Language and Power in Post-Colonial Schooling

McKinney, Carolyn

doi:10.4324/9781315730646

Cited by 66 publications

(63 citation statements)

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“…Instead, translanguaging has captivated the imagination of several linguists searching for 'transformative', de-colonial pedagogies (e.g. Makalela, 2015Makalela, , 2017McKinney, 2016), despite it having emerged from very different circumstances from those found in African countries.…”

Section: University Of South Australiamentioning

confidence: 99%

Commentaries on Omphile and his Soccer Ball: Colonialism, Methodology, Translanguaging Research

Amfo

Alan

Don

et al. 2019

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Section: University Of South Australiamentioning

confidence: 99%

Commentaries on Omphile and his Soccer Ball: Colonialism, Methodology, Translanguaging Research

Amfo

Alan

Don

et al. 2019

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“…Both research (Macdonald, ; Pretorius & Stoffelsma, ; Sibanda, ) and PIRLS test results (Howie et al., ) have shown that these curriculum requirements are not attainable. English determines school success or failure, and anglonormativity (McKinney, ) remains unchallenged.…”

Section: Cohort Dropout Ratesmentioning

confidence: 99%

Reading With and Against Curriculum

Janks¹

2019

J Adolescent & Adult Lit

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“…Recent calls in the field of language research argue for the reconceptualisation of languages as repertoires or resources (Makoni & Pennycook, 2005;McKinney, 2017). In particular, debates on the recognition of multilingual learners' languages as resources (Makalela, 2015;McKinney, 2017) are evident in conferences all over South Africa.…”

Section: Coloniality Of Language and The Colonial Woundmentioning

confidence: 99%

“…In particular, debates on the recognition of multilingual learners' languages as resources (Makalela, 2015;McKinney, 2017) are evident in conferences all over South Africa. Some of the initiatives in South African universities such as at University of KwaZulu-Natal where isiZulu is offered to all students, are commendable.…”

Section: Coloniality Of Language and The Colonial Woundmentioning

confidence: 99%

“…What is the nature of his or her linguistic repertoires? In thinking about these questions, one needs to acknowledge that students who enter universities come from a schooling system that hegemonises the use of English (McKinney, 2017). Although in the literature, it is acknowledged that learning begins through a home language (Hurst, 2016), black students who study in former white schools experience an education system that suppresses the use of their home languages (Kerfoot & Simon-Vandenbergen, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Student voice: Perspectives on language and critical pedagogy in South African higher education

Mayaba

Ralarala

Angu

2018

Educ. res. soc. change.

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In the past two years, higher education institutions (HEI) have been inundated with students' demands for a decolonised education. Their voice led to the resuscitation of debates on a transformed curriculum. Amongst others, the language question is an issue at the centre of these debates. What students were questioning was the hegemony of English, the slow pace in which universities implement multilingual policies, and lack of clarity on the positioning of African languages as languages of learning and teaching. In this paper, we argue that if higher education aims to address marginalised and new knowledge through a decolonised curriculum, fundamental questions are worth being asked. In particular the questions we are asking and responding to are: "How does student voice become a force for social change?" "How can student voice enable HEIs to deal with the issue of language?" We suggest and support the view that the issue of language should be recognised as a social justice issue, that student voice can enlighten curriculum designers and society on the dangers of reproducing inequalities through the hegemony of English, and that graduate attributes, as an essential notion, should recognise multilingualism as a core skill that students should acquire.

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Language and Power in Post-Colonial Schooling

Cited by 66 publications

References 0 publications

Commentaries on Omphile and his Soccer Ball: Colonialism, Methodology, Translanguaging Research

Commentaries on Omphile and his Soccer Ball: Colonialism, Methodology, Translanguaging Research

Reading With and Against Curriculum

Student voice: Perspectives on language and critical pedagogy in South African higher education

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