Primary School Literacy in Southern Africa: African Perspectives

Autor/in	Perry, Kristen H.
Titel	Primary School Literacy in Southern Africa: African Perspectives
Quelle	In: Comparative Education, 44 (2008) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Language Planning; Language of Instruction; Foreign Countries; Literacy; Educational Research; Literacy Education; Educational Policy; Sociocultural Patterns; Trend Analysis; Elementary Education; South Africa + Suchen Sie Ihr Suchwort? Sprachwechsel; Teaching language; Unterrichtssprache; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Soziokulturelle Theorie; Trendanalyse; Elementarunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African researchers focuses more on sociocultural and sociopolitical issues such as promoting a "reading culture," shaping language policy, and examining literacy as a local social practice. Increasingly, researchers advocate local, rather than western/northern, solutions to African problems in literacy development and instruction. However, African perspectives are nevertheless influenced by western perspectives and agendas, as a result of colonialism, postcolonialism, and globalisation. Hybrid solutions that combine western and African perspectives therefore may be important for literacy development in the region. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10