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Abstract
Owen van den Berg has reminded us of the dialectic between language and action.Footnote 2 He argues, with Foucault, “that practice arises out of discourse, embodies it, perpetuates it, solidifies it” (p14).
Some of the material of this paper was presented to the Southern African Association for Learning and Educational Disabilities conference, University of the Witwatersrand, 5–8 1987. in a paper: 'Separate but equal? Against education for ‘special needs’, “Children of gold” (from Plato) is a popular name used ‘gifted’ children. See. for instance. the ‘Children of Gold’ international conference. May 1987:Johannesburg College of Education.
Van den Berg, O. 1986: ‘Power, discourse and the teacher’, Perspectives in Education, p4.
Some of the material of this paper was presented to the Southern African Association for Learning and Educational Disabilities conference, University of the Witwatersrand, 5–8 1987. in a paper: 'Separate but equal? Against education for ‘special needs’, “Children of gold” (from Plato) is a popular name used ‘gifted’ children. See. for instance. the ‘Children of Gold’ international conference. May 1987:Johannesburg College of Education.
Van den Berg, O. 1986: ‘Power, discourse and the teacher’, Perspectives in Education, p4.
Notes
Some of the material of this paper was presented to the Southern African Association for Learning and Educational Disabilities conference, University of the Witwatersrand, 5–8 1987. in a paper: 'Separate but equal? Against education for ‘special needs’, “Children of gold” (from Plato) is a popular name used ‘gifted’ children. See. for instance. the ‘Children of Gold’ international conference. May 1987:Johannesburg College of Education.
Van den Berg, O. 1986: ‘Power, discourse and the teacher’, Perspectives in Education, p4.