Show simple item record

dc.contributor.authorWoest, Y.
dc.date.accessioned2022-02-04T06:40:18Z
dc.date.available2022-02-04T06:40:18Z
dc.date.issued2021
dc.identifier.citationWoest, Y. 2021. “Better a barefoot than none”: Influences of Nationalist ideologies on girlhood in the history classroom. Yesterday & today, 26:92-116, Dec. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]en_US
dc.identifier.issn2223-0386
dc.identifier.issn2309-9003 (O)
dc.identifier.urihttp://hdl.handle.net/10394/38267
dc.identifier.urihttp://dx.doi.org/10.17159/2223-0386/2021/n26a8
dc.identifier.urihttps://orcid.org/0000-0001-5595-0546
dc.description.abstractThis study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the grand narratives of Afrikaner Nationalist ideologies and Whiteness in South Africa influenced girlhood or girl-becoming within the History classroom during apartheid in the late 1980s. This paper purposefully interrogates how ideologies of white supremacy, such as ordentlikheid (ethnicised respectability), found their way into the micro-context of a primary school history classroom through small acts of oppression. Epistemologically, I underpin this this paper by an interpretative paradigm to justify the meaning-making of personal experiences, which form the core of this paper. Methodologically, the study adopted a qualitative approach, and the research design comprised of an autoethnography. Data consisted of a personal narrative developed from a reflective piece of personal free writing into a crafted story by relying on memory work and checked by verisimilitude to remember specific details. I was the sole participant in that I generated the data through my narrative. An analysis of the findings showed ‘place’ as predominant convergence of identity marker, namely the place of ‘outsider-girlhood’ within the socio-educational context and intersectionality as Nationalist influence on white girlhood. I conclude the paper with my final reflections as a form of meaning-making.en_US
dc.language.isoenen_US
dc.publisherSouth African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoriaen_US
dc.subjectAfrikaneren_US
dc.subjectAutoethnographyen_US
dc.subjectWhite girlhooden_US
dc.subjectHistory educationen_US
dc.subjectRole-playen_US
dc.subjectWhitenessen_US
dc.title“Better a barefoot than none”: Influences of Nationalist ideologies on girlhood in the history classroomen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record