Carol Mckinney
Biographic Data
| ID | 222189 |
|---|---|
| NAME | Carol Mckinney |
| GIVEN NAMES | Carol |
| FAMILY NAME | Mckinney |
| SIGNATURE | MCKINNEY C |
| AFFILIATIONS | University of Cape Town |
| ORCID | 0000-0002-1995-7238 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Working with teachers to disrupt Anglonormativity
The coloniality of language profoundly shapes language regimes and language hierarchies in South African schools. Linguistic competence is associated with whiteness and with monolingual proficiency in a European language, in our case (White South African) English, and linguistic deficiency with Blackness. This paper shares and reflects on our experiences as teacher educators working with pre-service student teachers to disrupt racialised colonial…
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Manifesto
Buscamos discutir alguns pressupostos sobre o uso do inglês como "língua franca" em contextos acadêmico-científicos, identificar o impacto destes pressupostos nas trajetórias de produção e recepção de conhecimentos, e legitimar o uso de múltiplas línguas para a troca acadêmica transnacional. Propomos dez princípios: o uso do inglês quanto "língua franca" acadêmico-científica não sempre promove a inclusão; uma suposta "língua franca" acadêmicocien…
Descolonialidade e linguagem na educação
Este capítulo se baseia na teorização da descolonialidade para mostrar como a língua(gem) na educação política na África do Sul continua a ser moldada por uma "matriz colonial de poder" (Mignolo, 2009). Isso leva ao silenciamento das crianças africanas e sua exclusão de uma educação de qualidade. O capítulo argumenta que transgredir socialmente limites de língua(gem) construídos e provocar ideologias linguísticas monolíngues é central para o repo…
What counts as language in South African schooling
This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic conceptualising of language as social practice for language e…
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
Orientations to English in post-apartheid schooling
As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previou…
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Schooling in black and white
Research on school desegregation in South Africa has largely documented an assimilationist process. As in educational contexts elsewhere, the assimilationist position presupposes that learners from non‐dominant groups are made to change their ways of being on entering schools from which they were previously excluded. Drawing on an ethnographic case‐study of a suburban girls’ school in Johannesburg, South Africa, where ‘black’ learners have replac…
Caught between the ‘old’ and the ‘new’? Talking about ‘race’ in a post‐apartheid university classroom
This paper explores difficulties in talking about ‘race’ and difference in a post‐apartheid university classroom. The data come from classroom‐based research conducted in a first‐year undergraduate English Studies course at a historically ‘white’ and Afrikaans university in South Africa. Drawing on poststructuralist ideas on discourse and the self, discourse and society, I analyse moments from classroom discourse and argue that the ways in which …
Misunderstandings about language
Developing a sociolinguistic voice? Students and linguistic descriptivism
Religion and Society in Central Africa
Books/Livres
Cherubim and Seraphim, The History of an African Independent Church
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Cherubim and Seraphim, The History of an African Independent Church
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
Schooling in black and white
Research on school desegregation in South Africa has largely documented an assimilationist process. As in educational contexts elsewhere, the assimilationist position presupposes that learners from non‐dominant groups are made to change their ways of being on entering schools from which they were previously excluded. Drawing on an ethnographic case‐study of a suburban girls’ school in Johannesburg, South Africa, where ‘black’ learners have replac…
Caught between the ‘old’ and the ‘new’? Talking about ‘race’ in a post‐apartheid university classroom
This paper explores difficulties in talking about ‘race’ and difference in a post‐apartheid university classroom. The data come from classroom‐based research conducted in a first‐year undergraduate English Studies course at a historically ‘white’ and Afrikaans university in South Africa. Drawing on poststructuralist ideas on discourse and the self, discourse and society, I analyse moments from classroom discourse and argue that the ways in which …
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Books/Livres
Cherubim and Seraphim, The History of an African Independent Church
Religion and Society in Central Africa
Misunderstandings about language
Developing a sociolinguistic voice? Students and linguistic descriptivism
Caught between the ‘old’ and the ‘new’? Talking about ‘race’ in a post‐apartheid university classroom
This paper explores difficulties in talking about ‘race’ and difference in a post‐apartheid university classroom. The data come from classroom‐based research conducted in a first‐year undergraduate English Studies course at a historically ‘white’ and Afrikaans university in South Africa. Drawing on poststructuralist ideas on discourse and the self, discourse and society, I analyse moments from classroom discourse and argue that the ways in which …
Schooling in black and white
Research on school desegregation in South Africa has largely documented an assimilationist process. As in educational contexts elsewhere, the assimilationist position presupposes that learners from non‐dominant groups are made to change their ways of being on entering schools from which they were previously excluded. Drawing on an ethnographic case‐study of a suburban girls’ school in Johannesburg, South Africa, where ‘black’ learners have replac…
Orientations to English in post-apartheid schooling
As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previou…
The sociolinguistics of writing in a global context
In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re-imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key c…
Linguistic ideologies in multilingual South African suburban schools
Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid an…
What counts as language in South African schooling
This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper explores the implications of heteroglossic conceptualising of language as social practice for language e…
Descolonialidade e linguagem na educação
Este capítulo se baseia na teorização da descolonialidade para mostrar como a língua(gem) na educação política na África do Sul continua a ser moldada por uma "matriz colonial de poder" (Mignolo, 2009). Isso leva ao silenciamento das crianças africanas e sua exclusão de uma educação de qualidade. O capítulo argumenta que transgredir socialmente limites de língua(gem) construídos e provocar ideologias linguísticas monolíngues é central para o repo…
Manifesto
Buscamos discutir alguns pressupostos sobre o uso do inglês como "língua franca" em contextos acadêmico-científicos, identificar o impacto destes pressupostos nas trajetórias de produção e recepção de conhecimentos, e legitimar o uso de múltiplas línguas para a troca acadêmica transnacional. Propomos dez princípios: o uso do inglês quanto "língua franca" acadêmico-científica não sempre promove a inclusão; uma suposta "língua franca" acadêmicocien…
Coloniality of language and pretextual gaps
Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact o…
Working with teachers to disrupt Anglonormativity
The coloniality of language profoundly shapes language regimes and language hierarchies in South African schools. Linguistic competence is associated with whiteness and with monolingual proficiency in a European language, in our case (White South African) English, and linguistic deficiency with Blackness. This paper shares and reflects on our experiences as teacher educators working with pre-service student teachers to disrupt racialised colonial…
Multilingual Education and Policy (11 works) · Sociology (11 works) · Linguistics (8 works) · Political science (6 works) · Second Language Learning and Teaching (6 works) · EFL/ESL Teaching and Learning (5 works) · History (5 works) · Philosophy (5 works) · Computer Science (4 works) · Gender Studies (4 works)