This reflection encompasses the analysis of a teaching material / sequence platform conducted during a lesson.
Teaching Sequence: Southern Africa (for lower secondary school)
Link to the sequence: http://engelsk.gyldendal.dk/en/Indgange/Topics/Friend_or_Foe/Southern_Africa/Goal.aspx
The views on culture presented in the analysis will be marked by colours according to this order:
After working with this topic, you should have a knowledge of the recent history of Southern Africa, especially of the countries of South Africa and Zimbabwe, and an understanding of how the interactions between native populations and European colonizers have shaped the modern societies that have now emerged in these countries.
You should be able to understand both the gist of and specific information in texts on the subject of Southern African history and modern society in South Africa and Zimbabwe.
- You should be able to express your knowledge, ideas and opinions concerning aspects of Southern Africa’s history, development and current situation, and take part in discussions on the theme.
- You should be able to understand and make active use of a relevant vocabulary within the theme of Southern Africa’s history and development.
- You should have a knowledge of the way that historical events can influence the development of a country and the relationship between its citizens. You should also be able to relate this knowledge to your own life and experiences in Denmark.
2) Views of culture
Video from lesson 1:
- European imperialism in Africa: Has a transnational and perhaps non-essentialist narrative perspective on the story of European imperialism in Africa, even though colonial history consisted of multiple, different European countries, conquering multiple different African countries.
There’s a national view since the questions are about a specific area.
1. How long did the colonial period in Southern Africa last?
2. Which countries in Southern Africa were British colonies?
3. Why did the British quarrel with the Dutch colony in Southern Africa?
5. What was the result of the Boer wars?
3) Identity and process of othering
From lesson 2: Apartheid in process: An example of the “othering” that took place in the European narrative of black people.
Ellen Richardson: (description with representations without intersectionality – the subtextuality seems to be that she doesn’t agree with the acts)
Under Apartheid, people in South Africa were classified as belonging to a particular racial group: White, Black, Asian (or Indian) or Coloured. According to the Group Areas Act of 1950, the various racial groups had to be physically separated from each other. This meant that the country was divided into areas that were especially reserved for particular racial groups. Identity documents for Black and Coloured (othering and large-culture essentialism) people stopped them from moving into “White” areas. Sometimes members of the same family were classified in different racial groups and were forced to live apart.
It was difficult for non-White people to work in “White” areas. They had to have special permits and could not usually bring their families with them.
4) Representations (intersectionality/subtextuality)
Picture from ‘Apartheid – the background’
This picture shows a representation of the South African people, both black and white fighting against the Apartheid.
5) Intercultural narratives and discourses – language use in texts and media.
Heart of darkness (Book), Joseph Conrad (also identity and othering), ex. It tells a story from a time when native peoples of the African continent was considered savages.
Now when I was a little chap I had a passion for maps. I would look for hours at South America, or Africa, or Australia, and lose myself in all the glories of exploration. At that time there were many blank spaces on the earth, and when I saw one that looked particularly inviting on a map (but they all look that) I would put my finger on it and say, `When I grow up I will go there’.
Common Objectives for English after 7th grade
The teaching sequence is working towards the following Common Objectives within the “culture and society” field marked in bold:
|Kultur og samfund||Eleven kan indgå i enkle kulturmøder ved brug af forskellige medier||Interkulturel kontakt||Engelsk som adgang til verden||Tekst og medier|
|1.||Eleven kan give eksempler på forskelle og ligheder mellem kultur- og samfundsforhold i eget land og i engelsksprogede områder||Eleven har viden om enkle kultur- og samfundsforhold i engelsksprogede områder||Eleven kan deltage i udveksling af enkel information og produkter med elever i udlandet||Eleven har viden om metoder til udveksling af information||Eleven kan genkende typer af fagtekster på engelsk||Eleven har viden om sproglige træk ved fagtekster|
|2.||Eleven kan fortælle om kulturelle forskelle og ligheder i enkle kulturmøder||Eleven har viden om udvalgte kultur- og samfundsgrupper||Eleven kan med forberedelse og støtte bruge engelsk til internationale henvendelser||Eleven har viden om engelsk som lingua franca||Eleven kan sammenligne typer af fiktive tekster på engelsk||Eleven har viden om enkle genretræk ved fiktionstekster|
|3.||Eleven kan indgå i enkle forberedte kulturmøder||Eleven har viden om sproglige regler, normer og værdier hos udvalgte grupper||Eleven kan tage initiativ til kommunikation med personer i udlandet||Eleven har viden om forskellige medier som adgang til international kontakt||Eleven kan anvende varierede teksttyper i forskellige medier på engelsk||Eleven har viden om sammenhæng mellem genre, indhold og formål|