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Mapping peace and violence in the TESOL classroom
Thesis (PhD)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2016
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| _version_ | 1867613459460390912 |
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| access_status_str | Open Access |
| author2 | Evans, Rinelle |
| author_browse | Evans, Rinelle |
| author_facet | Evans, Rinelle |
| collection | Thesis |
| description | Thesis (PhD)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/52936 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:29.146Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/52936 Mapping peace and violence in the TESOL classroom Evans, Rinelle mail.franskruger@gmail.com Kruger, Frans Jacobus UCTD Multiple literacies theory (MLT) Nonviolence Peace Rhizome Teaching english to speakers of other languages (TESOL) Transcendental empiricism Ubuntulbotho Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2015. In a globalised world the value and importance of languages have been redefined and as such it has been argued that the field of Teaching English to Speakers of Other Languages (TESOL) should be at the forefront of promoting peace. Through drawing on Deleuze s transcendental empiricism and working from the position that English language teaching can never be neutral or value-free but should rather be understood as a social, political, and cultural act, this study explores how understandings and experiences of peace and violence intersect with the field of TESOL. In particular, it is concerned with how adult language learners understand and experience peace and violence. Multiple Literacies Theory (MLT) was employed to foreground how adult language learners, through investment in becoming-literate, read the world, the word and the self as texts intensively and immanently, and how such readings produce corporeal and incorporeal transformations. Over a period of four months, seven adult English language learners took part in this qualitative research study. On-site research actions included individual interviews, classroom observations, and the sharing of artefacts. In keeping with transcendental empiricism, which informs MLT, rhizomatic analysis is employed to map these research materials. In treating analysis as an intensive, immanent and experimental activity, rhizomatic analysis allows for disparate connections to be made and for the research materials to be reported on as cartographic assemblages. The cartographic assemblages mapped explore how peace and violence becomes actualised during the immediacy of the event through investment in becoming-literate. This actualisation is considered specifically in the relation to the emerging TESOL landscape in South Africa. Based on this consideration I posit the learning community as mass-pack hybrid and conceptualise the curriculum as rhizomatic experiment. Together these two concepts become a communo-rhizocurriculum, which as instance of minor-curriculum, allows for the majoritarian tendencies in TESOL to be challenged. mi2026 Humanities Education PhD SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2016-06-09T12:55:19Z 2016-06-09T12:55:19Z 2016-04-22 2015 Thesis Kruger, FJ 2015, Mapping peace and violence in the TESOL classroom, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/52936> A2016 http://hdl.handle.net/2263/52936 en application/pdf University of Pretoria |
| spellingShingle | UCTD Multiple literacies theory (MLT) Nonviolence Peace Rhizome Teaching english to speakers of other languages (TESOL) Transcendental empiricism Ubuntulbotho Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Mapping peace and violence in the TESOL classroom |
| title | Mapping peace and violence in the TESOL classroom |
| title_full | Mapping peace and violence in the TESOL classroom |
| title_fullStr | Mapping peace and violence in the TESOL classroom |
| title_full_unstemmed | Mapping peace and violence in the TESOL classroom |
| title_short | Mapping peace and violence in the TESOL classroom |
| title_sort | mapping peace and violence in the tesol classroom |
| topic | UCTD Multiple literacies theory (MLT) Nonviolence Peace Rhizome Teaching english to speakers of other languages (TESOL) Transcendental empiricism Ubuntulbotho Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/52936 |