“光着脚总比没有好”:民族主义思想对历史课堂上少女时代的影响

Y. Woest
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摘要

本研究采用民族志作为研究方法,重温和反思我作为一名南非白人女孩在种族隔离时代的历史课上的经历。本文关注的是20世纪80年代末南非种族隔离时期,南非民族主义意识形态和白人的宏大叙事是如何影响历史课堂上的少女时代或少女成长的。本文有目的地探讨白人至上主义的意识形态,如井然有序(种族化的体面),是如何通过小的压迫行为进入小学历史课堂的微观背景的。在认识论上,我通过一种解释范式来证明个人经验的意义构成是合理的,这是本文的核心。在方法上,本研究采用了定性方法,研究设计包括一个自我民族志。数据由个人叙述组成,从反思的个人自由写作发展成一个精心制作的故事,依靠记忆工作,并通过真实性检查来记住特定的细节。我是唯一的参与者,因为我通过我的叙述生成了数据。对调查结果的分析表明,“地方”是身份标记的主要汇合,即“外部女孩”在社会教育背景下的位置和民族主义对白人女孩的影响的交叉性。我以我最后的思考作为一种意义建构的形式来结束这篇论文。关键词:布尔;Autoethnography;白色少女时代;历史教育;角色扮演,白度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom
ABSTRACT This 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. Keywords: Afrikaner; Autoethnography; White girlhood; History education; Role-play, Whiteness.
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