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Diversity in basic education in South Africa: intersectionality and critical diversity literacy

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dc.date.accessioned 2017-09-21 en
dc.date.accessioned 2020-02-19T13:29:16Z
dc.date.available 2020-02-19T13:29:16Z
dc.date.issued 2017-09-21 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/11236
dc.description.abstract The notion of essentialised racial difference was a keystone of apartheid education which served to cement white supremacy in South Africa. More recently there is a need for socially-just education that requires a robust analytical orientation in interrogating power, privilege and difference. Therefore this article engages the following questions: What are the philosophical, epistemological and pedagogical underpinnings of diversity in education in South Africa?; and What is the possible role of diversity literacy in fostering an active and participatory citizenship in the years ahead? We engage conceptually with the understanding of diversity in education in South Africa, followed by the presentation of a framework ??? Critical Diversity Literacy (CDL) ??? and a series of curricular questions emerging from this framework that might be pedagogically useful when engaging issues of power, privilege and difference in teacher training. CDL potentially addresses the weaknesses in previous approaches to engaging with issues of diversity in education and offers grounded, contemporary, and authentic opportunities for decolonising classroom content and practice. en
dc.format.medium Print en
dc.subject PRIMARY EDUCATION en
dc.subject CRITICAL DIVERSITY LITERACY (CDL) en
dc.subject TEACHER TRAINING en
dc.subject EDUCATION en
dc.title Diversity in basic education in South Africa: intersectionality and critical diversity literacy en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber SBBBBB en
dc.Volume September en
dc.BudgetYear 2017/18 en
dc.ResearchGroup Human and Social Development en
dc.SourceTitle Africa Education Review en
dc.ArchiveNumber 9978 en
dc.PageNumber Online en
dc.outputnumber 8889 en
dc.bibliographictitle Reygan, F. & Steyn, M. (2017) Diversity in basic education in South Africa: intersectionality and critical diversity literacy. <i>Africa Education Review</i>. September:Online. en
dc.publicationyear 2017 en
dc.contributor.author1 Reygan, F. en
dc.contributor.author2 Steyn, M. en


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