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Entangled discourses : South-North orders of visibility
- 2017
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book uniquely explores the shifting structures of power and unexpected points of intersection – entanglements – at the nexus of North and South as a lens through which to examine the impact of global and local circuits of people, practices and ideas on linguistic, cultural and knowledge systems. The volume considers the entanglement of North and South on multiple levels in the contemporary and continuing effects of capitalism, colonialism, and imperialism, in the form of silenced or marginalized populations, such as refugees, immigrants, and other minoritised groups, and in the different orders of visibility that make some types of practices and knowledge more legitimate and therefore more visible. It uses a range of methodological and analytical frames to shed light on less visible histories, practices, identities, repertoires, and literacies, and offer new understandings for research and for language, health care, education, and other policies and practices.
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| 2. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Constructing invisibility : The discursive erasure of a black immigrant learner in South Africa
- 2017
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Ingår i: Entangled Discourses. - New York : Routledge. - 9781138192263 - 9781315640006 ; , s. 37-58
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Bokkapitel (refereegranskat)abstract
- This chapter explores how the discourses of 'born frees' at a tertiary institution in South Africa both reproduce and transform inherited racial identities and positions. It focuses on the points in the data when 'identities, spaces, histories—come together or find points of intersection in unexpected ways'. The chapter picks up a different thread and explores those points where different discourses intersect and commonalities emerge. It argues that despite the racial anxiety suffusing the data, the participants seek to disentangle from the apartheid past and position themselves in a postracial future. The chapter aims to draw attention to the ways in which race is reproduced in discourse and so to raise awareness about how this may shape or constrain progress towards postracial ways of thinking, speaking, and being. It explores that small stories analysis can help build this knowledge by providing a lens onto the tangled web of race and by showing how racial positions are discursively reproduced.
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| 3. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Constructing invisibility : An immigrant learner in South Africa
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to contribute to an epistemology of the global South (Santos 2012) by pointing to invisibilized processes of social production as a necessary starting point for greater ethical engagement and mutual intelligibility. It builds on research on the co-construction of micro-interactional identities and macro-social categories to analyse the gradual invisibilisation of the linguistic and epistemic resources of a 13-year-old Cameroonian immigrant in diasporic and educational sites in Cape Town, South Africa. Invisibilisation is understood as an interdiscursive process achieved through a set of indexical phenomena including the operation of dual indexicality (Kulick 2003), tied into circulating discourses of belonging and constrained by institutional frameworks. Drawing on a four year linguistic ethnography, the chapter draws attention to the ways in which discursive processes construct orders of visibility, both momentary and of longer duration, which in turn rework local orders of indexicality and associated hierarchies of ‘race’, language, and ethnicity.
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| 4. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Game changers? Multilingual learners in a Cape Town primary school
- 2016
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Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 37:4, s. 451-473
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Tidskriftsartikel (refereegranskat)abstract
- This article engages with Bourdieu’s notion of field as a ‘space of play’ to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, ‘race’, and ethnicity become entangled with local economies of meaning. The context is a primary school in a low-income neighbourhood in Cape Town, South Africa. We draw on multilingual classroom and playground data from observations, interviews, and audio-recorded peer interactions among Grade 6 learners to illuminate the strategic mobilization of linguistic repertoires in encounters across difference: as identity-building resources and as means of shaping new interaction orders, restructuring hierarchies of value, subverting indexicalities, and sometimes resignifying racial categories. We further draw attention to a set of circumstances in which local actors have the potential to change, not only the rules of the game, but the game itself.
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| 5. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Introduction : Entanglement and Order of Visibility
- 2017
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Ingår i: Entangled discourses<em></em>. - New York : Routledge. - 9781138192263 - 9781315640006 ; , s. 1-15
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Bokkapitel (refereegranskat)abstract
- This chapter elaborates the concepts 'entanglement' and 'orders of visibility', arguing for their potential to illuminate both absences in theory, knowledge, and representation and emergences in social and semiotic practices. It suggests that this dual focus on absences and emergences, following Santos (2014), is essential for the development of a sociolinguistics of the South. The chapter presents an overview of the key concepts discussed in the subsequent chapters of this book. The book seeks to build on socio- and applied linguistic work that grounds the view from nowhere through historical, ethnographic, interactionist, and discourse analytic approaches to the analysis of language in the construction of social difference and inequality. It aims to illuminate the ways in which different orders of visibility are constructed by conceptual, methodological, and analytical lenses. The book illuminates the ways in which language is used as a resource in constructing, naturalizing, or resisting inequality in everyday interactions and institutional sites.
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| 6. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Introduction
- 2017
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Ingår i: Language in Epistemic Access. - : Routledge. - 9781138715066 ; , s. 1-9
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Kerfoot, Caroline, 1955-
(författare)
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Speaking of, for, and with others : Some methodological considerations
- 2016
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Ingår i: Stellenbosch Papers in Linguistics Plus. - : Stellenbosch University. - 1726-541X .- 2224-3380. ; 49, s. 331-341
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Tidskriftsartikel (refereegranskat)abstract
- This is a brief reflection on two decades of work in NGOs and with trade unions from 1982 to 2001. For most of the time covered by this research note, I worked for a non-governmental organisation (NGO), one of several small, politically committed literacy organisations that sprang up in the aftermath of Soweto 1976 as part of a broader response to increasingly repressive state policies.
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| 8. |
- Kerfoot, Caroline, 1955-, et al.
(författare)
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Testing the Waters : Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa
- 2015
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Ingår i: Language and Education. - : Informa UK Limited. - 0950-0782 .- 1747-7581. ; 29:3, s. 235-255
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Tidskriftsartikel (refereegranskat)abstract
- Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from ‘common sense’ discourses to the more abstract, specialised discourses of school subjects and, simultaneously, to a new language of learning, in this case English. It describes an intervention using a Systemic Functional Linguistic (SFL) genre-based pedagogy involving 72 learners and two teachers in a low socio-economic neighbourhood of Cape Town. Using an SFL analytical framework, we analyse learners’ development in the Information Report genre. All learners in the intervention group made substantial gains in control of staging, lexis, and key linguistic features. We argue that the scaffolding provided by SFL genre-based pedagogies together with their explicit focus on textual and linguistic features offer a means of significantly enhancing epistemic access to the specialised language of school subjects, particularly for additional language learners. Findings have implications for language-in-education policy, teacher education, curriculum, pedagogy, and assessment in multilingual classrooms.
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