ABSTRACT
Language ideologies and other context-specific processes related to language, like speech genres, shaped learning in the three places. The schools everywhere generally reproduce inequalities, apartheid spatial segregation produced extreme forms of class- and race-based inequalities that were and continue to be significantly spatialised. Rosemary Gardens High School (RGHS), the Doodvenootskap and Youth Amplified can therefore be thought of as porous, evolving constellations of social relations that met at a specific moment and evolved over time. Some youth who live in areas previously reserved for black and coloured children do attend schools elsewhere, but school fees, transportation costs and fears of public humiliation, due to not being able to afford, for example, school outings, prevent many young people from attending schools in middle-class suburbs. The language and reference points used by Children's Rights and Anti-Abuse Group (CRAAG) and other NGOs in the Global Hope Foundation building provided a rich set of ideas and concepts that Doodvenootskap (DVS) used in dialogues.
