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Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts
This study was inspired by the under theorization of language shifts and the impact that coloniality and language and literacy ideologies have among first generation black children's attending English medium schools positioning and family language planning. I draw on the theoretical framework of [de...
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| Format: | Thesis |
| Language: | English |
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School of Education
2022
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| _version_ | 1867614146195881984 |
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| access_status_str | Open Access |
| author | Manganyi-Tawana, Amani Khensani |
| author2 | Kell, Catherine |
| author_browse | Kell, Catherine Manganyi-Tawana, Amani Khensani |
| author_facet | Kell, Catherine Manganyi-Tawana, Amani Khensani |
| author_sort | Manganyi-Tawana, Amani Khensani |
| collection | Thesis |
| description | This study was inspired by the under theorization of language shifts and the impact that coloniality and language and literacy ideologies have among first generation black children's attending English medium schools positioning and family language planning. I draw on the theoretical framework of [de]coloniality with a particular focus on coloniality of power and the colonial matrix of power in post-colonial South African education and society. I additionally drew upon language ideology and the pedagogization of literacy as conceptual frameworks that helped to investigate the correlation between macro-level discourses that distribute particular types of hegemonic language and literacy ideologies and their effect on the positioning and self-imaging of people from non-mainstream populations. Data was collected through semi-structured interviews with parents and literacy instructors around observed practices and views on language use. In relation to language, my analysis revealed a strong correlation between exclusionary anglonormative language ideology and Standard English ideology in the deficit positioning of non-mainstream children in previously white only ex-Model C schools. The study additionally found that Apartheid notions of superiority and inferiority and racial classifications were reproduced in parent discourses around English language varieties valued for their children to use. My findings suggest the need for a meaningful investigation of English language and literacy crisis rhetoric and the positioning of non-mainstream learners. I argue that research into linguistic discursive practices and language ideology in ex-Model C schools will enable the necessary forms of integration requisite in an equity based not assimilatory educational system. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/35940 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:47:24.184Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/35940 Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts Manganyi-Tawana, Amani Khensani Kell, Catherine Education This study was inspired by the under theorization of language shifts and the impact that coloniality and language and literacy ideologies have among first generation black children's attending English medium schools positioning and family language planning. I draw on the theoretical framework of [de]coloniality with a particular focus on coloniality of power and the colonial matrix of power in post-colonial South African education and society. I additionally drew upon language ideology and the pedagogization of literacy as conceptual frameworks that helped to investigate the correlation between macro-level discourses that distribute particular types of hegemonic language and literacy ideologies and their effect on the positioning and self-imaging of people from non-mainstream populations. Data was collected through semi-structured interviews with parents and literacy instructors around observed practices and views on language use. In relation to language, my analysis revealed a strong correlation between exclusionary anglonormative language ideology and Standard English ideology in the deficit positioning of non-mainstream children in previously white only ex-Model C schools. The study additionally found that Apartheid notions of superiority and inferiority and racial classifications were reproduced in parent discourses around English language varieties valued for their children to use. My findings suggest the need for a meaningful investigation of English language and literacy crisis rhetoric and the positioning of non-mainstream learners. I argue that research into linguistic discursive practices and language ideology in ex-Model C schools will enable the necessary forms of integration requisite in an equity based not assimilatory educational system. 2022-03-06T16:00:34Z 2022-03-06T16:00:34Z 2021 2022-03-06T07:09:24Z Master Thesis Masters MEd http://hdl.handle.net/11427/35940 eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Education Manganyi-Tawana, Amani Khensani Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| thesis_degree_str | Master's |
| title | Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| title_full | Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| title_fullStr | Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| title_full_unstemmed | Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| title_short | Breathing Coloniality: An ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children's learning experiences in and outside school contexts |
| title_sort | breathing coloniality an ethnographic case study of language and literacy ideologies and colonial power relations in the positioning and development of 1st generation black children s learning experiences in and outside school contexts |
| topic | Education |
| url | http://hdl.handle.net/11427/35940 |
| work_keys_str_mv | AT manganyitawanaamanikhensani breathingcolonialityanethnographiccasestudyoflanguageandliteracyideologiesandcolonialpowerrelationsinthepositioninganddevelopmentof1stgenerationblackchildrenslearningexperiencesinandoutsideschoolcontexts |