Reconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms.

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dc.contributor.author Janks, Hilary
dc.contributor.author Ferreira, Ana
dc.date.accessioned 2016-06-21T10:17:31Z
dc.date.available 2016-06-21T10:17:31Z
dc.date.issued 2007
dc.identifier.citation Ferreira, A., & Janks, H. (2007). Reconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms. The English Academy Review: Southern African journal of English Studies, 24(2), 71-84. http://dx.doi.org/10.1080/10131750701452311 en_ZA
dc.identifier.issn 1752-3079
dc.identifier.uri http://hdl.handle.net/10539/20512
dc.description.abstract This article is based on a South African research project in which teachers and educational researchers pool their resources to explore ways of teaching reconciliation in desegregated English and Art classrooms ten years after independence. One of significant findings of this research was that positioning students as agentive researchers of the Truth and Reconciliation Commission served as a catalyst for their engagement with their histories. There is evidence that for some of the students their investigations of their varied communities’ funds of knowledge had effects on their own identity locations in relation to those of their classmates. Bringing their different knowledges into the classroom created spaces for borderwork (G. Anzaldúa, 1999. Borderlands/La Frontera: The new mestiza) and the remapping of their identities in relation to one another. en_ZA
dc.language.iso en en_ZA
dc.subject Funds of knowledge en_ZA
dc.subject Identity en_ZA
dc.subject Reconciliation borderwork en_ZA
dc.subject Funds of pedagogies en_ZA
dc.subject Diversity – South Africa en_ZA
dc.title Reconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms. en_ZA
dc.type Article en_ZA


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