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Balfour is Rector Designate at the University of the Western Cape, South Africa. He was previously Professor and Deputy Vice-Chancellor (Teaching & Learning) (2017-Sept 2024) at the North-West University where he was also Dean of Education Sciences  (2011-2017, Potchefstroom Campus). He was Honorary Professor of Education at the University of KwaZulu-Natal (2009-2017) and has been an NRF rated academic for over 10 years. He was formerly Registrar at St Augustine College of South Africa and has held fellowships at the Institute of Commonwealth Studies (UL), Clare Hall (Cambridge), and the IoE (UCL). He teaches courses in Applied Language Studies and specialises in language policy design and research. His has written extensively on postcolonial, applied language studies and education. His most recent book publication: Mzala Nxumalo, Leftist Thought and Contemporary South Africa (Jacana, 2023). In literary cultural studies his book Culture, Capital and Representation was published by Palgrave in 2010. Balfour holds degrees from the University of Rhodes, Natal, and Cambridge respectively, and is a published writer, poet, and also an exhibited painter.<br /><span class="u-fw700">Supervisors: </span>Michael Evans (Cambridge) and Madeleine Arnot (Cambridge)<br /><b>Address: </b>South Africa<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="13758963">View All (7)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="13758963" href="https://www.academia.edu/Documents/in/Queer_Theory"><div id="js-react-on-rails-context" style="display:none" 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class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Robert J Balfour</h3></div><div class="js-work-strip profile--work_container" data-work-id="124958033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124958033/Learning_Biblical_Hebrew_Reading_for_Comprehension_An_Introductory_Grammar_Karl_V_Kutz_and_Rebekah_L_Josberger_Lexham_2018_ISBN_978_1_683_59084_2_xxviii_476_pp_hb_39_99"><img alt="Research paper thumbnail of Learning Biblical Hebrew. Reading for Comprehension – An Introductory Grammar, Karl V.Kutz and Rebekah L.Josberger, Lexham, 2018 (ISBN 978‐1‐683‐59084‐2), xxviii + 476 pp., hb $39.99" class="work-thumbnail" src="https://attachments.academia-assets.com/119087074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124958033/Learning_Biblical_Hebrew_Reading_for_Comprehension_An_Introductory_Grammar_Karl_V_Kutz_and_Rebekah_L_Josberger_Lexham_2018_ISBN_978_1_683_59084_2_xxviii_476_pp_hb_39_99">Learning Biblical Hebrew. Reading for Comprehension – An Introductory Grammar, Karl V.Kutz and Rebekah L.Josberger, Lexham, 2018 (ISBN 978‐1‐683‐59084‐2), xxviii + 476 pp., hb $39.99</a></div><div class="wp-workCard_item"><span>Reviews in Religion &amp; Theology</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63446353629f8d11d3573c2780c0023c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119087074,"asset_id":124958033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119087074/download_file?st=MTczMjcyNDI3Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124958033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124958033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124958033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124958033]").text(description); $(".js-view-count[data-work-id=124958033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124958033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124958033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124958033, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "63446353629f8d11d3573c2780c0023c" } } $('.js-work-strip[data-work-id=124958033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124958033,"title":"Learning Biblical Hebrew. 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Kruse's interpretive insights ask readers to engage deeply with the story and theology of John's Gospel, while also clarifying the contributions made by individual sections to the larger story. This remains, though, a commentary that can be read well by a broad range of readers who are interested in John. Given this likely audience, it would have been helpful to have included an index. For readers who already know John's Gospel well or who have questions about a particular section, it will be easy enough to turn to the appropriate section of the commentary and begin reading. Yet an index would enable readers with less precise knowledge of John or with questions of a more general nature to use Kruse's helpfully articulated scholarship more effectively. This commentary on John will be helpful to a broad audience that includes clergy, interested laypeople, students, and other researchers on John. Kruse has accomplished that difficult feat of making knowledge gained and prepared in the academy useful for audiences that extend beyond the walls of a classroom. 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Coetzee make use in their writings of the garden as a postcolonial t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Both Karel Schoeman and J.M. Coetzee make use in their writings of the garden as a postcolonial trope. Joseph Conrad&#39;s (1912) short story &#39;A Smile of Fortune&#39;, written almost a century earlier, also makes use of the garden as a trope, but the ideological and conceptual framework employed by Conrad differs considerably from the work of the latter novelists. 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The authors foreground essentialist categorisations of race, gender and space and then interrogate these with reference to a reading of text and art-installation in terms of space and matter. The post-colonial novel by V.S. Naipaul, A Bend in the River (1979) and post-apartheid art installation by Igshaan Adams, When Dust Settles (2019) have been selected to illuminate insights concerning space, matter and identity (concerning race and gender particularly) in the early and later post-colonial and post-Apartheid moments, using the theories developed by Barad, Anzaldua and Minh-ha on diffraction, liminality and gender. 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The post-1994 era has seen an emerging government concern to address the continuing interplay between poverty, HIV/AIDS, underdevelopment, and underachievement in schools categorised as rural. To address these concerns, scholars in South African institutions of higher learning have conducted research on various issues on rurality and rural education. However, little is known of the focus of the various studies and the state of rural education and rural education research. Drawing on the Project for Postgraduate Education Research (PPER) from 1995– 2004, the purpose of this article is to critically analyse the discourses underpinning rural education and rural education research in South Africa. The article focuses on three enabling assumptions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75279824"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004"><img alt="Research paper thumbnail of Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004">Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This paper reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links between the methodological choice of case study, on the one hand, and the thematic focus and sectoral location of theses, on the other. While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. It suggests ways of enhancing the wider relevance of case studies through multiple case designs, sequential case studies, mixed method designs and synoptic...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279824"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279824"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279824; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279824]").text(description); $(".js-view-count[data-work-id=75279824]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279824; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279824']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279824, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75279824]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279824,"title":"Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004","translated_title":"","metadata":{"abstract":"The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This paper reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links between the methodological choice of case study, on the one hand, and the thematic focus and sectoral location of theses, on the other. While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. 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While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. It suggests ways of enhancing the wider relevance of case studies through multiple case designs, sequential case studies, mixed method designs and synoptic...","internal_url":"https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004","translated_internal_url":"","created_at":"2022-04-02T22:45:22.536-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis"},{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75279823"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75279823/Research_capacity_development_A_case_study_at_the_University_of_KwaZulu_Natal_2003_2006"><img alt="Research paper thumbnail of Research capacity development: A case study at the University of KwaZulu-Natal, 2003–2006" class="work-thumbnail" src="https://attachments.academia-assets.com/83112478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279823/Research_capacity_development_A_case_study_at_the_University_of_KwaZulu_Natal_2003_2006">Research capacity development: A case study at the University of KwaZulu-Natal, 2003–2006</a></div><div class="wp-workCard_item"><span>South African Journal of Higher Education</span><span>, 2009</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31a7e58d0a93b6244816ee552688b38e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83112478,"asset_id":75279823,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83112478/download_file?st=MTczMjcyNDI3NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279823"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279823"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279823; 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Education 200211. Department of Education. 2002. National Curriculum Statement , Pretoria: Go...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Education 200211. Department of Education. 2002. National Curriculum Statement , Pretoria: Government Printers. View all references). AC comprises five areas: drama, art, music, dance and culture studies. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279820/University_language_policies_internationalism_multilingualism_and_language_development_in_South_Africa_and_the_UK">University language policies, internationalism, multilingualism, and language development in South Africa and the UK</a></div><div class="wp-workCard_item"><span>Cambridge Journal of Education</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper examines legislation concerning language policy and language choice in the UK and Sout...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279820"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279820"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279820; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279820]").text(description); $(".js-view-count[data-work-id=75279820]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279820; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279820']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279820, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75279820]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279820,"title":"University language policies, internationalism, multilingualism, and language development in South Africa and the UK","translated_title":"","metadata":{"abstract":"This paper examines legislation concerning language policy and language choice in the UK and South Africa. 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The paper suggests that the comparison between ...","internal_url":"https://www.academia.edu/75279820/University_language_policies_internationalism_multilingualism_and_language_development_in_South_Africa_and_the_UK","translated_internal_url":"","created_at":"2022-04-02T22:45:21.862-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"University_language_policies_internationalism_multilingualism_and_language_development_in_South_Africa_and_the_UK","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development"},{"id":10722,"name":"Policy Development","url":"https://www.academia.edu/Documents/in/Policy_Development"},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education"},{"id":38923,"name":"Language Policy","url":"https://www.academia.edu/Documents/in/Language_Policy"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa"},{"id":88815,"name":"Legislation","url":"https://www.academia.edu/Documents/in/Legislation"},{"id":432569,"name":"Cambridge Journal of Education","url":"https://www.academia.edu/Documents/in/Cambridge_Journal_of_Education"}],"urls":[{"id":19056698,"url":"http://www.tandfonline.com/doi/pdf/10.1080/03057640601178998"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75279658"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75279658/Troubling_Contexts_Toward_a_Generative_Theory_of_Rurality_as_Education_Research_1"><img alt="Research paper thumbnail of Troubling Contexts: Toward a Generative Theory of Rurality as Education Research 1" class="work-thumbnail" src="https://attachments.academia-assets.com/83112353/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279658/Troubling_Contexts_Toward_a_Generative_Theory_of_Rurality_as_Education_Research_1">Troubling Contexts: Toward a Generative Theory of Rurality as Education Research 1</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. Research from the Rural Teacher Education Project in South Africa, which informs our argument in this article, demonstrates that the very generative and transformative nature of rurality serves both to inform but also to delimit the effectiveness of intervention programs designed, often with the best of intentions in mind, for education, health care, job creation, and poverty alleviation. This article asserts that a theory of rurality needs to take account of contemporary theories of globalization and society, drawing from the sociological as well as the postcolonial accounts of identity and environment. What emerges in this article is what we have termed a &quot;generative theory of rurality,&quot; in which the dynamic interaction between variables allows for both a descriptive and an analytical framework fo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7453aa314adba8a23a53128a07c974f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83112353,"asset_id":75279658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83112353/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279658]").text(description); $(".js-view-count[data-work-id=75279658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279658, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e7453aa314adba8a23a53128a07c974f" } } $('.js-work-strip[data-work-id=75279658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279658,"title":"Troubling Contexts: Toward a Generative Theory of Rurality as Education Research 1","translated_title":"","metadata":{"abstract":"Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663247"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663247/Freshlyground_and_the_Possibilities_of_New_Identities_in_post_Apartheid_South_Africa"><img alt="Research paper thumbnail of Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/79671508/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663247/Freshlyground_and_the_Possibilities_of_New_Identities_in_post_Apartheid_South_Africa">Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Popular music, and indeed popular art forms struggle for critical attention in the academy (Larki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Popular music, and indeed popular art forms struggle for critical attention in the academy (Larkin, 1992). Relegated to a focus on performance, or to peripheral sub-disciplines such as cultural studies, the study of popular art forms is risky terrain in higher education i Studies of the popular or the contemporary also suffer from the associations of dilettantism, a lack of theoretical depth or rigour and ignorance of the debt and obligations to prior scholarship. The same is sometimes thought in relation to interdisciplinary scholarship which because of its nature is seldom located within a discipline. This paper deals with both the popular and the interdisciplinary in relation to a theorised understanding of the lyrics of popular South African contemporary music group, Freshlyground, and the possibilities for identity explored in these lyrics through New Historicism and Cosmopolitanism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e4851b8517a7ace1a8cc730003612efe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671508,"asset_id":69663247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671508/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663247]").text(description); $(".js-view-count[data-work-id=69663247]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663247']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663247, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e4851b8517a7ace1a8cc730003612efe" } } $('.js-work-strip[data-work-id=69663247]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663247,"title":"Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa","translated_title":"","metadata":{"abstract":"Popular music, and indeed popular art forms struggle for critical attention in the academy (Larkin, 1992). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663246/Rurality_research_and_rural_education_exploratory_and_explanatory_power"><img alt="Research paper thumbnail of Rurality research and rural education : exploratory and explanatory power" class="work-thumbnail" src="https://attachments.academia-assets.com/79671414/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663246/Rurality_research_and_rural_education_exploratory_and_explanatory_power">Rurality research and rural education : exploratory and explanatory power</a></div><div class="wp-workCard_item"><span>Perspectives in Education</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents analysed data from the first year of the Rural Teacher Education Project (R...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents analysed data from the first year of the Rural Teacher Education Project (RTEP 2007–2009) with a view to illustrating how a generative theory of rurality as education research was developed, and for which ends it might be utilised. The article suggests that data from projects in rural communities, which take the rural as context, need to interrogate the role and purpose of education in such contexts in relation to notions of social and professional identity. I argue for the application of a social theory in which the rural is linked to the possibilities of identity and interaction in terms of the quality of teacher education and the quality of education in rural communities. The theory accounts for the ability of people (in this case teachers) to sustain themselves in space and time – both as subjects and agents able to resist or transform the environment, depending on resources available. It also illuminates the reality, or otherwise, of subjectivities and per...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6053c0f5c8e066bdcaa2aa3b5058702" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671414,"asset_id":69663246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671414/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663246]").text(description); $(".js-view-count[data-work-id=69663246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663246, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6053c0f5c8e066bdcaa2aa3b5058702" } } $('.js-work-strip[data-work-id=69663246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663246,"title":"Rurality research and rural education : exploratory and explanatory power","translated_title":"","metadata":{"abstract":"This article presents analysed data from the first year of the Rural Teacher Education Project (RTEP 2007–2009) with a view to illustrating how a generative theory of rurality as education research was developed, and for which ends it might be utilised. 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Balfour" class="work-thumbnail" src="https://attachments.academia-assets.com/79671417/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663245/Multi_lingualism_and_multi_literacy_possibilities_potential_and_limitations_of_interdisciplinary_research_on_linguistic_and_cognitive_development_Robert_J_Balfour">Multi-lingualism and multi-literacy : possibilities, potential and limitations of interdisciplinary research on linguistic and cognitive development / Robert J. Balfour</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">1. Preliminary Remarks The first Inaugural Lecture I attended was that of John Gouws, Professor o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. Preliminary Remarks The first Inaugural Lecture I attended was that of John Gouws, Professor of Renaissance Poetry at Rhodes University. At the time I was a student in the English Department, and the first impression of Professor Gouws, was of the eminent professor, a mass of gray beard and gray hair, and a subject which seemed so remote, and far removed from my experience, that it convinced me that Inaugural Lectures were best provided by academics seemingly on the verge of retirement; and that anything meaningful in scholarship, or any significant insights, came almost at the end of a career in academia, rather than in its middle. It made more sense then to be thinking of “n uittreerede eerder as n intreerede” preferably on a subject that few people could relate too, and with many technical and abstract terms so that the audience would be left mightily impressed and very confused. The opportunity to make a contribution to scholarship, requires a certain maturity rather than age...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e89e13b32c722a31dc81fd9415ea4c2c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671417,"asset_id":69663245,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671417/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663245"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663245]").text(description); $(".js-view-count[data-work-id=69663245]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663245']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663245, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e89e13b32c722a31dc81fd9415ea4c2c" } } $('.js-work-strip[data-work-id=69663245]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663245,"title":"Multi-lingualism and multi-literacy : possibilities, potential and limitations of interdisciplinary research on linguistic and cognitive development / Robert J. 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Naipaul's Half a Life, Magic Seeds and Globalisation (1)/V.S. Naipaul's Half a Life, En Magic Seeds En Globalisering" class="work-thumbnail" src="https://attachments.academia-assets.com/79671506/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663244/V_S_Naipauls_Half_a_Life_Magic_Seeds_and_Globalisation_1_V_S_Naipauls_Half_a_Life_En_Magic_Seeds_En_Globalisering">V.S. Naipaul's Half a Life, Magic Seeds and Globalisation (1)/V.S. Naipaul's Half a Life, En Magic Seeds En Globalisering</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">V.S. Naipaul&#39;s Hall a life, Magic seeds and globalisation Naipaul&#39;s work has been describ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">V.S. Naipaul&#39;s Hall a life, Magic seeds and globalisation Naipaul&#39;s work has been described as an examination of &quot;the clash between belief and unbelief, the unravelling of the British Empire, the migration of peoples&quot; (Donadio, 2005). Controversial both in terms of his perceptions of postcolonial nations (Said, 1978) and of postcolonial literary criticism (King, 1993), Naipaul, who won the Nobel Prize for Literature in 2001, at an earlier point declared the novel dead and postcolonial nations half-baked. Despite his provocative pronouncements and his readers&#39; criticisms (the most stringent and extensive critique by Nixon (1992)), Naipaul is too important to be marginalised. While major contemporaries have ceased to be productive (Walcott, Ondaatje, Soyinka) Naipaul&#39;s voice continues to be heard, his tones new, his perspective flexible enough to apprehend new phenomena in culture and politics, and his critique sufficiently disturbing to merit critical attent...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5eb10876ec27814aee246420b7540e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671506,"asset_id":69663244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671506/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663244]").text(description); $(".js-view-count[data-work-id=69663244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663244, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5eb10876ec27814aee246420b7540e0" } } $('.js-work-strip[data-work-id=69663244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663244,"title":"V.S. 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While major contemporaries have ceased to be productive (Walcott, Ondaatje, Soyinka) Naipaul\u0026#39;s voice continues to be heard, his tones new, his perspective flexible enough to apprehend new phenomena in culture and politics, and his critique sufficiently disturbing to merit critical attent...","publication_date":{"day":null,"month":null,"year":2007,"errors":{}}},"translated_abstract":"V.S. Naipaul\u0026#39;s Hall a life, Magic seeds and globalisation Naipaul\u0026#39;s work has been described as an examination of \u0026quot;the clash between belief and unbelief, the unravelling of the British Empire, the migration of peoples\u0026quot; (Donadio, 2005). Controversial both in terms of his perceptions of postcolonial nations (Said, 1978) and of postcolonial literary criticism (King, 1993), Naipaul, who won the Nobel Prize for Literature in 2001, at an earlier point declared the novel dead and postcolonial nations half-baked. Despite his provocative pronouncements and his readers\u0026#39; criticisms (the most stringent and extensive critique by Nixon (1992)), Naipaul is too important to be marginalised. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663243"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663243/Troubling_contexts_toward_a_generative_theory_of_rurality_as_education_research"><img alt="Research paper thumbnail of Troubling contexts: toward a generative theory of rurality as education research" class="work-thumbnail" src="https://attachments.academia-assets.com/79671412/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663243/Troubling_contexts_toward_a_generative_theory_of_rurality_as_education_research">Troubling contexts: toward a generative theory of rurality as education research</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. Research from the Rural Teacher Education Project in South Africa, which informs our argument in this article, demonstrates that the very generative and transformative nature of rurality serves both to inform but also to delimit the effectiveness of intervention programs designed, often with the best of intentions in mind, for education, health care, job creation, and poverty alleviation. This article asserts that a theory of rurality needs to take account of contemporary theories of globalization and society, drawing from the sociological as well as the postcolonial accounts of identity and environment. What emerges in this article is what we have termed a “generative theory of rurality,” in which the dynamic interaction between variables allows for both a descriptive and an analytical framework for data ema...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8527fe15f29ce00db54e880f61f902cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671412,"asset_id":69663243,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671412/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663243]").text(description); $(".js-view-count[data-work-id=69663243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663243, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8527fe15f29ce00db54e880f61f902cf" } } $('.js-work-strip[data-work-id=69663243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663243,"title":"Troubling contexts: toward a generative theory of rurality as education research","translated_title":"","metadata":{"abstract":"Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. 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This is despite the Constitutional and legislative frameworks that support multilingual education. While the controversy undermines linguistic diversity in educational institutions in general, as suggested by the exclusion of African languages in the curriculum in some primary schools, it is in the curriculum of most institutions of higher learning where this linguistic diversity is undermined. Despite this bleak picture, some studies report promising trends regarding attempts at promoting multilingual education in some of these institutions. The article concludes by encouraging the universities to interrogate the language ideologies that underlie the language policies and implementation of the policies in the institutions of higher learning, and how these promote or infringe the language rights of students.","publication_name":"South African Journal of Higher Education","grobid_abstract_attachment_id":79671505},"translated_abstract":null,"internal_url":"https://www.academia.edu/69663242/Language_rights_in_education_in_South_Africa","translated_internal_url":"","created_at":"2022-01-27T10:25:45.817-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":79671505,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671505/thumbnails/1.jpg","file_name":"d41c9ba234c14c20d1ef14518632bba3f563.pdf","download_url":"https://www.academia.edu/attachments/79671505/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_rights_in_education_in_South_Af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671505/d41c9ba234c14c20d1ef14518632bba3f563-libre.pdf?1643531163=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_rights_in_education_in_South_Af.pdf\u0026Expires=1732727875\u0026Signature=Oez7MZDVRYR5OsjUNxUb8XWL7aUta13R3VtrKxGSqHMp8OgNUr0eLjFlU5DhNLHlryr-QwZSUuySnkmiKmB8SiYPZVW1uH4KM6UL6asP~P4F2FWrPmtKWCDmkFXZ4V7HxSK1nd6j2-10PBzLCh2QV57oVouuhEGAk6hWS-YsZnopc8skQBfu4Ofi-nK2TZG5qrudPxYOWY-WV6w9RL5jzWvzP6ZIoSf5kJVDFg1IY5qrxH1lm44pCjaJ126lkdnvPnPEhKcg8AW8~-aQ7~47CeDrSUl1hBlTRECXq07LnEFnwUPAKvd~u5V0NNg6TSc-CUxp~qGYyksVltuBU7geBQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Language_rights_in_education_in_South_Africa","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":79671505,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671505/thumbnails/1.jpg","file_name":"d41c9ba234c14c20d1ef14518632bba3f563.pdf","download_url":"https://www.academia.edu/attachments/79671505/download_file?st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_rights_in_education_in_South_Af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671505/d41c9ba234c14c20d1ef14518632bba3f563-libre.pdf?1643531163=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_rights_in_education_in_South_Af.pdf\u0026Expires=1732727875\u0026Signature=Oez7MZDVRYR5OsjUNxUb8XWL7aUta13R3VtrKxGSqHMp8OgNUr0eLjFlU5DhNLHlryr-QwZSUuySnkmiKmB8SiYPZVW1uH4KM6UL6asP~P4F2FWrPmtKWCDmkFXZ4V7HxSK1nd6j2-10PBzLCh2QV57oVouuhEGAk6hWS-YsZnopc8skQBfu4Ofi-nK2TZG5qrudPxYOWY-WV6w9RL5jzWvzP6ZIoSf5kJVDFg1IY5qrxH1lm44pCjaJ126lkdnvPnPEhKcg8AW8~-aQ7~47CeDrSUl1hBlTRECXq07LnEFnwUPAKvd~u5V0NNg6TSc-CUxp~qGYyksVltuBU7geBQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663048/The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa"><img alt="Research paper thumbnail of The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/79671329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663048/The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa">The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As applied linguists, we still need, given the resurgence of interest and scholarship in multilin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As applied linguists, we still need, given the resurgence of interest and scholarship in multilingualism, to attend to research on developing and changing language pedagogy so that it is informed by cognitive linguistics and psycholinguistics. This article surveys research into bilingual language acquisition and educational linguistics and explores the implications of this work for the development and use of indigenous languages development in South Africa. Five arguments, as listed here, are presented on the basis of this research. First, that grammatical competence develops earlier in bilinguals because the use of two languages encourages an awareness of language systems (syntax and semiotics) such that the grammaticality of language is drawn to the attention of the bilingual learners when differences between two language systems become evident in the way these language are used and even learnt. Second, that the role of vocabulary development is crucial for the successful learning...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="342eb91ee341d8c6caf339e116773478" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671329,"asset_id":69663048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671329/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663048]").text(description); $(".js-view-count[data-work-id=69663048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663048, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "342eb91ee341d8c6caf339e116773478" } } $('.js-work-strip[data-work-id=69663048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663048,"title":"The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa","translated_title":"","metadata":{"abstract":"As applied linguists, we still need, given the resurgence of interest and scholarship in multilingualism, to attend to research on developing and changing language pedagogy so that it is informed by cognitive linguistics and psycholinguistics. This article surveys research into bilingual language acquisition and educational linguistics and explores the implications of this work for the development and use of indigenous languages development in South Africa. Five arguments, as listed here, are presented on the basis of this research. First, that grammatical competence develops earlier in bilinguals because the use of two languages encourages an awareness of language systems (syntax and semiotics) such that the grammaticality of language is drawn to the attention of the bilingual learners when differences between two language systems become evident in the way these language are used and even learnt. Second, that the role of vocabulary development is crucial for the successful learning...","publication_date":{"day":null,"month":null,"year":2012,"errors":{}}},"translated_abstract":"As applied linguists, we still need, given the resurgence of interest and scholarship in multilingualism, to attend to research on developing and changing language pedagogy so that it is informed by cognitive linguistics and psycholinguistics. This article surveys research into bilingual language acquisition and educational linguistics and explores the implications of this work for the development and use of indigenous languages development in South Africa. Five arguments, as listed here, are presented on the basis of this research. First, that grammatical competence develops earlier in bilinguals because the use of two languages encourages an awareness of language systems (syntax and semiotics) such that the grammaticality of language is drawn to the attention of the bilingual learners when differences between two language systems become evident in the way these language are used and even learnt. Second, that the role of vocabulary development is crucial for the successful learning...","internal_url":"https://www.academia.edu/69663048/The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa","translated_internal_url":"","created_at":"2022-01-27T10:24:00.661-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":79671329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671329/thumbnails/1.jpg","file_name":"2012Returntoreading10_20Bal.pdf","download_url":"https://www.academia.edu/attachments/79671329/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_return_to_reading_acquisition_readin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671329/2012Returntoreading10_20Bal-libre.pdf?1643531176=\u0026response-content-disposition=attachment%3B+filename%3DThe_return_to_reading_acquisition_readin.pdf\u0026Expires=1732727875\u0026Signature=J~U9fbkZL1~~BoMg7~zvPOMJoqIuIn-UabcF5SfL4d~AlZHu-Hh5Dp1LqMezrJt8ruZDtKqlzJ1Zx8ypjMZgDpzWgtAgi4cIsRx4PVplmnkhRfGLcgQSIuvjTpyReolby2u8I-l-Ncelv1fNF8Qn8KAls3HuZEdUsyaULOuMFyHD0ec-AT71At2S4Ar9UfqTiKbKZthZ1luZegs3LZ5tnMKUbnw43751EMRL-mp4IPVfhyN-915dQDYFbl-A-l2xIK2~J-~~A~YBk5DbnZLRUubajy4M9cZR~7gLt-xsONrfu2WNSQpjXkbOwsIBwMkq3DCDtkGsIff5cjd0V581cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa","translated_slug":"","page_count":21,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":79671329,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671329/thumbnails/1.jpg","file_name":"2012Returntoreading10_20Bal.pdf","download_url":"https://www.academia.edu/attachments/79671329/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_return_to_reading_acquisition_readin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671329/2012Returntoreading10_20Bal-libre.pdf?1643531176=\u0026response-content-disposition=attachment%3B+filename%3DThe_return_to_reading_acquisition_readin.pdf\u0026Expires=1732727876\u0026Signature=A7mjKVdHOEIX~39R8QSCmVzZ8xQ1sXJpA56BSB1ZKDseOcnpSOxODusmlDyb8ZZybcgsfp7yBxUyDfFJWd5xd34MYOM2K68yKe51GEwKF7W6ZjzzWbFXOCM3i75E8~3dqllg4QvlrVJbRcbSrLmgL74~wU~c8n9Jk~fxPksLFqBa8pzvSuZd3-D8ijBxHOzPxlXzY5E1IPOQY-yNGWsBVoBwgLGD-XWJ3Z32EXZSbZq48FR16Sx-Qam8Ai9yYmsF1eYa5j0r5n8dCl3~CMW1IT5-j9ZB1AJKn2vlaNXKs2Vdbolyve2yF2~WSJNGB9leEImTyh1jZ5J-TdicRSq9Cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":79671327,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671327/thumbnails/1.jpg","file_name":"2012Returntoreading10_20Bal.pdf","download_url":"https://www.academia.edu/attachments/79671327/download_file","bulk_download_file_name":"The_return_to_reading_acquisition_readin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671327/2012Returntoreading10_20Bal-libre.pdf?1643531177=\u0026response-content-disposition=attachment%3B+filename%3DThe_return_to_reading_acquisition_readin.pdf\u0026Expires=1732727876\u0026Signature=WXyT-MHXpmo0W~co56wRqyVcgRapwfHEul29wcoNML7MCpON9PR0voxerQ-elJC8NcP8l89cSMiCx16r6194wsSaSDqHtiFgDQsOZiG6jayxfRbXEBXmIValdS8UdZP4AJSGMTTfBJpVQRhN-fttNriy7LwOJ-FvmXN42-8xgbC9aA0nYszwPoeDkLW38P~GRIY66PbwqT8qvpz3rugI7CMtgU-pRQigo2Sdw-gDBaK9Nds9u9Yk7~ezHckTjlsUj5e18irXDjdqOz3R6QdD8eLInwr9d35w0V7-tw3Zi~xRqkzsXVQLiAIX1Y3snpfTZHw03q7Bhu3p0T-1tbia2A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"}],"urls":[{"id":16974540,"url":"http://dspace.nwu.ac.za/bitstream/handle/10394/9120/2012Returntoreading10%20Bal.pdf?isAllowed=y\u0026sequence=1"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1604943" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124958033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124958033/Learning_Biblical_Hebrew_Reading_for_Comprehension_An_Introductory_Grammar_Karl_V_Kutz_and_Rebekah_L_Josberger_Lexham_2018_ISBN_978_1_683_59084_2_xxviii_476_pp_hb_39_99"><img alt="Research paper thumbnail of Learning Biblical Hebrew. Reading for Comprehension – An Introductory Grammar, Karl V.Kutz and Rebekah L.Josberger, Lexham, 2018 (ISBN 978‐1‐683‐59084‐2), xxviii + 476 pp., hb $39.99" class="work-thumbnail" src="https://attachments.academia-assets.com/119087074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124958033/Learning_Biblical_Hebrew_Reading_for_Comprehension_An_Introductory_Grammar_Karl_V_Kutz_and_Rebekah_L_Josberger_Lexham_2018_ISBN_978_1_683_59084_2_xxviii_476_pp_hb_39_99">Learning Biblical Hebrew. Reading for Comprehension – An Introductory Grammar, Karl V.Kutz and Rebekah L.Josberger, Lexham, 2018 (ISBN 978‐1‐683‐59084‐2), xxviii + 476 pp., hb $39.99</a></div><div class="wp-workCard_item"><span>Reviews in Religion &amp; Theology</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="63446353629f8d11d3573c2780c0023c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119087074,"asset_id":124958033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119087074/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124958033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124958033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124958033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124958033]").text(description); $(".js-view-count[data-work-id=124958033]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124958033; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124958033']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124958033, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "63446353629f8d11d3573c2780c0023c" } } $('.js-work-strip[data-work-id=124958033]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124958033,"title":"Learning Biblical Hebrew. Reading for Comprehension – An Introductory Grammar, Karl V.Kutz and Rebekah L.Josberger, Lexham, 2018 (ISBN 978‐1‐683‐59084‐2), xxviii + 476 pp., hb $39.99","translated_title":"","metadata":{"publisher":"Wiley","grobid_abstract":"and convinces the world of sin, righteousness, and judgment. The various English translations all attest to one of these functions, but it is not easy to think of a single word that adequately accounts for all of these roles (pp. 351-2). Finally, John gives particular attention to how God's purposes were worked out even in Jesus's death by citing scripture to demonstrate ways in which Jesus's death fulfilled what God had planned (p. 436). Kruse is to be commended for keeping the highly readable nature of the first edition intact when expanding the second edition. This is an approachable volume that will be helpful for a much broader audience than can be reached by advanced commentaries. This is not, however, a purely homiletical commentary. Kruse's interpretive insights ask readers to engage deeply with the story and theology of John's Gospel, while also clarifying the contributions made by individual sections to the larger story. This remains, though, a commentary that can be read well by a broad range of readers who are interested in John. Given this likely audience, it would have been helpful to have included an index. For readers who already know John's Gospel well or who have questions about a particular section, it will be easy enough to turn to the appropriate section of the commentary and begin reading. Yet an index would enable readers with less precise knowledge of John or with questions of a more general nature to use Kruse's helpfully articulated scholarship more effectively. This commentary on John will be helpful to a broad audience that includes clergy, interested laypeople, students, and other researchers on John. Kruse has accomplished that difficult feat of making knowledge gained and prepared in the academy useful for audiences that extend beyond the walls of a classroom. 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Re-Imagining Abraham: A Re-Assessment of the Influence of Deuteronomism in Genesis. Oudtestamentische Studiën 72. Leiden: Brill, 2018. xiv + 259 pp" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108894308/Megan_Warner_Re_Imagining_Abraham_A_Re_Assessment_of_the_Influence_of_Deuteronomism_in_Genesis_Oudtestamentische_Studi%C3%ABn_72_Leiden_Brill_2018_xiv_259_pp">Megan Warner. Re-Imagining Abraham: A Re-Assessment of the Influence of Deuteronomism in Genesis. Oudtestamentische Studiën 72. 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Coetzee make use in their writings of the garden as a postcolonial t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Both Karel Schoeman and J.M. Coetzee make use in their writings of the garden as a postcolonial trope. Joseph Conrad&#39;s (1912) short story &#39;A Smile of Fortune&#39;, written almost a century earlier, also makes use of the garden as a trope, but the ideological and conceptual framework employed by Conrad differs considerably from the work of the latter novelists. 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The authors foreground essentialist categorisations of race, gender and space and then interrogate these with reference to a reading of text and art-installation in terms of space and matter. The post-colonial novel by V.S. Naipaul, A Bend in the River (1979) and post-apartheid art installation by Igshaan Adams, When Dust Settles (2019) have been selected to illuminate insights concerning space, matter and identity (concerning race and gender particularly) in the early and later post-colonial and post-Apartheid moments, using the theories developed by Barad, Anzaldua and Minh-ha on diffraction, liminality and gender. 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The post-1994 era has seen an emerging government concern to address the continuing interplay between poverty, HIV/AIDS, underdevelopment, and underachievement in schools categorised as rural. To address these concerns, scholars in South African institutions of higher learning have conducted research on various issues on rurality and rural education. However, little is known of the focus of the various studies and the state of rural education and rural education research. Drawing on the Project for Postgraduate Education Research (PPER) from 1995– 2004, the purpose of this article is to critically analyse the discourses underpinning rural education and rural education research in South Africa. The article focuses on three enabling assumptions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75279824"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004"><img alt="Research paper thumbnail of Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004">Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This paper reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links between the methodological choice of case study, on the one hand, and the thematic focus and sectoral location of theses, on the other. While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. It suggests ways of enhancing the wider relevance of case studies through multiple case designs, sequential case studies, mixed method designs and synoptic...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279824"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279824"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279824; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279824]").text(description); $(".js-view-count[data-work-id=75279824]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279824; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279824']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279824, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75279824]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279824,"title":"Unpacking the predominance of case study methodology in South African postgraduate educational research, 1995-2004","translated_title":"","metadata":{"abstract":"The Project Postgraduate Educational Research (PPER) data indicate that case study is by far the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This paper reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links between the methodological choice of case study, on the one hand, and the thematic focus and sectoral location of theses, on the other. While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. 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While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the paper argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students’ voices in public discourse around education. It suggests ways of enhancing the wider relevance of case studies through multiple case designs, sequential case studies, mixed method designs and synoptic...","internal_url":"https://www.academia.edu/75279824/Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004","translated_internal_url":"","created_at":"2022-04-02T22:45:22.536-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Unpacking_the_predominance_of_case_study_methodology_in_South_African_postgraduate_educational_research_1995_2004","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis"},{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75279823"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75279823/Research_capacity_development_A_case_study_at_the_University_of_KwaZulu_Natal_2003_2006"><img alt="Research paper thumbnail of Research capacity development: A case study at the University of KwaZulu-Natal, 2003–2006" class="work-thumbnail" src="https://attachments.academia-assets.com/83112478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279823/Research_capacity_development_A_case_study_at_the_University_of_KwaZulu_Natal_2003_2006">Research capacity development: A case study at the University of KwaZulu-Natal, 2003–2006</a></div><div class="wp-workCard_item"><span>South African Journal of Higher Education</span><span>, 2009</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31a7e58d0a93b6244816ee552688b38e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83112478,"asset_id":75279823,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83112478/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279823"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279823"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279823; 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Education 200211. Department of Education. 2002. National Curriculum Statement , Pretoria: Go...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Education 200211. Department of Education. 2002. National Curriculum Statement , Pretoria: Government Printers. View all references). AC comprises five areas: drama, art, music, dance and culture studies. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75279820/University_language_policies_internationalism_multilingualism_and_language_development_in_South_Africa_and_the_UK">University language policies, internationalism, multilingualism, and language development in South Africa and the UK</a></div><div class="wp-workCard_item"><span>Cambridge Journal of Education</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper examines legislation concerning language policy and language choice in the UK and Sout...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279820"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279820"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279820; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279820]").text(description); $(".js-view-count[data-work-id=75279820]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279820; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279820']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279820, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75279820]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279820,"title":"University language policies, internationalism, multilingualism, and language development in South Africa and the UK","translated_title":"","metadata":{"abstract":"This paper examines legislation concerning language policy and language choice in the UK and South Africa. 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Research from the Rural Teacher Education Project in South Africa, which informs our argument in this article, demonstrates that the very generative and transformative nature of rurality serves both to inform but also to delimit the effectiveness of intervention programs designed, often with the best of intentions in mind, for education, health care, job creation, and poverty alleviation. This article asserts that a theory of rurality needs to take account of contemporary theories of globalization and society, drawing from the sociological as well as the postcolonial accounts of identity and environment. What emerges in this article is what we have termed a &quot;generative theory of rurality,&quot; in which the dynamic interaction between variables allows for both a descriptive and an analytical framework fo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7453aa314adba8a23a53128a07c974f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83112353,"asset_id":75279658,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83112353/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75279658"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75279658"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75279658; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75279658]").text(description); $(".js-view-count[data-work-id=75279658]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75279658; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75279658']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 75279658, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e7453aa314adba8a23a53128a07c974f" } } $('.js-work-strip[data-work-id=75279658]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75279658,"title":"Troubling Contexts: Toward a Generative Theory of Rurality as Education Research 1","translated_title":"","metadata":{"abstract":"Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663247"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663247/Freshlyground_and_the_Possibilities_of_New_Identities_in_post_Apartheid_South_Africa"><img alt="Research paper thumbnail of Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/79671508/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663247/Freshlyground_and_the_Possibilities_of_New_Identities_in_post_Apartheid_South_Africa">Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Popular music, and indeed popular art forms struggle for critical attention in the academy (Larki...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Popular music, and indeed popular art forms struggle for critical attention in the academy (Larkin, 1992). Relegated to a focus on performance, or to peripheral sub-disciplines such as cultural studies, the study of popular art forms is risky terrain in higher education i Studies of the popular or the contemporary also suffer from the associations of dilettantism, a lack of theoretical depth or rigour and ignorance of the debt and obligations to prior scholarship. The same is sometimes thought in relation to interdisciplinary scholarship which because of its nature is seldom located within a discipline. This paper deals with both the popular and the interdisciplinary in relation to a theorised understanding of the lyrics of popular South African contemporary music group, Freshlyground, and the possibilities for identity explored in these lyrics through New Historicism and Cosmopolitanism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e4851b8517a7ace1a8cc730003612efe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671508,"asset_id":69663247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671508/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663247]").text(description); $(".js-view-count[data-work-id=69663247]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663247']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663247, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e4851b8517a7ace1a8cc730003612efe" } } $('.js-work-strip[data-work-id=69663247]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663247,"title":"Freshlyground and the Possibilities of New Identities in post-Apartheid South Africa","translated_title":"","metadata":{"abstract":"Popular music, and indeed popular art forms struggle for critical attention in the academy (Larkin, 1992). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663246/Rurality_research_and_rural_education_exploratory_and_explanatory_power"><img alt="Research paper thumbnail of Rurality research and rural education : exploratory and explanatory power" class="work-thumbnail" src="https://attachments.academia-assets.com/79671414/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663246/Rurality_research_and_rural_education_exploratory_and_explanatory_power">Rurality research and rural education : exploratory and explanatory power</a></div><div class="wp-workCard_item"><span>Perspectives in Education</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article presents analysed data from the first year of the Rural Teacher Education Project (R...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents analysed data from the first year of the Rural Teacher Education Project (RTEP 2007–2009) with a view to illustrating how a generative theory of rurality as education research was developed, and for which ends it might be utilised. The article suggests that data from projects in rural communities, which take the rural as context, need to interrogate the role and purpose of education in such contexts in relation to notions of social and professional identity. I argue for the application of a social theory in which the rural is linked to the possibilities of identity and interaction in terms of the quality of teacher education and the quality of education in rural communities. The theory accounts for the ability of people (in this case teachers) to sustain themselves in space and time – both as subjects and agents able to resist or transform the environment, depending on resources available. It also illuminates the reality, or otherwise, of subjectivities and per...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6053c0f5c8e066bdcaa2aa3b5058702" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671414,"asset_id":69663246,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671414/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663246]").text(description); $(".js-view-count[data-work-id=69663246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663246, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6053c0f5c8e066bdcaa2aa3b5058702" } } $('.js-work-strip[data-work-id=69663246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663246,"title":"Rurality research and rural education : exploratory and explanatory power","translated_title":"","metadata":{"abstract":"This article presents analysed data from the first year of the Rural Teacher Education Project (RTEP 2007–2009) with a view to illustrating how a generative theory of rurality as education research was developed, and for which ends it might be utilised. 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Balfour" class="work-thumbnail" src="https://attachments.academia-assets.com/79671417/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663245/Multi_lingualism_and_multi_literacy_possibilities_potential_and_limitations_of_interdisciplinary_research_on_linguistic_and_cognitive_development_Robert_J_Balfour">Multi-lingualism and multi-literacy : possibilities, potential and limitations of interdisciplinary research on linguistic and cognitive development / Robert J. Balfour</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">1. Preliminary Remarks The first Inaugural Lecture I attended was that of John Gouws, Professor o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. Preliminary Remarks The first Inaugural Lecture I attended was that of John Gouws, Professor of Renaissance Poetry at Rhodes University. At the time I was a student in the English Department, and the first impression of Professor Gouws, was of the eminent professor, a mass of gray beard and gray hair, and a subject which seemed so remote, and far removed from my experience, that it convinced me that Inaugural Lectures were best provided by academics seemingly on the verge of retirement; and that anything meaningful in scholarship, or any significant insights, came almost at the end of a career in academia, rather than in its middle. It made more sense then to be thinking of “n uittreerede eerder as n intreerede” preferably on a subject that few people could relate too, and with many technical and abstract terms so that the audience would be left mightily impressed and very confused. The opportunity to make a contribution to scholarship, requires a certain maturity rather than age...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e89e13b32c722a31dc81fd9415ea4c2c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671417,"asset_id":69663245,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671417/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663245"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663245]").text(description); $(".js-view-count[data-work-id=69663245]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663245']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663245, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e89e13b32c722a31dc81fd9415ea4c2c" } } $('.js-work-strip[data-work-id=69663245]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663245,"title":"Multi-lingualism and multi-literacy : possibilities, potential and limitations of interdisciplinary research on linguistic and cognitive development / Robert J. 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Naipaul's Half a Life, Magic Seeds and Globalisation (1)/V.S. Naipaul's Half a Life, En Magic Seeds En Globalisering" class="work-thumbnail" src="https://attachments.academia-assets.com/79671506/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663244/V_S_Naipauls_Half_a_Life_Magic_Seeds_and_Globalisation_1_V_S_Naipauls_Half_a_Life_En_Magic_Seeds_En_Globalisering">V.S. Naipaul's Half a Life, Magic Seeds and Globalisation (1)/V.S. Naipaul's Half a Life, En Magic Seeds En Globalisering</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">V.S. Naipaul&#39;s Hall a life, Magic seeds and globalisation Naipaul&#39;s work has been describ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">V.S. Naipaul&#39;s Hall a life, Magic seeds and globalisation Naipaul&#39;s work has been described as an examination of &quot;the clash between belief and unbelief, the unravelling of the British Empire, the migration of peoples&quot; (Donadio, 2005). Controversial both in terms of his perceptions of postcolonial nations (Said, 1978) and of postcolonial literary criticism (King, 1993), Naipaul, who won the Nobel Prize for Literature in 2001, at an earlier point declared the novel dead and postcolonial nations half-baked. Despite his provocative pronouncements and his readers&#39; criticisms (the most stringent and extensive critique by Nixon (1992)), Naipaul is too important to be marginalised. While major contemporaries have ceased to be productive (Walcott, Ondaatje, Soyinka) Naipaul&#39;s voice continues to be heard, his tones new, his perspective flexible enough to apprehend new phenomena in culture and politics, and his critique sufficiently disturbing to merit critical attent...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5eb10876ec27814aee246420b7540e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671506,"asset_id":69663244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671506/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663244]").text(description); $(".js-view-count[data-work-id=69663244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663244, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5eb10876ec27814aee246420b7540e0" } } $('.js-work-strip[data-work-id=69663244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663244,"title":"V.S. 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While major contemporaries have ceased to be productive (Walcott, Ondaatje, Soyinka) Naipaul\u0026#39;s voice continues to be heard, his tones new, his perspective flexible enough to apprehend new phenomena in culture and politics, and his critique sufficiently disturbing to merit critical attent...","publication_date":{"day":null,"month":null,"year":2007,"errors":{}}},"translated_abstract":"V.S. Naipaul\u0026#39;s Hall a life, Magic seeds and globalisation Naipaul\u0026#39;s work has been described as an examination of \u0026quot;the clash between belief and unbelief, the unravelling of the British Empire, the migration of peoples\u0026quot; (Donadio, 2005). Controversial both in terms of his perceptions of postcolonial nations (Said, 1978) and of postcolonial literary criticism (King, 1993), Naipaul, who won the Nobel Prize for Literature in 2001, at an earlier point declared the novel dead and postcolonial nations half-baked. Despite his provocative pronouncements and his readers\u0026#39; criticisms (the most stringent and extensive critique by Nixon (1992)), Naipaul is too important to be marginalised. While major contemporaries have ceased to be productive (Walcott, Ondaatje, Soyinka) Naipaul\u0026#39;s voice continues to be heard, his tones new, his perspective flexible enough to apprehend new phenomena in culture and politics, and his critique sufficiently disturbing to merit critical attent...","internal_url":"https://www.academia.edu/69663244/V_S_Naipauls_Half_a_Life_Magic_Seeds_and_Globalisation_1_V_S_Naipauls_Half_a_Life_En_Magic_Seeds_En_Globalisering","translated_internal_url":"","created_at":"2022-01-27T10:25:46.622-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":79671506,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671506/thumbnails/1.jpg","file_name":"121.pdf","download_url":"https://www.academia.edu/attachments/79671506/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"V_S_Naipauls_Half_a_Life_Magic_Seeds_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671506/121-libre.pdf?1643531162=\u0026response-content-disposition=attachment%3B+filename%3DV_S_Naipauls_Half_a_Life_Magic_Seeds_and.pdf\u0026Expires=1732727875\u0026Signature=I02URUTexBFXd7QMwmCS4QnrEIHC23uk2B6kFIvIyuqS1uUfCISuULrAxaU5idbue3TgKPYX1-nJNM0lvLJ0BeucnTutiYhDO~SN7KSuGmdBkgPnCQpi4Wwjlt5N7w-Yh79sZKPOQRFQfwc2b2N5Y7dTTvdbWlh5Utyy0V324GTMZpDwSWgfGdxNVhCHVit1j6C~gevRrWiFCCgTcG8phE5JWqHWykd8irb0oatwz4wB-lNdwpBOmDzfelztOQIrNWzgKO03Ox2FWSmY2VdRzpyGkQ8oqNrjujuU~aSwymjKWBFM6SoaVOzQqpju7zYuwrNGlyMheRIb0Q1woQX3FQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"V_S_Naipauls_Half_a_Life_Magic_Seeds_and_Globalisation_1_V_S_Naipauls_Half_a_Life_En_Magic_Seeds_En_Globalisering","translated_slug":"","page_count":22,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":79671506,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671506/thumbnails/1.jpg","file_name":"121.pdf","download_url":"https://www.academia.edu/attachments/79671506/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"V_S_Naipauls_Half_a_Life_Magic_Seeds_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671506/121-libre.pdf?1643531162=\u0026response-content-disposition=attachment%3B+filename%3DV_S_Naipauls_Half_a_Life_Magic_Seeds_and.pdf\u0026Expires=1732727875\u0026Signature=I02URUTexBFXd7QMwmCS4QnrEIHC23uk2B6kFIvIyuqS1uUfCISuULrAxaU5idbue3TgKPYX1-nJNM0lvLJ0BeucnTutiYhDO~SN7KSuGmdBkgPnCQpi4Wwjlt5N7w-Yh79sZKPOQRFQfwc2b2N5Y7dTTvdbWlh5Utyy0V324GTMZpDwSWgfGdxNVhCHVit1j6C~gevRrWiFCCgTcG8phE5JWqHWykd8irb0oatwz4wB-lNdwpBOmDzfelztOQIrNWzgKO03Ox2FWSmY2VdRzpyGkQ8oqNrjujuU~aSwymjKWBFM6SoaVOzQqpju7zYuwrNGlyMheRIb0Q1woQX3FQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy"},{"id":131567,"name":"Newspaper","url":"https://www.academia.edu/Documents/in/Newspaper"},{"id":569638,"name":"Full Text Vol 5","url":"https://www.academia.edu/Documents/in/Full_Text_Vol_5"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663243"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663243/Troubling_contexts_toward_a_generative_theory_of_rurality_as_education_research"><img alt="Research paper thumbnail of Troubling contexts: toward a generative theory of rurality as education research" class="work-thumbnail" src="https://attachments.academia-assets.com/79671412/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663243/Troubling_contexts_toward_a_generative_theory_of_rurality_as_education_research">Troubling contexts: toward a generative theory of rurality as education research</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. Research from the Rural Teacher Education Project in South Africa, which informs our argument in this article, demonstrates that the very generative and transformative nature of rurality serves both to inform but also to delimit the effectiveness of intervention programs designed, often with the best of intentions in mind, for education, health care, job creation, and poverty alleviation. This article asserts that a theory of rurality needs to take account of contemporary theories of globalization and society, drawing from the sociological as well as the postcolonial accounts of identity and environment. What emerges in this article is what we have termed a “generative theory of rurality,” in which the dynamic interaction between variables allows for both a descriptive and an analytical framework for data ema...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8527fe15f29ce00db54e880f61f902cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671412,"asset_id":69663243,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671412/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663243]").text(description); $(".js-view-count[data-work-id=69663243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663243, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8527fe15f29ce00db54e880f61f902cf" } } $('.js-work-strip[data-work-id=69663243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663243,"title":"Troubling contexts: toward a generative theory of rurality as education research","translated_title":"","metadata":{"abstract":"Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. 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What emerges in this article is what we have termed a “generative theory of rurality,” in which the dynamic interaction between variables allows for both a descriptive and an analytical framework for data ema...","publication_date":{"day":null,"month":null,"year":2009,"errors":{}}},"translated_abstract":"Marsden (2006) suggests that rurality as a signifier is transformative, capable of changing behaviour and affecting the motivation of teachers, community workers, and learners. Research from the Rural Teacher Education Project in South Africa, which informs our argument in this article, demonstrates that the very generative and transformative nature of rurality serves both to inform but also to delimit the effectiveness of intervention programs designed, often with the best of intentions in mind, for education, health care, job creation, and poverty alleviation. This article asserts that a theory of rurality needs to take account of contemporary theories of globalization and society, drawing from the sociological as well as the postcolonial accounts of identity and environment. 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This is despite the Constitutional and legislative frameworks that support multilingual education. While the controversy undermines linguistic diversity in educational institutions in general, as suggested by the exclusion of African languages in the curriculum in some primary schools, it is in the curriculum of most institutions of higher learning where this linguistic diversity is undermined. Despite this bleak picture, some studies report promising trends regarding attempts at promoting multilingual education in some of these institutions. The article concludes by encouraging the universities to interrogate the language ideologies that underlie the language policies and implementation of the policies in the institutions of higher learning, and how these promote or infringe the language rights of students.","publication_name":"South African Journal of Higher Education","grobid_abstract_attachment_id":79671505},"translated_abstract":null,"internal_url":"https://www.academia.edu/69663242/Language_rights_in_education_in_South_Africa","translated_internal_url":"","created_at":"2022-01-27T10:25:45.817-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":79671505,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671505/thumbnails/1.jpg","file_name":"d41c9ba234c14c20d1ef14518632bba3f563.pdf","download_url":"https://www.academia.edu/attachments/79671505/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_rights_in_education_in_South_Af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671505/d41c9ba234c14c20d1ef14518632bba3f563-libre.pdf?1643531163=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_rights_in_education_in_South_Af.pdf\u0026Expires=1732727875\u0026Signature=Oez7MZDVRYR5OsjUNxUb8XWL7aUta13R3VtrKxGSqHMp8OgNUr0eLjFlU5DhNLHlryr-QwZSUuySnkmiKmB8SiYPZVW1uH4KM6UL6asP~P4F2FWrPmtKWCDmkFXZ4V7HxSK1nd6j2-10PBzLCh2QV57oVouuhEGAk6hWS-YsZnopc8skQBfu4Ofi-nK2TZG5qrudPxYOWY-WV6w9RL5jzWvzP6ZIoSf5kJVDFg1IY5qrxH1lm44pCjaJ126lkdnvPnPEhKcg8AW8~-aQ7~47CeDrSUl1hBlTRECXq07LnEFnwUPAKvd~u5V0NNg6TSc-CUxp~qGYyksVltuBU7geBQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Language_rights_in_education_in_South_Africa","translated_slug":"","page_count":18,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":79671505,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79671505/thumbnails/1.jpg","file_name":"d41c9ba234c14c20d1ef14518632bba3f563.pdf","download_url":"https://www.academia.edu/attachments/79671505/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Language_rights_in_education_in_South_Af.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79671505/d41c9ba234c14c20d1ef14518632bba3f563-libre.pdf?1643531163=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_rights_in_education_in_South_Af.pdf\u0026Expires=1732727875\u0026Signature=Oez7MZDVRYR5OsjUNxUb8XWL7aUta13R3VtrKxGSqHMp8OgNUr0eLjFlU5DhNLHlryr-QwZSUuySnkmiKmB8SiYPZVW1uH4KM6UL6asP~P4F2FWrPmtKWCDmkFXZ4V7HxSK1nd6j2-10PBzLCh2QV57oVouuhEGAk6hWS-YsZnopc8skQBfu4Ofi-nK2TZG5qrudPxYOWY-WV6w9RL5jzWvzP6ZIoSf5kJVDFg1IY5qrxH1lm44pCjaJ126lkdnvPnPEhKcg8AW8~-aQ7~47CeDrSUl1hBlTRECXq07LnEFnwUPAKvd~u5V0NNg6TSc-CUxp~qGYyksVltuBU7geBQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":2788949,"name":"South African Higher Education","url":"https://www.academia.edu/Documents/in/South_African_Higher_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69663048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69663048/The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa"><img alt="Research paper thumbnail of The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/79671329/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69663048/The_return_to_reading_acquisition_reading_research_on_narrative_and_the_implications_for_a_multilingual_pedagogy_for_higher_education_in_South_Africa">The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">As applied linguists, we still need, given the resurgence of interest and scholarship in multilin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">As applied linguists, we still need, given the resurgence of interest and scholarship in multilingualism, to attend to research on developing and changing language pedagogy so that it is informed by cognitive linguistics and psycholinguistics. This article surveys research into bilingual language acquisition and educational linguistics and explores the implications of this work for the development and use of indigenous languages development in South Africa. Five arguments, as listed here, are presented on the basis of this research. First, that grammatical competence develops earlier in bilinguals because the use of two languages encourages an awareness of language systems (syntax and semiotics) such that the grammaticality of language is drawn to the attention of the bilingual learners when differences between two language systems become evident in the way these language are used and even learnt. Second, that the role of vocabulary development is crucial for the successful learning...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="342eb91ee341d8c6caf339e116773478" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79671329,"asset_id":69663048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79671329/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69663048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69663048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69663048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69663048]").text(description); $(".js-view-count[data-work-id=69663048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69663048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69663048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69663048, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "342eb91ee341d8c6caf339e116773478" } } $('.js-work-strip[data-work-id=69663048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69663048,"title":"The return to reading: acquisition, reading research on narrative and the implications for a multilingual pedagogy for higher education in South Africa","translated_title":"","metadata":{"abstract":"As applied linguists, we still need, given the resurgence of interest and scholarship in multilingualism, to attend to research on developing and changing language pedagogy so that it is informed by cognitive linguistics and psycholinguistics. 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First, that grammatical competence develops earlier in bilinguals because the use of two languages encourages an awareness of language systems (syntax and semiotics) such that the grammaticality of language is drawn to the attention of the bilingual learners when differences between two language systems become evident in the way these language are used and even learnt. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5711511" id="books"><div class="js-work-strip profile--work_container" data-work-id="28041341"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28041341/Culture_Capital_and_Representation_Introduction_and_Conclusion"><img alt="Research paper thumbnail of Culture Capital and Representation Introduction and Conclusion" class="work-thumbnail" src="https://attachments.academia-assets.com/48350103/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28041341/Culture_Capital_and_Representation_Introduction_and_Conclusion">Culture Capital and Representation Introduction and Conclusion</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This fascinating collection of essays is both timely and important. Appearing in the wake of the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This fascinating collection of essays is both timely and important. Appearing in the wake of the global financial crisis of 2008-2009, and in the context of the ‘Great Recession’ that it has occasioned, the rich and varied contributions to this collection remind us of the virtue of reflecting upon the nature of wealth, value and capitalism through lenses other than those of conventional, ‘stylized’, economic science and political economy.  This volume, with its comprehensive, well-wrought and helpful introduction by Robert Balfour, helps to reclaim the right of artists, writers and literary critics not only to portray and reflect upon the nature , workings and meaning of economic life, but to do so in ways that are insightful, illuminating and – in the very best sense of the term – critical. It will doubtless re-open discussions long displaced by much of ‘postcolonial’ theory.<br />This collection makes a valuable contribution to, and significantly extends and deepens a larger, established a field of scholarship that addresses perceptions and representations of capitalism – a field that includes Jerry Muller’s compendious The Mind and the Market. The distinctiveness of the present volume, however, lies in the exceptional range that the chapters cover – in terms of historical period, geographical scope and range of genre. It speaks also to the resonance of a mode of scholarship that is at once both ‘inter-cultural’ and ‘inter-disciplinary’. It thus succeeds admirably in drawing attention to much that has been lost sight of or that which has perhaps not been given its due attention.  <br />The focus is on the relationship between material life and literature and between material life and the expressive visual arts such as film and architecture. It adverts, too, to the fact that capital -although intrinsic to modern Western colonization - pre-dates it.  The contributions avoid ‘easy moralizing’, and, taken together, register the often vexed and ambivalent relation of writers, creative artists and ‘ordinary’ working people to the creation, accumulation and husbanding of wealth.  The topics and themes covered are impressive in their variety.  They range from a critical engagement with the reflections of William Petty to the significance of elegiac poetry, from the representational power of agricultural architecture in the form of French and Canadian grain elevators to the capacity of film, such as Wall Street, to engage audiences through the invocation and questioning of American cultural mythology.  They address the vexed relationship between ‘moral degeneration’ and the ‘pursuit of wealth ‘brought out in the story of the Panama Railroad Company, assayed and portrayed through an engagement with mid-century travel narratives.  One could cite many other thought provoking and stimulating discussions such as those of nineteenth century Britain with it ‘two nations’, famously described, and politically ‘managed’ by Disraeli and immortalized – in popular literary expression - by Charles Dickens. Theodore Dreiser’s The Financier and Jean-Joseph Goux’s The Counterfeiters are discussed. On could go on. But suffice it to say that the reader will be rewarded time and again as he or she mines this rich and wonderful seam of scholarship. Not least, Robert Balfour’s concluding essay provides a sense of the South African context which so intensely invites this kind of richly textured, trans-cultural engagement.<br />Raphael de Kadt, Professor of Political Science, St Augustine College and Honorary Professor of Political Science, University of KwaZulu-Natal (South Africa)<br />Editor Emeritus of the Journal: Theoria<br />Commissioning Editor of the Journal: Focus: a journal of the Helen Suzman Foundation</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5fab0b870954909bd470708c8961ab7c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48350103,"asset_id":28041341,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48350103/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28041341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28041341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28041341; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28041341]").text(description); $(".js-view-count[data-work-id=28041341]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28041341; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28041341']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28041341, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5fab0b870954909bd470708c8961ab7c" } } $('.js-work-strip[data-work-id=28041341]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28041341,"title":"Culture Capital and Representation Introduction and Conclusion","translated_title":"","metadata":{"abstract":"This fascinating collection of essays is both timely and important. Appearing in the wake of the global financial crisis of 2008-2009, and in the context of the ‘Great Recession’ that it has occasioned, the rich and varied contributions to this collection remind us of the virtue of reflecting upon the nature of wealth, value and capitalism through lenses other than those of conventional, ‘stylized’, economic science and political economy. This volume, with its comprehensive, well-wrought and helpful introduction by Robert Balfour, helps to reclaim the right of artists, writers and literary critics not only to portray and reflect upon the nature , workings and meaning of economic life, but to do so in ways that are insightful, illuminating and – in the very best sense of the term – critical. It will doubtless re-open discussions long displaced by much of ‘postcolonial’ theory.\nThis collection makes a valuable contribution to, and significantly extends and deepens a larger, established a field of scholarship that addresses perceptions and representations of capitalism – a field that includes Jerry Muller’s compendious The Mind and the Market. The distinctiveness of the present volume, however, lies in the exceptional range that the chapters cover – in terms of historical period, geographical scope and range of genre. It speaks also to the resonance of a mode of scholarship that is at once both ‘inter-cultural’ and ‘inter-disciplinary’. It thus succeeds admirably in drawing attention to much that has been lost sight of or that which has perhaps not been given its due attention. \nThe focus is on the relationship between material life and literature and between material life and the expressive visual arts such as film and architecture. It adverts, too, to the fact that capital -although intrinsic to modern Western colonization - pre-dates it. The contributions avoid ‘easy moralizing’, and, taken together, register the often vexed and ambivalent relation of writers, creative artists and ‘ordinary’ working people to the creation, accumulation and husbanding of wealth. The topics and themes covered are impressive in their variety. They range from a critical engagement with the reflections of William Petty to the significance of elegiac poetry, from the representational power of agricultural architecture in the form of French and Canadian grain elevators to the capacity of film, such as Wall Street, to engage audiences through the invocation and questioning of American cultural mythology. They address the vexed relationship between ‘moral degeneration’ and the ‘pursuit of wealth ‘brought out in the story of the Panama Railroad Company, assayed and portrayed through an engagement with mid-century travel narratives. 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This volume, with its comprehensive, well-wrought and helpful introduction by Robert Balfour, helps to reclaim the right of artists, writers and literary critics not only to portray and reflect upon the nature , workings and meaning of economic life, but to do so in ways that are insightful, illuminating and – in the very best sense of the term – critical. It will doubtless re-open discussions long displaced by much of ‘postcolonial’ theory.\nThis collection makes a valuable contribution to, and significantly extends and deepens a larger, established a field of scholarship that addresses perceptions and representations of capitalism – a field that includes Jerry Muller’s compendious The Mind and the Market. The distinctiveness of the present volume, however, lies in the exceptional range that the chapters cover – in terms of historical period, geographical scope and range of genre. 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They range from a critical engagement with the reflections of William Petty to the significance of elegiac poetry, from the representational power of agricultural architecture in the form of French and Canadian grain elevators to the capacity of film, such as Wall Street, to engage audiences through the invocation and questioning of American cultural mythology. They address the vexed relationship between ‘moral degeneration’ and the ‘pursuit of wealth ‘brought out in the story of the Panama Railroad Company, assayed and portrayed through an engagement with mid-century travel narratives. One could cite many other thought provoking and stimulating discussions such as those of nineteenth century Britain with it ‘two nations’, famously described, and politically ‘managed’ by Disraeli and immortalized – in popular literary expression - by Charles Dickens. Theodore Dreiser’s The Financier and Jean-Joseph Goux’s The Counterfeiters are discussed. On could go on. 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Not least, Robert Balfour’s concluding essay provides a sense of the South African context which so intensely invites this kind of richly textured, trans-cultural engagement.\nRaphael de Kadt, Professor of Political Science, St Augustine College and Honorary Professor of Political Science, University of KwaZulu-Natal (South Africa)\nEditor Emeritus of the Journal: Theoria\nCommissioning Editor of the Journal: Focus: a journal of the Helen Suzman Foundation\n","internal_url":"https://www.academia.edu/28041341/Culture_Capital_and_Representation_Introduction_and_Conclusion","translated_internal_url":"","created_at":"2016-08-26T22:50:43.079-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":48350103,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48350103/thumbnails/1.jpg","file_name":"Culture__Capital_and_Representation_intro_and_conclusion.pdf","download_url":"https://www.academia.edu/attachments/48350103/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Culture_Capital_and_Representation_Intro.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48350103/Culture__Capital_and_Representation_intro_and_conclusion-libre.pdf?1472277090=\u0026response-content-disposition=attachment%3B+filename%3DCulture_Capital_and_Representation_Intro.pdf\u0026Expires=1732727876\u0026Signature=EpI8~x08U9KMfj4T4uuJ2yIqyvFXpG8ghZvPcMFD4lOz0m6H2aIgz-~lNUZeEmWDrJiGaJTBh-KFpJ44P96UVKXAUUHmoIn5RoTQAHP7WzuVRRnyE3K7dfKUFC1PX7DR49HuvWdTDvAdQ37bHnkvoJ8yDbG~DP1UUggLTeFcwRSR9BSMgU1un56lhqTjyYwoq9ElIoNm8p23~uF9sbeuDgIzWXVtHPA3W08eMbamrs5wLltKUoNxpfIEvHloEv9YBcuQp~jbwKuj9LINll04vcCgq8kSYsqXOIVO2wCaG24iV49fVGjqB70W-y5fC0lnlliioBOYezQzP6ShfuOptA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Culture_Capital_and_Representation_Introduction_and_Conclusion","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":48350103,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48350103/thumbnails/1.jpg","file_name":"Culture__Capital_and_Representation_intro_and_conclusion.pdf","download_url":"https://www.academia.edu/attachments/48350103/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Culture_Capital_and_Representation_Intro.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48350103/Culture__Capital_and_Representation_intro_and_conclusion-libre.pdf?1472277090=\u0026response-content-disposition=attachment%3B+filename%3DCulture_Capital_and_Representation_Intro.pdf\u0026Expires=1732727876\u0026Signature=EpI8~x08U9KMfj4T4uuJ2yIqyvFXpG8ghZvPcMFD4lOz0m6H2aIgz-~lNUZeEmWDrJiGaJTBh-KFpJ44P96UVKXAUUHmoIn5RoTQAHP7WzuVRRnyE3K7dfKUFC1PX7DR49HuvWdTDvAdQ37bHnkvoJ8yDbG~DP1UUggLTeFcwRSR9BSMgU1un56lhqTjyYwoq9ElIoNm8p23~uF9sbeuDgIzWXVtHPA3W08eMbamrs5wLltKUoNxpfIEvHloEv9YBcuQp~jbwKuj9LINll04vcCgq8kSYsqXOIVO2wCaG24iV49fVGjqB70W-y5fC0lnlliioBOYezQzP6ShfuOptA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":137,"name":"Economic History","url":"https://www.academia.edu/Documents/in/Economic_History"},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28041166"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28041166/Academic_Autoethnographies_Inside_Teaching_in_Higher_Education_Academic_Autoethnographies_Inside_Teaching_in_Higher_Education"><img alt="Research paper thumbnail of Academic Autoethnographies Inside Teaching in Higher Education Academic Autoethnographies Inside Teaching in Higher Education" class="work-thumbnail" src="https://attachments.academia-assets.com/48349807/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28041166/Academic_Autoethnographies_Inside_Teaching_in_Higher_Education_Academic_Autoethnographies_Inside_Teaching_in_Higher_Education">Academic Autoethnographies Inside Teaching in Higher Education Academic Autoethnographies Inside Teaching in Higher Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience aut...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. " This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right. " – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius " This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels. " – Nithi Muthukrishna, Professor Emerita,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d7df986e656f7f1382b15f9e9ca2e0f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48349807,"asset_id":28041166,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48349807/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28041166"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28041166"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28041166; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28041166]").text(description); $(".js-view-count[data-work-id=28041166]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28041166; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28041166']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28041166, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d7df986e656f7f1382b15f9e9ca2e0f" } } $('.js-work-strip[data-work-id=28041166]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28041166,"title":"Academic Autoethnographies Inside Teaching in Higher Education Academic Autoethnographies Inside Teaching in Higher Education","translated_title":"","metadata":{"abstract":"Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. \" This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right. \" – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius \" This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels. \" – Nithi Muthukrishna, Professor Emerita,"},"translated_abstract":"Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. \" This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right. \" – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius \" This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels. \" – Nithi Muthukrishna, Professor Emerita,","internal_url":"https://www.academia.edu/28041166/Academic_Autoethnographies_Inside_Teaching_in_Higher_Education_Academic_Autoethnographies_Inside_Teaching_in_Higher_Education","translated_internal_url":"","created_at":"2016-08-26T22:25:48.594-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":13758963,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[{"id":30411283,"work_id":28041166,"tagging_user_id":13758963,"tagged_user_id":7324998,"co_author_invite_id":null,"email":"d***y@gmail.com","affiliation":"University of KwaZulu-Natal","display_order":0,"name":"Daisy pillay","title":"Academic Autoethnographies Inside Teaching in Higher Education Academic Autoethnographies Inside Teaching in Higher Education"}],"downloadable_attachments":[{"id":48349807,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48349807/thumbnails/1.jpg","file_name":"academic-autoethnographies_Complimentary_Copy.pdf","download_url":"https://www.academia.edu/attachments/48349807/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Academic_Autoethnographies_Inside_Teachi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48349807/academic-autoethnographies_Complimentary_Copy-libre.pdf?1472275714=\u0026response-content-disposition=attachment%3B+filename%3DAcademic_Autoethnographies_Inside_Teachi.pdf\u0026Expires=1732727876\u0026Signature=FSWWEDKDE176sK6Ie2fWr0SRExIoHXPJfbguwrZZVki1YtCrG0ljRnI~0umZlRBJhiv00RjsorwsMlUfDoScC3FfGY3XG71rQywVO381Vpv6AMhQr1Xgmjp8kYmcFLATKQ7RZfMC36wef9kt4KxeGonhGNPwiCJaKXIRvvyjmdNvuyLbhAiEnsa3rYaEKADQrPLrmrZW2gWJQKZ1XMDjbPegnh-qf4GZhO~Vj9EbfuY5aYdQ7MxDKk3BtuAZe8SzAL6FJiJ9gcaIsdtGhX4EPrA6kp0cYu4~~HyrUtjA1q449cw2BXtsWr~DqKXg-Xi9i0yg0KFI28Mp~pOes0ukuQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Academic_Autoethnographies_Inside_Teaching_in_Higher_Education_Academic_Autoethnographies_Inside_Teaching_in_Higher_Education","translated_slug":"","page_count":213,"language":"en","content_type":"Work","owner":{"id":13758963,"first_name":"Robert J","middle_initials":null,"last_name":"Balfour","page_name":"RobertJBalfour","domain_name":"independent","created_at":"2014-07-09T22:38:14.576-07:00","display_name":"Robert J Balfour","url":"https://independent.academia.edu/RobertJBalfour"},"attachments":[{"id":48349807,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48349807/thumbnails/1.jpg","file_name":"academic-autoethnographies_Complimentary_Copy.pdf","download_url":"https://www.academia.edu/attachments/48349807/download_file?st=MTczMjcyNDI3Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Academic_Autoethnographies_Inside_Teachi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48349807/academic-autoethnographies_Complimentary_Copy-libre.pdf?1472275714=\u0026response-content-disposition=attachment%3B+filename%3DAcademic_Autoethnographies_Inside_Teachi.pdf\u0026Expires=1732727876\u0026Signature=FSWWEDKDE176sK6Ie2fWr0SRExIoHXPJfbguwrZZVki1YtCrG0ljRnI~0umZlRBJhiv00RjsorwsMlUfDoScC3FfGY3XG71rQywVO381Vpv6AMhQr1Xgmjp8kYmcFLATKQ7RZfMC36wef9kt4KxeGonhGNPwiCJaKXIRvvyjmdNvuyLbhAiEnsa3rYaEKADQrPLrmrZW2gWJQKZ1XMDjbPegnh-qf4GZhO~Vj9EbfuY5aYdQ7MxDKk3BtuAZe8SzAL6FJiJ9gcaIsdtGhX4EPrA6kp0cYu4~~HyrUtjA1q449cw2BXtsWr~DqKXg-Xi9i0yg0KFI28Mp~pOes0ukuQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":7490,"name":"Gender Equality","url":"https://www.academia.edu/Documents/in/Gender_Equality"}],"urls":[]}, dispatcherData: dispatcherData }); 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