Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5405
DC FieldValueLanguage
dc.contributor.authorAdedokun, Theophilus Adedayoen_US
dc.contributor.authorUsadolo, Sam Erevbenagieen_US
dc.contributor.authorAwung, Felix Nkwattaen_US
dc.date.accessioned2024-08-14T20:48:01Z-
dc.date.available2024-08-14T20:48:01Z-
dc.date.issued2024-
dc.identifier.citationAdedokun, T.A., Usadolo, S.E. and Awung, F.N. 2024. A sociological exploration of language lecturers' journey into African language teaching. Erudio: Journal of Educational Innovation. 11(2): 239-254.en_US
dc.identifier.issn2302-884X-
dc.identifier.issn2549-8673 (Online)-
dc.identifier.urihttps://hdl.handle.net/10321/5405-
dc.description.abstractPost-apartheid policies aimed to promote African languages in higher education, yet lecturers face lack of institutional support and resource scarcity. This qualitative study explores experiences of African language lecturers at South African universities, using Bourdieusian theory to understand broader discourses around language, identity, and power shaping efforts to revalue these languages. In-depth interviews were conducted to gain insights into lecturers' journeys and lived experiences. The findings revealed that their habitus was oriented towards language teaching by familial, socio-political, and educational contexts. In addition, accumulating cultural capital through credentials facilitated academic lecturers’ progression while leveraging social capital through professional networks provided them crucial access and advocacy. Within competitive academia, lecturers continuously pursued prestigious positions and various forms of capital. Collaborating with language communities enabled developing localized, culturally validating pedagogies to counter institutional barriers. Technology access empowered effective role performance, research publishing, and career advancement. This study contributes to a deeper understanding of the challenges faced by African language lecturers and highlights the need for institutional support, resource availability, and community engagement to promote and sustain African language education in higher education institutions.en_US
dc.format.extent16 pen_US
dc.format.mediumEnglish-
dc.language.isoenen_US
dc.publisherUniversity of Brawijayaen_US
dc.relation.ispartofErudio: Journal of Educational Innovation; Vol. 11, Issue 2en_US
dc.subjectLanguage teachingen_US
dc.subjectLanguage lecturersen_US
dc.subjectJourneyen_US
dc.subjectAfrican languagesen_US
dc.subjectBourdieuen_US
dc.titleA sociological exploration of language lecturers' journey into African language teachingen_US
dc.typeArticleen_US
dc.date.updated2024-08-14T18:37:05Z-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
Appears in Collections:Research Publications (Arts and Design)
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