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.
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