School of Arts

Fiona Jackson






Contact Number



Pietermaritzburg Campus

Office Address

OMB 13

Degrees Held

  • BA UN
  • BA Hons (English) UN
  • BA Hons (Applied Linguistics) UN
  • HDE (UN)

Research Interests

  • Language and Society
  • Academic Literacies
  • Gender and the Media

Teaching Interests

  • Early photography
  • Ideology and the Media
  • Research Methodologies


  • Clarence-Fincham, J., Hart., M., Inglis, M. & Jackson, F. (eds). Exploring Our Voices:  Effective English teaching in multilingual classrooms.  .  Oxford University Press:  Cape Town
  • Jackson, F. 2017. Plotting pedagogy in a rural South African English classroom: A Legitimation Code Theory Analysis. Per Linguam A Journal of Language Learning. Vol 33 (2).
  • Jackson, F. Unraveling high school English literature pedagogic practice: a Legitimation Code Theory analysis. Language and Education. DOI:10.1080/09500782.2016.1177070.
  • Jackson, F. 2015. Knowledge and Knowers by Karl Maton: A review essay. Abingdon, Oxon, Routledge. Journal of Education, Vol 59.
  • Jackson, F. 2014. Using Legitimation Code Theory to track pedagogic practice in a South African English Home Language poetry lesson. Journal of Education Vol 63.
  • Jackson, F. 2011. Local appropriation of global communication forms: A micro case study of teacher and learners’ uses of mass media genres. English Teaching: Practice and Critique. December, Vol 10 (4).
  • Jackson, F. 2009. EAP Course Design within a context of institutional change and cross-disciplinary collaboration: factors shaping the creating of “Writing for Commerce”. Per Linguam A Journal of Language Learning. Vol 25 (2).
  • Jackson, F. 2005. Divine Interventions: Needs Analysis for Post-graduate Academic Literacy and Curriculum Development in a South African School of Theology.  Language and Education:  An International Journal.  Vol 19 (1).
  • Jackson, F. 1995. Acquiring Applied Linguistic Discourse: The Role of Diverse Writing Tasks For Academic Development In A Post-Graduate Degree. Academic Development.  Vol 1 (2).
  • Jackson, F. 2015. Understanding Teacher and Learner Movement Between Real World and Classroom Genres Via Conceptual Integration Theory. Hugo, W. (ed) Conceptual Integration and Educational Analysis.  HSRC Press: Cape Town.
  • Jackson, F., Mkhize, T. & Twala, B. 2002. “Developing ESL Learners’ Listening and Speaking Skills”. In: Exploring Our Voices:  Effective English teaching in multilingual classrooms.   Clarence-Fincham, J., Hart, M., Inglis & Jackson, F. (eds).    Oxford University Press:  Cape Town.
  • Jackson, F. 2000. “Ways of understanding the reading process: Implications for teaching.” In:  Inglis, M., Thomson, C. & Macdonald, A. (eds) Language in Learning and Teaching.  University of Natal Press: 
  • Jackson, F. & Thomson, C. 2000. Literate life histories:  Do they provide a reflective and empowering language development experience for teachers?  In: Inglis, M. & Thomson, C. &. Macdonald, A. (eds) Language in Learning and Teaching. University of Natal Press: 

Community Involvement

  • 1987 – 1989, End Conscription Campaign. Acting Chairperson – 1989
  • 1990, Pietermaritzburg Crisis Committee: Co-ordinated team who recorded the statements of displacees in the Seven Days War.
  • 1990 – 1992, Imbali Support Group. Participated in overnight stays with Imbali families threatened by violence; acted as a ‘link’ person gathering reports of violent incidents within Imbali, and assisting Imbali residents in liaising with police.
  • Independent Electoral Commision: District Election Monitor responsible for Pietermaritzburg Central, April/May. Co-ordinated a team of IEC Monitors during elections and vote counting.
  • 1989 -1995. Black Sash: 1993/4 – Executive Committee Member
  • 1982-1985. Pietermaritzburg Agency for Christian Social Awareness and Action, Council Member.
  • 1993 – 1998. Friends of the Tatham Art Gallery: Executive Committee Member.

Teaching Expertise

  • Early Photography, Media, Ideology and the Public Sphere, Semiotics, Inter-cultural communication, Qualitative Research Methodologies, Tabloidization of the Press, Sociolinguistics, Psycholinguistics, Language Teaching Methodologies, Academic Literacies, Orality and Literacy


  • Mbali Mphiri. 2017. An exploratory case study of UKZN PMB students’ responses to the representation of the female lead character Mkabayi Zungu in Isibaya.
  • Nolungelo Mkhatshwa. 2017. UKZN students’ responses to the narrative construction of female characters within the cultural/ traditional practices of ‘ukungenwa’ (levirate union) and ‘isithembu’ (polygamy) as represented in Generations the Legacy and Muvhango .
  • Thokozani Mtiki. 2016. An investigation of the Daily Sun’s representation of men and women in its headlines, and photographs in hard news stories.
  • Siduduziwe Madonda. 2016. An investigation of the gender role representation of Karabo in the soap opera Generations in relation to discourses of polyandry and polygamy.
  • Phumelele Lembethe. 2016. A comparative analysis of the construction of the central male protagonist in the original and the remake of the film The Gambler through the lens of masculinities theory.
  • Lindani Makhaye. 2016. The communication of South African contemporary black masculinities in local TV Soapies, with particular attention to lead male protagonists in Generations the Legacy and Rhythm City.
  • Mutsa Hove. 2014. The construction and representation of masculinities in YOU magazine: A study of representations of paralympian Oscar Pistorious pre and post Reeva Steenkamp’s fatal shooting.
  • Warwick Jones. 2014. “Are there any normal guys out there?” An analysis of represented constructions of queer masculinities on Gaydar.
  • Dashentha Reddy. (current). The re-contextualization and representation of women’s roles in the television series Once Upon A Time.  
  • Melba Nzimande. 2015. An ethnographic study of isiZulu speaking UKZN students’ responses to constructions of male characters in Muvhango.
  • Carol Thomson. 2001. Writing experiences of B.Ed (Hons) students registered for the Language in Learning and Teaching module: a case study. 
  • Jo Stielau.   Conflicting paradigms:  an investigation into teachers’ perceptions of language teaching in ESL primary school classrooms, KwaZulu-Natal. 
  • Sabelo Kunene. An Investigation into Code/Medium Switching Between English and Zulu in Black South African Schools in Relation to the Existing Policies of the Medium of Instruction.
  • Gerald Naidoo. 1995.  A Study of  How First Language Teachers of English Organise Their Classrooms And Their Teaching To Promote The Language Development Of English As Second Language Learners In Selected Racially Mixed Schools.   Co-supervised with M.