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

dc.contributor.advisor	Dyers, Charlyn
dc.contributor.author	Ntete, Susan
dc.contributor.other	Dept. of English
dc.contributor.other	Faculty of Arts
dc.date.accessioned	2014-02-06T09:54:33Z
dc.date.available	2010/01/19 23:59
dc.date.available	2010/01/19
dc.date.available	2014-02-06T09:54:33Z
dc.date.issued	2008
dc.identifier.uri	http://hdl.handle.net/11394/2741
dc.description	Philosophiae Doctor - PhD	en_US
dc.description.abstract	This 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.language.iso	en	en_US
dc.publisher	University of the Western Cape	en_US
dc.subject	Discourses of empowerment	en_US
dc.subject	Discourses of disempowerment	en_US
dc.subject	Grade 11 high school learners	en_US
dc.subject	Township school in Cape Town	en_US
dc.subject	South Africa	en_US
dc.title	Transcending disadvantage: life-histories of learners at a township school in South Africa	en_US
dc.type	Thesis	en_US
dc.rights.holder	University of the Western Cape	en_US
dc.description.country	South Africa