"A Sort of Black and White Past and Present Thing": High School Students' Subject Positions on South Africa's Recent Past

Autor/in	Ferreira, Ana
Titel	"A Sort of Black and White Past and Present Thing": High School Students' Subject Positions on South Africa's Recent Past
Quelle	In: Race, Ethnicity and Education, 19 (2016) 6, S.1247-1261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2015.1095175
Schlagwörter	High School Students; Intervention; Teaching Methods; History; Conflict; Social Change; Focus Groups; Student Attitudes; Race; Self Concept; Grade 11; Foreign Countries; Interviews; Role; Discourse Analysis; English Instruction; Video Technology; Blacks; Whites; Case Studies; Qualitative Research; Ethnography; Observation; Semi Structured Interviews; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Konflikt; Sozialer Wandel; Schülerverhalten; Rasse; Abstammung; Selbstkonzept; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Interviewing; Interviewtechnik; Rollen; Diskursanalyse; English langauage lessons; Englischunterricht; Black person; Schwarzer; White; Weißer; Case study; Fallstudie; Case Study; Qualitative Forschung; Ethnografie; Beobachtung
Abstract	This article examines the discursive positions South African high school students take up in response to a teaching intervention that invites them to historicize their identities. It thus seeks to contribute to the growing body of education research on how to meaningfully engage young people in post-conflict societies with their recent past. Drawing on lesson transcripts as well as post-intervention focus group discussions with students in two different high schools, I use poststructuralist theories of discourse and subjectivity to attempt to understand students' reluctance to see themselves as historically located. The analysis shows that students feel interpellated in uncomfortable ways by a historical narrative that works to tie subject positions to fixed, racialized identities. Their attempts to escape these predetermined positions constitute ongoing negotiation of multiple discourses tied to race, history and their generational locations. Implications for curriculum and pedagogy are briefly considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01