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- Kerfoot, Caroline, 1955-
(author)
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Making and Shaping Participatory Spaces : Resemiotization and Citizenship Agency in South Africa
- 2011
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In: International Multilingual Research Journal. - : Informa UK Limited. - 1931-3152 .- 1931-3160. ; 5:2, s. 87-102
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Journal article (peer-reviewed)abstract
- In South Africa, democratic consolidation involves not only building a new state, but also new interfaces between state and society. To strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of “participatory citizenship.” The purpose of this article is to explore the links, rarely achieved in practice, between such practices of participatory citizenship and possibilities for literacy and language education. The article draws on a study of a capacity-building program for educators of adults in the Northern Cape Province. It uses the concept of resemiotization to explore the ways in which participants reshaped the multilingual representational resources available to them to legitimize the authority of subaltern actors and mobilize collective agency. Finally, it argues that such semiotic practices can be seen as a form of “linguistic citizenship,” which could promote locally rooted and participatory democracy under a radically reoriented adult basic education system.
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| 2. |
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| 3. |
- Stroud, Christopher, et al.
(author)
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Towards rethinking multilingualism and language policy for academic literacies
- 2013
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In: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 24:4, s. 396-405
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Journal article (peer-reviewed)abstract
- The language policy of the University of the Western Cape (2003) reflects the temperedtraces of historically and politically charged negotiations. We argue that a reinterpreta-tion of ‘policy failure’ as responsive engagement with complex new forms of linguisticand social diversity can lead to a critical rethinking of the nature of multilingualism andlanguage policy in a South African tertiary education sector in transformation. We submitthat university language policies need to consider (a) how the complex linguistic and non-linguistic repertoires of students can be mobilised for transformative discipline-specificcurricula and pedagogies, and (b) the concept of multilingualism both as a resource anda transformative epistemology and methodology of diversity. We suggest a policy devel-opment process that moves from micro-interaction to macro-structure, tracing processesof resemiotisation, interrogating legitimised representational conventions, and reshapinginstitutional practices and perceptions. We discuss the implications for register formationand for broader epistemological access and ownership.
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