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. This study offers a decolonial interpretation to theoretically and analytically explore the existing and pre-existing linguistic and societal norms which informs the current language reality. This approach anchors the perception of self and identity, deeply rooted within social systems, which include society, culture and history. Therefore, Critical Theory and Critical Race Theory CRT), a LangCrit approach, specifically raciolinguistics, form the theoretical underpinning of this study. This facilitates a critical analysis of race, language and identity focusing on teachers of colour. Race is understood as a socially constructed category and the ideas that emanate from it, are historically determined. The lived experiences of teachers served as a source for authentic and reliable data which is translated into narratives. Narratives are identities; a narrative approach was therefore used to study the intersection between teacher identity, race and language. Semi-structured interviews with five teachers of Afrikaans informed the study. Data is used inductively to construct and enlighten interpretations and theories. This informs counter-narratives which question representations of identity, especially within an unequal language environment. Findings suggest that the silences governing the spaces of race and language teaching continue to compromise teachers’ voices, create dissonances and influence educational practices. These voices are instrumental in deconstructing the deeply embedded norms and values that impede the decolonisation agenda.