Humanising pedagogies : giving voice to migrant learners
- Authors: Kajee, Leila
- Date: 2019
- Subjects: Migrant learners , Humanism , African languages
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/293294 , uj:31888 , Citation: Kajee, L. 2019. Humanising pedagogies : giving voice to migrant learners.
- Description: Abstract: Please refer to full text to view abstract
- Full Text: false
Mapping the literate lives of two Cameroonian families living in Johannesburg : implications for language and literacy education
- Authors: Ngoh, Doris , Kajee, Leila
- Date: 2018
- Subjects: Immigrant literacies , Literacy as social practice , Family literacy practices
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/276095 , uj:29529 , Citation: Ngoh, D. & Kajee, L. 2018. Mapping the literate lives of two Cameroonian families living in Johannesburg : implications for language and literacy education. Per Linguam 2018 34(1):1-16 http://dx.doi.org/10.5785/34-1-827
- Description: Abstract: The language and literacy practices of two French-speaking Cameroonian families living in South Africa are the focus of this paper. Since its democracy, there has been an influx of immigrants from all over the world into South Africa. This influx has inevitable consequences for education. The aim of this research was to map the language and literacy practices of two immigrant Cameroonian families residing in Johannesburg, South Africa. The case study utilised interviews with the parents and children, as well as home observations. The research findings reveal that little linguistic congruence exists between the home and school, and that the parents and children serve as language brokers at different points. The study concludes that, if South Africa wants to live up to its democratic status, inclusive to all who live in it, teachers need to be versed in the multiple layers of literacy practices of learners from diverse backgrounds and consider initiatives such as family and community literacy programmes. This is vital not only for immigrant children, but for the South African education system as well.
- Full Text:
Teacher education students engaging with digital identity narratives
- Authors: Kajee, Leila
- Date: 2018
- Subjects: decolonization , Digital identities , Digital literacies
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/276131 , uj:29535 , Citation: Kajee, L. 2018. Teacher education students engaging with digital identity narratives. South African Journal of Education, Volume 38, Number 2, May 2018. Art. # 1501, 9 pages, https://doi.org/10.15700/saje.v38n2a1501
- Description: Abstract: Teaching English with digital technology has exacerbated the process of teaching and learning. In youth leisure, computers are more than information devices: they convey stories, images, identities, and fantasies through providing imaginative opportunities for play, and as cultural and ideological forms. In this paper, I report on a project conducted with teacher education students at a university in Johannesburg, South Africa. The focus of the project is to examine how students construct their identities digitally through the multimodal narratives they create in the English classroom. To do this I report on two narratives, as well as a recurring theme, decolonisation. The latter theme is significant because it was during the time of this project that South African universities found themselves in the grip of decolonisation and free education protests. I use New Literacy Studies as a framework to theorise literacy practices, and the work of Hall and others to theorise identity. The paper presents further possible implications of digital identity construction for teaching and learning.
- Full Text:
Literacy journeys : home and family literacy practices in immigrant households and their congruence with schooled literacy
- Authors: Kajee, Leila
- Date: 2011
- Subjects: Family literacy practices , Immigrant families , Schooled literacy , Social justice
- Type: Article
- Identifier: uj:5734 , ISSN 2076-3433 , http://hdl.handle.net/10210/6531
- Description: Major sociocultural contexts of learning such as families, communities and schools are imbued with power, and power favours some more than others. Given that schools are important sites of social and cultural reproduction, one of their major tasks is to teach learners to be literate. However, literacy is often viewed only as schooled literacy in the dominant language, and the role of the home has been undervalued in the past. In this paper I examine, through a sociocultural lens, the role played by the home and community in literacy learning. Through data elicited from observations of family interactions and conversations, as well as interviews with family members in two immigrant households, I examine their home and community literacy practices and ask how these practices intersect with schooled literacy. I conclude that immigrant children have far greater language and literacy skills than presumed, and that schools need to recognize language and literacy practices that children engage in at home and in the community, and emphasize that social justice for all requires educational shifts.
- Full Text:
Learn Conference, Barcelona (July 2009) : Negotiating challenges and constructing digital identities : suggestions for pedagogy and practice
- Authors: Kajee, Leila
- Date: 2009
- Subjects: Students with visual disabilities , Blind students
- Type: Article
- Identifier: uj:6225 , ISBN 1447-9494 , http://hdl.handle.net/10210/5315
- Description: This article reports on a technology-based English course that incorporates face-to-face and online modes of delivery at a South African university. The aim of the paper is to examine how the only blind participant among a group of sighted participants positions herself and engages with the technological practices of the university, as well as the course, given the recommendations of the policies. Included is a discussion of how she constructs her identity and negotiates meaning in the course. The construction of identity is explored from a post-modern view that old identities, which stabilised the social world are in decline, giving rise to new identities and fragmenting the modern individual as a unified subject (Hall, 1992). I explore Norton (Pierce's)' (1995,1997,2000) views of identity as how people understand their relationship in the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. I also draw on Davies and Harre's (1990) discussion of positioning and self. Finally, I suggest implications such a study might have for pedagogy, practice, and policy in higher education institutions in South Africa.
- Full Text: