Paper Dilemmas of race, register and inequality in South African schools by © James Collins (University at Albany/SUNY)
[email protected] July 2015 This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/4.0/ Dilemmas of race, register and inequality in South African schools James Collins Department of Anthropology University at Albany/SUNY
[email protected] Draft: Submitted for Adrienne Lo & Joseph Park , eds., Mobility, Mediatization, and Enregisterment, forthcoming special issue of Language in Society. Please acknowledge publication status in any circulation, citation or quotation. Abstract: There is strong evidence that the ‘legacies of Apartheid’ remain in place in South Africa’s education system, entangling economic inequality, racial categorization, and de facto language hierarchy. This study draws from an ethnographic study of language diversity in a Cape Town public school, focusing on how classroom practices regulate and school staff frame language diversity and social inequality among their pupils. It uses the concepts of language register, sociolinguistic scales, and racialization to analyze how education policy, classroom practices and school discourses about language in South Africa implicate class and racial hierarchies. It shows how register analysis helps reveal multi-scaled connections between linguistic and social inequality and prejudice. Keywords: Language registers, social inequality, South Africa 1 Introduction: The South African Constitution was negotiated in the final years of a century-long struggle against white supremacy and an apartheid state, by activists and revolutionaries who had spent decades in civil protest, armed struggle, and exile.