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Shakespeare and South Africa$
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David Johnson

Print publication date: 1996

Print ISBN-13: 9780198183150

Published to Oxford Scholarship Online: October 2011

DOI: 10.1093/acprof:oso/9780198183150.001.0001

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Afterword

Afterword

Chapter:
(p.212) Afterword
Source:
Shakespeare and South Africa
Author(s):

David Johnson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198183150.003.0008

There remains much to struggle for, much to be angry about, in the institutions and practices of English studies in post-1994 South Africa. Most urgently, the question of access to the study of English must be addressed. To continue gazing to Oxbridge and Columbia for intellectual inspiration, and to continue teaching William Shakespeare as before to relatively small numbers of students, seems particularly unlikely to make a positive impression on entrenched patterns of exclusion. In the context of English studies, this would mean: continuing outside state education policy forums and identifying the authoritarian tropes of new canons, syllabuses, and critical approaches; or seeking control of the new centres of power in order to try and install educational practices that are more democratic and empowering.

Keywords:   English studies, South Africa, William Shakespeare, education policy, canons, syllabuses, critical approaches

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