Engaging Schooling Subjectivities Across Post-Apartheid Urban Spaces.

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.