| Description |
1 online resource |
| Contents |
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 |
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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 |
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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 |
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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 |
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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 |
| Summary |
"Aslam Fataar, one of South Africa\2019s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the \2018complex ecologies\2019 of young people\2019s learning in urban schools"-- Publisher's website |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from pdf title page |
| Subject |
Educational sociology -- South Africa
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Urban schools -- South Africa -- Western Cape
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Post-apartheid era -- Education -- South Africa
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Education -- Aims and objectives -- South Africa
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Education -- Aims and objectives.
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Educational sociology.
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Urban schools.
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South Africa.
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South Africa -- Western Cape.
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| Form |
Electronic book
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| ISBN |
9781920689834 |
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1920689834 |
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