Exploring the role of the postmodern feminist voice in the development of the school language text

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dc.contributor.advisorEsterhuyse, Janen_ZA
dc.contributor.authorPerumal, Juliet Christineen_ZA
dc.date.accessioned2015-11-08T05:14:15Z
dc.date.available2015-11-08T05:14:15Z
dc.date.issued1997en_ZA
dc.descriptionBibliography: leaves 91-107.en_ZA
dc.description.abstractCommencing with an abbreviated herstorical review of the various strands that comprise feminism's rich tapestry, this study proceeds with an enquiry into the postmodern feminist challenge against patriarchal ideological extravagances that have valorized Enlightenment significations of knowledge. Building on the postmodern feminist insight, that the discourses that constitute women as deficit Other permeate every aspect of the social configuration, language as a social and cultural construct is examined with a view to ascertaining the extent to which it has aided and abetted in the definition, deprecation and exclusion of women and our realities in a male supremacist society. In surveying the sexual/textual pedagogic terrain, the study proceeds from the premise that texts as cultural artifacts are crucial in the transmission of cultural attitudes, values, and the construction of gendered identities. Exploring the Communication, Literacy and Language component of the Outcomes-Based Learning document, and the interim core English second language syllabus, currently at the centre of educational debate, the study attempts to show that despite the documents' rhetoric to promote gender sensitivity and inclusivity, their allegiance to androcentric multilingual and multicultural concerns entrench phallogocentric binarism, thus making them complicit in furthering patriarchal ideology. The study concludes with a few recommendations for further research in the area of feminist pedagogy.en_ZA
dc.identifier.apacitationPerumal, J. C. (1997). <i>Exploring the role of the postmodern feminist voice in the development of the school language text</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures. Retrieved from http://hdl.handle.net/11427/14756en_ZA
dc.identifier.chicagocitationPerumal, Juliet Christine. <i>"Exploring the role of the postmodern feminist voice in the development of the school language text."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 1997. http://hdl.handle.net/11427/14756en_ZA
dc.identifier.citationPerumal, J. 1997. Exploring the role of the postmodern feminist voice in the development of the school language text. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Perumal, Juliet Christine AB - Commencing with an abbreviated herstorical review of the various strands that comprise feminism's rich tapestry, this study proceeds with an enquiry into the postmodern feminist challenge against patriarchal ideological extravagances that have valorized Enlightenment significations of knowledge. Building on the postmodern feminist insight, that the discourses that constitute women as deficit Other permeate every aspect of the social configuration, language as a social and cultural construct is examined with a view to ascertaining the extent to which it has aided and abetted in the definition, deprecation and exclusion of women and our realities in a male supremacist society. In surveying the sexual/textual pedagogic terrain, the study proceeds from the premise that texts as cultural artifacts are crucial in the transmission of cultural attitudes, values, and the construction of gendered identities. Exploring the Communication, Literacy and Language component of the Outcomes-Based Learning document, and the interim core English second language syllabus, currently at the centre of educational debate, the study attempts to show that despite the documents' rhetoric to promote gender sensitivity and inclusivity, their allegiance to androcentric multilingual and multicultural concerns entrench phallogocentric binarism, thus making them complicit in furthering patriarchal ideology. The study concludes with a few recommendations for further research in the area of feminist pedagogy. DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - Exploring the role of the postmodern feminist voice in the development of the school language text TI - Exploring the role of the postmodern feminist voice in the development of the school language text UR - http://hdl.handle.net/11427/14756 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14756
dc.identifier.vancouvercitationPerumal JC. Exploring the role of the postmodern feminist voice in the development of the school language text. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Languages and Literatures, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14756en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Languages and Literaturesen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherFeminismen_ZA
dc.subject.otherFeminism and educationen_ZA
dc.subject.otherLanguage and educationen_ZA
dc.subject.otherWomen - Languageen_ZA
dc.titleExploring the role of the postmodern feminist voice in the development of the school language texten_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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