District Nine and constructions of other: Implications for heterogeneous classrooms.

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dc.contributor.authorJanks, Hilary
dc.contributor.authorAdegoke, Roseline
dc.date.accessioned2015-07-24T09:37:35Z
dc.date.available2015-07-24T09:37:35Z
dc.date.issued2011
dc.description.abstractCulturally responsive research and pedagogy are a challenge in classrooms that are increasingly heterogeneous. I start from the premise that culture is dynamic not static, that difference is a resource for new ways of doing, thinking and believing, that identity is hybrid. The challenge for teachers is how to harness the productive potential of diverse classrooms for pedagogy. John Thompson (1990) argues that discourses of “unification” which construct an “us”, and discourses of “fragmentation” which construct a “them”, produce and maintain relations of power. Us/them discourse will be explored in the South African context in relation to both apartheid’s racial othering and post-apartheid’s xenophobic othering. The South African film, District Nine, which can be interpreted as both forms of othering, is presented as a case for considering these ideas.en_ZA
dc.identifier.citationJanks, H., & Adegoke, R. (2011). District Nine and constructions of other: Implications for heterogeneous classrooms. English Teaching: Practice and Critique, 10(2), 39-48.en_ZA
dc.identifier.issn1175-8708
dc.identifier.urihttp://hdl.handle.net/10539/18121
dc.language.isoenen_ZA
dc.subjectCulturally responsive pedagogyen_ZA
dc.subjectOtheringen_ZA
dc.subjectRelations of poweren_ZA
dc.subjectCritical literacyen_ZA
dc.titleDistrict Nine and constructions of other: Implications for heterogeneous classrooms.
dc.typeArticleen_ZA
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