Trauma, Injustice and Identity : An Egalitarian and Autoethnographic Approach to Analysing Students' Personal Language Narratives / Mervyn A. Coetzee and Sivakumar Sivasubramaniam.

Format:

Book

Author/Creator:

Coetzee, Mervyn A., author.

Sivasubramaniam, Sivakumar, author.

Language:

English

Subjects (All):

Educational change--Developing countries.

Educational change.

Diversity and inclusion in the early years.

Physical Description:

1 online resource (460 pages)

Edition:

First edition.

Place of Publication:

London, England : Ethics International Press Ltd, [2024]

Summary:

Many students for whom English is a second language may be reticent in the classroom due to their perceived lack of English language fluency, among other reasons. The study featured in this book investigates the discourses of affective trauma, injustice and identity in the personal language narratives of academic literacy students enrolled into a four-year undergraduate degree programme at a South African university. The study also featured interviews with students and teaching staff, observations of tutorials, observations from the teacher, as well as a comprehensive survey. The purpose of the book is to attempt an analysis of the underlying reasons for the students' appar`ent reticence and demotivation, and to engender a critical awareness of affective issues in the learning and teaching environment of educators at primary, high school, and tertiary education levels. Affective trauma, and its impact on student success and retention, is an under-researched area of learning and teaching. The book aims to present transformative measures to address these issues. This is an important book for educators, educational policy-makers, curriculum developers, and learning and teaching specialists.

Contents:

Intro

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Foreword

Introduction

1.1 Historical Background

1.2 Aims and Scope of the Study

1.3 Context of the Study

1.4 Attitude and Beliefs Fundamental to our Epistemological Position

1.5 Organization of the Chapters in the Study

Signposting the Discourses of Affective Trauma, Injustice and Identity

2.1 Introduction

2.2 Historical Overview

2.3 Affective Trauma

2.4 Injustice

2.5 Identity

2.6 Autoethnography as Method and Data Instrument

The Dynamics between Identity, Language, and Class

3.1 Introduction

3.2 Language and Identity

3.3 Language, Identity and Class

3.4 Cultural Capital

3.5 Linguistic Imperialism

4.11 Conclusion

4.10 Observations

4.9 Survey

4.8 Coding

4.7 Linguistic Capital

4.6 Data Analysis

4.5 Interviews

4.4 Personal Language Narrative

4.3 Autoethnography

4.2 Setting

Autobiography

5.1 Introduction

5.2 General Overview

5.3 Ethnographic Situation

5.4 Group Areas Act

5.5 Primary School Education

5.6 High School Education

5.7 Law Enforcement Officer

5.8 Swimming Pool Cleaner

5.9 Language: Identity, Race and Class

5.10 Undergraduate Studies

5.11 Postgraduate Experience

5.12 Tutor and Lecturer

5.13 Academic Planning

5.14 Conclusion

Presentation and Analysis of Data

6.1 Introduction

6.2 Data for Personal Narrative

6.3 Data from Interviews

6.4 Data from Observations

6.5 Data from Surveys

6.6 Conclusion

Discussion of the Findings

7.0 Introduction

7.1 Egalitarian Convictions

7.2 The Tensions between Objectivity and Subjectivity

7.3 Autoethnography: A Constructivist Method in Theory and Practice

7.4 The Manifestations of Affective Trauma in the Data.

7.5 Manifestations of Affective Trauma in the Observations

7.6 Affective Trauma Revealed by the Survey Data

7.7 Identity and the Personal Narrative

7.8 Issues of Identity in the Interviews

7.9 Manifestations of Identity in the Observations Data

7.10 Manifestations of Identity in the Survey Data

7.11 Issues of Injustice in the Personal Narrative

7.12 Issues of Injustice in the Interviews and Observations Data

7.13 Issues of Injustice in the Survey Data

7.14 Conclusion

Conclusion

8.1 A Reappraisal

8.2 Relating the Outcomes of the Study to the Research Questions

8.3 Gaps in the AL Modules

8.4 Significance of the Study

8.5 Limitations

8.6 Implications for Future Research

8.7 Recommendations

8.8 Transformation of the Curriculum - Decolonization and Africanization

8.9 Closing

Bibliography

Appendices

About the Authors.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references.

Other Format:

Print version: Coetzee, Mervyn Trauma, Injustice and Identity

ISBN:

9781804411735