The language textbook in a post-apartheid education system

 

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dc.contributor.advisor Esterhuyse, Jan en_ZA
dc.contributor.author Lague, Peter Ernest en_ZA
dc.date.accessioned 2015-10-25T17:10:18Z
dc.date.available 2015-10-25T17:10:18Z
dc.date.issued 1994 en_ZA
dc.identifier.citation Lague, P. 1994. The language textbook in a post-apartheid education system. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/14348
dc.description Bibliography: leaves 107-141. en_ZA
dc.description.abstract Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Textbooks - South Africa en_ZA
dc.subject.other Language and education - South Africa en_ZA
dc.subject.other Applied Language studies en_ZA
dc.title The language textbook in a post-apartheid education system en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MPhil en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Lague, P. E. (1994). <i>The language textbook in a post-apartheid education system</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14348 en_ZA
dc.identifier.chicagocitation Lague, Peter Ernest. <i>"The language textbook in a post-apartheid education system."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/14348 en_ZA
dc.identifier.vancouvercitation Lague PE. The language textbook in a post-apartheid education system. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14348 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Lague, Peter Ernest AB - Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - The language textbook in a post-apartheid education system TI - The language textbook in a post-apartheid education system UR - http://hdl.handle.net/11427/14348 ER - en_ZA


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