{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/14348"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/14348","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The language textbook in a post-apartheid education system","abstract":"Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.","abstract_html":"Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking.","abstract_has_math":false,"creators":["Lague, Peter Ernest"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Esterhuyse, Jan"],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994","date_published":"1994","updated_at":"2026-07-22T22:23:23Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/14348","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Esterhuyse, Jan"]},{"key":"dc:creator","label":"Author","values":["Lague, Peter Ernest"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-10-25T17:10:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-10-25T17:10:18Z"]},{"key":"dc:date.issued","label":"Date","values":["1994"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/14348"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 107-141."]},{"key":"dc:description.abstract","label":"Abstract","values":["Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. The study concludes with some recommendations for the publishing of English language textbooks in a post-apartheid terrain, and suggests a few areas of research pertinent to such an undertaking."]},{"key":"dc:title","label":"Title","values":["The language textbook in a post-apartheid education system"]}]}],"canonical_facts":{"dc:contributor.advisor":["Esterhuyse, Jan"],"dc:creator":["Lague, Peter Ernest"],"dc:date.accessioned":["2015-10-25T17:10:18Z"],"dc:date.available":["2015-10-25T17:10:18Z"],"dc:date.issued":["1994"],"dc:description":["Bibliography: leaves 107-141."],"dc:description.abstract":["Using the English language textbook as its focal point, this study attempts to determine the extent to which educational publishers are in a position, through their practices, to assist in the transformation of South Africa. The centrality of language to both the creation of individual consciousness and to the shaping of society inform this investigation. Regarded as integral to these processes is the premise that education is the primary terrain into which language, and its fundamentally moulding potential, is locked. Furthermore, the impact of not only the transition in south Africa, but also of the fluidity of the wider global backdrop on both language and education are acknowledged as crucial influences on all spheres of private as well as public life. In this context, the study endeavours to locate and define those elements which comprise and inform the practices of educational publishing. It attempts to demonstrate that the broader socioeconomic, political, educational and cultural processes, from which educational publishing takes its signals, severely restrain its capacity for participation in social transformation. 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