Broaching questions of race and racism through personal journals: an analysis of the reflections of students who selfidentify as black

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dc.contributor.authorConradie, Marthinus
dc.contributor.authorBrooks, Mariza
dc.date.accessioned2017-01-17T08:46:54Z
dc.date.available2017-01-17T08:46:54Z
dc.date.issued2016
dc.description.abstractThis article reports on a study of the reflective journals produced by a sample of undergraduate university students in which they consider the relevance of questions surrounding race and racism to their own lives, based on their engagement with post-colonial literature. Using a discourse analytic framework, the article focuses on the discursive frames that structure respondents’ reflections on the different manifestations of racism after 1994. We discuss the influence of the politeness protocol across the findings, based on Sue (2013), and interpret the findings by drawing on narratives of ambiguity in Soudien (2010). Finally, we make suggestions as to the pedagogic implications of the results by linking our study with Leonardo and Porter’s (2010) theorisation of safety in race dialogue.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationConradie, M., & Brooks, M. (2016). Broaching questions of race and racism through personal journals: an analysis of the reflections of students who selfidentify as black. Acta Academica, 48(1), 48-71.en_ZA
dc.identifier.issn0587-2405 (print)
dc.identifier.issn2415-0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/5331
dc.identifier.urihttp://dx.doi.org/10.18820/0587-2405/aa48i1.3
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectUndergraduate studentsen_ZA
dc.subjectUniversity studentsen_ZA
dc.subjectRace and racismen_ZA
dc.subjectPost-colonial literatureen_ZA
dc.subjectPedagogic implicationsen_ZA
dc.subjectSafety in raceen_ZA
dc.subjectRacial classifactionsen_ZA
dc.titleBroaching questions of race and racism through personal journals: an analysis of the reflections of students who selfidentify as blacken_ZA
dc.typeArticleen_ZA
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AA 2016 Volume 48 Issue 1