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Culturally appropriate linguistic responses to taboo issues when teaching biology
Introduction, part of: African teachers of Xhosa culture experience similar inhibitions when talking about sexual reproduction terms and processes in the schools where they teach and have difficulties providing a culturally appropriate response to these challenges. We also know that teachers perceive these inhibitions and language issues as taboos when teaching children of their own culture, and do not know how to alleviate them. As such, in this chapter, which is based on portions of Simayi’s doctoral thesis (2021), we examine linguistic issues of polyphonies, metonyms, and taboos surrounding menstruation where strong traditional Xhosa culture persists, that is in rural areas of the Transkei, South Africa.
Author: Simayi, Ayanda | ORCID: https://orcid.org/0000-0002-5592-2745
Co-author: Webb, Paul | ORCID: https://orcid.org/0000-0002-4118-8973
Institution: Nelson Mandela University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Type: Chapter in book | English | Peer Reviewed
Subjects: Education
Published in: Education research in African context: traditions and new beginnings for knowledge and impact. ISBN: 978-1-0672535-0-9 (paper), EISBN: 978-1-0672535-1-6 (eBook), EISBN: 978-1-0672535-2-3 (ePub) | Chapter 14
Publisher of document: Somerset West, Cape Town: African Minds
Date: 2024 | Pages: 218-232
https://www.africanminds.co.za/education-research/
Copyright: © 2024 African Minds | License: Open Access: CC BY 4.0
