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dc.contributor.advisorNyika, Nicholus.
dc.creatorHadebe, Cynthia Zanele.
dc.date.accessioned2021-07-28T17:13:55Z
dc.date.available2021-07-28T17:13:55Z
dc.date.created2020
dc.date.issued2020
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/19686
dc.descriptionMasters Degree. University of KwaZulu-Natal, Durban.en_US
dc.description.abstractSouth Africa has taken strides towards a democratic education system, however, gender and racial violence attributed to past inequalities and racial segregation persists in schools. The education system has seemingly failed in protecting learners and preventing the prevalence of violence in schools. To eradicate such violence, traces of the past need to be explored in contemporary South Africa. This includes the exploration of the Bantu Education which governed and controlled the type of education black people had access to. A novel like Disgrace (Coetzee,1999) is perfect in exploring past and present South African language classrooms, while also ensuring that learners are equipped with the right skills to identify the violence both in schools and societies through the incorporation of critical race theory and critical pedagogy. Analysing Disgrace (1999) in language classrooms with the aim of identifying examples of gender and racial violence can ensure that learners are well equipped to protect themselves and those around them, while also learning valuable skills attainable from creative writing through class discussions.en_US
dc.language.isoenen_US
dc.subject.otherDemocratic education systems.en_US
dc.subject.otherGender violence.en_US
dc.subject.otherRacial violence.en_US
dc.titleUsing J.M. Coetzee’s Disgrace to teach and learn about gender and racial violence in a South African language classroom.en_US
dc.typeThesisen_US


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