Identity, and emergent counter-narratives Of teachers of afrikaans

Abstract

The historical relationship between the Afrikaans language, race and teacher identity is representative of language inequalities which are deeply embedded through language ideology. Language serves as a powerful instrument of inclusion and exclusion but also has the potential to create different ways of ‘being’. In this research, identity, specifically teacher identity, is framed within the ideological margins of language. Language ideology therefore facilitates an in-depth analysis of race, language and identity.