Transcending disadvantage: life-histories of learners at a township school in South Africa

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dc.contributor.advisorDyers, Charlyn
dc.contributor.authorNtete, Susan
dc.contributor.otherDept. of English
dc.contributor.otherFaculty of Arts
dc.date.accessioned2014-02-06T09:54:33Z
dc.date.accessioned2024-03-27T09:17:52Z
dc.date.available2010/01/19 23:59
dc.date.available2010/01/19
dc.date.available2014-02-06T09:54:33Z
dc.date.available2024-03-27T09:17:52Z
dc.date.issued2008
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis is a study of the discourses of empowerment and disempowerment that emerge from the critical discourse analysis (CDA) of life-histories written by two classes of Grade 11 high school learners in a township school in Cape Town, South Africa. The line of argument presented by this thesis is that there are political, socio-economic, familial and institutional factors and the discourses that construct them which affect learners’ resilience.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/9984
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectDiscourses of empowermenten_US
dc.subjectDiscourses of disempowermenten_US
dc.subjectGrade 11 high school learnersen_US
dc.subjectTownship school in Cape Townen_US
dc.subjectSouth Africaen_US
dc.titleTranscending disadvantage: life-histories of learners at a township school in South Africaen_US
dc.typeThesisen_US

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Philosophiae Doctor - PhD (Linguistics, Language and Communication)