Bongi Bangeni

Introduction

Bongi Bangeni is Associate Professor in the Centre for Higher Education Development (CHED), University of Cape Town, South Africa. She obtained her PhD in Education, specialising in Applied Language Studies, from UCT’s School of Education in 2012. Thereafter, she joined the Language Development unit in the Academic Development Programme / CHED. Bongi is an NRF rated researcher who has published in the areas of  writing and identity, black students’ language attitudes and transitions from undergraduate to postgraduate studies, and more recently on southernizing sociolinguistics. She is co-editor of the book Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention (2017, Bloomsbury).

Bongi has been the recipient of a Mandela Fellowship at the Hutchins Center for African & African American Research, Harvard University, USA, and a Research Fellowship at the University of Massachusetts, Amherst.

 

Selected Publications

 

 

 

 

 

 

 

 

 

 

  • Bangeni, B.; Bangeni, N. & Rudwick, S. 2023. ‘Begging for “authenticity”: Language, class and race politics in South Africa’. In Antia, B. & Makoni, S. (Eds). Southernizing Sociolinguistics. Routledge. Pp169-185. eBook ISBN: 9781003219590.

  • Le Roux, K.; Bangeni, B. & McKinney, C. 2021. ‘Language Policy for equity in STEM higher education in multilingual South Africa. In Essien, A. & Msimanga, A. (Eds). Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts. SpringerLink. ISBN: 978-3-030-72009-4

  • Kapp, R. & Bangeni, B. 2020. Black working-class students’ negotiation of boundaries across time and space: A longitudinal analysis. Critical Studies in Teaching and Learning, (CriSTaL), Vol 8 (1):  81-95.  https://doi.org/10.14426/cristal.v8i1.233

  • Baker, S., Bangeni, B., Burke, R. & Hunma, A. 2019. “The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study”. Higher Education Research and Development, Vol. 38 (1): 142-156

  • Bangeni, B & Greenbaum, L. 2019.  ‘ECP students’ views of their literacy practices: implications for support on the LLB in a time of change’. Reading and Writing journal.

  • Bangeni, B.  2017. ‘A Longitudinal Account of the Factors Shaping the Degree Paths of Black Students’. In Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.

  • Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence, and retention in higher education. UK: Bloomsbury Publishing.

  • Kapp, R.; Badenhorst, E. Bangeni, B.; Craig, T.; van Rensburg, V.; Le Roux, K.; Prince, R.; Pym, J., & van Pletzen, E. 2017. ‘Students’ Negotiation of Learning and Identity in Working Class Schooling’. In Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.

  • Bangeni, B. 2013. ‘An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at a postgraduate level’. English for Specific Purposes 32(1): 248-257

  • Bangeni, B. & Greenbaum, L. 2013. An analysis of the textual practices of undergraduate and postgraduate novice writers in Law. Per Linguam 29(2): 72-84.