Abstract
The issue of national identity is a central concern for learners both in terms of formal education (social studies) and personal pleasure (sports). This study adopted a theoretical model of how national identity can be envisaged by middle school learners, and through an intensive week’s case study, demonstrated both the strengths and potential problems of using picture books as a source of information about a nation state. Having self-reflected on their own sense of national identity, a class from a provincial town in New Zealand (NZ) were given the opportunity to explore over 85 educational readers/trade picture book titles sourced from South Africa (SA) (plus other texts from Africa that were locally available) and attempt to define what it is to be a South African. Prior knowledge was factored in the findings and the results were compared to a South African class’s perceptions using the same theoretical model. This article draws a tentative conclusion as to the presences and absences of which South African national identity features can be located whilst reading the two types of fictional texts. Additionally the article proposes that the methodology can be replicated in the classroom in the context of learning as inquiry.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Mousaion: South African Journal of Information Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
