School of Education

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Author: search.filters.author.Janks, HilarySubject: search.filters.subject.Diversity – South Africa

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    Reconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms.
    (2007) Janks, Hilary; Ferreira, Ana
    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.
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    Janks, H. (2014) Globalisation, diversity, and education: A South African perspective. The Educational Forum, 78(1), 8-25.
    (2014) Janks, Hilary
    In this article, literacy, which is conceived of as a set of cognitive skills, is juxtaposed with a sociocultural orientation that sees literacy as a set of social practices for the production of meaning. Cognitive, skills-based pedagogies treat literacy as universal, autonomous, and independent of context, whereas sociocultural literacy pedagogies focus on the production of socially situated meanings that are inclusive of diversity. I argue that current policy formulations of literacy in South African curriculum documents, which are based on deficit constructions of teachers and learners and organized around language and the communicative skills, is a pedagogy of despair. I offer a more hopeful, futures-oriented alternative.