Legitimation of Poverty in School Economics Textbooks in South Africa

Autor/inn/en	Ramdhani, Jugathambal; Maistry, Suriamurthee
Titel	Legitimation of Poverty in School Economics Textbooks in South Africa
Quelle	In: Education as Change, 24 (2020), Artikel 5974 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramdhani, Jugathambal) ORCID (Maistry, Suriamurthee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Textbooks; World Views; Ideology; Discourse Analysis; Economics Education; Poverty; Content Analysis; Grade 12; High School Students; Teaching Methods; Foreign Countries; Computational Linguistics; South Africa + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; World view; Weltanschauung; Ideologie; Diskursanalyse; Wirtschaftskunde; Armut; Inhaltsanalyse; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Linguistics; Computerlinguistik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In South Africa, the school textbook remains a powerful source of content knowledge to both teachers and learners. Such knowledge is often engaged uncritically by textbook users. As such, the worldviews and value systems in the knowledge selected for consumption remain embedded and are likely to do powerful ideological work. In this article, we present an account of the ideological orientations of knowledge in a corpus of school economics textbooks. We engage the tenets of critical discourse analysis to examine the representations of the construct "poverty" as a taught topic in the Further Education and Training Economics curriculum. Using Thompson's legitimation as a strategy and form-function analysis as specific analytical tools, we unearth the subtext of curriculum content in a selection of Grade 12 Economics textbooks. The study reveals how power and domination are normalised through a strategy of economic legitimation, thereby offering a "legitimate" rationale for the existence of poverty in the world. The article concludes with implications for curriculum and a humanising pedagogy, and a call for embracing critical knowledge on poverty in the South African curriculum. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01