Paradox and pedagogy: double binds and the culture of learning in South African schools.

Autor/in	Perold, Jan J.
Titel	Paradox and pedagogy: double binds and the culture of learning in South African schools.
Quelle	In: Culture & psychology, 7 (2001) 4, S. 411-431Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 33
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1354-067X; 1461-7056
DOI	10.1177/1354067X0174001
Schlagwörter	Bindung; Verhalten; Schüler; Lernverhalten; Lernkultur; Apartheid; Südafrika (Staat)
Abstract	The culture of learning has been severely eroded in many South African schools. This article analyzes the relationship between this erosion and the legacy of apartheid in terms of the double bind hypothesis. A double bind occurs when (interpersonal or cultural) injunctions demanding certain items of behavior are regularly accompanied by higher-order injunctions forbidding the patterns of behavior that must necessarily result from obeying those injunctions. The hypothesis proposes that people caught in a double bind might lose the ability to distinguish between the two orders of injunctions. The analysis suggests that many Black South Africans have fallen victim to a double bind created by contradictions between the injunctions imposed by the school system and those imposed by the former regime's racist socioeconomic policies. The resultant confusion between levels is evidenced in the fact that many pupils and teachers habitually misinterpret educational injunctions as symbols of political oppression. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)