"But I want to teach?": A critical discourse analysis of the 2018 Funza Lushaka Bursary Agreement Form

Despite efforts by the government, the quality and retention of teachers in South African schools remain challenges. This minor dissertation explores the discourse(s) in the Funza Lushaka Bursary Agreement Form (NSFAS, 2018) and its impact on bursary holders, including newly qualified teachers. It asks two central research questions: (1) how does this document impact the bursary holders? and (2) to what extent does the discourse(s) it uses exert power over its applicants? The research approach adopted for the study is qualitative. The Funza Lushaka Bursary Agreement Form is analysed using Norman Fairclough's theory of critical discourse analysis and Michel Foucault's theories on embedded power and use of time to demonstrate control. This approach is supplemented by Bigo's (2018) concept of silence and its intended and unintended consequences.

Grantor

School of Education

Year dc:date.issued

2023

Author dc:creator

• Watson, Carla

Advisors dc:contributor.advisor

• Omar, Yunus
• Badroodien Nur-Mohammed

• Masters

Handle dc:identifier.uri

http://hdl.handle.net/11427/38126

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/38126