Engaging Schooling Subjectivities Across Post-Apartheid Urban Spaces.
Fataar, Aslam.
Engaging Schooling Subjectivities Across Post-Apartheid Urban Spaces. - 1st ed. - 1 online resource (189 pages)
Cover front -- Title page -- Imprint -- CONTENTS -- Acknowledgements -- Foreword -- 1. Introduction -- Working with Prof. Botman's pedagogy of hope -- In search of the subject in the sociology of South African education -- Putting ethnography to work -- Youth subjectivity against the backdrop of social and educational reproduction in the city -- Putting theory to work -- Subjectivity and schooling in the post-apartheid turnover -- Chapter layout -- 2. Educational renovation in an urban township -- Conceptualising space, urban informality and educational renovation -- Formal and informal spatial parallels and the racialisation of schooling in Rustvale Extension -- Flows, fluxes and school identities or what schools become in a 'township on the move' -- Renovating school governance in the social-spatial flows of the township -- Conclusion -- 3. Muslim community schooling in the city -- Post-apartheid Muslim community schools -- Theoretical framework -- Methodology -- Muslim community schools in the post-apartheid democratic terrain -- Muslim schooling discourse, differentiation and agency -- School governance as a mediator of community adaptation processes -- Islamisation as framing discourse -- Conclusion -- 4. Schooling subjectivities across the city -- Geography and subjectivity in the city's suburban schools -- Educational desire lines in the city's township spaces -- Spatialised desire lines across lines of subordination -- Conclusion -- 5. Reflexive adaptations of school principals in local urban space -- The principals' pedagogical 'space hopping' upon entry into their schools -- Pedagogical performance and the tentative navigation of space -- Pedagogical performances in domesticating space -- Conclusion -- 6. Schooling, youth adaptation and 'translocal' citizenship across the post-apartheid city. Translocalism and affective geographies -- One case of translocal spatial mobility -- Cultivating 'out of place' spatial mobility -- Navigating the city spaces and the spatiality of her schools -- Cultivating appropriate deportment in the space of the school -- Conclusion -- 7. Youth self-formation and the 'capacity to aspire': The itinerant 'schooled' career of Fuzile Ali across post‑apartheid space -- Theoretical considerations -- Fuzile Ali's mobile spatial tapestry -- Fuzile Ali's spatial agency across the city -- Self-formation and bodily discipline -- Classification struggles in Fuzile Ali's aspirant schooled career -- Conclusion -- 8. Spatialised assemblages and suppressions: The learning 'positioning' of Grade 6 students in a township school environment -- Theorising the spatialisation of learning positioning -- Learning assemblages across the township -- Inhabiting township space -- Spatialised learning positionings -- Embodied literacy and learning assemblages -- Learning suppression in the school and classroom -- Conclusion: suppressing laminations in the classroom -- 9. Pedagogical justice and student engagement in South African schooling: Working with the cultural capital of disadvantaged students -- Cultural capital misalignment and the nature of students' school engagements -- Pedagogical recontextualisation as a site for social justice-oriented schooling practices -- The case for explicit pedagogy based on a 'social relations of pedagogy' approach -- Conclusion -- References -- Permissions -- Index -- Cover back.
9781920689834
Urban schools-South Africa-Western Cape.
Electronic books.
LC191.8.S6 / .F383 2015
306.430968
Engaging Schooling Subjectivities Across Post-Apartheid Urban Spaces. - 1st ed. - 1 online resource (189 pages)
Cover front -- Title page -- Imprint -- CONTENTS -- Acknowledgements -- Foreword -- 1. Introduction -- Working with Prof. Botman's pedagogy of hope -- In search of the subject in the sociology of South African education -- Putting ethnography to work -- Youth subjectivity against the backdrop of social and educational reproduction in the city -- Putting theory to work -- Subjectivity and schooling in the post-apartheid turnover -- Chapter layout -- 2. Educational renovation in an urban township -- Conceptualising space, urban informality and educational renovation -- Formal and informal spatial parallels and the racialisation of schooling in Rustvale Extension -- Flows, fluxes and school identities or what schools become in a 'township on the move' -- Renovating school governance in the social-spatial flows of the township -- Conclusion -- 3. Muslim community schooling in the city -- Post-apartheid Muslim community schools -- Theoretical framework -- Methodology -- Muslim community schools in the post-apartheid democratic terrain -- Muslim schooling discourse, differentiation and agency -- School governance as a mediator of community adaptation processes -- Islamisation as framing discourse -- Conclusion -- 4. Schooling subjectivities across the city -- Geography and subjectivity in the city's suburban schools -- Educational desire lines in the city's township spaces -- Spatialised desire lines across lines of subordination -- Conclusion -- 5. Reflexive adaptations of school principals in local urban space -- The principals' pedagogical 'space hopping' upon entry into their schools -- Pedagogical performance and the tentative navigation of space -- Pedagogical performances in domesticating space -- Conclusion -- 6. Schooling, youth adaptation and 'translocal' citizenship across the post-apartheid city. Translocalism and affective geographies -- One case of translocal spatial mobility -- Cultivating 'out of place' spatial mobility -- Navigating the city spaces and the spatiality of her schools -- Cultivating appropriate deportment in the space of the school -- Conclusion -- 7. Youth self-formation and the 'capacity to aspire': The itinerant 'schooled' career of Fuzile Ali across post‑apartheid space -- Theoretical considerations -- Fuzile Ali's mobile spatial tapestry -- Fuzile Ali's spatial agency across the city -- Self-formation and bodily discipline -- Classification struggles in Fuzile Ali's aspirant schooled career -- Conclusion -- 8. Spatialised assemblages and suppressions: The learning 'positioning' of Grade 6 students in a township school environment -- Theorising the spatialisation of learning positioning -- Learning assemblages across the township -- Inhabiting township space -- Spatialised learning positionings -- Embodied literacy and learning assemblages -- Learning suppression in the school and classroom -- Conclusion: suppressing laminations in the classroom -- 9. Pedagogical justice and student engagement in South African schooling: Working with the cultural capital of disadvantaged students -- Cultural capital misalignment and the nature of students' school engagements -- Pedagogical recontextualisation as a site for social justice-oriented schooling practices -- The case for explicit pedagogy based on a 'social relations of pedagogy' approach -- Conclusion -- References -- Permissions -- Index -- Cover back.
9781920689834
Urban schools-South Africa-Western Cape.
Electronic books.
LC191.8.S6 / .F383 2015
306.430968