Behind the desk : encountering Shakespeare in South African education

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dc.contributor.advisorYoung, Sandraen_ZA
dc.contributor.authorJonas, Siphokazien_ZA
dc.date.accessioned2015-06-26T11:19:19Z
dc.date.available2015-06-26T11:19:19Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractWhile the place of Shakespeare in South Africa has never seriously seemed under threat, particularly outside of academia, the high school syllabus over the last two decades has told a different story. Where the teaching of Shakespeare’s plays has been compulsory in the past, this has changed to such an extent that many schools, where English is taught as a First Additional Language, no longer offer Shakespeare to their learners. Of the plethora of reasons given why this is the case, this thesis is more interested in the role that certain encounters have played in such a shift. The two encounters under question are between the text and the learner, and the text and the contemporary South African context. The reason for this focus is because of the way in which the curriculum is used to articulate ideas about the nation and the subject. The process of constitution is then facilitated through the learner’s encounter with the text in the classroom. This investigation stretches as far back as the inception of English studies in South Africa to education under apartheid, and concludes by analysing examinations emerging out of the post apartheid curriculum. By considering some of the contentious voices that have appropriated Shakespeare to their own end, the project considers how such spaces may be opened up within the current school curriculum. Such an undertaking would require a shift in approaches to teaching Shakespeare, allowing post apartheid learners to engage with a Shakespeare who engages with their context.en_ZA
dc.identifier.apacitationJonas, S. (2014). <i>Behind the desk : encountering Shakespeare in South African education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature. Retrieved from http://hdl.handle.net/11427/13116en_ZA
dc.identifier.chicagocitationJonas, Siphokazi. <i>"Behind the desk : encountering Shakespeare in South African education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature, 2014. http://hdl.handle.net/11427/13116en_ZA
dc.identifier.citationJonas, S. 2014. Behind the desk : encountering Shakespeare in South African education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Jonas, Siphokazi AB - While the place of Shakespeare in South Africa has never seriously seemed under threat, particularly outside of academia, the high school syllabus over the last two decades has told a different story. Where the teaching of Shakespeare’s plays has been compulsory in the past, this has changed to such an extent that many schools, where English is taught as a First Additional Language, no longer offer Shakespeare to their learners. Of the plethora of reasons given why this is the case, this thesis is more interested in the role that certain encounters have played in such a shift. The two encounters under question are between the text and the learner, and the text and the contemporary South African context. The reason for this focus is because of the way in which the curriculum is used to articulate ideas about the nation and the subject. The process of constitution is then facilitated through the learner’s encounter with the text in the classroom. This investigation stretches as far back as the inception of English studies in South Africa to education under apartheid, and concludes by analysing examinations emerging out of the post apartheid curriculum. By considering some of the contentious voices that have appropriated Shakespeare to their own end, the project considers how such spaces may be opened up within the current school curriculum. Such an undertaking would require a shift in approaches to teaching Shakespeare, allowing post apartheid learners to engage with a Shakespeare who engages with their context. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Behind the desk : encountering Shakespeare in South African education TI - Behind the desk : encountering Shakespeare in South African education UR - http://hdl.handle.net/11427/13116 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13116
dc.identifier.vancouvercitationJonas S. Behind the desk : encountering Shakespeare in South African education. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of English Language and Literature, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13116en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of English Language and Literatureen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEnglish Language and Literatureen_ZA
dc.titleBehind the desk : encountering Shakespeare in South African educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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