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

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dc.contributor.authorJanks, Hilary
dc.contributor.authorFerreira, Ana
dc.date.accessioned2016-06-21T10:17:31Z
dc.date.available2016-06-21T10:17:31Z
dc.date.issued2007
dc.description.abstractThis 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.identifier.citationFerreira, 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/10.1080/10131750701452311en_ZA
dc.identifier.issn1752-3079
dc.identifier.urihttp://hdl.handle.net/10539/20512
dc.language.isoenen_ZA
dc.subjectFunds of knowledgeen_ZA
dc.subjectIdentityen_ZA
dc.subjectReconciliation borderworken_ZA
dc.subjectFunds of pedagogiesen_ZA
dc.subjectDiversity – South Africaen_ZA
dc.titleReconciliation pedagogy, identity and community funds of knowledge: Border work in South African classrooms.en_ZA
dc.typeArticleen_ZA
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