiopia and the Democratic Republic of Congo (DRC) who have been targeted.…”

Section: Research Contextmentioning

confidence: 99%

“…In most cases, it is African immigrants from countries such as Zimbabwe, Nigeria, Mozambique, Ethiopia and the Democratic Republic of Congo (DRC) who have been targeted. In contrast, white and Asian immigrants from other parts of the world are spared (Kgari-Masondo & Masondo 2019). During these attacks, the language issue has often come to the fore.…”

Section: Research Contextmentioning

confidence: 99%

“…Failure to speak intelligibly in local languages tends to mark one as an outsider and puts a target on their back. With its shifting shades of meaning, the term 'amakwerekwere' has been expressly reserved as a derogatory reference for African immigrants 'who speak unintelligible languages' (Kgari-Masondo & Masondo 2019;Siziba 2013). In some unfortunate situations, speakers of minoritised South African languages such as Tshivenda and Xitsonga have been mistaken for foreigners by dominant Sotho and Nguni groups.…”

Section: Research Contextmentioning

confidence: 99%

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Family Language Policy

Maseko

2024

Diasporean 1 Southern African Perspectives

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Due to globalisation and people's mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents' transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents' experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents' desire and aspiration for their children's assimilation into a South African identity to minimise exposure to xenophobic attacks, for children's schooling and general upward social mobility. Findings also suggest that transnationalism presents challenges Busani Maseko & Dion Nkomo 112 for the intergenerational transmission of Kalanga within the focal families. Given that Kalanga is already minoritised and marginalised in Zimbabwe, characterised by diminished use in public and official domains, parents' language ideologies are key to its revitalisation, and the family domain is critical in that endeavour. Therefore, this study contributes to understanding the dynamics of intergenerational language transmission among transnational families, particularly those in hostile contexts.

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Section: Research Contextmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%

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Family Language Policy

Maseko

2024

Diasporean 1 Southern African Perspectives

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“…Amongst these measures according to Bernstein (2004) are reviewing and revising of policies, using high and good performing schools as well as incentives where and when necessary (Bernstein, 2004). In the same vain, the work of Kgari-Masondo and Mkhabela (2021) shows that following the outbreak of the Covid-19 pandemic, the South African government took measures in ensuring that “no child is left behind.” This was based on the practice of “umuntu akalahlwa” which is used to mean “a human person is not disposable.” The measure considered by the government was the adopted pedagogy. Kgari-Masondo and Mkhabela (2021) highlights that “The pedagogy tallies well with the tenets of South Africa’s Constitution, Act 108 of 1996 of equal treatment of everyone, and as such must be implemented, as the world currently faces the pandemic” (p. 80).…”

Section: Political and Social South Africamentioning

confidence: 99%

Section: Institutional Policies and Legislationmentioning

confidence: 99%

Leadership Issues: Investigation of the Etiology of Curriculum Delivery in Rural Institutions of Learning

Uleanya,

Smith,

Gamede

2023

Sage Open

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This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload.

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Beyond Xenophobia or Afrophobia: Strategies and Solutions

Sande,

Mujinga

2024

The Palgrave Handbook of Violence in Africa

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“For peace sake” : African language and xenophobia in South Africa

Cited by 7 publications

References 11 publications

Family Language Policy

Family Language Policy

Leadership Issues: Investigation of the Etiology of Curriculum Delivery in Rural Institutions of Learning

Beyond Xenophobia or Afrophobia: Strategies and Solutions

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