It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
In the final chapter of this volume, the authors refer to the “pedagogical vantage
points offered by narrative inquiry”, an apt comment that encapsulates the
volume’s purpose and its spirit. As an increasing number of people throughout
the world – and from a broad range of disciplines – are turning to narrative as a
research methodology, this volume is timely in its focus on the learning and
teaching of this approach. The contributors to the volume, all narrative scholars
themselves, write about the creative and challenging pedagogical activities that
they use in order to enable others to learn about and do narrative research. The
volume will be of particular interest to those teaching narrative research
methodologies at both undergraduate and postgraduate level in the social
sciences, medical sciences and the humanities. The contributions from Hong
Kong, Israel, Europe and North America, all reflect critically on the rich
complexities of using and teaching narrative in those contexts and attend
closely to the diverse constituencies of their learning communities.