Reconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms.
Date
2007
Authors
Janks, Hilary
Ferreira, Ana
Journal Title
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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.
Description
Keywords
Funds of knowledge, Identity, Reconciliation borderwork, Funds of pedagogies, Diversity – South Africa
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