This thesis was an exploration of the convergence of the phenomena of language and identity in relation to Black African BEd Foundation Phase (BFP) L2 students within the context of a historically white institution. The study looked at the implications for epistemological access and ontological development, in relation to these phenomena, within a transformative and critical emancipatory ideological orientation. With this in mind, the review of the literature focused on language and identity, using the theoretical lens of the Transformative Paradigm theoretical framework and the associated lenses of Transformative Learning, Critical Pedagogy and Critical Emancipatory Research (CER) theory. The study adopted a Qualitative Research paradigmatic position which was in keeping with a bricoleuric multi-perspectival stance. To this end a representative sample of the cohort under study was examined from an interpretivist phenomenological perspective.
The data revealed the epistemological and ontological implications as well as the concomitant power relations of the hegemony and dominance of English as one of the two media of instruction, deconstruction and construction. The underlying intention was to make a contribution towards the development of strategies that will promote a culture of critical consciousness and reflectivity. This was done in pursuance of an agenda for transformative praxis and in consideration of critical emancipatory research theory where the participants in this study were regarded as co-constructors and co-negotiators.
Recommendations pertaining to the cohort s support are proffered based, inter alia, on their responses, the researchers observations, and the researcher s experiential insights. It is envisaged that these recommendations will have positive ramifications for scholarly transformative and cyclical emancipatory agency which will, in turn, have a positive bearing on the participants roles as Black South African Foundation Phase education practitioners.