Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis
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- Type
- article
- Published
- 2013-10-28
- Cited by
- 14
- References
- 52
- Access
- Open access
- OpenAlex
- https://openalex.org/W1872089138
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:143256600
Keywords
Indoctrination, Narrative, Transformative learning, Sociology, Equity (law)
References
- Education in post-colonial Africa: Mapping a path through and beyond African 'epistemicide'
- Knowledge in black and white : the impact of apartheid on the production & reproduction of knowledge
- The classroom struggle : policy and resistance in South Africa 1940-1990
- An Analysis of Educational Challenges in the New South Africa
- Pedagogy of domination : toward a democratic education in South Africa
- Apartheid and education : the education of Black South Africans
- Culture and Imperialism
- Cultural politics and education
- Border Crossings: Cultural Workers and the Politics of Education
- Photographic Images of Refugee Spatial Encounters: Pedagogy of Displacement
- Researching educational policy and change in 'new times' : using critical discourse analysis
- Learning to Divide the World: Education at Empire's End
- Storytelling as Methodology: Colombia’s Social Studies Textbooks after La Constitución de 1991
- Against Repetition: Addressing Resistance to Anti-Oppressive Change in the Practices of Learning, Teaching, Supervising, and Researching
- Three Women's Texts and a Critique of Imperialism
- Deconstructing the politics of a differently colored transnational identity
- Migration, Citizenship and South African History Textbooks
- ‘Why, why are we not allowed even…?’: a de/colonizing narrative of complicity and resistance in post/apartheid South Africa
- Social class and pedagogy: a model for the investigation of pedagogic variation
- Forms and substance in learner-centred teaching: teachers' take-up from an in-service programme in South Africa
Cited by
- Reading Texts, Subtexts, and Contexts: Effects of (Post)Colonial Legacies in/on Curricular Texts in Different Contexts
- Storytelling as Methodology: Colombia’s Social Studies Textbooks after La Constitución de 1991
- Uncovering Settler Grammars in Curriculum
- Moving from Damage‐Centered Research through Unsettling Reflexivity
- Can the Subaltern Nation Speak by Herself in the History Curriculum?
- Educational Studies: A Journal of the American Educational
- Shattering the silence: dialogic engagement about education protest actions in South African university classrooms
- Agency, Growth, and Ownership on African Soil: an SFL Analysis of a World History Textbook
- Prominent discourses in South African education from the perspective of community psychology: Challenges and opportunities for youth liberation and well-being
- Harmonizing Africa’s linguistic symphony: navigating the complexities of translating African literature using a postcolonial theory
- Problematising the ‘hegemony’ of epistemic ‘universalism’
- Critical information consumption and textbooks used in teacher preparation programs
- Funding Re/De/Form in Higher Education
- Sant, E. (Forthcoming), Can the subaltern nation speak by herself in the history curriculum?, Educational Studies
- Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future
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