The (re)making of an African language: Revisiting epistemologies for quality assessment practices

References

• Allwood CM, Berry JW. 2006. Origins and development of indigenous psychologies: An international analysis. International Journal of Psychology 41: 243–268. doi: 10.1080/00207590544000013
   Web of Science ®Google Scholar
• Anderson LW, Krathwohl DR (eds). 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
   Google Scholar
• Antone E. 2000. Empowering Aboriginal voice in Aboriginal education. Canadian Journal of Native Education 24(2): 92–102.
   Google Scholar
• Armstrong DF, Stokoe WC, Wilcox SE. 1995. Gesture and the Nature of Language. Cambridge: Cambridge University Press.
   Google Scholar
• Barrett TC. 1972. Taxonomy of reading comprehension: Reading 360 Monograph. Lexington: Ginn & Co.
   Google Scholar
• Biko S. 1973. Black consciousness and the quest for true humanity. In: Muzorewa GH (ed.), Know Thyself: Ideologies of Black Liberation: Ideologies of Black Liberation. Eugene, OR: Resource Publications. pp 87–98.
   Google Scholar
• Bill MC. 1982. The blanket of darkness: Problems in translating from a Bantu language into English. South African Journal of African Languages 2(3): 91–117. doi: 10.1080/02572117.1982.10586480
   Google Scholar
• Bloom BS, Committee of College and University Examiners. 1964. Taxonomy of Educational Objectives, vol. 2. New York: Longmans, Green and Co.
   Google Scholar
• Broodryk J. 2006. The philosophy of Ubuntu: Some management guidelines. Management Today 22(7): 52–55.
   Google Scholar
• Clymer T. 1968. What is “reading”?: Some current concepts. Teachers College Record 69(10): 7–29. doi: 10.1177/016146816806901001
   Google Scholar
• Derrida J. 2020. Deconstruction in a nutshell: A conversation with Jacques Derrida, with a new introduction. New York: Fordham University Press.
   Google Scholar
• Deutschmann M, Steinvall A. 2020. Combatting linguistic stereotyping and prejudice by evoking stereotypes. Open Linguistics 6(1): 651–671. doi: 10.1515/opli-2020-0036
   Web of Science ®Google Scholar
• Doke CM. 2017. The Southern Bantu Languages: Handbook of African Languages. Abingdon, UK: Routledge.
   Google Scholar
• Garcia O, Wei L. 2014. Translanguaging: Language, Bilingualism and Education. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Kunene M. 1996. Some aspects of South African literature. World Literature Today 70: 13–16. doi: 10.2307/40151845
   Google Scholar
• Letseka M. 2013. Anchoring Ubuntu morality. Mediterranean Journal of Social Sciences 4(3): 351–359.
   Google Scholar
• Madiba M. 2014. Promoting concept literacy through multilingual glossaries: A translanguaging approach. In: Hibbert L, van der Walt C. (eds), Multilingual universities in South Africa: Reflecting society in higher education. Bristol: Multilingual Matters. pp. 68–87.
   Google Scholar
• Madiba M, Mabiletja M. 2008. An evaluation of the implementation of the new Language-in-Education Policy (LiEP) in selected secondary schools of Limpopo Province. Language Matters 39(2): 204–229. doi: 10.1080/10228190802579601
   Web of Science ®Google Scholar
• Makalela L. 2016. Ubuntu translanguaging: An alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies 34(3): 187–196. doi: 10.2989/16073614.2016.1250350
   Web of Science ®Google Scholar
• Makalela L. 2018a. Community elders’ narrative accounts of Ubuntu translanguaging: Learning and teaching in African education. International Review of Education 64(6): 823–843. doi: 10.1007/s11159-018-9752-8
   Web of Science ®Google Scholar
• Makalela L (ed.). 2018b. Shifting Lenses: Multilanguaging, Decolonisation and Education in the Global South. Cape Town: Centre for Advanced Studies of African Society (CASAS).
   Google Scholar
• Makalela L. 2019. Uncovering the universals of Ubuntu translanguaging in classroom discourses. Classroom Discourse 10(3-4): 237–251. doi: 10.1080/19463014.2019.1631198
   Web of Science ®Google Scholar
• Makalela L. 2022. Not Eleven Languages: Translanguaging and South African Multilingualism in Concert. Boston, MA: Walter de Gruyter Inc.
   Google Scholar
• Makalela L, Fakude P. 2014. ‘Barking’ at texts in Sepedi oral reading fluency: Implications for edumetric interventions in African languages. South African Journal of African Languages 34(sup1): 71–78. doi: 10.1080/02572117.2014.896538
   Google Scholar
• Mawere M. 2015. Indigenous Knowledge and Public Education in Sub-Saharan Africa. Africa Spectrum 50(2): 57–71. doi: 10.1177/000203971505000203
   Web of Science ®Google Scholar
• Mbembe A. 2015. Decolonizing Knowledge and the Question of the Archive. Wits Institute for Social and Economic Research (WISER). Available at https://wiser.wits.ac.za/system/files/Achille%20Mbembe%20-%20Decolonizing%20Knowledge%20and%20the%20Question%20of%20the%20Archive.pdf
   Google Scholar
• Mbiti JS. 1970. Concepts of God in Africa. London: Society for Promoting Christian Knowledge.
   Google Scholar
• Mbiti JS. 1991. Introduction to African Religion. Portsmouth, NH: Heinemann.
   Google Scholar
• Mkhize N. 2004. Psychology: An African perspective. In: Duncan N et al. (eds), Self, Community and Psychology. Cape Town: University of Cape Town Press. pp 4-1–4-29.
   Google Scholar
• Motlhaka HA, Makalela L. 2016. Translanguaging in an academic writing class: Implications for a dialogic pedagogy. Southern African Linguistics and Applied Language Studies 34(3): 251–260. doi: 10.2989/16073614.2016.1250356
   Web of Science ®Google Scholar
• Naude M, Meier C. 2019. Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms. South African Journal of Education 39(1): 1–11. https://doi.org/10.15700/saje.v39n1a1342
   Web of Science ®Google Scholar
• Ndhlovu F, Makalela L. 2021. Decolonising Multilingualism in Africa: Recentering Silenced Voices from the Global South. Bristol, UK: Multilingual Matters.
   Google Scholar
• Nkadimeng S, Makalela L. 2015. Identity negotiation in a super-diverse community: The fuzzy languaging logic of high school students in Soweto. International Journal of the Sociology of Language 234: 7–26.
   Google Scholar
• Nsamenang AB. 2009. A critical peek at early childhood care and education in Africa. Child Health and Education 1: 14–26.
   Google Scholar
• Nsamenang AB. 2017. Doing Human Development Scholarship in Africa Within the Crosscurrents of Euro-Western Intellectual Cascades. In: Abubakar M, van de Vijver FJR, Handbook of Applied Developmental Science in Sub-Saharan Africa. New York: Springer. pp. 259–278.
   Google Scholar
• Oelofsen R. 2015. Decolonisation of the African Mind and Intellectual Landscape. African Lineage 16(2): 130–146.
   Google Scholar
• Overton WF. 1998. Developmental psychology: Philosophy, concepts, and methodology. In: Damon W, Lerner RM (eds), Handbook of Child Psychology, vol. 1 (5th edn). Hoboken, NJ: Wiley. pp. 107–188.
   Google Scholar
• Plüddemann P. 2015. Unlocking the grid: Language-in-education policy realisation in post-apartheid South Africa. Language and Education 29: 186–199. doi: 10.1080/09500782.2014.994523
   Web of Science ®Google Scholar
• Tempels P, Rubbens A, King C. 1959. Bantu Philosophy. Paris: Présence africaine.
   Google Scholar
• Wa Thiong’o N. 2015. The Language of African Literature. In: Williams P, Chrisman L (eds), Colonial Discourse and Post-Colonial Theory. Oxfordshire, UK: Routledge. pp 435–455.
   Google Scholar
• Wiredu K, Gyekye K. 1992. Person and Community: Ghanaian Philosophical Studies, vol. 1. Washington DC: CRVP.
   Google Scholar